新托福高分120系列听力文本

powerup2听力文本Power up II: The Case for Optimism.In the face of a global pandemic and a rapidly changing world, it can be difficult to remain optimistic. Yet, a growing body of research suggests that optimism is not merely a personality trait, but rather a skill that can be cultivated and has a profound positive impact on our lives.One of the key benefits of optimism is its ability to reduce stress and improve overall health. Studies have shown that optimists tend to have lower levels of stress hormones, such as cortisol, and experience less inflammation, which is linked to a range of chronic diseases. Additionally, optimists are more likely to engage in healthy behaviors, such as exercise and proper nutrition, which further contributes to their overall well-being.Optimism also plays a significant role in our mental health. Optimists are less likely to experience depressionand anxiety, and they tend to have higher levels of resilience and self-esteem. This is because optimists are more likely to view challenges as opportunities for growth and learning, rather than insurmountable obstacles.Furthermore, optimism has been found to enhance our physical health. For example, one study found thatoptimists who underwent surgery recovered more quickly and experienced less pain than their pessimistic counterparts. Another study linked optimism to a reduced risk of cardiovascular disease and stroke.The benefits of optimism extend beyond our physical and mental well-being. Optimists are more likely to be successful in their careers and relationships. They are more likely to set challenging goals, persist in the face of setbacks, and see failure as a learning opportunity rather than a definitive end. In turn, this leads to greater life satisfaction and a sense of purpose.While some people may believe that optimism is simply a matter of genetic predisposition, research suggests that itcan be learned and developed through various practices. One effective way to cultivate optimism is to focus on the positive aspects of our lives, no matter how small. Thiscan include practicing gratitude, expressing appreciationfor others, and seeking out positive experiences. Additionally, it is helpful to surround ourselves with positive and supportive people who encourage us to see the bright side of things.It is important to note that optimism does not mean ignoring negative events or pretending that everything is always going to be perfect. Rather, it involves acknowledging the challenges we face while maintaining a belief that things will ultimately turn out for the better. This balanced approach allows us to cope with adversitywhile still maintaining a positive outlook on life.中文回答：面对全球疫情和快速变化的世界，保持乐观可能很困难。

02年1月托福听力文字Part A1：A: with so little time left to study for the history final. I think we should concentrate on going over our lecture notesB: that sounds good. At least we have an idea what Prof. Martin thinks is important Q: how do the students plan to prepare for the exam?2：A: sorry I'm late. There was road construction on highway 9 and traffic was bucked up for a mile.B: tell me about it. I take that road. And it took me two hours to get home last night Q: what does the man mean?3：A: u said u wanted to borrow my camera for Prof. Wilson's assignment. Well, here it is.B: I know this is precious to you, and I'll take good care of it. I hate using other people's things, especially expensive equipment like thisQ: according to the conversation, what will the woman do?4：A: have you decided what you are going to do over the summer break?B: well, I've given it a thought, and I'd like to get a job in something related to marketing.But I haven't come up with anything definite yet.Q: what does the woman mean?5：A: that chocolate cake looks delicious. Are you going to have some with me?B: well, that was a huge meal we just had, and I was sort of watching my calorie and ..., but what a healthy birthday only comes once a year.Q: what will the man probably do?6：A: they say the exercise is good for you, but I don't know. I mean dragging myself out of bed six-day and every day to go to the gym is reeking head on my sleeping schedule.B: sure, but who says u need to go everyday?Q: what does the woman imply the man should do?7：A: are you just about done with the copying machine?B: pretty much. I just have to make sure the copy is clearQ: what does the woman mean?8：A: this prescription is supposed to be effective from paining, but it's maybe too strong for me. I took it when I worked up in pain in the middle of the night, and now I feel nauseous.B: you should read the label first. It says right here on the bottom to be taken with meals onlyQ: what can be inferred about the woman?9：A: finally here are the notes u lent me from last weeks, chemistry class. Sorry I kept them so longB: hey don't worry about it. Our final exam's not for another weekQ: what does the woman imply？10：A: I know this jack is a little old and faint but I got some other things to take care of before the interviewB: if you want my opinion, a new suite should be a top priorityQ: what does the woman imply the man should do?11：A: wait a minute, are you actually studying on this beautiful Saturday when the work is indue for two weeksB: have u forgotten I'm going to be gone next weekendQ: what does the woman imply?12：A: do you know about the science fiction fare on Saturday?B: of course, I wouldn't miss it for the world.Q: what does the woman mean?13：A: Wanna come with me to the opera tonight? I've got extra tickets and I think it will take your mind off that math problem that u were swearing over for the last two hoursB: that'll be great but the opera is in what? Italian, right? I think I have a better chance of understanding a math problemQ: what does the man imply?14：A: u saw Kevin's new haircut, didn't you? It's pretty weird, don't you think?B: I don't know. I mean, I don't think it looks good on u, but on him, well, I think it really complements his beard.Q: what does the woman mean?15：A: I need u to send this package to the main office so it'll arrive before Wednesday's meeting B: is there anyone else who can do it? It's going to take me an afternoon to prepare this reportQ: what does the man suggest the woman do?16：A: I can find my notes from history class anywhere. They are not on my desk.B: u may want to check behind it. Sometimes it happens to me, especially when there r a lot of papers still piled on top of it.Q: what does the man mean?17：A: a lot of people are complaining about Prof Balle's lectures. They say he goes over the materials too quickly in class. What do you think?B: well, I don't have to write as many notes as most students in there. You see, I have similar course in another score. Maybe I'm not the best person to ask.Q: what can be inferred about the man?18：A: can u recommend one of the doctors in the students help center? I'll get a physical exam before they let me play basketballB: sorry, my hometown is so close so I just drive back there whenever I need to c a doctor Q: what does the woman mean?19：A: this reading-listen professor really give us, look at it, 2000 pages a book's. Does she really expect us to read them all?B: just once on the first page, the rest just stops she thought we may find interesting Q: what does the woman mean?20：A: do you know Sally's new address. She got some mail and I'd like to forward to her.B: sorry, we weren't exactly on good terms when she leftQ: what does the woman imply?21：A: the sign says this is reserved parking only and your student parking stick has expired, too.B: I was just running in to turn in a paper, officer. I haven't been here for more than five minutes.Q: what can be inferred about the woman?22：A: I'm pretty excited. The out-door club is going hiking on Mount Herry Forest this weekend.B: yes. Finally, I've been looking forward to it all yearQ: what can be inferred about the speakers?23：A: I've been just told that my part-time job is going to end next month.B: it's probably for the best. Your skills are showing the man down. And the job was exactly what u call interestingQ: what does the man imply?24：A: the conference on career planning is only a month away, but there are still a few things that our organizing committee needs to work outB: then it's clear that we'd better meet again and soon. Would u mind setting it up?Q: what does the woman wants the man to do?25：A: oh, we had the best tour guide when we were in San Francisco I recommend him very highly when u go there next monthB: thanks, but I'll be staying with family and they are taking care of everythingQ: what does the woman imply?26：A: I heard Jean has tickets to the boys square that you want to seeB: I'm in luck then. The ticket office sold out tickets yesterdayQ: what will the man probably do?27：A: so, what do you think of the car? It is in your price range.B: well, it's a little bit off and the seats are a little torn, but it certainly drives well and I'm tired of looking.Q: what will the man probably do next?28：A: I'm really looking forward to this trip with our geology class. But I'm not certain I have the strength to carry a bag pack up and down the mountain, especially when it's full of toolsB: they are taking two donkeys to carry the tools. We just have to carry our personal items, like clothing and sleeping bags.Q: what does the man mean?29：A: 8:45? I guess I'd better get going. When's the next bus up to university?B: that bus leaves here in an hourQ: what does the man mean?30：A: Mary borrowed my jack again this morning. It's getting so, I almost never get to use it.B: you gonna put a stop to that. She has plenty of her own things to wearQ: what does the man suggest the woman do?Part BQuestion 31-34: listen to a conversation between two students.Woman: oh, Jack, I'm glad I call u. I want to tell you I have to skip the history study group session tonight.Man: really? That' too bad. Are you feeling well?Woman: oh, it's not bad. It's going to be a public meeting down the town hall. The state sen ator from this area is going to be there. She has this meeting three or four times a year to speak with her constituency.Man: is that you'd like to do with your evening, going to listen to a politician's... Woman: actually, it's a class assignment. Prof Jackson, he's teaching that political science seminar I'm taking. He told all of us in the seminar to going hear what the senator has to say tonight and also write up a report about the issues people bring up.Man: oh, like medical care, and tax and…?Woman: right, as long as I'm there, I think I'd like to bring up government funding for stat e universities. The tuition keeps going on and it's getting harder and harder for a lot of s tudents to afford it.Man: tell me about it.Woman: anyway, I want to do a really good job on this report. I need to get a letter of reco mmendation from Prof Jackson for grad school. So I guess I'd better show up there tonight an d c what's going on.Man: yeah, but, what about the history test?Woman: well, I already put some time on that this morning. So I think by tomorrow afternoon, I'll be ready. 31：Question: why does the man assume the woman is not feeling well?32：Q: what is the general purpose of the meeting the woman plans to attend?33：Q: what does the woman hope to discuss tonight?34：Q: what does the woman hope Prof Jackson will do for her?35-39：A: I just finished reading a book of short story by Hemlen Garlen called May Traveled Road.I really enjoy it. Have u ever read it?B: yes, it was a required reading in American literature course i took last year, even thoug h it's fiction, you get a realistic picture of the hard life people had on American frontier . I don't think I would survive 19 century frontier lifeA: me neither. Remember that story among the car roads. Garlen gives a vivid description of Julie Peterson, that young immigrant girl, she had to work on her family farmB: Ah haA: well when Julie feels exhausted, and she is wishing she can escape from her hard labor, s he looks over her father working in the next field. And she is inspired to continue her own workB: i do remember that story .Garlen really captures the spirit of hard work that was so typi cal of immigrants and pioneers who settled the American Midwest. It's difficult to image tha t nothing seems to discourage them for long.A: i wonder how Garlen learn so much about the Midwest. Was he from Boston?B: he lived in Boston. In fact, he studied and taught in Boston School of Oritory, but I thi nk he was born in Lawcarbinlen, Wincosin. He did grow up in Midwest.A: no wonder his description is so good, I'm going to take this book back to the library now and c what other Garlen's works I can find.35：Q: what are the man and the woman discussing?36：Q: what does Hemlen Garlen describe in May Traveled Road?37：Q: how does Hemlen Garlen characterize pioneer life?38：Q: why does the man mention Julie Peterson?39：Q: where's the man going now?40-43：Question 40-43: listen to some remarksThis is our last meeting before the camps arrive tomorrow. I'll give u the activity schedule later. But, now I want to answer a question one of u asked me yesterday about camps with as thma. Let me explain a little about the disease. First of all, it's chronical and very commo n. 20 million people in the United States alone have it. It affects the bronchial tubes that are the airways of the lungs. During normal breathing, air is drawn in through the mouse an d nose, and eventually makes its way into the bronchial tubes. The asthma patient's bronchia l tubes are very sensitive, and easily irritated by exercises or strength, exposure to aller gy or pollution, or breathing in cold air, cigarettes smoke. When asthmatic suffers an attac k, the airway path was constricted, making it difficult for the person from breathing normal ly. If a camp in your group has even a mild asthma, you would be informed and given further instruction about what to do in case of an attack. But don't worry. Some of our camps might have a mild case, but they always bring their medicines with them and we never have a proble m. Are there any other questions? Ok, let's talk about the schedule for tomorrow.40：Q: what does the speaker mainly discuss?41： Q: according to the speaker, what part of asthmatic's body is particularly sensitive? 42： Q: what does the speaker say about the camps who have asthma?43： Q: why does the speaker mention cigarette smoke?44-47：Question 44-47: listen to part of a talk in astronomy classToday most astronomers accept the notion that groups of stars that make up the universe are all moving farther and farther away from each other. but until very recently this idea of an expanding universe was not a theory most European scholars believed in since ancient times and up to about the17th century most of these scholars thought the size of the universe have remained unchanged since the moment of its creation or perhaps forever, with all the stars remaining more or less in place in relation to each other. but that was challenged in the la te 17th century by Izic Newton's idea of gravity as a force of attraction, which contradicte d the idea of a university that is static, unchanging. If gravity causes all the stars out t here in space to attract each other as Newton said, then they could remain motionless. Soone r or later all the stars will fall in absorb each other. well, scientists then propose a new model, taking Newton's theory into account, they didn't want to abandon the idea of motionl ess stars, but for this model to work, so the stars won't fall in each other, they had to mo dify Newton's law of gravity, so they theorize that for distance as large as those between s tars, the gravitation force repels rather attracts. As you might guess, this other contradic tions. But this is prettily resolved in the past centuries by currently accepted theory, whi ch says the universe is continuously expanding. You'll be reading all about that as your hom ework tonight.44： Q: what does the professor mainly discuss?45： Q: what did most European scholars believe before 17th century about the size of the un46： Q: what did some scientists try to explain by suggesting that stars repel each other? 47： Q: what will the students read about for homework?48-50：Question 48-50: listen to a talk in a biology classOn Monday we talked about insects, and how they gather food. Today I'd like to talk about th e common garden spider and how it captures its prey with net-like structure it first produce d almost 200 million years ago. I mean, of course a spider web. What's interesting is why su ch a delicate structure isn't hard. When a fast-flying insect crashes into it, and compared with the spider, these insects can be huge and really heavy. In fact capturing a large insec t in a spider web could be compared to capture an airplane in a fishing net. So, how can the web offset such a shock without breaking? is it just because the thread is made of so stron g? well, experts analyze spider webs using a computer program designed when an insect crashe d and caught and they found the structure of the web, the way of threads connected together helps balance the strength and tensions caused by the impact and spread them all across the web this saves the web from being destroyed and by the way, suggests some creative new ideas that human might use in designing buildings. The biggest surprise, though, is the role of a ir resistance in cushioning the shock of collision. The computer model showed that dragging a tightening thread from a spider web through the air is a lot like pulling a heavy rope thr ough water. And since air resistance acts on many threads all across the web its amazing eff ect that multiplies many times. And this definitely helps the web survive the impact48：Q: what is the talk mainly about?49：Q: what does the speaker say about some of the insects that spiders capture?50：Q: according to the speaker, who might benefit from studying spider webs?。

