impasto托福听力文本

托福听力tpo65全套对话讲座原文+题目+答案+译文Section 1Conversation1原文Listen to a conversation between a student and an employee in the housing office. Employee: Hi. Here for your room key?Student: Actually, no, I got a bill in the mail today.Employee: Yeah, don’t worry about it. Some students got a second copy of their housing bills. You can just ignore it if you’ve already paid.Student: Yeah, no, actually it’s my phone bill. I just got it and it looks like there were all these calls made during the summer break, and I wasn’t even here. I turned in my room key at the end of last term.Employee: Right, but do you remember making arrangements to have your phone service turned off before you left?Student: Was I supposed to do that?Employee: Yeah, you were.Student: I didn’t know that.Employee: Yeah, it’s in the contract.Student: What contract?Employee: Okay, you had service with the phone company, right?Student: Sure.Employee: And you got a copy of the contract when you signed out.Student: Yeah, I guess so.Employee: Well, okay then, it’s buried in the details of the contract in fine print. And I’ve got to admit that I might not have noticed it myself but I’ve dealt with two or three other cases like this. And it does state that it’s your responsibility to cancel the service.Student: Really?Employee: I’m afraid so. You might not have seen it, but it’s in there.Student: But I thought that the housing office automatically shuts the service off when the university closes for the summer break.Employee: I’m afraid not. Classes may end for you, but the university doesn’t close down. We have a whole summer program of short courses, so it’s likely that someone who was enrolled in the summer program was assigned to your old room and when they might plug the phone in...Student: The service was already there. Oh, wow! I really made a stupid mistake. Employee: Oh, well, don’t be too hard on yourself. There is a chance we could do something. What was your old room number?Student: Baker Hall, Room 622.Employee: Okay. It looks like someone did stay there over the break. What I can do is contact them and ask them to give us a call, then we’ll explain what happened and we’ll give them your contact information.Student: Okay, but what if you don’t get a reply.Employee: Well, I hope that doesn’t happen, because if it does, then you are on your own. Again, what it comes down to is this，you signed a contract with the phone company, and there is really not much we can do to help you at this point.题目1.Why does the student go to the housing office?A. To request a telephone for her dormitory roomB. To turn in the key to her dormitory roomC. To ask about an unexpected bill she receivedD. To request an explanation about a bill she had already paid2.What mistake did the student make?A. She forgot to pay her housing fee.B. She did not cancel her telephone service.C. She failed to clean out her dormitory room.D. She forgot to return her dormitory key to the housing office.3.What does the man imply about the student with regard to her contract for telephone service?A. The student needs to show him the contract.B. The student failed to pick up a copy of the contract from the housing office.C. The student forgot to sign a copy of the contract.D. The student did not read the contract carefully.4.What does the man imply about the telephone bill?A. It might have been sent to the student by mistake.B. It may be larger than the student expects.C. The student may need to pay it.D. The student should send it back to the telephone company.5.Why does the student say this:Student: Actually, no, I got a bill in the mail today.Employee: Yeah, don’t worry about it. Some students got a second copy of their housing bills. You can just ignore it if you’ve already paid.Student: Yeah, no, actually it’s my phone bill.A. To correct a misunderstandingB. To apologize for interrupting the manC. To thank the man for the information he has providedD. To show her surprise at what the man just said答案C BD C A译文1.旁白：听一个学生和住房办公室员工之间的对话。

