TPO1-24听力答案全集

托福TPO1-24听力题目汇总听力考察的三大层面听到1.问…主旨2.问为什么要对话或者讲座3.问说到了….(事情) 听懂1. 问speaker 态度2. 再听一遍，为什么要说这句话听会1. 问表述的结构2. 问…和…的联系3. 问….可以推理出听力时候要注意的出题点1 转折：转折后面为重点，后面的重点信息的出现。

2.观点和例子：例子支持观点，所以观点是重点（要记录），例子理解为主3.时间：表示时间点的，新时间点后内容更加重要4.分类：出现了two points，three levels，注意听各个point 序数词5.同位语：如果很多名词之间没有and，as well as 的连接词，听懂一个就可以6.差异：凡是与大众观点不同的，有difference、special、interesting 之类信号词，为重点7.比较：对比（unlike）和类比（similar to）需要理解 8.回答：提问后回答为要点、不直接问答，兜圈的地方，容易出现态度考察。

9.建议：建议和意见为重点，解决问题的最终方法为重点，与教授的约定为重点，建议不被接纳的原因为重点10.因果：原因和结果的区分，都有可能成为重点，但作为抽象归纳的一方，更容易成为重点。

11.转换内容重点：作者从一个讲课对象，转移到另外一个转移对象，在每个对象中都容易出现考点。

TPO-1 Section 11.Why does the student go to see the librarian? ", To sign up for aseminar on using electronic sources for research ", To report that a journalis missing from the reference area ", To find out the procedure for checkingout journal articles ", To ask about how to look for resources for a class paper 2.What does the librarian say about the availability of journals andarticles in the library? ", They are not easy to find if a professor put them on reserve", Most of them are accessible in an electronic format ", Most of them can be checked out for three weeks ", Printed versions from the past three yearsare located in the reference section.3.What does the librarian suggest the student should do to save time? ", Choose an easier research topic ", Concentrate on five journals ", Read the summaries of the articles first ", Install a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library? ", She thinks she might need additional help from the man ", She does not have a computer at home ", She has to hand in her assignment by the end of the day ", She will be meeting a friend in the library later on5.Why does the woman say this() ", She had forgotten about the information ", She is surprised she was not aware of the information ", She is annoyed that the information was published only recently ", She is concerned that the librarian gave her incorrect information6.What is the purpose of the lecture? ", To explain the difference between two artistic styles ", To describe a new art gallery to the class ", To introduce an artist's work to the class ", To show how artists' styles can evolve over time7.What does the professor say about Frantzen's painting of a farm scene? ", It resembles a photograph ", It may be Frantzen's best known painting ", Itwas painted in the Impressionist style ", It was painted while Frantzen lived abroad 8.Why did Frantzen go to the Sales Barn? ", To study human form and movement ", To earn money by painting portraits ", To paint farm animals in an outdoor setting ", To meet people who could model for her paining9.What does the professor imply about the painting of the young womansurrounded by pumpkins? ", It was painted at an art fair ", It combines Impressionism with Realism ", It convinced Frantzen that she was a good illustrator ", It was originally meant to be used in an advertisement10.Why does the professor discuss Frantzen's difficulties as a young painter? ", He wants to point out mistakes that young artists commonly make ", He thinks her example can inspire the students in their own lives ", Her difficulties remind him of the difficulties he himself experienced as a younggirl ", Her difficulties are the subject of some of the paintings in the gallery that the students will visit11.What does the professor imply when he says this() ", The students can understand Frantzen's art without knowing about her life ", The students should pay very close attention to what he is going to say ", Some of his students are already familiar with Frantzen's life story ", Some of his students may not appreciate Frantzen's work 12.What does the professor mainly discuss? ", The difference in age among American mountain ranges ", The importance of a technique used for dating geological materials ", The recent discovery of an ancient canyon ", A comparison of various minerals used for dating13.Before the use of uranium-lead analysis, where did most geologiststhinkthe Grand Canyon sandstone came from? ", An ancient lake located in the American Southwest ", A desert that once connected two continents ", Sands carried by a river from the Appalachian Mountains ", A nearby mountain range that had flattened out over time14.In the talk, the professor describes the sequence of uranium-lead dating.Summarize the sequence by putting the events in the correct order.Drag your answer choices to spaces where they belong. To remove an answer choice, click on itZircon in the sandstone is matched to the zircon in a particular mountain range.The amount of lead in sandstone zircon is measured