下载文档原格式
The reading passage and the listening part hold different views on whether the vessels inside a set of clay jars were used as electric batteries. The professor states that the vessels were used as electric batteries which contradicts what the author states. The professor uses three specific reasons to support his idea.First, the author claims that the vessels should be attached to electricity conductors which are necessary evidences for the presence of the electricity conductors, but there is not any metal wires located near the vessels. The professor refutes that since the vessels were found by local people who were not professional archaeologist, those important evidences such as metal wires might have been thrown away. Obviously, the professor's argument disprove the counterpart in the reading passage.Second, even though the author believes that the copper cylinders inside look like those which are not for generating electricity discovered in another ancient city located nearby, the professor insists that the copper cylinders might not be simply used for one purpose. They might be originally used for one purpose, but they were adapted for another purpose as well. The professor points out that the author's statement is unjustified by proving that it is possible for the cylinders found with jars having two using purposes and being used for batteries.Besides, despite the author states that ancient people had no devices to use electricity which means that the vessels could not be used as batteries, the professors disagrees. The professor mentioned that those ancient people had already advanced skills for electricity power,some invisible power. For example, ancient people convinced others that they had magic power by using electricity. Also, ancient doctors were able to use electricity combined with special mild electric currents for healing.。
¡¡¡¡ÎªÁË°ïÖú´ó¼Ò¸ßЧ±¸¿¼Íи££¬Îª´ó¼Ò´øÀ´Íи£TPO25×ÛºÏд×÷ÔĶÁÔÎÄ+ÌýÁ¦ÔÎÄ+Âú·Ö·¶ÎÄ£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡Íи£TPO25×ÛºÏд×÷ÔĶÁÔÎÄÎı¾£º¡¡¡¡In 1938 an archaeologist in Iraq acquired a set of clay jars that had been excavated two years earlier by villagers constructing a railroad line. The vessel was about 2,200 years old. Each clay jay contained a copper cylinder surrounding an iron rod. The archaeologist proposed that vessel were ancient electric batteries and even demonstrated that they can produce a small electric current when filled with some liquids. However, it is not likely that the vessels were actually used as electric batteries in ancient times. First of all, if the vessels were used as batteries, they would probably have been attached to some electricity conductors such as metal wires. But there is no evidence that any metal wires were located near the vessels. All that has been excavated are the vessels themselves. Second, the copper cylinders inside the jarslook exactly like copper cylinders discovered in the ruins of Seleucia, an ancientcity located nearby. We know that the copper cylinders from Seleucia were used for holding scrolls of sacred texts, not for generating electricity. Since the cylinders found with the jars have the same shape, it is very likely they were used for holding scrolls as well. That no scrolls were found inside the jars can be explained by the fact that the scrolls simply disintegrated over the centuries. Finally, what could ancient people have done with the electricity that the vessels were supposed to have generated? They had no devices that replied on electricity. As batteries, the vessels would have been completely useless to them.¡¡¡¡Íи£TPO25×ÛºÏд×÷ÌýÁ¦ÔÎÄÎı¾£º¡¡¡¡Your reading says that these vessels were not used as batteries in ancient times, but the arguments used in the reading are not convincing. The battery explanation could very well be correct.First, about the absence of wires or other conductors. Remember, vessels were discovered by local people, not archaeologists. These people might have found other material located near the jars. But since they were not trained archaeologists, they may not have recognized the importance of that material. So materials serving as wires or conductors might have been overlooked as uninteresting or even thrown away. We'll never know.Second, it is true that the copper cylinders in the vessels are similar to the cylinders used to hold scrolls, but that does not really prove anything. It's possible that the copper cylinders were originally designed to preserve scrolls. And that some ancient inventor later discovered that if you use them together with iron rods and some liquid in a clay vessel, they will produce electricity. That's how the first ancient battery could have been born.In other words, the copper cylinders could have been originally used for one purpose, but then adapted for another purpose.Finally, there's the question of the possible uses of the battery in the ancient world. Well, the battery could produce a mild shock or tingling sensation when someone touched it. This could very well have beeninterpreted as evidence of some invisible power. You can easily see how people could convince others that they had magical powers through the use of the battery. Also, the battery could have been used for healing. Modern medicine uses mild electric current to stimulate muscles and relieve aches and pains. Ancient doctors may have used to batteries for the same purpose.¡¡¡¡Íи£TPO25×ÛºÏд×÷Âú·Ö·¶ÎÄ£º¡¡¡¡In the reading material, the author states that the vessels found in Iraq in 1938 were not actually used as electric batteries in ancient times. However in the listening material, the professor refutes that the first, according to the reading passage, the author suggests that if they were used as batteries, they would have been attached to some electricity conductors. However in the listening, the professor claims that we should remember that the discovery was made by local people along with some other materials. As they were not trained as archaeologist, they could not recognize the importance of some certain excavations. Perhaps they were overlook as something uninterested and then thrown away. Second, the author in the reading material mentions that the vessels were likely used for holding scrolls. Unfortunately the professor argues that it could not prove anything. It is possible that the vessels may be originally designed to scrolls. However ancient inventor then discovered that if the vessels were used with iron rod and some liquid, it could generate the electricity. So the copper cylinders may be originally used for one purpose but adapted for another purpose. Finally, the author of the reading passage asserts that the vessels would have been completely useless to ancient people as they had no devices that replied on electricity. In the contrary in obviously contradicts with the listening passage in which the professor contends that the battery could generate some mild shock and this also interprets evidence of some invisible power that how people convince others they had the magic power. Also it could be used for healing. In modern society doctors would use batteries to stimulate muscles and release pains. In ancient times people could also do that. In conclusion, according to the listening material, the argument that the vessels could not be used as batteries is unwarranted.¡¡¡¡ÒÔÉÏÊǸø´ó¼ÒÕûÀíµÄÍи£TPO25×ÛºÏд×÷ÔĶÁÔÎÄ+ÌýÁ¦ÔÎÄ+Âú·Ö·¶ÎÄ£¬Ï£Íû¶ÔÄãÓÐËù°ïÖú!。
托福TPO25听力Conversation1文本+题目+答案解析为了帮助大家高效备考托福，为大家带来托福TPO25听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO25听力Conversation1文本Narrator: Listen to a conversation between a student and his academic advisor.Professor: Hi, Mark. What can I do for you?Student: I am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.Professor: Well, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem.Make sure you include all the classes you will have taken for your degree in finance and the electives too.Student: Yeah, but as I look over the form, I got confused because of the way, um…they've changed the requirements. So now I am not sure I will be qualified to graduate next semester. I know I would, before, under the old requirements.Professor: Well, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only apply to students in their first or second year.Student: That's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to...Professor: Yes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.Student: Actually, that's what I want to ask about - International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.Professor: Yes. But that's one of the recent changes. So...Student: Oh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.Professor: What's the course?Student: Organizational Behavior.Professor: Yes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine. Uh... I assume you have taken a seminar?Student: Yeah, I took the marketing seminar.Professor: OK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form?Student: OK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?Professor: Yes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.Student: OK. Thanks. I'll let you know if I need that letter.托福TPO25听力Conversation1题目1.What is the conversation mainly about?A. The student’s eligibility to graduate ne xt semester.B. The student’s difficulties in registering for classes.C. A difficult class the student must take next semester.D. Possible elective choices in the student’s degree program.2.According to the woman, why was the program’s curriculum changed?A. To attract more international students to the program.B. To reflect the growing importance of international business.C. To take advantage of the expertise of new faculty members.D. To give students a stronger background in management.3.What does the woman imply about the new departmental requirements?A. They will not affect the student’s plans for graduation.。
为了帮助大家高效备考托福，为大家带来托福TPO25听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO25听力Conversation1文本 Narrator: Listen to a conversation between a student and his academic advisor. Professor: Hi, Mark. What can I do for you? Student: I am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester. Professor: Well, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem.Make sure you include all the classes you will have taken for your degree in finance and the electives too. Student: Yeah, but as I look over the form, I got confused because of the way, um…they've changed the requirements. So now I am not sure I will be qualified to graduate next semester. I know I would, before, under the old requirements. Professor: Well, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only apply to students in their first or second year. Student: That's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to... Professor: Yes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact. Student: Actually, that's what I want to ask about - International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class. Professor: Yes. But that's one of the recent changes. So... Student: Oh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major. Professor: What's the course? Student: Organizational Behavior. Professor: Yes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine. Uh... I assume you have taken a seminar? Student: Yeah, I took the marketing seminar. Professor: OK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form? Student: OK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it? Professor: Yes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know. Student: OK. Thanks. I'll let you know if I need that letter. 托福TPO25听力Conversation1题目 1.What is the conversation mainly about? A. The student’s eligibility to graduate next semester. B. The student’s difficulties in registering for classes. C. A difficult class the student must take next semester. D. Possible elective choices in the student’s degree program. 2.According to the woman, why was the program’s curriculum changed? A. To attract more international students to the program. B. To reflect the growing importance of international business. C. To take advantage of the expertise of new faculty members. D. To give students a stronger background in management. 3.What does the woman imply about the new departmental requirements? A. They will not affect the student’s plans for graduation.。
为了帮助大家高效备考托福，为大家带来托福TPO25口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO25口语Task6听力文本： Listen to part of a lecture in a geology class. (female professor) Rocks near the Earth's surface are directly exposed to elements in the environment such as air and water, and also to conditions such as temperature change as well as to living organism. And this exposure to the environment can actually cause even huge rocks to break into smaller pieces. This process is called weathering. Let's talk about a couple ways weathering occurs.First of all, rocks are often exposed to water. In cold wet environments rocks can break due to water freezing inside of them. How does this happen? Well, as I am sure you know, when water freezes it expands and over time this can lead to weathering. Um, imagine a rock with a small opening or crack in it. It rains and water gets into the crack and stays there. Then, at night, the temperature drops and water inside the crack freezes. This growing, expanding ice pushes outward on either side of the crack causing it to get slightly bigger. When this happens again and again, the crack becomes larger and eventually pieces of the rock break off. OK, weathering can also be caused by plants, by a plant growth. If a plant seed gets blown into the crack of a rock, it may take root. And its root will grow down into the rock. The plant’s roots can cause the rock to break down, uh, fracture. You may have seen this with large trees growing on top of a ro ck, a great example of this. Usually there’s enough dirt in a crack of a rock or on top of a rock to allow a tree to start growing there. As the tree grows over the years, the tree’s roots extend downward into the crack and crevasses of the rock in search of water and nutrients. Over time, the roots get bigger and grow deeper, widening and enlarging the cracks, causing the rock to break apart. 托福TPO25口语Task6题目： Using point and examples from the lecture, explain two ways weathering occurs. 托福TPO25口语Task6满分范文： There're two ways for rock to weather. The first one is by water. Rocks are often exposed to water, so they can break as a result of water freezing inside of them. When it rains, the rainwater falls into the small cracks in the rock and stays there. Then when the temperature drops at night, the water freezes into ice, which expands and sticks out of the cracks, pushing outward and thus gradually enlarging the cracks until finally the rock breaks off from the inside. Another one is by plant growth. Usually there's some dirt in the cracks or on the top of a rock, which is enough for a plant to grow there. So when the seed of a plant stays, it may take root there. And the roots then extend deeper into the cracks searching for water and nutrients.Over time, the roots grow bigger and deeper. Meanwhile they enlarge and widen the cracks from the inside, which also results in a breaking-apart. (166 words) 以上是给大家整理的托福TPO25口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