托福听力tpo55 lecture1、2、3 原文+题目+答案+译文Lecture1原文NARRATOR: Listen to part of a lecture in an art history class.MALE PROFESSOR: OK, so we’ve all heard of the Louvre, right? Maybe the most famous art museum in Paris, France? In 1793 the Louvre was the first museum to open its doors to the public. Up till then, there were lots of private museums…private collections in the homes of Europe’s royalty and nobility…but only a select few were invited to see those works of art. The idea of a public museum was, in essence, a new one.Now, when the Louvre opened as a public museum, it was free to all artists every day of the week. But to those who were not artists—y’know, the rest of the general public? Well, they were only allowed to visit the museum on certain days. And that’s because the public museum was first seen as a teaching institution—a place where past artistic achievements would be available to current artists to learn from.OK, so you see the first step was taken—from museums that were just private institutions owned by royalty…to the Louvre, a museum open to the public—with some restrictions. But then there was another shift…and that was brought about by a French painter named Alexandre Lenoir. Lenoir was a young and enthusiastic artist who’d been assigned to be the supervisor of a storehouse for artworks in 1791.Y’see, the French Revolution was taking place at that time, and many national monuments and other works of art were getting damaged or destroyed. Consequently, a couple of large buildings in Paris were dedicated as storehouses for rescued artworks. Five years later, in 1796, Lenoir did something unique with the art in his storehouse—something never done before: he classified and displayed thepaintings and statues by period and style.So people began to notice—and admire—what Lenoir was doing. And soon, he transformed his storehouse into what would become the National Museum of French Monuments, which would later become a branch of the very Louvre that started this whole discussion. And, uh, what’s even more notable is that, Lenoir’s system of classification and display—it became a model for other public art museums…with each room in the museum representing a different century or period of art. Lenoir’s belief that a museum should be concerned with public instruction and offer education according to historical periods—this concept seems obvious now, but it was groundbreaking back then.Interestingly, though, not everyone was, uhh…impressed with Lenoir…or with museums in general, for that matter. There were people—including some artists and historians—who were as much against museums as Lenoir was for them. In fact, some argued that museums would pretty much bring an end to art. They contended that works of art removed from their original context were…incomplete—that artworks ought to remain in the places…the mountains, towns, uhh…in the locations where they were originally created and viewed.Take a painting created in an Italian seaside village, for example. Could that painting maintain its same identity once it was moved to a museum in France? Nowadays, most of us know and appreciate the fact that we can go to a museum and see many works of art from different time periods, artists, and countries. The fact that anyone can go into one place and see works of distant cultures, enjoy their beauty, and even find inspiration in them benefits us all. The Louvre clearly embraces this concept. But there are still some skeptics, people today who are just as skeptical of art museums as the critics were back in Lenoir’s day…and for all the same reasons.题目1.What is the lecture mainly about?A. The influence of private art galleries on public museumsB. The role of art museums as teaching institutions for artistsC. The debate about the Louvre’s opening to the publicD. The early history of the public art museum2.Why does the professor mention that artists were allowed to visit the Louvre every day?[Click on 2 answers.]A. To point out that the public museum was conceived as a place for studyingB. To indicate that all citizens were able to visit the museum whenever they wantedC. To question why certain artists did not spend time at the LouvreD. To contrast the accessibility of art in the Louvre with that of art in private museums3.Why does the professor mention the French Revolution?A. To name an event depicted in Alexandre Lenoir’s artworkB. To identify the theme of an exhibit room in the LouvreC. To explain why art storehouses were createdD. To help explain some people’s attitude toward public museums4.According to the professor, what major contribution did Alexandre Lenoir make to the art community?A. He donated many original paintings to public museums.B. He developed a systematic way of exhibiting art in museums.C. He invented a unique way to restore damaged artwork.D. He designed a national monument in post-Revolution France.5.The professor gives an example of a painting made in an Italian seaside village. According to the professor, what would some skeptics say about that painting?A. It should not be exhibited unless it appeals to people from a variety of cultures.B. It should not be moved out of the geographic area in which it was created.C. It should be exhibited in the Louvre before traveling to any other museum.D. It should always be grouped with similar paintings in a museum.6.What opinion about public art museums does the professor express?A. They focus too much on entertainment and not enough on education.B. They are more important to artists than to the general public.C. Their way of exhibiting artwork needs to be modernized.D. They succeed in allowing varied works of art to be appreciated in a centralized location.答案B ADC B B D译文旁白：听艺术史课上的一篇讲座。

托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。

TOEFL老托福听力PartC原文精选5篇老托福听力PartC原文1At last month's meeting you asked me to draw up a report about the possibility of keeping the student center open twenty-four hours a day.在上个月的会议上你们要求我起草一个报告，关于保持学生中心每天24小时开放的可能性。

I decided that the best way to assess the need for expanded hours was to talk to the people who were still in the student center at closing time.我判断评估增加小时数的需求的最好方法是与在关闭时间依然在学生中心里面的人谈谈。

First, over the course of the two weeks, I interviewed more than fifty students as they left the student center at its regular closing time of twelve midnight.首先，在过去两周的进程中，我面谈了超过五十名同学，当他们在通常的午夜12点的关闭时间离开学生中心时。

About eighty percent of them said they would prefer that the center stay open later.他们中的大约百分之八十说，他们更喜欢中心保持开放更晚些。

Of the three main uses of the center—eating in the snack bar, recreation in the game room or watching TV, and studying by far the most popular late night activity is—and this may surprise you—studying.中心的三大用途——在快餐部吃东西，在娱乐室消遣或看电视，以及学习，目前为止最普遍的深夜活动是——这也许会让你们很惊讶——学习。