For personal use only in study and research; not for commercial useConversation 高频单词1作业extra credit assignment/project/homework / assignment sheetpresentation / thesis proposal 论文开题报告/essay /report / research / literature review读后感/ journal 学术杂志/ record / chart / info / senior researcher /fair share/ deadline/ drain排水/ junk mail / positive feedback2 课程•required course/curriculum课程表/lecture/class/ compulsory course, requirement必修的•optional/elective/selective/unrequired course选修课•introduction, introductory, intro初级•mid, medium level, intermediate中级•advanced高级•preliminary预备级•seminar / graduation form/ academic record/ field experience实习/heavy schedule/ course load课业负担重/ hammer courses on your own 锤炼3 图书馆•library/study room→learning (resource) center / video library / inter-library loan service 馆际借阅服务•reference section/ reference stack参考书库/ electronic sources电子资源/ entertainment section•check out/ return/ fill out the form/a form to fill out / extended borrowing privileges 延长的借阅优先4 论文•Paper/ topic/ material /dissertation / a draft version/ first draft 第一稿•bibliography 参考书目录/ citation 引用/ plagiarism 作弊•display the abstract摘要/ summary总结/ narrow…down / access /electronic sources 电子资源•published/ unpublished data / bulletin board 布告栏5 考试Exam/ mid-term exam /final exam / quiz /pop quiz /grade / score /pass /passing grade /failing grade /GPA / make up exam /cheat语言标记•Discourse Markers•Introducing•In my talk today•My topic today is•Today, we are going to discuss•Today, I’ll go over•The purpose of my talk today is•Today we are going to look at•Giving background Information•It is clear•It goes without saying•It is understood•As we know•As we have all read•Defining•X can be defined as•X is known as•X is a type of•X is actually•Just what is meant by•Listing•First•First and foremost•Next•Another•To begin with•Second•The next point I’d like to cover•finally•Showing a connection•Pertaining to in connection with •Classifying•There are X types/ categories/ varieties of •X can be divided into•Giving examples•For example•For instance•X is a case in point•Take X for instance•Take X, for example•The following are some common examples •Let me give you some specific examples •Emphasizing•The crucial point•I’d like to emphasize•We should bear in mind that •Fundamentally•I want to stress•Furthermore•What’s more•This goes to show that•In effect•Least we forget•It is worth mentioning that•It follows, then•Clarifying•In other words•That is to say•Basically•If we put it another way•i.e.•What I mean to say is•Let me put it anther way •Parenthetically speaking Shifting subtopics •Now•All right•OK•Let’s now look at it•Now, I’d like to turn to•The next point I’d like to focus on •Moving on•All that aside•In this respect•Giving further information•In addition•Furthermore•Another point•Moreover•Not only…but also•Also•On top of that•As well•Giving contrast information•Although•However•On the other hand•Whereas•Despite•nevertheless•Giving an opinion•As far as I’m concerned•In my opinion•If it were up to me•According to•If you ask me•In my mind•Setting parameters•In terms of in the scope of •Digressing•By the way•Before I forget•Incidentally•Concluding•We’ve seen that•In conclusion, I’d like to•In short•To sum up•Let me end by saying•Any question?•All in all•Commonly Used Expression• A point of contention•After all is said and done•All the more•And so on• A cross purpose•At the onset•Back and forth•Foot the bill•Get a grasp of•Get the ball rolling•Subject of disagreement•After all debate is finished•Even more•Etcetera•In contradiction to each other’s intent •At the beginning•Going and returning•Pay all•To understand•start•Give rise to•Hardly the case•In a fix•In a nutshell•Instead of•It’s all or nothing•It’s all very well and good•Miss the point•No matter•On the condition•Owing to•Part and parcel of•Cause•Not the situation at all•In a bad or difficult situation•Here is the basic point•Rather than•Completely or not at all•There is nothing wrong with•Not understand•It really isn’t important•If/ depending on•Due to• A necessary and important element•Poke holes in•Practically speaking•Slowly but surely•Stem from•Supposing that•That isn’t to say•The upshot of•Turning point•When it comes down to it•With the aim of•Without regard to•Wrap up•Under no circumstances•Find something wrong with•Talking common sense•Done carefully over time•Come from•What if•It doesn’t mean•The consequence or result•An important point of change in direction or meaning •The truth is•Having the goal of•Ignoring•Finishnot for any reasonIdiomsCastles in the sky/ air 空中楼阁As clear as a bell 非常清楚Come to terms 清楚误会Shed crocodile tears 假慈悲Cut corners 走捷径Do’s and don’t’s 行为规范Face the music 面对现实First things first 先说重要的Forgive and forget 握手言和Get the ball rolling 使蓬勃发展A knockout 引人注目A rainy day 不如意的日子All thumbs 笨手笨脚的一窍不通的Ants in one’s pants (skirts) 坐立不安At one’s finger’s tips 了如指掌Backseat driver 指手画脚的人Blow one’s top 怒发冲冠Break the ice 打破僵局、沉默Bring down the house 掌声雷动的Buy your story 相信你的话Call it a day 今天到此为止Daylight robbery 价钱贵的离谱Dirty dog 卑鄙小人Flat tire 没精打采From A to Z 从头到尾God knows 天晓得Gone with the wind 随风而逝Good for nothing 毫无用处的Happy go luck 乐天派Have a big mouth 话多的人Have it both ways 权衡两方面Have time off 休假Hit of the show 表演中最精彩的一幕Hit the high spots 达到高水准Hold one’s tongue 保持沉默In hot water 遇到麻烦In the hole 遇到经济困难In the long run 从长远看In the soap 遇到麻烦Keep punching 继续努力Kick off 开始干某事Kill two birds with one stone 一石二鸟Knock it off 别再讲下去了Let nature take its course 顺其自然Like a cat on hot bricks 热锅上的蚂蚁Like a turtle in its back 对事情束手无策Lousy cliché陈词滥调Master key 万能钥匙关键No sweat 没问题不用冒汗No money, no honey 没钱就没爱情Odds and ends 零碎的工作Off color 身体不爽On pins and needles 如坐针毡的Once in a blue moon 机会难得的绝无仅有Pain in the neck 极讨厌的人或物Pipe course 容易的课程或工作Pull a long face 拉长脸不悦Put sb.in the ring 和某人赛一场Rain or shine 不论晴雨Row in one boat 从事相同事业相同命运Royal road 容易取得成功的捷径Run of the town 轰动一时的人Salt of the earth/ world 社会中坚Second sight 超人的预见力Side money 外快Slowly but surely 稳扎稳打Speak the same language 志同道合Spill the beans 露马脚Stand on one’s own feet 独立自主Stay out of other people’s business 置身事外Step on one’s toes 触怒某人Sugar report 情书Sunday dress 最好的衣服Take it or leave it 别讨价还价Take things as they come 既来之则安之Talk big 讲大话Talk of the town 非常流行的东西Talk through one’s nose 骄傲自大Tall story 难以置信的故事Be the spirit 真有道理Throw cold water on 泼冷水Turn the tables 翻盘扭转局势Under the sun 世界任何地方Walking dictionary 知识渊博的人Welcome to the party 现在你总算懂了What’s the catch? 你这是什么意思When in Rome do as the Romans do入乡随俗White lie 善意的谎言With open arms 热烈欢迎Without fail 一定Got me there 难住我了Stick with sb 紧跟着某人Take a rain check 改天吧Lost count 弄不清楚Be in another world 精神恍惚Save your breath 别白费口舌了Make sense 有意义理解Burn a hole in one’s pocket 很快花光File one’s shoes 很好的顶替Is ice cold 理所当然的Look for a needle in a hay stack 大海捞针Meet each other half way 相互妥协让步On the dot 准时正点Once and for all 最后一次干脆Play by ear 随机应变Ring a bell 令人想起某事听起来耳熟Share a common outlook 有共同观点Six of one and half-a-dozen of the other半斤八两Stick around 在附近逗留或等待Stick with 继续做坚持Straighten out 扯平结清Turn one’s back 别人困难时不愿帮助Under the weather 身体不适生病Bite off more than one can chew 不自量力Break new ground 创新Do the trick 做成功达到理想效果Draw the line 拒绝拒不容忍Feel down in the dumps 心情不好情绪低落Keep between the two of us 保密Know a thing or two about 略知一二Leave no stone unturned 不遗余力On cloud nine 非常幸福On the tip of one’s tongue 就在嘴边Reach the bottom of the barrel 弹尽粮绝Up in the air 尚未决定悬而未决Wear and tear 磨损消耗With flying colors 大获全胜Get off on the wrong foot 开始就不顺利Get on someone’s nerves 使人不安Give someone a break 不要去管饶了某人Head and shoulders above 某方面强于某人In the red 赤字In the dark 一无所知A breath of fresh airBe all ears 洗耳恭听Be all eyes 目不转睛Sell like hot cakes 畅销Get butterflies in one’s stomach 紧张不安Two thumbs up 双手赞成Pull one’s leg 开某人玩笑Break one’s back 辛勤工作Twenty-four seven 永远一直Bucket down 瓢泼大雨Backroom boys 幕后英雄Beyond compare 绝佳的最棒的Break even 不赔不赚By the book 照章办事Cast a cloud over 泼冷水蒙上阴影Put oneself together 加把劲Suit me fine 太适合我了Time will tell 时间会证明一切Same old story 又是那一套Boys will be boys 本性难移Be Greek to sb. 某人完全不懂Couch potato 整天呆在沙发上看电视Wait on hand and foot 招待的无微不至Waste one’s breath 白费口舌Weigh one’s word 斟字酌句Wheels within wheels 错综复杂之理由Win a name 出名Wishful thinking 如意算盘Ups and downs 有喜有悲Under one’s breath 轻声细语Under one’s thumb 在某人支配下Turn the clock back 时光倒转Turn a deaf ear 不加理睬That’s that 就此而已Shoulder to shoulder 齐心协力See the world 见多识广Second to none 最佳的Second thoughts 从新考虑Read between the lines 明白言外之意Over and down with到此结束Grain ground 有进展Break a leg 大获全胜火山(volcano)1、分类周期eruption cycle：active volcano / extinct(ive) volcano/ dormant volcano强度eruption intensity: shield volcano 盾状火山周期短，强度小/compositevolcano 复式火山周期长，强度大2、灾害earthquake 地震landslide 滑坡mudslide 泥石流avalanche 雪崩(e.g. Cascade Mountain 终年低温，常年积雪) kill creatures ash steam/ash cloud/volcanic ash→pollution山形成方式plates crushing/collisiontectonic platevolcanic activity/Ring of Fire年龄以及分布地理位置记字头Alps, Rockies, Andes, Cascades, St. Helens, Appalachians湖咸淡对比表格Freshwater lake=Sweetwater lake 淡水湖Saltwater lake 咸水湖E.g. Great Lakes (Superior, Huron, Michigan, Erie, Ontario) Great Salt Lake对比：1、地理位置2、density 密度3、contraction 盐度4、为什么咸水湖咸，什么导致的，以前也这么咸么？Saltwater lake→evolution5、evaporation/no outlet6、ecology (wetland)7、climate8、environment海(ocean) oceanic current 洋流(ocean) volcanic island erode侵蚀lagoon泻湖coral reef/atoll 珊瑚礁/环礁矿（石、洞）Chemical elements 元素oxygen, nitrogen, hydrogen, silicon, iron, calcium, sodium, carbon, potassiummagnesium, oxide, titanium, methane, monoxide, dioxide, trioxide, peroxide,sulfur, amino, choleric, aluminumrock igneous rock 火山岩，岩浆岩成因：lava/magma→cool downsedimentary rock 沉积岩，水成岩成因：eroded by water/oceanmetamorphic rock 变质岩成因：heat + tensioncave solution cave 酸溶洞formed by mild/weak acidlava cave 熔岩洞during/after volcanic eruptionsea cave 海蚀洞eroded by sea water冰川(glacier)1、structure 构造特点ice sheet/layer 冰层ice cap 冰盖ice bottom 冰底2、formation 形成formation condition 形成条件①precipitate/rainfall/rain 下雨②turn in to ice accumulated③conserved ice/ice fern 积雪=cumulative snow3、movement 运动①velocity 运动速度comparison XX和XX比较②location 在哪运动（ocean）③regular 规律4、process 形成过程表格题5、climate/environment/ecology地球构造crust 地壳mantle 地幔core地核↓↓tectonic plate 板块magma 岩浆（高温）1、the definition2、example 记住主题，位置，目的3、expert4、the relation——continental drift 大陆漂移5、process 考表格板块collision→ridge seduction zone——magna circle地质学（geology）是托福听力考试中的常见话题，是关于地球的物质组成、内部构造、外部特征、各层圈之间的相互作用和演变历史的知识体系，是研究地球本身的学科。