The age of zircon in a sandstone sample is determined 1 2 3 15.According to the professor, what change has caused uranium-lead dating to gain popularity recently? ", It can be performed outside a laboratory ", It can now be done more efficiently ", It no longer involves radioactive elements ", It can be used in fields other than geology16.Why does the professor talk about the breaking apart of Earth's continents? ", To give another example of how uranium-lead dating might be useful ", To explain how the Grand Canyon was formed ", To demonstrate howdifficult uranium-lead dating is ", To disprove a theory about the age ofEarth's first mountain ranges17.What does the professor imply when he says this() ", The class iseasier than other geology classes ", The class has already studied the information he is discussing ", Some students should take a course ingeological dating techniques ", He will discuss the topic later in the class Section 2.1.What is the conversation mainly about ", A lesson Matthew prepared forhis students ", A class Matthew has been observing ", A term paper that Matthew has written ", A problem in Matthew's classroom2.What is Matthew's opinion about observing Mr.Grabell's third-grade class? ", It will help him become a more effective teacher ", It could help improvehis study habits ", It has improved his public-speaking skills ", It may bethe most difficult assignment he has had 3.Why does Matthew mention Greek and Roman mythology? ", To identify a topic frequently discussed in third grade ", To get the professor's opinion about a lesson he taught ", To make asuggestion to improve the class he is taking ", To illustrate a technique used to teach a third-grade class 4.What important skills did Mr.Grabell introduceto his third-grade class? Click on 3 answers ", Reviewing other student's reports ", Using books in the library ", Interviewing their classmates ", Speaking in public ", Writing reports5.What will Matthew probably do in next Wednesday'sclass? ", Hand in his assignment early ", Try to start a study group ", Make a presentation to the class ", Choose a topic for his paper 6.What is the lecture mainly about? ", Art in the Neolithic period ", The site of aNeolithic town ", Methods of making stone tools ", The domestication of plants and animals by early farmers7.What does the professor imply about the tools used by the people of Catalhoyuk? ", They were made of stone that came from Catalhoyuk ", They were among the sharpest tools available at the time ", They were often used in religious rituals ", They were used primarily for agriculture8.What does the professor say about the entrances to the houses in Catalhoyuk?Click on 2 answers ", They were in the roof ", They were usually kept closed ", They allowed smoke to escape from the house ", They stood opposite one another across narrow streets 9.What does the professor say about Catalhoyuk graves? ", The graves contained precious stones ", Many people were buried in each grave ", The grave were located under the house floors ", The graves contained ashes rather than bones 10.What does the professor think of the idea that the inhabitants ofCatalhoyuk deliberately arranged their house so that they could live near their ancestors' graves? ", She thinks it is a good guess, but only a guess ", She thinks some evidence supports it, but other evidence contradicts it. ", She thinks that further excavations will soon disprove it ", She thinks thatit is not appropriate to make such guesses about the distant past11.What are three things the professor says about the artwork of Catalhoyuk? Click on 3 answers ", It was clearly important to the Catalhoyuk religion ", It became covered with soot ", It often shows farmers at work ", Its significance is unknown", It contains many hunting scenes 12.What is the main topic of thelecture ", The types of habitats marmots prefer ", Methods of observing marmot behavior ", Feeding habits of some marmot species ", Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation ", They do not hide from humans ", They reside in many regions throughout North America ", They are active in open areas during the day ", Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to thebox below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be used Displays aggressive tendencies is family orientedstays active during the winter Olympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmotbehaviour patterns? ", Type of food available ", The size of the population ", Interaction with other marmot species ", Adaptations to the climate16.Why does the professor say this() ", To inform the student that