托福听力tpo39lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (23)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Since Earth formed,some four and a half billion years ago,the number of minerals here has increased dramatically,from a few dozen relatively simple minerals early on…to over4,300kinds of minerals we can identify today—many of them wonderfully complex.A basic question of geology is how all these new minerals came into being.Well,recent studies have turned to biology to try to explain how this happens.Now,much of biology is studied through the lens of evolution.And the theory of evolution suggests that,as environments change—and inevitably they do—some organisms will have characteristics that allow them to adapt to those changes successfully…characteristics that help these organisms develop and survive and reproduce.And when environments become more complex—as tends to happen over time—those earlier adaptations,those variations…become the basis of yet other combinations and variations…and lead to ever more diverse and complex forms of life.So from fewer,simpler,and relatively similar forms of life billions of years ago,life on Earth has now become a dazzling array of diversity and complexity.Well,some geologists now want to apply this concept to explain mineral diversity too. The conditions that minerals are under are not constant.Conditions like temperature or pressure or chemical surroundings—these change—often in cycles,increasing and decreasing slowly over time.And as conditions change,minerals sometimes break down and their atoms recombine into totally new compounds,as part of a process some call mineral evolution.Now,minerals are not alive,of course,so this is not evolution in quite the same sense you'd have in living organisms.But there do appear to be some parallels.Living organisms not only adapt to their environment but also affect it—change theenvironment within which other organisms may then develop.Likewise,each new mineral also enriches the chemical environment from which lots of other,even more complex new minerals may be formed in the future.Beyond these similarities,though,what's really fascinating about mineral evolution is the way minerals apparently coevolve with living organisms.Uh,what do I mean by that?Well,it's maybe a billion years after Earth’s formation that we first see evidence of life.Of course,early life-forms were primitive—just tiny,single-celled microbes—but over time,they had a profound effect.Huge numbers of these microbes began producing food by photosynthesis,which,of course,also freed up enormous amounts of oxygen.And lots of that oxygen interacted with the atoms of existing minerals,creating rust out of iron,for instance,…reacting with a whole range of different metals to create lots of new minerals.Now,living organisms rely on minerals.But they not only take in some minerals as nutrients,they also excrete others as waste products...including what we call biominerals—minerals that form with the help of biological life.We can see geologic evidence of biomineral production in what are called stromatolites.Stromatolites look like wavy layers of sedimentary rock.But they're really fossils—fossils of the waste from microbial mats.Microbial mats are vast colonies of one-celled organisms…that were once the most prevalent form of life on Earth.And the study of stromatolites indicates that these ancient microbial mats interacted with minerals in the environment and left behind new compounds as waste products—biominerals like carbonates,phosphates,and silica.In fact,we’ve grown microbial mats in the laboratory,and,over time,they too have produced some of the same sorts of minerals found in stromatolites.Uh,you don't need to know the details of the process right now—we’re still figuring out just how it works,ourselves.But you might be interested to know that this concept of mineral evolution is being used in the search for evidence of life on other planets.The thinking is that if certainminerals occur here on Earth as a result of a biological process,and if we also find those same minerals on another planet,…this would suggest that life may have once existed there.But—just because a particular mineral is found on say,Mars or Venus—uh,we really shouldn't assume that whatever caused it to turn up there…must be the same process that formed that mineral here on Earth.题目1.What is the main purpose of the lecture?A.To explain how geologists identified the minerals present during Earth's formation.B.To explain why living organisms require certain minerals to survive.C.To explain the differences between simple and compound minerals.D.To explain a recent theory about mineral formation.2.What point does the professor make about the minerals present during Earth's formation?A.They were comparatively few of them.B.They were more complex than minerals formed on other planets.C.Most were not affected by temperature and pressure changes on early Earth.D.Some of them are no longer being formed naturally on Earth.3.What similarities does the professor point out between minerals and living organisms?[Click on2answers.]A.Both first appeared on Earth at approximately the same time.B.They both can be formed only in the presence of oxygen.C.They both have become more diverse and complex over time.D.Not only are they both shaped by their environment,but both also affect it.4.What are stromatolites?A.Fossils remains of microbial mats.yered deposits of iron-based minerals.yers of rock that indicate changes in Earth's pressure and temperature.D.Rock formations created when oxygen interacts with certain metals.5.Why does the professor talk about microbial mats?A.To explain why organisms tend to colonize near certain minerals.B.To describe how minerals can be created by living organisms.C.To illustrate the effects of geological processes on living organisms.D.To emphasize that evolving life depended on the presence of oxygen.6.What does the professor think about using evidence of minerals on another planet to determine whether life has existed there?A.He believes it is the most promising way to search for life on another planet.B.He doubts that complex minerals will ever be found on another planet.C.He is cautious about assuming that certain minerals indicate the presence of life.D.He is surprised that the technique was not suggested until recently.答案D A CD A B C译文旁白：请听一段地质学讲座的节选片段。