新托福考试听力试题一2016年(总分：34.00，做题时间：120分钟)一、Meteorology(总题数：2，分数：11.00)Leture 1~6: Listen to part of a lecture in a meteorology class.Leture 1~6: Listen to part of a lecture in a meteorology class.（分数：6.00）(1).What aspect of tornadoes does the professor mainly discuss? （分数：1.00）A.What to do if one approachesB.The Fujita rating scale numbersC.Myths people have about themD.Their formation and strength √解析：Listen to part of a lecture in a meteorology c lass. Professor : I guess it’s no big surprise to those of you from the area that tornadoes are one of our biggest problems. In fact, we have a special center for tornado studies here in our department. Today, I’ll get you up to speed on tornado basics. Anyone interested in more advanced studies has to be at least a third-year student. Okay, so what is a tornado, and how can we classify them? First, almost tornadoes are associated with thunderstorms. I’m not talking about your little storm on a summer after noon but whole lines of thunderstorms, the kinds that bring torrential rain and massive bolts of lightning. Tornadoes can also occur during a tropical storm or hurricane, but most come from thunderstorms. Tornadoes are spawned from the fast, rotating column of rising air inside the thunderstorm. When warm, moist air hits an east-moving cold front, a line of thunderstorms can form. Hot, humid air is pushed down by the cold, dry air on top, so it’s like a layer of cold air over warm air. A change in wind direction and an increase in wind speed cause an, uh, spinning effect. This pushes a column of warm air into the air, causing the thunderstorm to develop. Inside a thunderstorm, the air can rise as fast as, uh, 150 miles per hour. We call this an updraft. This updraft rotates very fast, and from it, tornadoes spin off toward the ground. Now the conditions are not always right for tornadoes, and, in different parts of America, they can occur at, well, different times. Like, in the South they happen mostly in the spring. But in the North they come mostly in the summer. But don’t be fooled into thinking any time or place is immune to tornadoes. They have been recorded in every state on the mainland and can happen at any time with the right conditions. We measure tornadoes on what is called the Fujita scale. Let me spell that for you …F-U-J-I-T-A, Fujita. The weakest ones are classified as F0 on the scale. The big monsters are called F5, and, if you ever see one, you’ll remember it for the rest of your life.I saw on e twenty years ago… It’s still the most vivid memory of my life. Over a mile wide, destroying everything in its path. We estimated that its winds were at least 300 miles per hour. Now, not every tornado gets that big, and, in fact, only about two percent can be called F5. Almost 70 percent of tornadoes are on the weak side, lasting less than ten minutes and causing very little damage or deaths. About 30 percent can be called strong and many last about twenty minutes, cause more damage and deaths, with winds between 100 and 200 miles per hour. The most violent ones, the F4or F5, account for almost 70 percent of all tornado deaths. Some have lasted more than an hour and have traversed an entire and well into another before dispersing. Why they disperse so sudd enly is still one of the things we’re working on. Much of our work is related to understanding the mechanics of how they work and also in developing more early warning systems. It is true, without a doubt, from both mine and many others’ personal experienc es, that more warning time saves more lives. People who have time to get to shelter usually survive tornadoes. Most deaths are caused by flying debris striking people. Some people have been sucked up and carried for miles, but this is rare. Underground is the safest place. If you can’t get underground, get inside any structures get destroyed more easily and cause more flying objects in the form of wood splinters.Now, there are a lot of, well, myths associated with tornadoes. One of the most common is that they don’t go near water or mountains. That’s nonsense. We’ve recorded them everywhere, in all kinds of terrain, and even in the desert and over water. Waterspouts are what we call tornadoes over the water. They can kill, too. Another myth is that you should open the windows of your house if a tornado approaches. This is supposed to equalize the pressure so that your house doesn’t get destroyed. That’s completely untrue. A tornado’s winds are what destroy a house. It has nothing to do with difference in air pressure. You’re better off spending your time getting to shelter than worrying about your windows. Always look for the warning signs. A dark, cloudy day with warm, humid air and a line of thunderstorms is a sure bet for tornadoes. Listen to the radio, an d watch TV for warnings. We’ve got radar that can find them very easily when they form. Be prepared, and be safe. 请听一段气象学课堂讲座。