Conversation11. What is the conversation mainly about?A. The student‟s eligibility to graduate next semesterB. The student‟s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices i n thestudent‟s degree program2. According to the woman, why was the program‟s curriculum changed?A. To attract more international students to the programB. To reflect the growing importance of international businessC. To take advantage of the expertise of new facultymembersD. To give students a stronger background in management3. What does the woman imply about the new departmental requirements?A. They will not affect the student‟s plans for graduationB. They will not be officially approved by the department until next yearC. They will be limited to students specializing in the international businessD. They will be similar to recent changes made in other departments at the university4. Why does the woman mention writing a letter?A. To point ou t the best way for the student to contact the dean‟s officeB. To confirm that a personal letter is a graduation requirementC. To indicate that she is willing to provide the student with further assistanceD. To emphasize that the student will need special permission to graduate5. Why does the woman saythis 重听题A. To suggest that the student has not fulfilled all of his requirementsB. To indicate one of the new graduation requirementsC. To find out the student‟s opinion about a particular classD. To be sure that the student has taken a required classLecture 16. What is the main purpose of the lecture?A. To explain the government‟s role in the regulating assisted migrationB. To discuss ways in which plants and animals adapt to climate changeC. To discuss a controversial approach to conserving plant and animal speciesD. To describe a recently discovered consequence of global warming7. According to the professor, what problem is assisted migration intended to overcome?A. To diminishing amount of undeveloped land that species can migrate throughB. The relative lack of nutrients available in cooler latitudes and higher elevationsC. The increase in alternations between cool and warm periodsD. Competition from other species in certain native habitats8. What point does the professor make when she discusses the cane toad?A. Translocated species sometimes die out from lack of foodB. Translocated species may spread too quickly in their new environmentC. Several techniques are available to achieve assisted migrationD. Animal species are often easier to translocate than plant species are9. What does the professor imply when she mentions translocating networking of species?A. There are aspects of interdependency that are unknownB. Some species evolve in ways that help them survive in new habitatsC. It is difficult to know how far to move a network of species from its native habitatD. Many assisted-migration plans should involve the translocation of just one species10. What does the professor imply about the government‟s role in regulating assis ted migration in the United States?A. The government should continue to encourage assisted migrationB. The government has created policies that have proved unhelpfulC. The government should follow the example set by other countriesD. The government needs to increase its involvement in the issue11. What is the professor‟s attitude toward the effort to save the Florida torreya?A. She is glad that some conservationists are willing to take a chance on assisted migrationB. She is concerned because it may have unintended consequencesC. She is surprised because other species are more endangered than Florida torreya isD. She expects the effort will have to be repeated several times before it succeedsLecture-212. What is the lecture mainly about?A. The influence of the Romantic style of music on eastern European composersB. The relationship between nationalism and popular music in the early 1900sC. The popularity of folk music in Austria-Hungary during the early 1900sD. The influence of folk music on the compositions of one Hungarian composer13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?A. It was not as popular there as it was in other European countriesB. It motivated Bart‟k to listen to other types of musicC. It was listened to in the countryside more than it was in the citiesD. Its popularity was due to the workof Bart‟k and other ethnomusicologists14. Why does the professor mention local celebrations in the countryside?A. To show how folk music influenced composers throughout Eastern EuropeB. To give an example of when performances of Bart‟k music took placeC. To give an example of occasions when Bart‟k had an opportunity to hear folk musicD. To talk about why romantic music was popular in the countryside15. What was Bart‟k original goal when he started to travel through eastern Europe?A. To promote his ballet, the wooden princeB. To document the local popular musicC. To discover which musical elements were popular in all countriesD. To find unusual musical elements he could use in his own compositions16. According to the professor, why was Bart‟k music popular in Austria-Hungary?A. Bart‟k music was considered more sophisticated than other concert-hall musicB. Bart‟k compositions in corporated music from the local cultureC. People were familiar with the Romantic elements Bart‟k included in his musicD. Bart‟k took advantage of the popularity of ballet there and wrote many new ballets17. What does the professor mean when he says this: 重听题A. He wants to change the topic of discussionB. He wants to acknowledge that the students may not be familiar with Bart‟k‟s musicC. He believes the students should already be familiar with the term …glissando‟D. He will use an example of glissando to help define the termConversation-218. Why does the man go to see the professor?A. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperC. To discuss the difference between using the internet and using books to find sourcesD. To get help locating some information for his paper19. What is the topic of the man‟s paper?A. How whales hold their breathB. Whale migration patternsC. Characteristic of whale habitatsD. The differences between the circulatory system of whales and that of other mammals20. What is the professor‟s attitude toward the man‟s question about how whales hold their breath?A. She thinks he does not need to spend a lot of time looking for the answerB. She is surprised because she has already addressed this question in classC. She dismissed it as unimportantD. She is pleased that has a plan to obtain the answer himself21. Why does the professor mention the limited time students have to complete their papers?A. To suggest that looking at research on the internet is a good way to save timeB. To point out that the library has reduced the amount of time it is open each dayC. To indicate her expectations for the amount of research to be done for the paperD. To emphasizethe important of starting to write the paper a couple of weeks before it is due22. According to the professor, how does a whale conserve oxygen while underwater? Click on 2 answersA. Its heart rate decreasesB. Its lung capacity temporarily increasesC. It slows the pace of its swimmingD. Blood flow to certain organs is decreasedLecture-323. What is the lecture mainly about?A. The history of language in ancient EgyptB. The process that was used to create hieroglyphic writingC. The competition between two scholars to solve an archaeological puzzleD. The circumstances that led to the solution of an archaeological puzzle24. What was demotic script used for in ancient Egypt?A. Decorations on temples and monumentsB. Administrative documentsC. Illustration for storiesD. Representations of objects25. Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret?A. The language that it was based on was no longer usedB. The same words were often represented by several different symbolsC. It consisted of a mixture of three different languagesD. Only fragments of it were found26. What is the professor‟s opinion about Thomas Young‟s word with hieroglyphs?A. She feels that Young has not received the credit he deservesB. She is amazed that Young‟s conclusion about hieroglyphs was correctC. She is surprised that Youngdid not recognize his own accomplishmentsD. She thinks that Young‟s work was not careful enough to be taken seriously27. According to the professor, what led to the decoding of the Rosetta Stone?A. A hieroglyph that represented the name of a personB. A written and oral description of a historical eventC. The realization that each hieroglyph represented a different object or conceptD. The dis covery that the word for “Sun”is written the same way in Greek, demotic, and hieroglyphics28. How did Young‟s and Champollion‟s studies of hieroglyphs differ from earlier studies ofhieroglyphic writing?A. Young and Champollion had access to large collections of hieroglyphic writingB. Young and Champollion both guessed that hieroglyphs were symbols for soundsC. Young and Champollion both spoke Greek and CopticD. Young and Champollion shared their research with one anotherLecture-429. What is the discussion mainly about?A. The professor‟s recent research on play and brain developmentB. Differing explanations of the reasons for playC. Examples of two distinct types of play fightingD. Differences in the play behaviors of various animal specials30. One of the students brings up the example of play fighting among wolf pups. What does this example lead him to believe?A. That wolves are especially violent animalsB. That the play-as-preparation hypothesis is probably correctC. That wolves seldom engage in self-handicappingD. That the results of a recent study are probably not reliable31. Which statement best expresses the professor‟s opinion of the play-as-preparation hypothesis?A. It is well supported by available evidenceB. It may apply only to certain species of animalsC. It does not explain some important aspects of playD. It is particularly useful explaining human behavior32. What does the professor imply about self-handicapping? Click on 2 answersA. It commonly occurs in play but not in other activitiesB. It applies only to animal species that do not hunt for foodC. It has been observed only in laboratory settingsD. It contradicts the play-as-preparation hypothesis33. The professor discusses a study on the relationship between brain growth and play. What does that study conclude?A. Patterns of brain growth are similar in animals that play and animals that do not playB. Excessive brain growth can sometimes limit an animal‟s behavioral vocabularyC. Animals that do not play have less-developed brains than animals that playD. Animals without well-developed brains are seldom observed playing34. What does the student mean when she says this:A. She is not familiar with the play behavior of wolf pupsB. She doubts that wolf pups fight as much as the other students impliesC. She is not sure that she correctly understood the reading assignmentD. She disagrees with the other student‟s opinion about play behavior。
TPO 25 Conversation 1Listen to a conversation between a student and his academic advisor.Academic Advisor: Hi Mark, what can I do for you?Student: I’m just filling out this approval for graduation form for the Dean’s office and ... I don’t know, I hope I will be able to graduate next semester.Academic Advisor: Well, as long as you’ve met the departmental requirements and you submit the form on time, you shouldn’t have any problem. Make sure you include all the classes you will have taken for your degree in finance and the electives too.Student: Yeah, but as I look over the form, I got confused because the way, uh, they’ve changed the requirements, so, now I’m not sure how qualified to graduate next semester. I know I would before, under the old requirements.Academic Advisor: Well, when the business department changed the curriculum to include more courses in international business to, well, because of the increasing globalization of business, we made sure that students would finish to their second year that is those who were in their third or fourth year wouldn’t be affected. The new rules only apply to students in their first or second year.Student: Oh, that’s good to know. Uh, the department is hiring new faculty too, I heard, to teach some of the new courses? But, I want to...Academic Advisor: Yes, one new faculty member has been hired. She’ll be teaching International Banking as a matter of fact.Student: Actually, that’s what I wanted to ask about, International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it’s a required class.Academic Advisor: Yes, but that’s one of the recent changes, so...Student: Oh, oh, okay. Oh, and I am planning to take a management course next semester but I don’t know if it’s, if it will count toward my major.Academic Advisor: What’s the course?Student: Organizational behavior.Academic Advisor: Yes, that’ll count toward your major, that’s a difficult class you know, but well worth it. So it looks like you’ll have all the required classes you need, you should be just fine. Uh, I assume you’ve taken a seminar?Student: Yeah, I took the marketing seminar.Academic Advisor: Ok, you’re looking good. Just to be on the safe side, why don’t you talk to someone in the Dean’s office before you give them the form?Student: Ok, so should I just explain to them that even though one of these classes got