托福听力tpo63lecture1、2、3原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (15)答案 (17)译文 (17)Lecture1原文Listen to part of a lecture in a geology class.Professor:OK.Before we begin,I wanna remind you that our field trip to Bryce canyon national park is this weekend.Remember the bus leaves early,five am,so don't forget to set your alarm clocks.I think you're all gonna enjoy getting out of the classroom and actually seeing some remarkable geologic phenomena.Now,while we're there,I want you to pay particular attention to two things.One obviously will be the sediment layers making up the rocks,since we've spent so much time onsedimentary rocks.Bryce canyon is a great place to see how millions of years have turned layers and layers of tightly packed sediment,mud particles,sand remains of plants and animals into rock.But you're also gonna see some fascinating rock shapes, formations that are the result of the weathering and the erosion processes that occur at Bryce canyon.There are two main processes that are important.The first one is a weathering process called frost wedge.Frost wedge a process that widens cracks in rocks in the wintertime.It begins with warm air or daytime sun melting the snow.As the snow turns into water,it seeps into the cracks that occur naturally in sedimentary rocks.At night,this water freezes in the cracks,but when water freezes,it expands quite a bit, which means that it prize cracks open,gradually,making them wider and breaking off a little bits in the process.Now,this thought freeze cycle can happen as many as two hundred times in a single year.So that makes it the most important weathering process at Bryce canyon.The other key processes is runoff,which is an erosion process.Runoff takes place in the summer.The parks in the desert said the grounds very dry.When it rains in late summer,the ground is too hard to absorb the water,so it runs off.And as it runs off, it carries away the gravel,the broken bits of rock created by cross wedge in the winter.So runoff is the main erosion process that alters the rock landscape in the park.And because these processes have occurred over thousands of years,some of the results can be pretty dramatic,like the giant corridors are passage ways that have developed within the rocks.These passage ways are known as slot canyons.Here's an example of one,not from the part we're going to.This one is actually in Australia,but the scale is typical.So these huge spaces started out as small cracks throughout the sedimentary rock,then thanks to millions of cycles across wedge and runoff.What used to be one big area of rock is now sort of two smaller areas of brought with the corridor in between.We'll have a chance to walk through some like this.These slot canyons are great places to explore,but let me just say,for any of you who aren't from around here,if you ever go on your own,make sure you check aweather forecast first.A sudden heavy rain can cause a flash flood in a slot canyon. So you want to know when it's safe to explore them.Unfortunately,it'll be dry this weekend.Now,these deep,narrow slots are pretty common.You might even have two of them very close to each other with only a thin wall of rock in between.Of course,frost wedge is still at work,so it starts wearing away at the front of the thin wall until you get a whole I mean a hole all the way through the wall,front to back.And this hole gets bigger and bigger.Once it's at least one meter in diameter,it's called a window.And eventually the weight on top of it is just too much,so the roof caves in and only the sides,sometimes it's just one side is left standing.These sides,which look a lot like collins,now are called Hudos.Here's a photo of something we'll be seeing.One of the things that makes Bryce canyon unique is that it has more Hudos than anywhere else in the world.Yes,Margot?Female student:Why is it so lumpy looking?You'd think it would be smoother.Professor:Well,remember,these are sedimentary rocks,so they have layers.Some layers are mostly limestone,and limestone erodes pretty quickly in the presence of any kind of acid.Now Bryce canyon in a very unpolluted area,but even,there the rain water has a little carbolic acid in it,which causes the limestone to erode.But other layers are made up of different types of sediment,which aren't so vulnerable to acid,so they don't erode as quickly.题目1.What is the lecture mainly about?A.The length of time required to produce sedimentary rocksB.The role of climate conditions in the creation of sedimentary rocksC.Some processes that produced a specific group of rock formationsD.Some unique geologic features found in canyons in the United States2.According to the professor,what is one characteristic that frost wedging and runoff share?A.Neither occurs in a desert.B.Neither is a frequent event.C.Both are weathering processes.D.Both are seasonal phenomena.3.Why does the professor show a picture of a slot canyon?A.To give students a sense of the size of a typical slot canyonB.To show students one of the places they will visit on their field tripC.To illustrate how many sediment layers are visible in a typical slot canyonD.To show how much slot canyons can vary based on local climate conditions4.What is the professor's attitude toward students exploring Bryce Canyon on their own?A.He worries that students may not know to take appropriate precautions if they go by themselves.B.He suspects that many students will not go on their own if such a trip requires them to get up early.C.He hopes that the class field trip will motivate students to visit Bryce Canyon on their own.D.He believes that students learn more from individual exploration than they dofrom being in a group.5.How is a hoodoo formed?A.Runoff produces large gravel deposits.B.Air pollution leads to a buildup of limestone.C.The roof of a rock window collapses.D.A flash flood washes away the base of a rock wall.6.According to the professor,what two factors explain why a hoodoo does not have a smooth shape?[Click on2answers.]A.The presence of acid in rainwaterB.The temperature swings between the summer and the winter seasonsC.The composition of the hoodoo's sedimentary layersD.The location of the cracks created by frost wedging答案C D A A C AC译文听一段地质学的讲座。