TPO-40托福听力题目文本——对话部分(Conversation)【附答案】托福TPO，英文名为TOEFL Practice Online，中文直译为托福线上练习，TPO都是历年托福真题，对托福备考是非常有帮助的，今天为大家分享的是TPO-40托福听力题目文本——对话部分(Conversation)【附答案】。

TPO-40托福听力题目文本——对话部分(Conversation)【附答案】QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurans托福听力主旨题的答题技巧新托福听力考试总共有六大技巧的测试与考核。

与这六大技巧相对，ETS有六大题型的测试，分别是：主旨题、细节题、句子功能题、态度题、结构题和推论题。

Support groups for writersGood morning everyone. Before we get into the discussion listed in the syllabus for today, I’d like to take some time to talk about a subject that is very important for anyone with aspirations to become a professional writer. Writing can be a pretty lonely and frustrating activity. I’ll bet you’re really surprised at that, aren’t you? No? I didn’t think so. Most writers try very hard to isolate themselves when they are engaged in the creative process. They do this to avoid distraction, but the isolation eventually becomes a problem for many of them. Because the act of writing is so, well, just so lonely, many writers soon begin to doubt themselves, and they start to feel a need for some indication of how others will view their work. In search of that feedback, they often enroll in formally organized writer’s workshops. Some of you have probably tried one of these. Has anyone?(Student 1) I tried one once, but I quit halfway through.Wasn’t it worthwhile? Why didn’t you finish it?(Student 1) well, it was like everybody was more interested in pointing out the problems with my writing than in helping me solve them. I suppose that was helpful, to a point. But after a few sessions, I started getting really tired of their attitude. So, I quit.Well, your experience isn’t unique. Workshops like these are usually composed of writers who are not otherwise acquainted with each other, uh, strangers basically—people who may only come together for that one activity and have nothing else in common. Now, for reasons that involve psychology and group dynamics, members of such groups often tend to see the work of their fellow members in a very negative light, and to be more destructive than constructive in their criticism. If you want to understand why this happens, you might want to talk to a psychology professor. The reasons are beyond my ability to adequately explain.Writers coming to such groups looking for support and constructive comments are likely to be disappointed; sometimes painfully. More often than not participants get just the opposite of what they were looking for. They find their efforts—the stories they have worked so hard to produce and to polish—are subject to harsh, insensitive and often brutal criticism; criticism that is intended less to help them improve their writing than to lower their status in the eyes of the group.Another thing that I’m sure you are all finding out is how personal writing, and especially creative writing, can be. Every good writer invests a large part of himself or herself in what they write. It takes a great deal of confidence and courage to put something so personal on display for others to see. Hearing your story subjected to the kind of calculated and cruel evaluation often encountered in writer’s workshops does little to build that confidence. It is more likely to destroy whatever faith you may have in your abilities. After some of the workshop meetings I’ve been a part of, and there have been a few, I’m surprised anybody emerges from one with the courage to write at all!So, if writer’s workshops can’t or don’t provide the constructive support you need, where can you turn for help? The best solution is to set up a peer group of your own; a group of people who share something more than just a weekly or monthly meeting. Find other students who share your interest in writing and with whom you can establish genuine rapport. This will help you to avoid the human tendency to engage in one-upmanship in group situations and it will take you a long way toward helping you find out how good a writer you really are.In my office I keep a list of students and faculty members who are interested in being a part of informal peer groups for writers. If you’d like a copy of the list or if you’d like to have yourname put on it, just let me know after class or stop by during my office hours. According to the lecture, why do many writers go to writer’s workshops?1.To find a job as a writer.2.To get the opinions of others.3.To sell their stories.4.To get inspiration for stories.Which of the following does the professor say about writing?1.It is a solitary activity.2.It is difficult for most people to do well.3.It can best be learned as part of a group.4.It can lead to self-doubt.Why does the professor feel writer’s workshops are not a good place to go for a feedback?1.The criticism is often not constructive.2.It is difficult to find people to participate.3.The members are seldom qualified to evaluate writing.4.Few people have the motivation to keep attending.What does the professor suggest as an alternative to writer’s workshops?1.University writing classes.rmal gatherings.3.Correspondence courses.4.On-line courses.What can be inferred about the professor when she says this?1.She doesn’t think the students expected what she said.2.She knows what she said was wrong.3.She thinks the students can accept what she said.4.She knows the students haven’t heard what she said before.What does the professor mean when she says this?1.She hasn’t been to many workshops.2.She doesn’t attend workshops anymore.3.She has never attended a workshop.4.She has been to many workshops.。