changed from an elective to a required class I don’t have to take it?Academic Advisor:Yes, you’ve met the requirements for graduation, and if there’s something I need to do, if, if I need to write a letter or whatever, just let me know.Student: Ok, thanks. I’ll let you know if I need that letter.TPO 25 Lecture 1Listen to a part of a lecture in a conservation biology classWhen consequence of global warming is extinction, there is compelling evidence that global warming will be a significant driver of many plant and animal extinctions in this century. So we are considering various strategies to help some threaten species survive this unprecedented, this warming trend which, as you know, is caused mainly by greenhouses gases produced by the burning of fossil fuels. The most radical strategy being debated among conservation biologists is assisted migration.Assisted migration means picking up members of the species or members of a group ofinterdependent species and physically moving or translocating them. Translocating threatened species to a cooler place to higher latitudes or higher elevations for example.Now migrations are natural survival strategy. Over the past 2 million years, colder glacial periods have alternated with warmer inter-glacial periods. And so in response to these gradual climatic swings, some species have shifted their ranges hundreds of kilometers. So perhaps you are wondering why not let nature take its course now. Well we can't. The main problem is today’s fragmented habitats. During previous inter-glacial periods, When glaciers were treated they left behind open land in their wakes. Today human development has paved much of the natural world. Ecosystems are fragmented; housing developments, highways, and cities were placed or sliced through forests and prairies. There are few carters left for species to migrate through without help.So conservationists are trying to save as many species as possible. Now, assisted migration could become a viable part of our rescue strategy, but there are a number of uncertainties and risks. Without more research we can't predict if assisted migration will work for any given species. A translocated species could die out from like a food for example. At the other extreme, we might successfully translocate the species but within five or ten years, that species could proliferate and become an invasive species. Like a non-native plant that chokes out native plants by hugging the nutrients in the soil. Translocated animals can become invasive too. It happened in Australia. The cane toad was introduced back in 1935 to control an insect pest that was destroying Australia sugar cane plantations. But the cane toad itself became a pest and it destroyed much of the wild life on that continent. Also, many species are interdependent, intimately connected to one another. Like animals that eat a certain plant and that plant relies on a certain fungus to help it get nutrients from soil. And on a certain insect for pollination, we probably have to translocate entire networks of species. And it’s hard to k now where to draw the line. And in addition to all that it’s not even cleared that the assisted migration or any migration for that matter will help at least for some species. Earth was already at one of its warm inter-glacial periods when we started burning fossil fuelsAnd in the 21st century, global temperatures are expected to rise two to six degrees. That rate of heating’s far greater than during the last glacial retreat some twelve thousand years ago. Whether to use the assisted migration? This debate is mostly within the biology community right now. But the ultimate decision makers, in United States at least, will be the government agencies that manage natural resources. Assisted migration really needs this level of oversight and soon currently there is no public policy on using assisted migration to help species survive climate change. People aren’t even required to see permits to move plants or invertebrate animals around as long as they are not classified as pests.In one case a group of conservationists has already take it upon itself to try on their own to save the endangered tree, the Florida torreya tree through assisted migration.There is only about a thousand individual Florida torreyas left and global warming is expected to significa ntly reduce or eliminate this tree’s habitat. So this conservation group wants to translocate seedlings, Florida torreyas seedlings, 500 kilometres north, in order to expand the species’ range. The group believes that its effort is justified but I and many other biologists will be watching very closely how this maverick group makes out because, like I said there could be unintended consequences TPO 25 Lecture 2Listen to part of a lecture in a music history classProfessor: So, I just finish reviewing your papers on the influence of nationalism of composers' music. And initially, I was surprised that none of you chose to write about Bella Bartok. That isn't until I remembered that we haven't had a chance to discuss him in the class yet. He was wonderful and ground-breaking composer. Bella Bartok was a Hungarian whose life stretched from the late 19thcentury to the middle of 20th century. But he was not a fan of the romantic style of music that was popular in his homeland during his youth.Female student: Wait, Hungary wasn't a country in 1900, was it?Professor: You're right, I should've been clear. Bartok was born in Austria Hungary, a nation that broke apart when he was 40 years old. Actually the town where he was born is presently part of Romania. The political history of that region is complex. Suffice to say Bartok is generally known has a Hungarian composer. So, during Bartok's youth, the music played in the concert halls of the Austria Hungary was dominated by romantic pieces by mostly German composers. We discussed the romantic style last week. These pieces were long and lyrical. They were meant to have a sort of grandeur about them. And in the early 1900 composers worked in the romantic style were the most popular in Austria Hungary. But Bartok, he was part of the musical community that was trying to change this. And it let him to, well; the first thing he did was leaving to travel. He looked to the countryside for the music of the farmers and the people who lived in the small towns. And their music, well, you can say he discovered the music that was popular in those areas.Male student: What do you mean?Professor: Well, all the music we've been talking about the past few weeks it really was all in the cities. That's where the composers and the orchestras were. Out in remote areas of the countryside in rural locations, music was more traditional. The same song was enjoyed by previous generations. Bartok went out. He travelled to a significant portion of Eastern Europe actually. He roamed the countryside and listened to the music III in the small towns and all sorts of celebrations. He attended weddings, dances and religious ceremony where he heard a very different sort of music from the romantic stuff being played in the concert halls in the cities. The music he heard is what we were considered folk music.Male student: And any of those same songs played in the concert halls?Professor: No. At first, he went around to document the folk music. He really wanted to make sure that folk songs were written down before they disappeared. In fact, Bartok didn’t start out a trip thinking himself as a composer. He was an ethnomusicologist, and he studied the traditional music of the region. But it turns out that what were later had but notable influence on the European music on the whole, was the way Bartok used the elements he heard in folk songs in his own compositions. He adopted a number of elements from what he heard, like unusual rhythms and he liked to use Gelli Sandor as his home mark, which you probably got from listening to Croatian folk music. Gelli Sandor is, well, I've got a recording of Bartok here. Let's wait until the music is fresh in our minds. Susie, do you have something you want to ask first?Female student: Yeah. Before, you mentioned nationalism, and...Professor: Ah, right! Yes. When Bartok kept new pieces performed, their folk music routes made them instantly popular. It happened to be a time of strong nationalism in Austria, Hungary. So his composition came just at the right time. It became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, it was a great excitement for music that included musical elements from local folk songs, music that reflected the region's musical traditions. However, as popular as Bartok was in his homeland, he did not get much international recognition during his lifetime.TPO 25 Conversation 2Listen to a conversation between a student and his biology professor.Student: Well, you know, I’m reading the papers about whales, and the path they travel as they swim through the ocean, their migration patterns.Professor: Yes, I remember.Student: Well, I was thinking about it, and I realized I don’t understand how they hold their breathsunder water. It’s a little crazy for me to be writing a paper about migration patterns without actually knowing how they stay underwater for so long.Professor: Did you do any research to find out how they do it?Student: Yeah, I did. I searched on the Internet, and there was a lot of information about whales, their habitats, the way they communicate, you know, their songs. But if there was anything about whales and how they hold their breaths, I missed it. I’ve got a bunch of books. Actually, I’ve got so much information, and it’s a little overwhelming.Professor: I’m surprised that there is nothing about it in any of those books.Student: Well, to be honest, I’ve only skimmed them so far. I’m still working on finding sources. Professor: Ok, I know I encourage everyone in class to look at a substantial number of sources, but I don’t want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each pa per. I don’t expect you to read a dozen of books on whales for this assignment. Focus on just a few.Student: Ok, thanks.Professor: You know, since you’re already here, I can give you a quick summary of how whales hold their breaths underwater. It’s just a matter of certain adaptations in their anatomies, specifically in their circulatory system.Student: So, the blood flow is what makes the difference?Professor: Yes, and in a couple of ways. First, blood makes up a larger share of whale’s weight than any other mammals.Student: So they can store more oxygen because they have more blood?Professor: Yes, but that’s only part o f it. They also have a greater capacity than land animals to store oxygen in their blood.Student: So how does having more oxygen in their blood help them stay underwater longer? Professor: It’s the way the whale’s blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. When a whale dives, its metabolic weight drops, causing its heart beat to slow down. And the blood flow to its muscles and some of its none-vital organs, like its kidneys, is also cut off. Whale’s muscles and none-vital organs are able to function without oxygen for an extended period of time.Student: I see, well, now I can concentrate on my topic.TPO 25 Lecture 3Listen to part of lecture in history class, the professor has been discussing Egyptian hieroglyphs.Egyptian hieroglyphs are the ancient Egyptian writings, found in ancient Egyptian on walls, monuments, and on the inside and outside of the temples. Hieroglyphic writing ended abruptly about 1600 years ago, and it mystified the most brilliant minds in the study of the Egyptian artifacts and archeology for many many centuries. Finally, the possibility of deciphering hieroglyphs came about with the discovery in 1799 of the Rosetta stone.The Rosetta stone is arguably the most famous archeology artifact ever discovered. It contains the same exact text written in three different alphabets: Greek, demotic and hieroglyphic. But we didn’t even know at first, that the three texts on the Rosetta stone contain the same information. And two of the three alphabets are ancient Egyptian scripts that stop being used, the hieroglyphic and the demotic. The demotic script found on the Rosetta stone, um …well, demotic was not as elaborate as the hieroglyphic writing. It was used for Mundey matters or like administrator documents. These ancient Egyptian scripts were replaced by Coptic script, but eventually the Arabic language replaced the Coptic, and this cut off the linguistic link between ancient and modern Egypt. Now the Rosetta stone was remarkable, because as I said, hornet was the same text in three different alphabets: Greek,demotic and hieroglyphs. The soon was centrally the dictionary that the scholars needed to interpret the meaning of hieroglyphs, and it took a uniquely equipped researcher to finally decipher and understand what was written on the stone.Thomas Yang, an English scholar, was the first to seriously attempt to decide for the symbols on the Rosetta stone. He suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures. Until then, all scholars assumed that the hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Yang focused his attention on one set of hieroglyphs that he thought would probably spell out a single word, the name of a king or queen. He guessed that the symbols represented the name of the earlier Egyptian ruler Ptolemy, since Ptolemy was also written in Greek on the stone and was indeed a Greek name. And Yang did actually prove that these hieroglyphs represented sounds rather than whole words. Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own finding, as an anomaly, because the Ptolemy Dynasty was Greek, not Egyptian. In other words, he figured it was an exception to the rule. It was phonetic because it was Greek not Egyptian. How else could an Egyptian to pick a Greek name other than spell it out? And that brings us to the hero of our story, Jean-Françoise Champollion.Champollion built on Yang’s work, showing that different hieroglyphs spell the name of the kings or queens like Alexander or Cleopatra. But his critics noticed that this was still not traditional Egyptian names, he hasn’t done anything more than Yang has been able to do. So he couldn’t disprove the dominant theory. Then, in 1822, Champollion was shown a set of hieroglyphs that contain traditional Egyptian names. The first two of the symbols were unknown, but Champollion knew that the repeated hieroglyphs to the far right symbolized an “s”sound. He then drew on his linguistic knowledge to arrive at the solution to the problem. You see, unlike the any of other scholars who have tried to crack the code, Champollion happened to be fluent in Coptic. He wondered and this was the real breakthrough. If the Coptic was the language that symbolized by the hieroglyphs on Rosetta stone, and if so, then perhaps that first this shape symbol might represent the sound. And the Coptic word for sound is “ra” . See where this was it headed, so if the symbol were Coptic, the first symbol would be “ra” . And then, an unknown symbol followed by a double ”s”sound, was this Champollion wondered the name “Ramses”. He was eventually able to confirm that it was. So, he had figured it out. Hieroglyphs were mainly phonetic, they represent sounds not pictures, and the underlined language was Coptic. A lot of work remained, but Champollion had cracked the code.TPO 25 Lecture 4Listen to part of a lecture in an animal behavior classProfessor: Alright, I hope you all had a chance to finish the assigned readings about animal play, because I want to spend some time discussing the different viewpoints presented in those articles. Let’s start with th e play-as-preparation hypothesis. Jerry, can you explain that?Jerry: yeah, play-as-preparation hypothesis, young animals play in order to get really good at certain specific things they’ll need to do when they are adults. Things like chasing, pouncing, climbing. In other words, they play in order to practice survival skills, like movements used in hunting and fighting. That hypothesis makes a lot of sense, like, maybe the most sense of all the theories we read about. Professor: And, what leads you to that conclusion?Jerry: Well, like wolves, the young pups, they fight a lot and bite, you know, not to hurt each other, but, just seems obvious why those wolf pups play like that, give them practice with skills that’ll make them better hunters or fighters as adults.Female student: Oh, I don’t know about that. I mean, some of the things the young animal does while playing are totally different from the things they will do as an adult. There was a really good examplein second article. I can’t remember what it‘s called exactly... uh... self...Professor: Self-handicapping?Female student: RIGHT! Self-handicapping, like during the fake fight... uh... a play fight, if one of the animals is winning, the winning animal might just stop and give up its advantage.Professor: Yes, and often a shift to a submissive posture, too. Of course self-handicapping hardly ever happens in a real fight, because in a real fight, well, the point is to win. So this self-handicapping is important to take this into account before deciding to go with that first explanation, and in fact, there really isn’t much in the way of solid experimental evidence to support the play-as-preparation hypothesis.Female student: What about the other one, the flexibility hypothesis?Professor: Ah, yes. Let’s talk about that. As you say, play is much more than just pretend fighting or practicing other adult behaviors. Apparently, it also contributes to the development of a brain that’s flexible. A brain that’s quickly able to get a handle on unfamiliar situations. This notion, the flexibility hypothesis, well, many of my colleagues find it quite persuasive.Female student: So like, with kids, a little kid might play a game with a friend, and then they might raise each other across the field, so, they are switching from one type of play to another. There’s a lot of variety? I mean, they are learning to response to whatever happens?Professor:Well, that’s the general idea. But let’s hold off on talking about human behaviors from now. OK, according to the flexibility hypothesis, yes, the diversity, the variety in play can lead to a broader behavioral vocabulary.Jerry: A broader behavioral vocabulary? Can you explain what that means?Professor: Well, sometimes play results in an animal doing something it would not normally do, that can lead to the animal learning to adapt, to come up with new behaviors that can help it cope with major problems later on, like staying safe or finding food.Female student: Yeah, and there was that brain study you had us read about, too.Professor: Oh, the one on how play affects development within the brain?Female student: Right, that’s it. About the animals raised in an environment where they did not get opportunities to play?Professor: Yes, wasn’t the conclusion interesting? T hat play literally stimulates growth creates connections within the brain? We need to do further studies, but...Jerry: Excuse me. Can we go back to play fighting for a minute? I’m wondering, can the flexibility hypothesis really explain that?Professor: P lay fighting? Actually that’ something that flexibility hypothesis explains very well, since play fighting includes variations in speed and intensity, and quick raw reversals involved with self-handicapping, and animal that’s play-fighting is constantly responding to changes. So it’s learning to be flexible.。
5月25日托福听力真题听力有一篇lecture是讲兰花的reproduction 一篇conversation是讲一个学生因为个人原因没有去参观博物馆，但他对参观的内容有一些疑问希望得到博物馆帮忙相关工作人员告诉他可以和talk用邮件联系另一个conversation是一个学生想要研究植物还是什么的需要老师帮忙包括借实验室之类的。
.table{border-left:1px #99CCFF solid;border-top:1px #99CCFF solid} .table td{border-right:1px #99CCFF solid; border-bottom:1px #99CCFF solid; text-align:center;FONT-SIZE: 12px; COLOR: #000000; LINE-HEIGHT: 22px; FONT-FAMILY: ‘微软雅黑’} .STYLE5 {color: #FF0000} .STYLE6 {color: #0000FF} 相关推荐：2014年托福考试时间相关推荐：2014年托福报名时间相关推荐：2014年托福成绩查询时间小编隆重推荐新东方在线托福课程>>>详情如下：新东方在线是新东方教育科技集团旗下专业的在线教育网站，在线课程横跨学历考试、留学考试、职业教育、英语充电、中学教育、多语种等6大类，共计2000多门，为各类用户提供全面的在线教育服务，截止至2013年6月，个人注册用户已逾15000万，移动学习用户超过250万。
新东方在线推荐课程>>>查看详情托福口语全真模拟题精讲精练课免费试听托福精品全程班免费试听托福大学水平冲90分班免费试听托福大学水平冲100分班免费试听托福大学水平冲110分班免费试听建议考生加入收藏，我们将第一时间为大家提供最新信息，敬请期待！。
智课网TOEFL备考资料托福口语TPO25 Task4(听力+解析+范文):Cultural Lag_托福口语重点单词查看全部解释adapt [ə'dæpt] 想一想再看 vt. 使适应，改编vi. 适应，适合联想记忆 X 单词adapt 联想记忆：ad一再＋apt适应，能力→一再适应〔环境〕→使适应，适应(环境)negative ['negətiv] 想一想再看 adj. 否定的，负的，消极的n. 底片，负联想记忆 X 单词negative 联想记忆：negat否认+ive表形容词→否认的transition [træn'ziʃən] 想一想再看 n. 过渡，转变联想记忆 X 单词transition 联想记忆：trans交换+it行走+ion→交换走→过渡，转变communicate [kə'mju:nikeit] 想一想再看 v. 交流，传达，沟通联想记忆 X 单词communicate 联想记忆：commun＝common（adj 共有的）－大家共有－交流abnormal [æb'nɔ:məl] 想一想再看 adj. 反常的，不正常的，不规则的n. 不联想记忆 X 单词abnormal 联想记忆：ab离开，norm标准－不正常的communication [kə.mju:ni'keiʃn] 想一想再看 n. 沟通，交流，通讯，传达，通信rude [ru:d] 想一想再看 adj. 粗鲁的，无礼的adj. 粗糙invention [in'venʃən] 想一想再看 n. 发明，发明物，虚构，虚构物majority [mə'dʒɔriti] 想一想再看 n. 多数，大多数，多数党，多数派n.。
TPO 251. What is the conversation mainly about?A.The student’s eligibility to graduate next semester.B.The student’s difficulties in registering for classes.C. A difficult class the student must take next semester.D.Possible elective choices in the student’s degree program.2. According to the woman, why was the program’s curriculum changed?A.To attract more international students to the program.B.To reflect the growing importance of international business.C.To take advantage of the expertise of new faculty members.D.To give students a stronger background in management.3. What does the woman imply about the new departmental requirements?A.They will not affect the student’s plans for graduation.B.They will not be officially approved by the department until next year.C.They will be limited to students specializing in the international business.D.They will be similar to recent changes made in other departments at the university.4. Why does the woman mention writing a letter?A.To point out the best way for the student to contact the dean’s office.B.To confirm that a personal letter is a graduation requirement.C.To indicate that she is willing to provide the student with further assistance.D.To emphasize that the student will need special permission to graduate.5. Why does the woman say this?A.To suggest that the student has not fulfilled all of his requirements.B.To indicate one of the new graduation requirements.C.To find out the student’s opinion about a particular class.D.To be sure that the student has taken a required class.6. What is the main purpose of the lecture?A.To explain the government’s role in the regulating assisted migration.B.To discuss ways in which plants and animals adapt to climate change.C.To discuss a controversial approach to conserving plant and animal species.D.To describe a recently discovered consequence of global warming.7. According to the professor, what problem is assisted migration intended to overcome?A.To diminishing amount of undeveloped land that species can migrate through.B.The relative lack of nutrients available in cooler latitudes and higher elevations.C.The increase in alternations between cool and warm periods.petition from other species in certain native habitats.8. What point does the professor make when she discusses the cane toad?A.Translocated species sometimes die out from lack of food.B.Translocated species may spread too quickly in their new environment.C.Several techniques are available to achieve assisted migration.D.Animal species are often easier to translocate than plant species are.9. What does the professor imply when she mentions translocating networking of species?A.There are aspects of interdependency that are unknown.B.Some species evolve in ways that help them survive in new habitats.C.It is difficult to know how far to move a network of species from its native habitat.D.Many assisted-migration plans should involve the translocation of just one species.10. What does the professor imply about the government’s role in regulating assisted migration in the United States?A.The government should continue to encourage assisted migration.B.The government has created policies that have proved unhelpful.C.The government should follow the example set by other countries.D.The government needs to increase its involvement in the issue.11. What is the professor’s attitude toward the effort to save the Florida torreya?A.She is glad that some conservationists are willing to take a chance on assisted migration.B.She is concerned because it may have unintended consequences.C.She is surprised because other species are more endangered than Florida torreya is.D.She expects the effort will have to be repeated several times before it succeeds.12. What is the lecture mainly about?A.The influence of the Romantic style of music on eastern European composers.B.The relationship between nationalism and popular music in the early 1900s.C.The popularity of folk music in Austria-Hungary during the early 1900s.D.The influence of folk music on the compositions of one Hungarian composer.13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?A.It was not as popular there as it was in other European countries.B.It motivated Bart’k to listen to other types of music.C.It was listened to in the countryside more than it was in the cities.D.Its popularity was due to the work of Bart’k and other ethnomusicologists.14. Why does the professor mention local celebrations in the countryside?A.To show how folk music influenced composers throughout Eastern Europe.B.To give an example of when performances of Bart’k music took place.C.To give an example of occasions when Bart’k had an opportunity to hear folk music.D.To talk about why romantic music was popular in the countryside.15. What was Bart’k original goal when he started to travel through eastern Europe?A.To promote his ballet, the wooden prince.B.To document the local popular music.C.To discover which musical elements were popular in all countries.D.To find unusual musical elements he could use in his own compositions.16. According to the professor, why was Bart’k music popular in Austria-Hungary?A.Bart’k music was considered more sophisticated than other concert-hall music.B.Bart’k compositions incorporated music from the local culture.C.People were familiar with the Romantic elements Bart’k included in his music.D.Bart’k took advantage of the popularity of ballet there and wrote many new ballets.17. What does the professor mean when he says this?A.He wants to change the topic of discussion.B.He wants to acknowledge that the students may not be familiar with Bart’k’s music.C.He believes the students should already be familiar with the term ‘glissando'.D.He will use an example of glissando to help define the term.1. Why does the man go to see the professor?A.To find out how to distinguish between different types of whale songs.B.To request permission to change the topic of his paper.C.To discuss the difference between using the internet and using books to find sources.D.To get help locating some information for his paper.2. What is the topic of the man’s paper?A.How whales hold their breath.B.Whale migration patterns.C.Characteristic of whale habitats.D.The differences between the circulatory system of whales and that of other mammals.3. What is the professor’s attitude toward the man’s question about how whales hold their breath?A.She thinks he does not need to spend a lot of time looking for the answer.B.She is surprised because she has already addressed this question in class.C.She dismissed it as unimportant.D.She is pleased that has a plan to obtain the answer himself.4. Why does the professor mention the limited time students have to complete their papers?A.To suggest that looking at research on the internet is a good way to save time.B.To point out that the library has reduced the amount of time it is open each day.C.To indicate her expectations for the amount of research to be done for the paper.D.To emphasize the important of starting to write the paper a couple of weeks before it is due.5. According to the professor, how does a whale conserve oxygen while underwater? Click on 2 answers.A.Its heart rate decreases.B.Its lung capacity temporarily increases.C.It slows the pace of its swimming.D.Blood flow to certain organs is decreased.6. What’s the lecture mainly about?A.The history of language in ancient Egypt.B.The process that was used to create hieroglyphic writing.C.The competition between two scholars to solve an archaeological puzzle.D.The circumstances that led to the solution of an archaeological puzzle.7. What was demotic script used for in ancient Egypt?A.Decorations on temples and monuments.B.Administrative documents.C.Illustration for stories.D.Representations of objects.8. Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret?A.The language that it was based on was no longer used.B.The same words were often represented by several different symbols.C.It consisted of a mixture of three different languages.D.Only fragments of it were found.9. What is the professor’s opinion about Thomas Young’s word with hieroglyphs?A.She feels that Young has not received the credit he deserves.B.She is amazed that Young’s conclusion about hieroglyphs was correct.C.She is surprised that Young did not recognize his own accomplishments.D.She thinks that Young’s work was not careful enough to be taken seriously.10. According to the professor, what led to the decoding of the Rosetta Stone?A. A hieroglyph that represented the name of a person.B. A written and oral description of a historical event.C.The realization that each hieroglyph represented a different object or concept.D.The discovery that the word for “Sun” is written the same way in Greek, demotic, andhieroglyphics.11. How did Young’s and Champollion’s studies of hieroglyphs differ from earlier studies of hieroglyphic writing?A.Young and Champollion had access to large collections of hieroglyphic writing.B.Young and Champollion both guessed that hieroglyphs were symbols for sounds.C.Young and Champollion both spoke Greek and Coptic.D.Young and Champollion shared their research with one another.12. What’s the lecture mainly about?A.The professor’s recent research on play and brain development.B.Differing explanations of the reasons for play.C.Examples of two distinct types of play fighting.D.Differences in the play behaviors of various animal specials.13. One of the students brings up the example of play fighting among wolf pups. What does this example lead him to believe?A.That wolves are especially violent animals.B.That the play-as-preparation hypothesis is probably correct.C.That wolves seldom engage in self-handicapping.D.That the results of a recent study are probably not reliable.14. Which statement best expresses the professor’s opinion of the play-as-preparation hypothesis?A.It is well supported by available evidence.B.It may apply only to certain species of animals.C.It does not explain some important aspects of play.D.It is particularly useful explaining human behavior.15. What does the professor imply about self-handicapping? Click on 2 answers.A.It commonly occurs in play but not in other activities.B.It applies only to animal species that do not hunt for food.C.It has been observed only in laboratory settings.D.It contradicts the play-as-preparation hypothesis.16. The professor discusses a study on the relationship between brain growth and play. What does that study conclude?A.Patterns of brain growth are similar in animals that play and animals that do not play.B.Excessive brain growth can sometimes limit an animal’s behavioral vocabulary.C.Animals that do not play have less-developed brains than animals that play.D.Animals without well-developed brains are seldom observed playing.17. What does the student mean when she says this:A.She is not familiar with the play behavior of wolf pups.B.She doubts that wolf pups fight as much as the other students implies.C.She is not sure that she correctly understood the reading assignment.D.She disagrees with the other student’s opinion about play behavior.TPO 261.Why does the woman go to the information desk?A.She does not know where the library computers are located.B.She does not know how to use a computer to locate the information she needs.C.She does not have time to wait until a library computer becomes available.D.The book she is looking for was missing from the library shelf.2.Why does the man assume that the woman is in professor Simpson’s class?A.The man recently saw the woman talking with Professor Simpson.B.The woman mentioned Professor Simpson’s name.C.The woman is carrying the textbook used in Professor Simpson’s class.D.The woman is researching a subject that Professor Simpson specializes in.3.What can be inferred about the geology courses the woman is talking?A.It has led the woman to choose geology as her major course of study.B.It is difficult to follow without a background in chemistry and physics.C.The woman thinks it is easier than other science courses.D.The woman thinks the course is boring.4.What topic does the woman need information on?A.The recent activity of a volcano in New Zealan.B.Various types of volcanoes found in New Zealan.C.All volcanoes in New Zealand that are still active.D.How people in New Zealand have prepared for volcanic eruptions.5.What does the man imply about the article when he says this:A.It may not contain enough background material.B.It is part of a series of articles.C.It might be too old to be useful.D.It is the most recent article published on the subjects.6.What is the lecture mainly about?A.The transplantation of young coral to new reef sites.B.Efforts to improve the chances of survival of coral reefs.C.The effects of temperature change on coral reefs.D.Confirming the reasons behind the decline of coral reefs.7.According to the professor, how might researches predict the onset of coral bleaching in thefuture?A.By monitoring populations of coral predators.B.By monitoring bleach-resistant coral species.C.By monitoring sea surface temperatures.D.By monitoring degraded reefs that have recovere.8.What is the professor’s opinion about coral transplantation?A.It is cost-effective.B.It is long-term solution.C.It is producing encouraging results.D.It does not solve the underlying problems.9. Why does the professor discuss refugia? Click on 2 answers.A.To explain that the location of coral within a reef affects the coral’s ability to survive.B.To point out why some coral species are more susceptible to bleaching than others.C.To suggest that bleaching is not as detrimental to coral health as first thought.D.To illustrate the importance of studying coral that has a low vulnerability to bleaching.10.What does the professor imply about the impact of mangrove forests on coral-reefecosystems?A.Mangrove forests provide habitat for wildlife that feed on coral predators.B.Mangrove forests improve the water quality of nearby reefs.C.Mangrove forests can produce sediments that pollute coral habitats.D.Mangrove forests compete with nearby coral reefs for certain nutrients.11.According to the professor, what effect do lobsters and sea urchin have on a coral reef?A.They protect a reef by feeding on destructive organism.B.They harm a reef by taking away important nutrients.C.They filter pollutants from water around a reef.D.They prevent a reef from growing by preying on young corals.12. What does the professor mainly discuss?A.Some special techniques used by the makers of vintage Cremonese violins.B.How the acoustical quality of the violin was improved over time.C.Factors that may be responsible for the beautiful tone of Cremonese violins.D.Some criteria that professional violinists use when selecting their instruments.13.What does the professor imply about the best modern violin makers?A.They are unable to recreate the high quality varnish used by Cremonese violins makers.B.Their craftsmanship is comparable to that of the Cremonese violins makers.C.They use wood from the same trees that were used to make the Cremonese violins.D.Many of them also compose music for the violin.14.Why does the professor discuss the growth cycle of tree?A.To clarify how modern violin makers select wood.B.To highlight a similarity between vintage and modern violins.C.To explain why tropical wood cannot be used to make violins.D.To explain what causes variations in density in a piece of wood.15.What factor accounts for the particular density differential of the wood used in theCremonese violins?A.The trees that produced the wood were harvested in spring.B.The trees that produced the wood grew in an unusually cool climate.C.The wood was allowed to partially decay before being made into violins.D.The wood was coated with a local varnish before it was crafted into violins.16.The professor describes an experiment in which wood was exposed to a fungus before beingmade into a violin. What point does the professor make about the fungus?A.It decomposes only certain parts of the wood.B.It was found only in the forests of northern Italy.C.It was recently discovered in a vintage Cremonese violin.D.It decomposes only certain species of trees.17.Why does the professor say this:A.To find out how much exposure students have had to live classical music.B.To use student experiences to support his point about audience members.C.To indicated that instruments are harder to master than audience members realize.D.To make a point about the beauty of violin music.1.Why has the student come to see the professor?A.To find out her reaction to a paper he recently submitte.B.To point out a factual error in an article the class was assigned to read.C.To ask about the suitability of a topic he wants to write about.D.To ask about the difference between chinampas and hydroponics.2.What does the professor imply about hydroponics?A.It was probably invented by the Aztecs.B.It is a relatively modern development in agriculture.C.It requires soil that is rich in nutrients.D.It is most successful when extremely pure water is use.3.Why does the professor describe how chinampas were made?A.To emphasize that the topic selected for a paper needs to be more specific.B.To encourage the student to do more research.C.To point out how much labor was required to build chinampas.D.To explain why crops grown on chinampas should not be considered hydroponi.4.What does the professor think about the article the students mentions?A.She is convinced that it is not completely accurate.B.She believes it was written for readers with scientific backgrounds.C.She thinks it is probably too short to be useful to the student.D.She has no opinion about it, because she has not read it.5.What additional information does the professor suggest that the student include in hispaper?A. A comparison of traditional and modern farming technologies.B.Charges in the designs of chinampas over time.C.Differences in how various historians have described chinampas.D.Reasons why chinampas are often overlooked in history books.6.What does the professor mainly discuss?parisons between land animals and ocean-going animals of the Mesozoicer.parisons between sauropods and modern animals.C.Possible reasons why sauropods became extinct.D.New theories about the climate of the Mesozoic.7.What point does the professor make when she compares blues whales to large land animals?A.Like large land animals, blue whales have many offspring.B.Like large land animals, blue whales have proportionally small stomachs.C.The land environment provides a wider variety of food sources than the ocean.D.The ocean environment reduces some of the problems faced by large animals.8.According to the professor, what recent finding about the Mesozoic era challenges an earlierbelief?A.Sauropod populations in the Mesozoic era were smaller than previously believe.B.Oxygen levels in the Mesozoic era were higher than previously believe.C.Ocean levels in the Mesozoic era fluctuated more than previously believe.D.Plant life in the Mesozoic era was less abundant than previously believe.pared to small animals, what disadvantages do large animals typically have? Click on 2answers.rge animals require more food.rge animals have fewer offspring.rge animals use relatively more energy in digesting their food.rge animals have greater difficulty staying warm.10.Why does the professor discuss gastroliths that have been found with sauropod fossils?A.To show that much research about extinct animals has relied on flawed methods.B.To show that even an incorrect guess can lead to useful research.C.To give an example of how fossils discoveries have cast doubt on beliefs about modernanimals.D.To give an example of a discovery made possible by recent advance in technology.11.What did researchers conclude from their study of sauropods and gastroliths?A.That gastroliths probably helped sauropods to store large quantities of plant material intheir stomachs.B.That sauropods probably used gastroliths to conserve energy.C.That sauropods may not have used gastroliths to aid their digestion.D.That sauropods probably did not ingest any stones.12.What is the lecture mainly about?A.Various ways color theory is used in different fields.B.Various ways artists can use primary colors.C.Aspects of color theory that are subject of current research.D.The development of the first theory of primary colors.13.What does the professor imply about the usefulness of the theory of primary colors?A.It is not very useful to artists.B.It has been very useful to scientists.C.It is more useful to artists than to psychologist.D.It is more useful to modern-day artists than to artists in the past.14.Why does the professor mention Isaac Newton?A.To show the similarities between early ideas in art and early ideas in science.B.To explain why mixing primary colors does not produce satisfactory secondary colors.C.To provide background information for the theory of primary colors.D.To point out the first person to propose a theory of primary colors.15.According to the professor, what were the results of Goethe’s experiments with color? Clickon 2 answers.A.The experiments failed to a connection between colors and emotions.B.The experiments showed useful connections between color and light.C.The experiments provided valuable information about the relationships between colors.D.The experiments were not useful until modern psychologists reinterpreted them.16.According to the professor, why did Runge choose the colors red, yellow, and blues as thethree primary colors?A.He felt they represented natural light at different times of the day.B.He noticed that they were the favorite colors of Romantic painters.C.He performed several scientific experiments that suggested those colors.D.He read a book by Goethe and agreed with Goethe’s choices of colors.17.What does the professor imply when he says this:A.Many people have proposed theories about primary colors.B.Goethe discovered the primary colors by accident.C.Goethe probably developed the primary color theory before