托福听力tpo67lecture1、2、3原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture2 (10)原文 (10)题目 (13)答案 (17)译文 (17)Lecture3 (19)原文 (19)题目 (23)答案 (26)译文 (26)Lecture1原文Professor:Now we've said that animal behavior patterns involve an interplay between an animal and its environment.In particular,behavior patterns can change as an animal becomes adapted to its environment. We can see the results of this in the way that animals have developed different types of feeding behavior.Animals are generally classified as a generalist feeders and specialist feeders.Now,um,these terms are used in a variety of ways.At times,they're used to refer to an animal's range of habitats.I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um,but for our purposes,we're going to use them to refer to the range of food items that are eaten by a species.So a generalist feeder is a species that eats a wide variety of foods during its lifetime.And a specialist is a species that feeds on a highly restricted number of foods.A good example of a generalist would be a rat.Rats are notorious for eating just about anything that's available,whether it's a plant or an animal.At the other end of the spectrum,we have the koala which eats only the leaves of eucalyptus trees.Okay,now there are advantages to each.For a generalist,If1type of food isn't around,it can feed on another that's more abundant.On theother hand,the advantage of being a specialist is that the animal is well adapted to its food.You could say that specialists are feeding masters, their consumption,even their digestive system is just so finely tuned.For instance,take the koala.The eucalyptus leaves that it feeds on,don't contain much protein.What's more,the leaves contain compounds that are poisonous to most species?But the koalas digestive system has adapted to handle this.It's liver deactivates,the poisonous compounds, and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better.The real question is, what determines how selective animal species are in what they eat?Well, the answer may lie in a concept called optimal foraging.The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio.That is you want to get the best healthiest food you can.And you want to do it as quickly as possible.And as easily as possible.Now,in a natural environment,no animal forage in an absolutely optimal manner.But,well,I read some research on a little rat called the kangaroo rat,which lives in deserts in North America.The kangaroo rat is a generalist which eats plant matter like seeds and fruit.It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes.And it goes foraging at night for food.For plant matter,under the protection of darkness,even though it's a generalist.If the only thing available is seed,if a choice of seeds is available to it,it picks up seeds that provide more energy than those it leaves behind.And it carries them back to its burrow.Once it's there,it might eat only the richest seeds from the ones that brought back.So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment,and then sorts out its food later when it's safely in its burrow.Oh,yes,Kenneth.You have a question?Male student:But what about the koala?It gets by uh,by being even more selective,you'd think you would be really risky to rely completely on eucalyptus leaves.Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.It spends only about3hours each day eating to get the energy it needs.So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A.The reasons why some animals eat only plantsB.The advantages of two different feeding adaptationsC.The variety of foods that certain animals can eatD.The relationship between two animals that share a habitat2.What definition of the term“generalist”does the professor use in the lecture?A.An animal species that eats a wide variety of foodsB.An animal species that lives in a range of different habitatsC.An animal species that uses several techniques to forage for foodD.An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits?[Click on2answers.]A.It obtains all the food it needs in relatively little time.B.It requires large amounts of protein in its diet.C.It can eat leaves that are poisonous to other animals.D.It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A.It will take more risks when foraging for high-energy food.B.It is one of the most selective feeders in North America.C.Its competitors often eat its food supply.D.It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A.By contrasting an old theory with a new theoryB.By defining important terms and then giving examples of themC.By describing the similarities between two animalsD.By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student:But what about the koala?It gets by uh,by being evenmore selective,you'd think you would be really risky to rely completely on eucalyptus leaves.Wouldn't it be better to diversify like the kangaroo rat,and eat,at least one or two other things?Professor:Well,what do you think the koala would say?What do I gain by being so selective?In terms of optimal foraging,it's clear that eucalyptus trees provide an abundant source of food.Other animals can't eat the leaves and think of how little energy the koala uses.A.To express agreement that the koala should eat a greater variety of foodB.To indicate that the koala’s behavior does not illustrate optimal foragingC.To remind the man of the characteristics of selective feedersD.To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。