《新托福⾼分120听⼒》Lecture22Tidal power generationNow, let’s briefly discuss some of the less well-known alternatives to burning fossil fuels to produce electricity. There really aren’t many that meet the important requirements of being totally renewable and completely predictable. Tidal power is one choice that, for all practical purposes, does have both of those advantages. What I am talking about now is actually using the ocean tides to generate electricity. Though I doubt any of us have ever seen one—I admit, I haven’t—there are already tidal power stations in operation producing electricity. Let me take a few minutes to describe for you how one works.A tidal power plant is similar in principle to the kind of hydropower generation facilities found on rivers all over the world; you know, uh, the kind that harnesses energy as water trapped behind a dam. In fact, they both make use of the same energy source. Which is what, by the way?(Student 1) Gravity, of course.Right. I’m glad you didn’t say water. I got that answer in one of my other classes. If you can believe that.Okay, anyway, a tidal power plant is basically just a dam with a powerhouse and turbines that is constructed across a tidal flat, estuary, or bay instead of a river. The area behind the dam is called a “headpond”. Headponds have to be fairly large. They have to contain enough water at high tide to make construction of the dam and turbines economically worthwhile. Floodgates can be opened and the basin allowed to fill when the tide is on the rise. As the tide reaches its maximum height, the floodgates are closed. This traps the water behind the dam and creates a reservoir of stored energy. When the tide drops, special ducts can be opened and the water allowed to flow outward through the turbine blades. This spins the turbines and generates electricity.You all know what’s been happening to the price of fossil fuels lately, right? You’ve probably also heard that things unlikely to change for the better. As the price of fossil fuels goes up, we can expect more and more interest in using the tides to generate electricity. But don’t get your hopes up too far. It’s unrealistic to think that tidal power will solve all our energy problems. The method has some limitations; some very serious ones. First, there’s a scarcity of suitable sites. To be economically feasible, tidal power production requires a difference between high and low tides of about 5 meters. For all the thousands upon thousands of miles of coastline in the world, there are only about 40 places that regularly have tidal changes this dramatic. The next issue is the effect tidal power generation has on the environment. What do you think that could be? (Student 1) I can’t see that it would have an effect. I mean, what could be cleaner than producing energy from the tides? You don’t have to burn anything, so there’s no pollution.(Student 2) But that doesn’t mean it won’t affect the environment. Look at the hydroelectric dams that operate basically the same way. They sure have an effect.(Student 1) Okay, but we’re talking about the ocean here, not some river. What impact could a few tidal power plants have on something the size of the ocean?Well, there may not be pollution, but there are environmental issues; and they’re pretty significant too. Tidal power facilities are expensive to build and, uh, as I indicated a few minutes ago, in order to be economically feasible they must encompass very large areas adjacent to the ocean. Hydroelectric facilities built on rivers change water levels above and below the dam and alter the river’s ecology as they do. Tidal power plants can be expected to have a similar effect. It’s unlikely to be the whole ocean that’s affected, as one of you pointed out, but removing energy from the tide by storing it behind a dam will change water circulation patterns in the headpond,and between the headpond and the ocean. It isn’t hard to imagine how this could have a negative effect on organisms living in those areas. After all, these are creatures adapted to tidal changes that are very regular in terms of period and degree. According to the lecture, what makes tidal power generation especially attractive?1.The facilities are easy to build.2.It is an inexhaustible energy source.3.It impact on the environment is minimal.4.Tidal power plants can be built almost anywhere.In what way is tidal power generation similar to hydroelectric power generation on rivers?1.Both methods are very economical.2.Neither method does much damage to the environment.3.Suitable locations are common for both.4.Both trap water to store energy.What does the professor mention as a reason that interest in tidal power generation will increase?1.The amount of power that can be produced.2.The cost of other sources of energy.3.The risk in transporting fossil fuels by ship.4.The pollution created when fossil fuels are burned.What is said in the lecture about the effect of tidal power generation on the environment?1.It will be less than that of burning fossil fuels.2.It should prevent us from developing tidal power.3.It preventable through careful planning.4.It is potentially a very serious problem.What does the professor imply when he says this?1.The answer he got in his other class was believable.2.There is more than one possible answer to the question.3.The answer he got in his other class was clearly wrong.4.The question is difficult to answer.Why does the professor say this?1.To qualify a previous comment.2.To emphasize what he just said.3.To correct an error he just made.4.To introduce a supporting detail.。

经过上文的阅读，是否意犹未尽呢？环球托福为备考托福听力的考友们带来托福TPO听力文本翻译Lecture1Astronomy（下），帮助大家复习托福听力以及分析听力文章的重点通常出现在哪些关键词后。

下面，请看环球托福分享的托福TPO听力文本：Geocentric&Heliocentric theoryFor example, Greek astronomers made excellent, very accurate observations of the movements of the planets, but the observations revealed a bit of a problem. The geocentric theory said that the planets would move around the Earth in one direction. However, astronomers noticed that at times, several planets seem to stop moving in one direction and start moving backward in their orbits around the Earth, and they came up with a theory that these planets themselves moved in smaller circles called epicycles as they travelled around the Earth. Here’s a picture of what they imagined. You see how this epicycle theory could account for the seemingly backward motion of the planet. Of course, today we know that this appearance of backward motion is caused by the fact that Earth, as well as other planets, all move in their own orbits around the Sun, and the relative movements of the planets with respect to each other can get quite complex.托福TPO听力文本翻译例如，希腊天文学家曾经对行星的运动进行过出色而准确的观测，但结果却颇为尴尬。

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

扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），【托福备考】小黑哥微信公众号：ibt120注：本计划里所有相关复习资料，均可扫描上图二维码，在微信公众号“托福备考”（微信号ibt120）中回复“托福资料包”免费获取20G托福备考核心资料。

扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），新托福TPO 听力文本翻译【2011年12月30日】翻译工作：张薇讲解：张薇目录写在前面的话 (4)单例结构 (4)TPO 11 Lecture 2 (4)TPO 12 Lecture 4 (8)TPO 6 Lecture 1 (11)扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），写在前面的话注：1、 括号内的话是翻译中正常的增补。

2、 有底纹的话是对听力一些基本点的讲解。

3、 文章采用尽量的比较简单的直译，基本上很多翻译过于直接，主要是在模拟听力的内容到我们脑子里面的过程。

给比较初级的学生提供帮助。

将随着文本的增加翻译得一点一点的正规起来。

4、 文章都是3篇文章作为一个练习。

每个练习里面的文章结构是相似的。

依照信息量、语速以及词汇量，而被划分为简单，正常，和难。

单例结构TPO 11 Lecture 2NarratorListen to part of a lecture in an Architecture Class.ProfessorToday, we are taking a little detour from the grand styles of public architecture we’ve been studying to look at residential architectures in the United States. Since this is something we can all identify with, I think it will help us see the relationship between the function of a structure and its style or form. This has been an ongoing theme in our discussions, and we’ll be getting back to it in just a moment. But before we get started, I want you to take a moment to think: does anyone know what the single most popular style for a house in the United States is today? Bob?今天，我们要从（这段时间）一直学习的主要建筑风格转移到美国的居住建筑上来。

追梦之旅李婧一、TOEFL介绍托福考试（Test of English as a Foreign Language，简称TOEFL）由美国教育考试服务中心（Educational Testing Service，简称ETS）开发。

2005年9月，ETS在全球推出新托福考试，并从2006年9月起在中国实施。

新托福考试通过互联网进行（即Internet-Based Test，缩写为iBT），采取机考形式，考试时间和各部分试题数目都是固定的。

但该考试不采用计算机出题的方式，即题目难度与上一题回答是否正确无关。

除了网考，新托福考试的独特性还表现在分数的测评体系上。

新托福的分数报告不再只停留在报告考生的英语水平和各单项语言技能的成绩上，同时还会提供一个诊断报告让考生本人和接收院校了解考生的英语语言学习要求。

新托福四项技能的分数范围都是在0-30分以内（满分为120分），并按级别递进，针对每一个级别还会有一个详细的分数说明。

1．考试时间：新托福考试大约持续四个小时。

四个部分的考试将在一天内完成。

考试的顺序是：阅读、听力、口语、写作，听力之后还有10分钟的休息时间。

2．考试内容：1) 阅读新托福考试阅读部分为60-100分钟，包括3-5篇文章，每篇650-750词，对应12-14道试题。

2) 听力听力部分为60-90分钟，由2-3段较长的校园情景对话（Conversation）和4-6段课堂演讲（Lecture）组成。

每段对话涉及2个或2个以上的说话者，分别对应5道试题。

每段演讲对应6道试题。

每段对话是2-3分钟，每段演讲是4-6分钟。

考生在听录音资料之前无法得知试题。

考生可以在听录音过程中记笔记。

3) 口语口语共有6道题目，总时间约为20分钟。

第1题和第2题为独立回答题，准备时间为15秒，回答问题时间为45秒。

问题会被朗读出来，同时会出现在屏幕上。

第3题和第4题要求考生先阅读一段文字，然后再听一段与阅读文字在内容上相关的听力材料，最后考生按照要求回答相关问题。

【托福听力备考】TPO12听力文本——Lecture 1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。