reading Runge’s letter.D.Goethe may have been influenced by Runge’s ideas about primary colors.TPO 281.What is the conversation mainly about?A.Criticisms of Dewey's political philosophy.B.Methods for leading a discussion group.C.Recent changes made to a reference document.D.Problems with the organization of a paper.2.Why is the student late for his meeting?A.Seeing the doctor took longer than expected.B.No nearby parking spaces where available.C.His soccer practice last longer than usual.D.He had problems printing his paper.3.What revisions does the student need to make to his paper? Click on 3 answers.A.Describe the influences on Dewey in more detail.B.Expand the introductory biographical sketch.C.Remove unnecessary content throughout the paper.e consistent references throughout the paper.E.Add an explanation from Dewey’s view on individuality.4.Why does the professor mention the political science club?A.To encourage the student to run for club president.B.To point out that John Dewey is a member of a similar club.C.To suggest an activity that might interest the student.D.To indicate where the student can get help with his paper.5.Why does the professor say this?A.To find out how many drafts does the student wrote.B.To encourage the student to review his own work.C.To emphasize the need for the student to follow the guidelines.D.To propose a different solution to the problem.6.What is the lecture mainly about?A.The importance of Locke's view to modern philosophical thought.B.How Descartes' view of knowledge influenced trends of Western philosophy.C.How two philosophers viewed foundational knowledge claims.D.The difference between foundationalism and methodological thought.7.Why does the professor mention a house?A.To explain an idea about the organization of human knowledge.B.To illustrate the unreliability of our perception of physical objects.C.To clarify the difference between two points of view about the basis of human knowledge.D.To remind students of a point he made about Descartes in a previous lecture.8.What did Locke believed to be the most basic type of human knowledge?A.Knowledge of one's own existence.B.Knowledge acquired through the senses.C.Knowledge humans are born with.D.Knowledge passed down from the previous generations.9.According to the professor,what was Descartes' purpose for using methodological doubt?A.To discover what can be considered foundational knowledge claims.B.To challenge the philosophical concept of foundationalism.C.To show that one's existence cannot be proven.D.To demonstrate that Locke's view were essentially correct.10.For Descartes,what was the importance of dreaming?A.He believed that his best ideas came to him in dreams.B.He regarded dreaming as the strongest proof that human exists.C.Dreaming supports his contention that reality has many aspects.D.Dreaming illustrates why human experience of reality cannot always be trusted.11.According to Descartes,what type of belief should serve as a foundation for all otherknowledge claims?A. A belief that is consistent with what one sees and hears.B. A belief that most other people share.C. A belief that one has held since childhood.D. A belief that cannot be false.12.What is the main purpose of the lecture?A.To show that some birds have cognitive skills similar to those of primates.B.To explain how the brains of certain primates and birds involved.C.To compare different tests that measure the cognitive abilities of animals.D.To describe a study of the relationship between brain size and cognitive abilities.13.When giving magpies the mirror mark test,why did researchers play the mark on themagpies' throats?A.Throat markings trigger aggressive behavior in other magpies.B.Throat markings are extremely rare in magpies.C.Magpies cannot see their own throats without looking in a mirror.D.Magpies cannot easily remove a mark from their throats.14.According to the professor,some corvids are known to hide their food. What possible reasonsdoes she provide for this behavior?Click on two answers.A.They are ensuring that they will have food to eat at a later point in time.B.They want to keep their food in a single location that they can easily defend.C.They have been conditioned to exhibit this type of behavior.D.They may be projecting their own behavioral tendencies onto other corvids.15.What is the professor's attitude toward the study on pigeons and mirror self-recognition?A.She is surprised that the studies have not been replicated.B.She believes the study's findings are not very meaningful.C.She expects that further studies will show similar results.D.She thinks that it confirms what is known about magpies and jays.16.What does the professor imply about animals that exhibit mirror self-recognition?A.They acquired this ability through recent evolutionary changes.B.They are not necessarily more intelligent than other animals.C.Their brains all have an identical structure that governs this ability.D.They may be able to understand other animal's perspective.17.According to the professor,what conclusion can be drawn from what is now known aboutcorvids' brains?A.The area in corvid's brains that governs cognitive functions governs other functions as well.B.Corvids' brains have evolved in the same way as other birds' brains,only more rapidly.C.Corvids' and primates' brains have evolved differently but have some similar cognitiveabilities.D.The cognitive abilities of different types of corvids vary greatly.1.Why does the man go to see the professor?A.To learn more about his student teaching assignment.B.To discuss the best time to finish his senior thesis.C.To discuss the possibility of changing the topic of his senior thesis.D.To find out whether the professor will be his advisor for his senior thesis.2.What is the man's concern about the second half of the academic year?A.He will not have time to do the necessary research for his senior thesis.B.He will not be allowed to write his senior thesis on his topic choiceC.His senior thesis advisor will not be on campus.。
TPO 25Task 1Students often want to get better grades in their classes, explain what students should do in order to improve their performance in the class.分析：本题属于近期比较流行的suggestion类题目。
由于之前的经典题目经常就考生本人提问，比如describe a place you would like to go when you’re with friends/describe a famous person you admire等等，遇到给他人提建议类的题目时，可能会措手不及。
但是这类题目通常本身不抽象，本着‘从自身经验出发’的原则就很容易下手。
本题问‘学生要怎样才能提高成绩’。
每个人都多多少少有一些好的学习习惯，针对本题大家可以结合自身经历，想想自己或者身边同学曾经用过那些efficient的学习方法来提高成绩，比如‘课前预习、课后复习、记好笔记’等等。
以下观点供参考：1) Focus in class2) Take good notes3) Communicate with instructors and classmates as much as possible4) Go to the library to search for background information5) Be prepared before class6) Review notes every once in a while7) Find a tutor if necessary8) Make sure to go over the study guide provided by the instructor before examsSample：If students want to improve their performance in class, I would suggest the following two ways. First of all, ask questions more frequently, especially the professors. When a student confronts with tough math problems after the new class and cannot figure them out individually, he could try to contact with the professor to explain the concept as well as several solutions to the question. Secondly, practice often. A s an old Chinese saying tells us, “Practice makes perfect”. For example, if he does more practice in the concept of Newton’s law of motion in physics, he would deeper his understanding of it, as a result, increasing his ability of solving such physical pro blems. These are two ways I’d like to advise to get better gradesTask 2Some people do not enjoy shopping and shop only when they have a specific purchase to make. Others like to go shopping for pleasure whether or not they have something to buy. Which do you prefer and why?答案解析:购物类的题目近期也出现在2012年下半年的预测题当中，比如：1) Describe your favorite place to shop.2) Talk about the disadvantages of shopping online.这道题正反都好说，可以参考口语第二题的三种思路，即A+A+，A+B-，B-B-来组合自己的答案，这里列出正反两方各自的优缺点。
为了帮助大家高效备考托福，为大家带来托福TPO25口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO25口语Task3阅读文本： Split Graduation Traditionally, the university holds one ceremony for all graduating students, during which students are awarded their diplomas. Beginning this year, however, the university will hold two graduation ceremonies. Under the new arrangement, half the graduating students will participate in the first ceremony, and the other half will participate in a second ceremony to be held the following day. Administrators cite two reasons for the change. First, the number of students has increased in recent years, and since diplomas are awarded individually, the single ceremony has become uncomfortably long. Also, the hall where the ceremony is held is too small to accommodate the growing audience of friends and family members. 托福TPO25口语Task3听力文本： Now listen to two students discussing the article. (woman) You know, I wish they wouldn't do this. (man) Why? (woman) Well, I think it's unnecessary, I mean, as far as the first reason goes. Yeah, sure, it takes a long time to have everyone receive their diploma individually, especially now that there are more students, but there's an easy way to make it shorter. (man) What's that? (woman) Reduce the number of speeches. I mean, a lot of people give speeches, students, professors, administrators, the president of the university. Do we really need that many speeches? (man) Probably not, and a lot of the speeches are pretty boring anyway, so, yeah, we probably could cut out a few. (woman) Yeah, and I don't think their second reason's very good either, about the space. (man) How's that? (woman) The problem isn't the size of the hall. It's that they allow students to invite too many people to come and watch. All they need to do is reduce the number of guests each graduating student gets to invite. (man) Yeah, I guess that could solve the problem. (woman) Yeah, I mean, right now each graduating student can invite up to ten people. That’s too many. At most schools, students only get to invite like four or five people. It we just said, “OK, you can only invite six people.” That’ll still be more than most other schools and the ceremony could stay the way it is. 托福TPO25口语Task3题目： The woman expresses her opinion about the university’s plan. Briefly summarize the plan. Then state her opinion and explain the reasons she gives for holding that opinion. 托福TPO25口语Task3满分范文： According to the university's plan, the university is changing the number of graduation ceremonies from one to two for two reasons. However the woman disagrees with the plan for some specific reasons. First of all, she think it's unnecessary to hold two ceremonies because the speeches can be reduced, such as speeches of the students, professors, administrators and the president. She doesn't think the students need so many speeches. Secondly, she thinks the size of the hall doesn't matter at all since the students don't have to invite so many guests to come and watch. Compared to other universities that allow the students to invite four or five people, she believes that six people will be enough for the university's ceremony. So the woman is against the plan for the reasons stated above. (132 words) 以上是给大家整理的托福TPO25口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
TPO 25 Listening ScriptConversation1NarratorListen to a conversation between a student and his academic advisor.ProfessorHi, Mark. What can I do for you?StudentI am just filling out this approval for graduation form for the dean's office, and I don't know, I hope I will be able to graduate next semester.ProfessorWell, as long as you've met the departmental requirements and you submit the form on time, you shouldn't have any problem. Make sure you include all the classes you will have taken for your degree in finance and the electives too.StudentYeah, but as I look over the form, I got confused because of the way, um... they've changed the requirements. So now I am not sure I will qualify to graduate next semester. I know I would have before, under the old requirements.ProfessorWell, when the business department changed the curriculum to include more courses in international business, to ... well, because of the increasing globalization of business. We made sure that students who have finished their second year, that is, those who are in their third or fourth year, wouldn't be affected. The new rules only appy to students in their first or second year.StudentThat's good to know. Uh... the department's hiring new faculty too I heard, to teach some of the new courses. But I want to ...ProfessorYes. One new faculty member has been hired. She will be teaching International Banking as a matter of fact.StudentActually, that's what I want to ask about - International Banking. I took International Banking I, but I never took International Banking II. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.ProfessorYes. But that's one of the recent changes. So ...StudentOh, Oh, OK. Oh. And ... and I am planning to take a management course next semester, but I don't know if it's ... if it will count toward my major.ProfessorWhat's the course?StudentOrganizational Behavior.ProfessorYes. That will count toward your major. That's a difficult class, you know. But well worth it. So it looks like you will have all the required classes you need. You should be just fine.Uh... I assume you have taken a seminar?StudentYeah, I took the marketing seminar.ProfessorOK. You are looking good. Just to be on the safe side, why don't you talk to someone in the dean's office before you give them the form.StudentOK. So should I just explain to them that even though one of these classes got changed from an elective to a required class, I don't have to take it?ProfessorYes. You've met the requirements for graduation. And if there's something I need to do ... if I need to write a letter or whatever, just let me know.StudentOK. Thanks. I'll let you know if I need that letter.Lecture1-Conservation Biology (Assisted Migration)NarratorListen to part of a lecture in a Conservation Biology class.ProfessorOne consequence of global warming is extinction. There's compelling evidence that global warming will be a significant driver of many plant and animal extinctions in this century. So we are considering various strategies to help some threatened species survive this unprecedented, this warming trend, which as you know, is caused mainly by greenhouse gases produced by the burning of fossil fuels.Um... the most radical strategy being debated among conservation biologists is assisted migration. Assisted migration means picking up members of a species, or members of a group of interdependent species and physically moving or translocating them.Um... translocating threatened species to a cooler place, to higher latitudes or higher elevations, for example.Now, migration is a natural survival strategy. Over the past two million years, colder glacial periods have alternated with warmer interglacial periods. And so, urn, in response to these gradual climatic swings, some species have shifted their ranges hundreds of kilometers.So perhaps you are wondering why not let nature take its course now? Well, we can't. The main problem is today's fragmented habitats. During previous interglacial periods, when glaciers retreated, they left behind open land in their wakes. Today human development has paved over much of the natural world. Ecosystems are fragmented. Housing developments, highways and cities have replaced or sliced through without help. So conservationists are trying to save as many through without help. So conservationists are trying to save as many species as possible.Now, assisted migration coula become a viable part of our rescue strategy, but there are a number of uncertainties and risks. Without more research, we can't predict if assisted migration will work for any given species. A translocated species could die out from lack of food for example. At the other extreme, we might successfully translocate the species, but within five or ten years that species could proliferate and become an invasive species. Like a non-native plant that chokes out native plants by hogging the nutrients in the soil. Translocated animals can become invasive too. It happened in Australia. The cane toad was introduced back in 1935 to control an insect pest that was destroying Australia's sugarcane plantations. But the cane toad itself became a pest and has destroyed much of the wildlife on that continent.Also, many species are interdependent, intimately connected to one another. Like animals that eat a certain plant and that plant relies on a certain fungus to help it get nutrients from soil and on a certain insect for pollination. We probably have to translocate entire networks of species and it's hard to know where to draw the line.And in addition to all that, it is not even clear that assisted migration or any migration for that matter, will help at least for some species. Earth was already in one of its warm interglacial periods when we started burning fossil fuels. And in the twenty-first century, global temperatures are expected to rise two to six degrees. That rate of heating is far greater than during the last glacial retreat some 12,000 years ago.Um ... whether to use assisted migration, this debate is mostly within the biology community right now. But the ultimate decision-makers, in the United States at least, will be the government agencies that manage natural resources. Assisted migration really needs this level of oversight and soon. Currently there's no public policy on using assisted migration to help species survive climate change. People aren't even required to seek permits to move plants or invertebrate animals around as long as they are not classified as pests. In one case, a group of conservationists has already taken it upon itself to try on their own to save an endangered tree, the Florida Torreya tree, through assisted migration. There's only about a thousand Florida Torreyas left. And global warming is expected to significantly reduce or eliminate this tree's habitat. So this conservation group wants to translocate seedlings, Florida Torreya seedlings, 500 kilometers North in order to expand the species' range. The group believed its effort is justified, but I and many other biologists will be watching very closely how this maverick group makes out, because like I said, there could be unintended consequences.Lecture2-Music History (Béla Bartók)NarratorListen to part of a lecture in a music history class.ProfessorSo I just finished reviewing your papers on the influence of nationalism on the composers' music. And initially I was surprised none of you chose to write about Béla Bartók, that is until I remembered we haven't had a chance to discuss him in ground-breaking composer.Béla Bartók was a Hungarian, whose life stretched from the late nineteenth century to the middle of twentieth century. But he was not afan of the Romantic style of music that was popular in his homeland during his youth.StudentWait, Hungary wasn't a country in 1900, was it?ProfessorYou are right. I should have been clear. Bartok was born in Austria-Hungary, a nation that broke apart when he was about forty years old. Actually, the town where he was born is presently part of Romania. The political history of that region is complex. Suffice to say that Bartok is generally known as a Hungarian composer.So during Bartok's youth, the music played in the concert halls of Austria-Hungary was dominated by Romantic pieces by mostly German composers. We discussed the Romantic style last week. These pieces were long and lyrical. They were meant to have a sort of grandeur about them. And in the early 1900s, composers who worked in the Romantic style were the most popular in Austria-Hungary. But Bartok, he was part of the musical community that was trying to change this. And it led him to ... well, the first thing it did was lead him to travel. He looked at the small towns, and music, well, you could say he discovered the music that was popular in those areas.StudentWhat do you mean?ProfessorWell, all the music we have been talking about the past few weeks, It really was all in the cities, that's where the composers and the orchestras were. Out in remote areas of the countryside, in rural locations, music was more traditional, the same songs that were enjoyed by previous generations. Bartok went out, he travelled to a significant portion of Eastern Europe actually. He roamed the countryside and listened to the music heard in small towns and in all sorts of celebrations. He attended weddings, dances and religious ceremonies, where he heard a very different sort of music from the Romantic stuff being played in the concert halls in the cities. The music he heard is what we would consider folk music.StudentAnd then he had those same songs played in the concert halls?ProfessorNo. At first he went around to document the folk music. He really wanted to make sure the folk songs were written down before they disappeared. In fact, Bartok didn't start out the trip thinking of himself as a composer. He was an ethnomusicologist. He studied the traditional music of the region. But it turns out that what would later have a notable influence on European music on the whole was the way Bartok used elements he heard in folk songs in his own compositions. He adopted a number of elements from what he heard, like unusual rhythms. And he liked to use the glissando as his hallmark, which he probably got from listening to Croatian folk music. A glissando is ... well, I have got a recording of Bartok here. Let's wait until the music is fresh in our minds.Susie, do you have something you want to ask first?StudentYeah. Before, you mention nationalism and ...ProfessorAh, right, yes. When Bartok had his new pieces performed, their folk music roots made them instantly popular. It happened to be a time of strong nationalism in Austria-Hungary, so his compositions came at just the right time. He became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, there was great excitementfor music that included musical elements from local folk songs, music that reflected the region's musical traditions. However, as popular as Bartok was in his homeland, he did not get much international recognition during his lifetime.Conversation2NarratorListen to a conversation between a student and his biology professor.studentWell, you know, writing that paper about whales and the path they travel as they swim to the ocean, their migration patterns.ProfessorYes. I remember.StudentAnd well, I was thinking about it and I realized I don't understand how they hold their breath underwater. It's a little crazy for me to be writing about migration patterns without actually knowing how they stay underwater for so long.ProfessorDid you do any research to find out how they do it?StudentYeah, I did. I searched on the internet and there was a lot of information about whales, their habitats, the way they communicate, you know, their songs. But if there was anything about whales and how they hold their breath, I missed it. I've got a bunch of books. Actually, I have got so much information, it's a littleProfessorI am surprised there is nothing about it in any of those books.StudentWell, to be honest, I've only skimmed them so far. I am still working on finding sources.ProfessorOK. I know I encourage everyone in class to look at a substantial number of sources, but I don't want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each paper. I don't expect you to read a dozen books on whales for this assignment. Focus on just a few.StudentOK. Thanks.ProfessorYou know, since you are already here. I can give you a quick summary of how whales hold their breath underwater. It's just a matter of certain adaptations in their anatomies, specifically in their circulatory system.StudentSo the blood flow is what makes the difference?ProfessorYes, and in a couple of ways. First, blood makes up a larger share of a whale's weight than in other mammals.StudentSo they can store more oxygen because they have more blood?ProfessorYes, but that's only part of it. They also have a greater capacity than land animals to store oxygen in their blood.So how does having more oxygen in their blood help them stay underwater longer?ProfessorIt's the way the whale's blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. When a whale dives, its metabolic rate drops, causing its heartbeat to slow down. And the blood flow to its muscles and some of its non-vital organs, like its kidneys, is also cut off. A whale's muscles and non-vital organs are able to function without oxygen for an extended period of time.StudentI see. Well, now I can concentrate on my topic.Lecture3-History (Egyptian Hieroglyphs)NarratorListen to part of a lecture in a history class. The professor has been discussing Egyptian Hieroglyphs.ProfessorEgyptian Hieroglyphs are the ancient Egyptian writings found in ancient Egypt on monuments and on the inside and outside of temples. Hieroglyphic writing ended abruptly about 1600 years ago. And it mystified the mot brilliant minds in the study of Egyptian artifacts and archaeology for many many centuries. Finally, the possiblity of deciphering hieroglyphs came about with the discovery, in 1799, of the Rosetta Stone.The Rosetta Stone is arguably the most famous archaeological artifact ever discovered. It contains the same exact text written in three different alphabets Greek, demotic, hieroglyphic.But we didn't even know at first that the three texts on the Rosetta Stone contain the same information. And two of the three alphabets are ancient Egyptian scripts that stopped being used: the hieroglyphic and the demotic. The demotic script found on the Rosetta Stone, well, demotic was not as elaborate as hieroglyphic writing. It was used for more mundane matters, oh, like administrative documents. These ancient Egyptian scripts were replaced by Coptic scripts. But eventually, the Arabic language replaced Coptic and this cut off the linguistic link between ancient and modern Egypt.Now, the Rosetta Stone was remarkable because as I said, on it was the same text in three different alphabets: Greek, demotic and hieroglyphic. The Stone was essentially the dictionary that scholars needed to interpret the meaning of the hieroglyphs. And it took a uniquely equipped researcher to finally decipher and understand what was written onThomas Young, an English scholar, was the first to seriously attempt to decipher the symbols on the Rosetta Stone. He suspected rightly that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures. Until then, all scholars assumed that hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Young focused his attention on one set of hieroglyphs that he thought would probably spell out a single word: the name of a King or Queen. He guessed that the symbols represented the name of the early Egyptian ruler Ptolemy, since Ptolemy was also written in Greek on the stone and was indeed a Greek name. And Young did actually proved that these hieroglyphs represented sounds rather than whole words. Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own findings as an anomaly because the Ptolemaic dynasty was Greek, not Egyptian. In other words, he figured it was an exception to the rule. It was phonetic because it was Greek, not Egyptian. How else could an Egyptian depict a Greek name other than spell it out? And that brings us to the hero of our story: Jean-Francois Champollion.Champollion built on Young's work, showing that different hieroglyphs spelled the names of Kings and Queens like Alexander or Cleopatra. But his critics noted that this was still not traditional Egyptian names. He hadn't done any more than Young had been able to do, so he couldn't disprove the dominant theory.Then Champollion was shown a set of hieroglyphs that contain traditional Egyptian names. The first two of these symbols were unknown, but Champollion knew that the repeated hieroglyphs to the far right symbolized an "S" sound. He then drew on his linguistic knowledge to arrive at the solution to the problem. You see, unlike any of the other scholars who had tried to crack the code, Champollion happened to be fluent in Coptic. He wondered, and this was the real breakthrough, if Coptic was the language symbolized by the hieroglyphs on the Rosetta stone. And if so, then perhaps that first disc-shape symbol might represent the Sun. And the Coptic word for Sun is "ra". See where this is headed? So if the symbol were Coptic, the first symbol would be "ra". And then an unknown symbol followed by a double "S" sound. Was this, Champollion wondered, the name Rameses? He was eventually able to confirm that it was. So, he had figured it out. Hieroglyphs were mainly phonetic, they represented sounds, not pictures, and the underlying language was Coptic. A lot of work remained, but Champollion had cracked the code.Lecture4-Animal BehaviorNarratorListen to part of a lecture in an animal behavior class.ProfessorAll right. I hope you all had a chance to finish the assigned readings about animal play, because I want to spend some time discussing the different viewpoints presented in those articles. Let's start with the play-as-preparation hypothesis. Jerry, can you explain it?Male StudentYeah, Play-as-preparation? Young animals play in order to get really good at certain specific things they will need to do when they are adults, things like chasing, pouncing, climbing. In other words, they play in order to practice survival skills, like movements used in hunting and fighting. That hypothesis makes a lot of sense, like, maybe the most sense of all the theories we read about.ProfessorAnd what leads you to that conclusion?Male StudentWell, like wolves, the young pups, they fight a lot and bite, you know, not to hurt each other, but... It just seems obvious why those wolf pups play like that. It gives them practice with skills that will make them better hunters or fighters as adults.Female StudentOh, I don't know about that. I mean, some of the things a young animal does while playing are totally different from tilings they'll do as an adult. There was a really good example in the second article. I can't remember what it is called exactly, uh, self-...ProfessorSelf-handicapping.Female StudentRight. Self-handicapping. Like during a fake fight, a play fight, if one of the animals is winning, the winning animal might just stop and give up its advantage.ProfessorYes. And often it shifts to a submissive posture too. Of course self-handicapping hardly ever happens in a real fight. Because in a real fight, well, the point is to win. So, this self-handicapping, it is important to take this into account before just deciding to go with that first explanation. And in fact, there really isn't much in the way of solid experimental evidence to support the play-as-preparation hypothesis.Female StudentWhat about the other one? The flexibility hypothesis?ProfessorAh, yes. Let's talk about that. As you say, play is much more than just pretend fighting or practicing other adultbehaviors. Apparently, it also contributes to the development of a brain that's flexible, a brain that's quickly able to get a handle on unfamiliar situations. This notion, the flexibility hypothesis, well, many of my colleagues find it quite persuasive.Female StudentSo, like with kids, a little kid might play a game with a friend, and then they might race each other across the field. So they are switching from one type of play to another There's a lot of variety? I mean, they are learning to respond to whatever happens?ProfessorWell, that's the general idea. But let's hold off on talking about human behaviors for now. OK. According to the flexibility hypothesis, yes, the diversity, the variety in play can lead to a broader behavioral vocabulary.Male StudentA broader behavioral vocabulary? Can you explain what that means?ProfessorWell, sometimes playing results in an animal doing something it would not normally do. That can lead to the animal learning to adapt, to come up with new behaviors that can help it cope with major problems later on, like staying safe or finding food.Female StudentYeah. And there was that brain study you had us read about too.ProfessorOh, the one on how play affects development within the brain?Female StudentRight. That's it. About the animals raised in an environment where they did not get opportunities to play?ProfessorYes. Wasn't the conclusion interesting? That playing literally stimulates growth, creates connections within the brain? We need to do further studies, but...Male StudentExcuse me, can we go back to play fighting for a minute? I am wondering,can the flexibility hypothesis really explain that?ProfessorPlay fighting? Actually, that's something the flexibility hypothesis explains very well. Since play fighting includes variations in speed and intensity, and quick role reversals involved with self-handicapping. An animal that's play fighting is constantly responding to changes. So it's learning to be flexible.。
Conversation11.What is the conversation mainly about?A. The student‟s eligibility to graduate next semesterB. The student‟s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices in thestudent‟s degree program2.According to the woman, why was the program‟s curriculum changed?A. To attract more international students to the programB. To reflect the growing importance of international businessC. To take advantage of the expertise of new facultymembersD. To give students a stronger background in management3. What does the woman imply about the new departmental requirements?A. They will not affect the student‟s plans for graduationB. They will not be officially approved by the department until next yearC. They will be limited to students specializing in the international businessD. They will be similar to recent changes made in other departments at the university4. Why does the woman mention writing a letter?A. To point out the best way for the student to contact the dean‟s officeB. To confirm that a personal letter is a graduation requirementC. To indicate that she is willing to provide the student with further assistanceD. To emphasize that the student will need special permission to graduate5. Why does the woman saythis重听题A. To suggest that the student has not fulfilled all of his requirementsB. To indicate one of the new graduation requirementsC. To find out the student‟s opinion about a particular classD. To be sure that the student has taken a required classLecture 16. What is the main purpose of the lecture?A. To explain the government‟s role in the regulating assisted migrationB. To discuss ways in which plants and animals adapt to climate changeC. To discuss a controversial approach to conserving plant and animal speciesD. To describe a recently discovered consequence of global warmingA. To diminishing amount of undeveloped land that species can migrate throughB. The relative lack of nutrients available in cooler latitudes and higher elevationsC. The increase in alternations between cool and warm periodsD. Competion from other species in certain native habitats8. What point does the professor make when she discusses the cane toad?A. Translocated species sometimes die out from lack of foodB. Translocated species may spread too quickly in their new environmentC. Several techniques are available to achieve assisted migrationD. Animal species are often easier to translocate than plant species areA. There are aspects of interdependency that are unknownB. Some species evolve in ways that help them survive in new habitatsD. Many assisted-migration plans should involve the translocation of just one species10.What does the professor imply about the government‟s role in regulating assisted migration in the United States?A. The government should continue to encourage assisted migrationB. The government has created policies that have proved unhelpfulC. The government should follow the example set by other countriesD. The government needs to increase its involvement in the issue11.What is the professor‟s attitude toward the effort to save the Florida torreya?A. She is glad that some conservationists are willing to take a chance on assisted migrationB. She is concerned because it may have unintended consequencesC. She is surprised because other species are more endangered than Florida torreya isD. She expects the effort will have to be repeated several times before it succeedsLecture-212. What is the lecture mainly about?B. The relationship between nationalism and popular music in the early 1900sC. The popularity of folk music in Austria-Hungary during the early 1900s13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?A. It was not as popular there as it was in other European countriesB. It motivated Bart‟k to listen to other typesof musicC. It was listened to in the countryside more than it was in the citiesD. Its popularity was due to the workof Bart‟k and other ethnomusicologists14. Why does the professor mention local celebrations in the countryside?B. To give an example of when performances of Bart‟k music took p laceC. To give an example of occasions when Bart‟k had an opportunity to hear folk musicD. To talk about why romantic music was popular in the countryside15.What was Bart‟k original goal when he started to travel through eastern Europe?A. To promote his ballet, the wooden princeB. To document the local popular musicC. To discover which musical elements were popular in all countries16.According to the professor, why was Bart‟k music popular in Austria-Hungary?A. Bart‟k music was considered more sophisticated than other concert-hall musicC. People were familiar with the Romantic elements Bart‟k included in his musicD. Bart‟k took advantage of the popularity of ballet there and wrote many new ballets17. What does the professor mean when he says this:重听题A. He wants to change the topic of discussionB. He wants to acknowledge that the students may not be familiar with Bart‟k‟s musicC. He believes the students should already be familiar with the term …glissando‟D. He will use an example of glissando to help define the termConversation-218. Why does the man go to see the professor?A. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperD. To get help locating some information for his paper19.What is the topic of the man‟s paper?A. How whales hold their breathB. Whale migration patternsC. Characteristic of whale habitatsD. The differences between the circulatory system of whales and that of other mammals20.What is the professor‟s attitude toward the man‟s question about how whales hold their breath?A. She thinks he does not need to spend a lot of time looking for the answerB. She is surprised because she has already addressed this question in classC. She dismissed it as unimportantD. She is pleased that has a plan to obtain the answer himselfB. To point out that the library has reduced the amount of time it is open each dayC. To indicate her expectations for the amount of research to be done for the paperD. To emphasizethe important of starting to write the paper a couple of weeks before it is due22. According to the professor, how does a whale conserve oxygen while underwater? Click on 2 answersA. Its heart rate decreasesB. Its lung capacity temporarily increasesC. It slows the pace of its swimmingD. Blood flow to certain organs is decreasedLecture-323. What is the lecture mainly about?A. The history of language in ancient EgyptB. The process that was used to create hieroglyphic writingD. The circumstances that led to the solution of an archaeological puzzle24. What was demotic script used for in ancient Egypt?A. Decorations on temples and monumentsB. Administrative documentsC. Illustration for storiesD. Representations of objects25. Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret?A. The language that it was based on was no longer usedB. The same words were often represented by several different symbolsC. It consisted of a mixture of three different languagesD. Only fragments of it were found26.What is the professor‟s opinion about Thomas Young‟s word with hieroglyphs?A. She feels that Young has not received the credit he deservesB. She is amazed that Young‟s conclusion about hieroglyphs was cor rectD. She thinks that Young‟s work was not careful enough to be taken seriously27. According to the professor, what led to the decoding of the Rosetta Stone?A. A hieroglyph that represented the name of a personB. A written and oral description of a historical eventC. The realization that each hieroglyph represented a different object or conceptD. The discovery that the word for “Sun”is written the same way in Greek, demotic, and hieroglyphics28.How did Young‟s and Champollion‟s studies of hierogly phs differ from earlier studies ofhieroglyphic writing?A. Young and Champollion had access to large collections of hieroglyphic writingB. Young and Champollion both guessed that hieroglyphs were symbols for soundsC. Young and Champollion both spoke Greek and CopticD. Young and Champollion shared their research with one anotherLecture-429. What is the discussion mainly about?A. The professor‟s recent research on play and brain developmentB. Differing explanations of the reasons for playC. Examples of two distinct types of play fightingD. Differences in the play behaviors of various animal specials30. One of the students brings up the example of play fighting among wolf pups. What does this example lead him tobelieve?A. That wolves are especially violent animalsB. That the play-as-preparation hypothesis is probably correctC. That wolves seldom engage in self-handicappingD. That the results of a recent study are probably not reliable31.Which statement best expresses the professor‟s opinion of th e play-as-preparation hypothesis?A. It is well supported by available evidenceB. It may apply only to certain species of animalsC. It does not explain some important aspects of playD. It is particularly useful explaing human behavior32. What does the professor imply about self-handicapping?Click on 2 answersB. It applies only to animal species that do not hunt for foodC. It has been observed only in laboratory settingsD. It contradicts the play-as-preparation hypothesis33. The professor discusses a study on the relationship between brain growth and play. What does that study conclude?A. Patterns of brain growth are similar in animals that play and animals that do not playB. Excessive brain growth can sometimes limit an animal‟s behavioral vocabularyC. Animals that do not play have less-developed brains than animals that playD. Animals without well-developed brains are seldom observed playing34. What does the student mean when she says this:A. She is not familiar with the play behavior of wolf pupsB. She doubts that wolf pups fight as much as the other students impliesC. She is not sure that she correctly understood the reading assignmentD. She disagrees with the other student‟s opinion about play behavior。