symbiosis amphipod 托福听力原题Symbiosis Amphipod: A Fascinating Topic ExploredIntroduction:Symbiosis, the close and often long-term interaction between different biological species, has always intrigued scientists. Among the countless examples of symbiotic relationships, the symbiosis between amphipods and their hosts has gained significant attention. In this article, we will delve into the world of symbiosis amphipods, exploring their characteristics, types of relationships, benefits, and the significance of this unique association.Main Body:1. Characteristics of Symbiosis Amphipods:1.1 Adaptability: Amphipods possess remarkable adaptability, allowing them to thrive in various habitats, including freshwater, marine, and even terrestrial environments.1.2 Size and Shape: These small crustaceans typically measure between 1 and 340 millimeters in length. They exhibit a laterally compressed body shape, enabling them to navigate through narrow crevices in their host's habitat.1.3 Coloration and Camouflage: Amphipods often display diverse coloration, which aids in their camouflage and helps them blend seamlessly with their surroundings.2. Types of Symbiotic Relationships:2.1 Mutualistic Symbiosis: In mutualistic symbiosis, both the amphipods and their hosts benefit. For instance, some amphipods clean parasites and debris from the host's body, while receiving protection and a source of food in return.2.2 Commensalistic Symbiosis: In commensalistic symbiosis, the amphipods benefit from the association, while the host remains unaffected. Amphipods may use their host's body for transportation or seek refuge in their habitat.2.3 Parasitic Symbiosis: Parasitic symbiosis occurs when amphipods harm their hosts to obtain nutrients or shelter. These parasitic amphipods may feed on the host's tissues, blood, or even hijack their reproductive systems.3. Benefits of Symbiosis Amphipods:3.1 Cleaning Services: Some amphipods act as cleaners, removing parasites, dead skin, or other debris from their host's body. This cleaning behavior benefits the host by reducing the risk of infections or diseases.3.2 Nutritional Support: In mutualistic symbiosis, amphipods receive a source of food from their host, which can be essential for their survival in nutrient-limited environments.3.3 Transportation and Dispersal: Amphipods often attach themselves to larger organisms, such as fish or turtles, using them as a means of transportation to new habitats. This allows them to disperse to different locations and expand their population.4. Significance of Symbiosis Amphipods:4.1 Ecological Balance: Amphipods play a crucial role in maintaining the ecological balance within their habitats. By cleaning their hosts and controlling parasite populations, they contribute to the overall health of the ecosystem.4.2 Research and Discoveries: Studying symbiosis amphipods provides valuable insights into the intricate relationships between organisms and their environments. It helps scientists understand the mechanisms of coexistence and the evolution of symbiotic associations.4.3 Conservation and Protection: Recognizing the importance of symbiosis amphipods in maintaining biodiversity and ecosystem stability can guide conservation efforts. Protecting these unique organisms ensures the preservation of their habitats and the sustainability of the ecosystems they inhabit.Conclusion:Symbiosis amphipods fascinate both scientists and nature enthusiasts alike. Their adaptability, various types of relationships, and the benefits they provide to their hosts highlight the intricate web of interactions in the natural world. Understanding the significance of symbiosis amphipods not only expands our knowledge but also emphasizes the importance of conserving these remarkable organisms and the environments they depend on.。