TPO12 Lecture 1 BiologyNarrator:Listen to part of a lecture in a Biology Class.ProfessorAs we learn more about the DNA in human cells and how it controls thegrowth and development of cells, then maybe we can explain a very importantobservation, that when we try to grow most human cells in a laboratory, theyseem programmed to divide only a certain number of times before they die.Now this differs with the type of cell. Some cells, like nerve cells, onlydivide seven to nine times in their total life. Others, like skin cells, willdivide many, many more times. But finally the cells stop renewing themselves andthey die. And in the cells of the human body itself, in the cells of everyorgan, of almost every type of tissue in the body, the same thing will happeneventually.OK, you know that all of a person’s genetic information is contained onvery long pieces of DNA called Chromosomes. 46 of them are in the human cells,that’s 23 pairs of these Chromosomes of various lengths and sizes.Now if you’ll look at this rough drawing of one of them, one Chromosomeabout to divide into two. You see that it sort of looks like, well actually it’smuch more complex than this, but it reminds us a couple of springs linkedtogether, two coiled up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomes though, they were amazed, we all were, to find that only afraction of it, maybe 20-30%, converts into meaningful genetic information. It’sincredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of tongue-in-cheek.The assumption is that even if this DNA doesn’t make up any of the genes, it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every humanChromosome, called a telomere.Now a telomere is a highly repetitious and genetically meaningless sequenceof DNA, what we were calling JUNK DNA. But it does have an important purpose; itis sort of like the plastic tip on each end of a shoelace. It may not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomeres at the ends of Chromosomes seem to do about the same thing--- protect the genes, the genetically functional parts of the Chromosome, from being damaged. Every time the Chromosome divides, every time one cell divides into two. Pieces of theends of the Chromosome, the telomeres, get broken off. So after each division,the telomeres get shorter and one of the things that may happen after a while isthat pieces of the genes themselves get broken off the Chromosomes. So the Chromosome is now losing important genetic information and is no longerfunctional. But as long as the telomeres are a certain length, they keep this from happening. So it seems that, when the, by looking at the length of the telomeres on specific Chromosomes, we can actually predict pretty much how long certain cells can successfully go on dividing.Now, there are some cells that just seem to keep on dividing regardless, which may not always be a good thing if it gets out of control.But when we analyze these cells chemically, we find something veryinteresting, a chemical in them, an enzyme called telomerase. As bits of the telomere break off from the end of the Chromosome, this chemical, thistelomerase can rebuild it, can help reassemble the protective DNA, the telomere that the Chromosome has lost. Someday we may be able to take any cell and keep it alive functioning and reproducing itself essentially forever through the use of telomerase. And in the future we may have virtually immortal nerve cells and immortal skin cells or whatever, because this chemical, telomerase, can keep the telomeres on the ends of Chromosomes from getting any shorter.希望这些对你的托福备考有帮助，预祝大家托福考试能取得理想成绩。

Lectures1 Animal Awareness and Thought（动物的意识与思想）2 Antibiotics（抗生素）3 Beta Pictoris （绘架座β星）4 Child Development （儿童的发展过程）5 Climate and Population（气候与人口）6 Co-evolution （共同进化）7 Deforestation（森林砍伐）8 Early Magazines（早期的杂志）9 Early Written Language （早期的手写文字）10 Genetic Diversity in Crops （农作物基因的多样性）11 Gullies on Mars （浸蚀谷）12 History of Insurance （保险的历史）13 Influence of thd Media（媒体的影响）14 Mammoth Cave Archeology （巨大洞穴考古研究）15 Mayan Drought （毁玛雅文明的大旱灾）16 New Media Technology （新媒体科技）17 Nullification Crisis （拒行联邦法危机）18 Periodic Extinction（周期性绝种）19 Petrified Wood （石化木）20 Salesperson Attributes（销售人员特征）21 Stress （压力）22 Support Groups for Writers （作家互助会）23 Tidal Power Generation（潮汐发电）24 Why Planets Are Round （行星体为何成球状）We need to understand how the reading process varies when we go from writing system to another, knowledges of how this affects the neurological processes。

【托福听力备考】托福TPO1听力文本——Lecture 1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。

Lecture 1 PsychologyNarrator：Listen to part of a psychology lecture. The professor isdiscussing behaviorism.Professor：Now, many people consider John Watson to be the founder ofbehaviorism. And like other behaviorists, he believed that psychologists shouldstudy only the behaviors they can observe and measure. They’re not interested inmental processes. While a person could describe his thoughts, no one else can see or hear them to verify the accuracy of his report. But one thing you can observe is muscular habits. What Watson did was to observe muscular habits because he viewed them as a manifestation of thinking. One kind of habits that he studied are laryngeal habits.Watson thought laryngeal habits . . . you know, from larynx, in otherwords, related to the voice box . . . he thought those habits were an expression of thinking. He argued that for very young children, thinking is really talking out loud to oneself because they talk out loud even if they’re not trying to communicate with someone in particular. As the individual matures, that overt talking to oneself becomes covert talking to oneself, but thinking still shows up as a laryngeal habit. One of the bits of evidence that supports this is thatwhen people are trying to solve a problem, they, um, typically have increased muscular activity in the throat region. That is, if you put electrodes on the throat and measure muscle potential—muscle activity—you discover that when people are thinking, like if they’re diligently trying to solve a problem, that there is muscular activity in the throat region.So, Watson made the argument that problem solving, or thinking, can be defined as a set of behaviors—a set of responses—and in this case the response he observed was the throat activity. That’s what he means when he calls it a laryngeal habit. Now, as I am thinking about what I am going to be saying, my muscles in my throat are responding. So, thinking can be measured as muscle activity. Now, the motor theory . . . yes?Student： Professor Blake, um, did he happen to look at people who sign? I mean deaf people?Professor：Uh, he did indeed, um, and to jump ahead, what one finds in deaf individuals who use sign language when they’re given problems of various kinds, they have muscular changes in their hands when they are trying to solve a problem . . . muscle changes in the hand, just like the muscular changes going on in the throat region for speaking individuals.So, for Watson, thinking is identical with the activity of muscles. A related concept of thinking was developed by William James. It’s called ideomotor action.Ideomotor action is an activity that occurs without our noticing it,without our being aware of it. I’ll give you one simple example. If you think oflocations, there tends to be eye movement that occurs with your thinking aboutthat location. In particular, from where we’re sitting, imagine that you’reasked to think of our university library. Well, if you close your eyes and thinkof the library, and if you’re sitting directly facing me, then according to thisnotion, your eyeballs will move slightly to the left, to your left, ‘cause thelibrary’s in that general direction.James and others said that this is an idea leading to a motor action, andthat’s why it’s called “ideomotor action”—an idea leads to motor activity. Ifyou wish to impress your friends and relatives, you can change this simpleprocess into a magic trick. Ask people to do something such as I’ve justdescribed: think of something on their left; think of something on their right.You get them to think about two things on either side with their eyes closed,and you watch their eyes very carefully. And if you do that, you’ll discoverthat you can see rather clearly the eye movement—that is, you can see themovement of the eyeballs. Now, then you say, think of either one and I’ll tellwhich you’re thinking of.OK. Well, Watson makes the assumption that muscular activity is equivalentto thinking. But given everything we’ve been talking about here, one has to ask:are there alternatives to this motor theory—this claim that muscular activitiesare equivalent to thinking? Is there anything else that might account for this change in muscular activity, other than saying that it is thinking? And the answer is clearly yes. Is there any way to answer the question definitively? I think the answer is no.。

TPO20目录Conversation1-Student&Librarian (2)Lecture1-Linguistics(Gricean Maxims) (5)Lecture2-Environmental Science(Interglacial Periods) (8)Conversation2-Student&Professor (10)Lecture3-Literature(Folktales) (13)Lecture4-Biology(Snowshoe Hare) (15)TPO20Section1Conversation1-Student&LibrarianNarratorListen to a conversation between a student and a library employee.StudentExcuse me, I received a letter that I am supposed to return a book that I checked out back in September, it’s called Modern Social Problems. But I am writing my senior thesis, so I thought I was allowed to keep the book for the whole academic year.LibrarianSo you signed up for extended borrowing privileges?StudentYeah.LibrarianAnd we are still asking you to bring the book back?StudentUh-huh. Do I really have to?LibrarianWell, let me check the computer. The title was ... Modern Social Problems?StudentYeah.LibrarianEh... Ok, yeah. It’s been recalled. You can keep it all year as long as no one else requests it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks.StudentWhat if the person renews it? And I really need it right now.LibrarianAll of it? Or is there a certain section or chapter you are working with?StudentWell, there’s one chapter in particular I am working with, but why?LibrarianWell, we normally do n’t do this, but because of the circumstances we can photocopy up to one chapter for you. Why do n’t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it’ll have been returned.StudentOh, that would be great.LibrarianDo you have it with you?StudentEh... no, it’s in my dorm room. These are books I want to check out today. Is it OK if I bring that one by in a couple of days?LibrarianActually, the due day is tomorrow. After that, there’ll be a two dollar per day fine. But you need to return it today if you want to check out any books today. That’s our policy.StudentOh, I see.LibrarianYeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspended completely because they haven’t returned books. They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books.StudentThat’s not good. I guess I should head back to the dorm right now.LibrarianBut before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it wo n’t be able to renew it. Yo u’ll get it back quickly.StudentI’ll do that right now.Lecture1-Linguistics(Gricean Maxims)NarratorListen to part of a lecture in a linguistics class.ProfessorOk, the conventions or assumptions that govern conversation, these may vary from one culture to another, but basically, for people to communicate, there is a ... they have to follow certain rules. Like if I am talking with you and I start saying things that are not true, if you can’t tell when I am lying and when I am telling the truth, well, we are not going to have a very satisfactory conversation, are we? Why? Because it violates one of the Gricean Maxims, that’s a set of rules or maxims a philosopher name H.P.Grice came up with in 1970s. One of these Gricean Maxims is... well, I’ve already given you a hint.StudentOh, you just can’t go around telling lies.ProfessorRight, or as Grice put it, “Do not say what you believe to be false.” That’s one of Grice’s Maxims of Quality as he called it. So that’s pretty obvious. But there are others just as important. Like, eh... suppose you would ask me what time it was and I replied ‘my sister just got married’, what would you think?StudentYou are not really answering my question.ProfessorNo, I am not, am I? There is no connection at all, which feels wrong because you generally expect to find one. So one important maxim is simply: be relevant. And using the so-called Maxim of Relevance we can infer things as well, or rather the speaker can imply things and the listener can make inferences. For instance, suppose you say you would really love to have a cup of coffee right now, and I say ‘there’s a shop around the corner’. Now, what can you infer from what I said?StudentWell, the shop sells coffee for one thing.Right, and that I believe it is open now. Because if I won’t implying those things, my response would not be relevant. It’d have no connection with what you said before. But according to the maxim, my response should be relevant to your statement, meaning, we should assume some connection between the statement and the response. And this maxim of relevance is quite efficient to use. Even if I do n’t spell out all the details, you can still make some useful logical inferences, namely, the shop is open and it sells coffee. If we actually have to explain all these details, conversations would move along pretty slowly, wouldn’t they?OK, then there’s the maxims of manner, including things like be clear, and avoid ambiguity.And another more interesting maxims is one of the so-called maxims of quantity, quantities of information, that is. It says, to give as much as is required in the situation. So suppose you asked me what I did yesterday and I say ‘I went to the Art Museum.’ You would likely infer that I saw some works of art. Suppose, though, that I did not go inside the museum, I just walked up to it then left. Then I violated the quantity maxim by not giving enough information. So you can see how important implications are to our ability to carry on a conversation.But there are times when people will violate these maxims on purpose. Let’s say a boss is asked to write a letter of recommendation for a former employee seeking an engineering job. The letter he writes is quite brief. Something like, uh, Mr. X is polite and always dresses quite neatly. So what does this really mean?StudentOh, I see. By not mentioning any important qualities related to the job, the boss is ... like, implying that this is best that can be said about Mr. X that he is really not qualified.ProfessorExactly. It’s a written letter not a conversation, but the principle is the same. The boss is conveying a negative impression of Mr. X without actually saying negative about him. So, by violating the maxims, we ...eh... but ... it can be a way to be subtle or polite, or to convey humor through sarcasm or irony.Sometimes though people will violate maxims for another purpose: to deceive. Now, can you imagine who might do such a thing?StudentSome politicians.StudentOr advertisers.Right. Anyone who may see an advantage in implying certain things that are untrue without explicitly saying something untrue. They think, hey, do n’t blame us if our audience happens to draw inferences that are simply not true. So next time you see an advertisement saying some product could be up to 20% more effective, think of these maxims of quantity and relevance, and ask yourself what inferences you are being led to draw. Think, more effective than what exactly? And why do they use those little phrases ‘could be’ and ‘up to’? These claims give us a lot less information than they seem to.Lecture2-Environmental Science(Interglacial Periods)NarratorListen to part of a lecture in an environmental science class.ProfessorI’d like to take you back about 11 thousand years ago when Earth entered the latest interglacial period. Interglacial periods are, typically periods of time between Ice Ages, when the climate warms, and the glacial ice retreats for a time, before things cool off again and another Ice Age begins. And for over the past several million years, Earth’s sort of default climate has actually been Ice Age, but we have experienced periodic regular thaws, and the last one, the one we are in now, started about 11 thousand years ago.Now, the typical pattern for an interglacial period, and we have studied several, is that the concentration of carbon dioxide and methane gas actually reaches it... its peak, that is, there is the most carbon dioxide and methane gas, uh, greenhouse gases in the atmosphere just after the beginning of the interglacial period. And then, for reasons which are not entirely clear, the concentration of greenhouse gases gradually goes down. Now, the climate continues to warm for a while because there is a lag effect. But uh, gradually as the concentration of greenhouse gases goes down, Earth starts to cool again, and eventually you slip back into an Ice Age.Um, however, for the latest interglacial period, the one we are in now, this pattern did not hold, that is, the concentration of carbon dioxide and methane dipped1 a little bit after, uh, uh, after peaking at the beginning, near the beginning of the interglacial period, but then it began to rise again. Um ... What was different about this interglacial period than the other ones?Well, one of the big differences is human activity. People began to raise crops and animals for food instead of hunting for them. This is the agricultural revolution. And it began to happen in the earliest stages about 11 thousand years ago.Now, scientists have tended to regard ... the ... uh ... agricultural revolution as a beneficiary of the ... uh ... fortuitous2 shift in climate. However, some new theories of climate, new theorists of climate have proposed that perhaps humanity was having an effect on the climate as far back as the beginnings of the agricultural revolution. When you grow crops and uh, pasture your animals , one of the things you do is you cut down the forests. If you cut down the forests, when you burn the trees for fuel and do n’t replace them with other trees, or when you just leave them to rot and do n’t allow other trees to grow, you end up with a lot more carbon in the form of carbon dioxide getting into the atmosphere.1 dip=fall, drop2 accidentalUm ... another gas associated with the spread of agriculture is methane. Methane forms in large concentration above wetlands, and as it turns out, the cultivation of certain grains creates vast areas of artificial wetlands, and probably drastically increases the amount of methane getting into the atmosphere, over and above what would be there.So, um... agriculture, the ... the spread of agriculture, you know we are talking over thousands of years, um... but this could very well had a profound effect on the composition of Earth’s atmosphere. It’s kind of ironic to think that absent that effect, it maybe that we would be heading into an Ice Age again. In fact, back in the 1970s, a lot of theorists were predicting that, you know, the climate would start to cool and we’d slowly enter into the new Ice Age. And then they were puzzled as to why it didn’t seem to be happening.Umm... now, what are the implications for the future? Well, um... it is a little tricky. I mean, you could say, well, here is an example of ... um ... human activity, the agricultural revolution which actually was beneficial, we altered the climate for the better, perhaps, by preventing an Ice Age. But then industrialization, of course, has drastically increased the amount of carbon dioxide that humans are putting into the atmosphere, the burning of fossil fuels tends to put a lot of CO2 into the atmosphere. Um... so we are entering into uncharted3 territory now, in terms of the amount of carbon dioxide, the concentrations of carbon dioxide that are now being put into the atmosphere as a result of industrialization and the use of fossil fuels.3 unmapped, unknown, unexploredSection2Conversation2-Student&ProfessorNarratorListen to a conversation between a student and a professor.StudentProfessor Jennings, I hope I am not interrupting, but you wanted to see me?ProfessorOh, hello, Suzane. Yes, yes, come right in. How are you doing?StudentAll right.ProfessorWell, good. The reason I wanted to talk to you was that while you were presenting you linguistics project in class the other day, well, you know, I was thinking you are a perfect candidate