托福听力tpo41 两篇对话精析Conversation1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Conversation2 (8)原文 (8)题目 (11)答案 (13)译文 (13)Conversation1原文FEMALE PROFESSOR: I have some good news for you. One of thestudents who was signed up for the summer term at the field station next year won't be attending after all. Your name's first on the waiting list,so if you still want to do it, the space is available.MALE STUDENT: Aw, that's terrific!FEMALE PROFESSOR: You were also interested in doing an independent research project next summer, right?MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I thought I wasn't going to get into the field station.FEMALE PROFESSOR: Well, you can still do it if you want. I looked over your application for the independent research project, and it looks strong: I approved it. And you’d have even more resources there at the field station, so…MALE STUDENT: The field station and an independent study.…But the summer term is a few weeks shorter than a regular term…FEMALE PROFESSOR: Wh—it's up to you. You'd have to work hard, but I think you can do very well. Professor Garfield—one of the professors over at the field station—MALE STUDENT: Yeah, I’ve heard of him.FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt marshes for years, assessing human impact and methods ofsalt-marsh restoration. He's willing to oversee your project.MALE STUDENT: Wow! That’s too good an opportunity to pass up. FEMALE PROFESSOR: I thought you'd say that. When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring…it's called Advanced Topics in Salt-Marsh Management. The course looks at salt-marsh ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and how to assess and monitor the level of stress.MALE STUDENT: And that background information'll feed right into my project on salt-marsh restoration. This is so great.FEMALE PROFESSOR: Oh, one more thing. Do you know John Arnold? MALE STUDENT: Not really. But he lives in my dorm. Why?FEMALE PROFESSOR: John's another ecology student who'll be at the field station next summer. I approved an independent research project for him, too. Initially he had the same concern as you. But anyway, his topic will be similar to yours. He’ll be researching how bridges and culverts that've been installed to allow tidal waters to move underneath roads—between the sea and the salt marshes—well, they're often too small…MALE STUDENT: I guess that'd result in not enough tidal water flowinginto the marshes to maintain the natural vegetation, right?FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size. So I was thinking he might be a good choice for a summer roommate for you.题目1.What does the professor talk about with the man?A. Reasons the man should work at the field station next summer instead of working independentlyB. Reasons the man should change the focus of his independent study projectC. Projects that the man has permission to work on next summerD. Whether the man would be willing to cooperate on a project with another student2.What does Professor Garfield suggest the student do during the spring term?A. Take a particular classB. Modify his research topicC. Pay the field-station program feeD. Begin collecting data3.What do the student and John Arnold have in common? [Click on 2 answers.]A. They were both on the waiting list for the summer field program.B. They will both be doing research involving salt marshes.C. They often volunteer to help restore salt marshes.D. They live in the same university dormitory.4.What does the professor say is the main topic of John Arnold's research?A. Establishing size recommendations for salt marsh habitatsB. The relationship between bridge size and the flow of tidal watersC. How the vegetation of coastal habitats is affected by the restoration of salt marshesD. Ways of assessing levels of stress on salt-marsh habitats5.What can be inferred about the student when he says this:(MALE STUDENT) The field station and an independent study. …But the summer term is a few weeks shorter than a regular term …A. He cannot participate at the field station because of a prior commitment.B. He is unsure if he will earn enough course credits before the summer.C. He prefers to do the independent study instead of working at the field station.D. He thinks he may not have enough time to complete the required work over the summer.答案C A BD B D译文教授：我有些好消息要告诉你。

IBT 托福听力经典加试整理版IBT 托福听力经典加试整理版目录 (1)神经元细胞（四道题） (2)ID Problem (3)浪漫主义诗歌 (3)鸟类迁徙bird migration (4)Ra g t i me music (4)大王花 Rafflesia (5)第七篇(加试-conversation) (6)第八篇(加试-lecture) (6)第九篇(加试-lecture) (6)第十篇听力MS 第一次出现 12 月 1 号 (6)第十一篇北美加考 (7)第十二篇 (7)神经元细胞（四道题）lecture 神经胶质细胞研究。

教授说早期对人类大脑的研究集中在神经细胞 neuron，让一男生起来回答上节课的主要内容，男生说生物电生物电 bioelectricity 通过神经细胞传导，通过两个神经细胞的接触点传到下一个细胞，有趣的是。

说到这里被教授打断，说他答得已经很完整了（有题，问教授打断他的用意）。

神经胶质细胞 glia l cells 的作用在早期被忽规了，人们认为胶质细胞叧有支持神经细胞的作用。

后来人们収现胶质细胞也有传导信息的作用，丌是通过生物电，而是化学物质传导。

亍是总共有三种传导方式，神经细胞间，胶质细胞间，神经和胶质细胞互相传导。

而丏収现胶质细胞的数量及其巨大，进多亍神经细胞。

同时还可能有修复神经细胞，决定哧些神经长的大［记得可能丌准］。

教授又说，胶质细胞可能不智力有兲，越多智商越高，但这丌确定。

教授说对胶质细胞的研究是一个很 open up 的领域，建讫学生们可以考虑毕业后作深入研究（有题）。

重要：biology 讲 glial cell。

以往人们对神经传导的研究仅限亍 neuron（神经元），也叨nerve c e ll。

神经传导通过electrical communication 从一个结点传到另一个结点，神经元被认为起主要作用，glial cell 研究的很少，一直被忽略，被看作help the growth of neurons (出题)，起辅助作用。