for the dean’s undergraduate research fund.StudentUm ... Professor, I am really sure what the... um ... dean ....ProfessorUndergraduate research fund is ... It is a mouthful I suppose. OK. Here’s the thing. Every year the school has a pool of money to fund a number of research projects of undergraduate students. Because as you can imagine, indepth research often requires monetary support.StudentI would like to expand on my research.ProfessorGood. First a panel of professors reviews the applications for the grant. And then they decidewhich project should be funded. The alloted money could be used for travel expenses, to attend a conference for example, or things like supplies, research equipment, resources that are necessary to conduct the research.Student Isee.ProfessorRight. And I think you should apply for this grant. Your project is definitely eligible4. And you can expand it if you have the necessary resources. So, does it sound like something you would be interested in?StudentOh, yeah, sounds great. I thought the topic I work on was very interesting, and it is certainly relevant to my linguistics major. I assume it will also look good when I try to get into graduate school. But how do I apply for the grant?ProfessorIt is pretty straightforward. A brief description of your proposed project, and an estimated budget. How much you need to spend and what you intend to spend it on. Also a glowing letter of recommendation from a linguistics professor wouldn’t hurt, which I’d be more than happy to write up for you.StudentOK. Cool. I am pretty clear on how to carry out my project, but I am not sure where I can find more information on the subject.ProfessorWell, I have already thought of that. There’s this private library at a university in Boston. By the way, because I graduated from that school, I can get you access to it, no problem. You see, the library houses lots of unpublished documents that are relevant to your topic.StudentSo I can put that on the application for the grant, that I plan on using material from that library for my research and figure a trip to Boston into my budget?Professor4 qualifiedExactly. I really think judging from your work in class, and the relevance and clarity of this project, you really have a good chance of getting the funding.StudentOK. I’ll definitely apply then.ProfessorThe sooner the better. It is due in a few weeks. Gook Luck! And I’ll get that letter written up right away.Lecture3-Literature(Folktales)NarratorListen to part of a lecture in a literature class.ProfessorAll right, so now we’ve talked about folk legends and seen that their ... one of their key features is there’s usually some real history behind them. They are often about real people, so you can identify with the characters, and that’s what engages us in them. The particular stories might not be true and some of the characters or events might be made up. But there’s still a sense that the story could have been true since it is about a real person. That’s distinct contrast from the other main branch of popular storytelling, which is folk tales.Folk tales are imaginative stories that ... um ... like folk legends, they have been passed down orally, from storyteller to storyteller for ... since ancient times. But with folk tales you do n’t ever really get the sense that the story might have been true. They are purely imaginative and so quite revealing, I think anyway, about the culture and the connection between folk tales and culture, which w e’ll talk about.But first let’s go over the various types of folk tale and focus specifically on Norwegian folk tales since they illustrate the variety pretty well. There are in general three main types of Norwegian folk tales.One is animal stories, where animals are the main characters. They can be wild animals or domestic, and a lot of times they can talk and behave like humans, but at the same time, they retain their animal characteristics too. They tend to involve animals like bears, wolves and foxes. The point of these stories, their, their internal objectives, so the speak, is usually to explain some feature of the animal, how it arose. So there’s one about a fox who fools a bear into going ice fishing with his tail. When the bear puts his tail into the water through a hole in the ice, to try and catch a fish, the ice freezes around it, and he ends up pulling his tail off. So that’s why bears to this day have such short tails.The second category of Norwegian folk tale is the supernatural. Eh ... stories about giants and dragons and trolls, and humans with supernatural powers or gifts, like invisibility cloaks. Or where people are turned into animals and back again into a person, those are called transformation stories.There’s a well-known Norwegian supernatural folk tale, a transformation story called East of the Sun and West of the Moon, which we’ll read. It involves a prince who is a white bear by night and a human by day. And he lives in the castle that’s east of the Sun and west of the Moon, which the heroine in the story has to try to find. Besides being a good example of a transformation story,this one also has a lot of the common things that tend to show up in folk tales. You will find the standard opening, ‘once upon a time ...’. And it has stock5 characters like a prince, and a poor but beautiful peasant girl, she is the heroine I mentioned. And ... um ... it has a very conventional form. So no more than two characters are involved in any one scene. And it has a happy ending. And it’s ... the story is presented as though ... well, even though a lot of the actions that occurred are pretty fantastic, so you’d never think of it as realistic. The characters still act like ... they resemble real people. They are not real or even based on historical figures. But you might have a supernatural story involving a king, and he’d act like you’d expect a Norwegian king to act.OK. The third main kind of folk tale is the comical story. We’ll say more later about these, but for now, just be aware of the category and that they can contain supernatural aspects, but they are usually more playful and amusing overall than supernatural stories.Now, as I said, traditionally, folk tales were just passed down orally. Each generation of storytellers had their own style of telling a story. But ... um ... in Norway, before the 19th century, folk tales were just for kids. They weren’t seen as worthy of analysis or academic attention. But this changed when the romantic movement spread throughout Europe in the mid-19th century. Romantics looked at folk tales as sort of a reflection of the soul of the people. So there was something distinctly Norwegian in folk tales from Norway. And there was renewed pride in the literature and art forms of individual countries. As a result, the first collection of Norwegian folk tales is published in 1852. And there have been many new editions published since then. For the people of Norway, these stories are now an important part of what it means to be Norwegian.5 stock=standard 惯用的新托福120分单机版听力文本Lecture4-Biology(Snowshoe Hare)NarratorListen to part of a lecture in a biology class.ProfessorNow, James, you said you had been to the State of Maine, right?StudentYeah, actually I lived in western Maine until I was about sixteen.ProfessorGreat. So why do n’t you tell everybody what is like there in the winter?StudentThe winter? Well, it’s cold. And there’s lots of snow, you woul dn’t believe how much snow we used to get.ProfessorActually I would. I did field research up there a couple of winters. And it really is an incredible environment. And to survive in that sort of environment, animals have to adapt, to evolve in response to their surroundings. As you recall, an adaptation is any feature, um... physical or behavioral feature of a species that helps it survive and reproduce. And in adapting to extreme climates, like Maine in the winter time, animals can evolve in pretty interesting ways. Take, for example, the snowshoe hare.Ok, the snowshoe hare, and of course, that’s H-A-R-E, like a rabbit. Although I probably should mention that technically a hare is not exactly the same as a rabbit, even though it is very similar. The primary difference is that a rabbit’s young are born blind and without fur, while a hare’s babies are born with a full coat and able to see.Now, the snowshoe hare, tell me, what sort of adaptations do you think it has developed that help it survive the Maine winters? I’ll give you a hint. Food isn’t an issue. The hare actually has abundant food in the small twigs it finds.StudentWell, I do n’t know. I mean, I know we used to try to look for these rabbits, eh... hares, when we went hiking in the winter, but it was often hard to find them in the snow.ProfessorYes. That’s exactly right. The major concern of the snowshoe hare in the winter is predators. And now that includes humans. So one of its adaptations is basically camouflage. In other words, its coat, its fur, turns from brown in the summer to white in the winter, which makes it harder for the hare’s predators to see it against the white snow.StudentYeah, but I could swear I remembered seeing rabbits in the snow a couple of times, I means hares, that were brown.ProfessorWell, you may very well have. Timing is really important, but the snowshoe hare doesn’t always get it exactly right. Its chances for survival are best if it turns white about the time of the first snowfall. And it’s the amount of daylight that triggers the changing of the hare’s coat. As the days get shorter, that is, as the Sun is up for a shorter and shorter time each day, the snowshoe hare starts growing white fur and shedding its brown fur. The hare does a pretty good job with its timing, but sometimes when there’s a really early or late snow, it stands out. Plus, it takes about a month for the snowshoe hare’s coat to completely change color. So if there’s a particularly early snowfall, it’s very likely that the hare’s fur would not yet be totally white. And that would make this a particularly dangerous time for the hare.OK. What else? Other adaptations? Susan?StudentWell, it’s called the snowshoe hare, so are its feet somehow protect it from the cold?ProfessorWell, this animal’s name does have to do with an adaptation of its feet. Uh... though, not like it has warm furry boots or something to keep its feet from getting cold. You’ve probably never needed to wear snowshoes. But, well, snowshoes are not like thick furry shoes designed to keep the feet warm, they are actually quite thin, but very wide. What they do is spread out the weight of the foot coming down on the snow. See, the problem with walking on snow is that you sink in with every step. But with snowshoes, you do n’t sink in, you walk on top of the snow. It makes walking through the Maine countryside in the winter much easier.Anyway, the snowshoe hare has an adaptation that plays on the same idea. It has hind feet that act like snowshoes. I mean, it’s paws are wide and they allow the hare to hop and run just at the surface of deep snow. And this is a huge advantage for the snowshoe hare since by contrast, thefeet of its predators usually sink right down into the snow.Now, another advantage related to this is that unlike many animals in winter, snowshoe hares can stay lean6 and light weight. They accumulate essentially no body fat. Can anyone guess why this is so?StudentThey do n’t eat very much?ProfessorWell, yes. But not because there is n’t enough food around. It’s because, like I said, food is almost always within reach, and they do n’t have to store up a lot of food energy for the harsh winters.。