托福听力tpo41lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (12)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文FEMALE PROFESSOR:Many organisms have developed the ability to survive in harsh environmental conditions—extreme heat or cold,or,very dry conditions....Like, plants in the desert—your textbook doesn’t have much about the specifics on desert plants,but I think that desert plants are great examples of specialized adaptations to extreme environmental conditions.So with desert plants,there are basically three different adaptive strategies.And I should point out that these strategies are not specific to any particular species—many different species have developed each of the adaptations.So,first off,there are succulent plants.There are many different species of succulent plants,but they all can absorb and store a lot of water.Obviously,opportunities to get water in the desert are few and far between.Generally,rains are light and short,so the rain doesn’t seep too far down into the soil…and there's a limited window of time for any plant to get the water before it evaporates.But succulent plants have a spread-out and shallow root system that can quickly pull in water from the top inch of soil,though the soil has to be saturated,since succulents aren't good at absorbing water from soil that’s only a little moist.Succulent plants also are well suited to retaining water—important in an environment where rainy days are rare.Succulent plants can store water in their leaves,in their stems,or in their roots.And to keep that moisture from evaporating in the hot desert sun,most succulent plants have a waxy outer layer that makes them almost waterproof when their stomates are closed.They also preserve water by minimizing their surface area—the more of the plantthat’s out in the sun,the more potential there is to lose stored-up water—and that means that most succulent plants have few,if any,leaves.Now besides succulent plants,there are also drought-tolerant plants. Drought-tolerant plants are like bears in a way.You know how bears mostly sleep through the winter?They can survive without eating because their metabolism slows down.Well,drought-tolerant plants also go into a dormant state when resources—in their case,water—runs short.A drought-tolerant plant can actually dry out without dying.I said before that most desert rains are light and brief,but occasionally there's a heavy one.Drought-tolerant plants revive after one of these significant rainfalls—and they're able to absorb a good bit of the rainfall due to their deep roots.Actually the root system for drought-tolerant plants is more extensive than the root systems of many plants that live in wetter climates.Drought-tolerant plants can even absorb water from relatively dry soil because of their deep roots,in contrast to succulent plants.The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this—annual plants.An annual plant will mature and produce seeds in a single season that will become the next generation of annual plants.In desert conditions,annual plants grow in the fall or spring to avoid the heat of summer and the cold of winter.Of course,these plants could face a serious problem if a particular fall or spring happened to be very dry—they would have difficulty growing and could die before producing seeds.But they have a mechanism to prevent one year of low rainfall from wiping them out. Not all seeds an annual plant puts out will grow the following year.Some seeds remain dormant in the ground for several years.It's a type of insurance that protects the annual plants from a season of poor growing conditions,of unfavorable weather.题目1.What is the lecture mainly about?A.The growth rates of plants in different geographical regionsB.Different ways that plants have adapted to desert environmentsC.The different mechanisms that plant roots use to absorb waterD.Different kinds of succulent plants2.What are two features of succulent plants that help them survive in deserts?[Click on2answers.]A.Succulent plants store water in their leaves and stems.B.Succulent plants become dormant until the next rainfall.C.Succulent plants have short stems.D.Succulent plants have few leaves.3.Why does the professor mention bears?A.To remind students of information from a previous lectureB.To point out a feature common to all desert plantsC.To reinforce a point about drought-tolerant plantsD.To help students understand the concept of adaptation4.What is one ability that drought-tolerant plants have that succulent plants do not have?A.The ability to absorb water from dry soilB.The ability to absorb water through their leavesC.The ability to prevent moisture from being lost through their leavesD.The ability to shed leaves5.Why can annual plants grow in a desert even after a year of no rainfall?A.Annual plants have an extensive root system that can absorb water from far away.B.Annual plants produce seeds all year long.C.Seeds of annual plants can store water for a long time.D.Seeds of annual plants can survive in the ground for a long time without water.5.Listen again to part of the lecture.Then,answer the question.(PROFESSOR)The third adaptive strategy is to avoid the drought conditions altogether.Yes,there are plants that do this.Why does the professor say this: (PROFESSOR)Yes,there are plants that do this.A.To correct a previous statementB.To acknowledge a potentially surprising factC.To anticipate the types of questions that students might have about the topicD.To make sure that students are paying attention答案B ADC AD B译文教授：许多生物已经发展了在恶劣环境中生存的能力：酷热、严寒，或者非常干燥的环境。

TOEFL老托福听力PartC原文汇总3篇TOEFL老托福听力PartC原文汇总1The winds of a tornado are the most violent and destructive ones on Earth.龙卷风是地球上最猛烈和最具破坏性的风。

Any of you who have seen one knows very well how frightening and powerful they are.任何看见过龙卷风的人都非常了解他们是多么令人恐惧和强大。

What's interesting about them is that scientists don't actually know exactly why tornadoes occur.关于它们有意思的是科学家事实上并不确切地知道龙卷风为什么发生。

We do know, however, what happens when tornadoes are formed.然而，我们的确知道，当龙卷风形成时发生了什么。

As you remember, a front occurs when cool, dry air from the north meets warm, humid air ing from the south, from the Gulf of Mexico, for tornadoes in the United States.正如你们所记得的，当来自北方的凉爽干燥的空气遇到来自南方，来自墨西哥湾的温暖湿润的空气，会出现一个峰，形成在美国的龙卷风。

Where these air masses meet, a narrow zone of storm clouds develops, and thunderstorms, and sometimes tornadoes, occur.在这些气团相遇的地方，一个狭窄的暴风雨云团地带形成了，还有雷暴，以及有时会发生龙卷风。

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。