his definition is incorrect ", To suggest that the student did not do the reading ", To encourage the student to try again ", To change the topic of discussion 17.Why does the professor say this() ", To express a similar concern ", To encourage the student to explain what she means ", To address the student's concern ", To agree with the student TPO-2 Section 11.Why does the man go to see his professor To borrow some charts and graphs from her To ask her to explain some statistical procedures To talk about report he is writing To discuss a grade he got on a paper2.What information will the man include in his report? Click in thecorrect box for each phraseInclude in report Not include in report Climate charts Interviews with meteorologists Journals notes Statistical tests3.Why does the professor tell the man about the appointment at thedoctor's office?To demonstrate a way of remembering things To explain why she needs to leave soonTo illustrate a point that appears in his report To emphasize the importance of good health 4.What does the professor offer to do for the man Help him collect more data in other areas of the state Submit his research findings for publication Give him the doctor's telephone number Review thefirst version of his report 5.Why does the professor say this() To question the length of the paper To offer encouragement To dispute the data sources To explain a theory6.What is the professor mainly discussing The development of motor skills in childrenHow psychologists measure muscle activity in the throat A theory about the relationship between muscle activity and thinkingA study on deaf people's problem-solving techniques 7.Why does the professor say this() To give an example of a laryngeal habit To explain the meaning of a termTo explain why he is discussing laryngeal habitsTo remind students of a point he had discussed previously 8.Why does the professor say about people who use sign languageIt is not possible to study their thinking habits They exhibit laryngeal habitsThe muscles in their hands move when they solve problemsThey do not exhibit ideomotor action9.What point does the professor make when he refers to the university libraryA study on problem solving took place thereStudents should go there to read more about behaviorism Students' eyeswill turn toward it if they think about it He learned about William James' concept of thinking there 10.The professor describes a magic trick to the class,what does the magic trick demonstrate?An action people make that they are not aware of That behaviorists are not really scientists How psychologists study children A method for remembering locations11.What is the professor's opinion of the motor theory of thinkingMost of the evidence he has collected contradicts it It explains adult behavior better than it explains child behaviorIt is the most valid theory of thinking at the present time It cannot be completely proved or disproved12.What aspect of Manila hemp fibers does the professor mainly discuss in the lectureSimilarities between cotton fibers and manila hemp fibers Various types of manila hemp fibersThe economic importance of Manila hemp fibers A use of Manila hemp fibers13.Why does the professor mention going away for the weekend?To tell the class a jokeTo apologize for not completing some work To introduce the topic of the lectureTo encourage students to ask about her trip14.What does the professor imply about the name Manila hempIt is a commercial brand name Part of the name is inappropriate The name has recently changedThe name was first used in the 1940's15.Why does the professor mention the Golden Gate Bridge?To demonstrate a disadvantage of steel cables To give an example of the creative use of colorTo show that steel cables are able to resist salt water To give an example of a use of Manila hemp16.According to the professor, what was the main reason that many ships usedManila hemp ropes instead of steel cables? Manila hemp was cheaperManila hemp was easier to produceManila hemp is more resistant to salt water Manila hemp is lighter in weight17.According to the lecture, what are two ways to increase the strength or ropemade from Manila hemp fibers? Click on 2 answersCoat the fibers with zinc-based paintCombine the fibers into bundles Soak bundles of fibers in salt water Twist bundles of fibers Section 21.What are the students mainly discussing? Click on 2 answersTheir courses for next semester Their plans for the weekend A poetry clubA class assignment2.What does the man plan to do at the end of the month Register for classesFinish writing his master's thesis Leave his job at the coffee shop Take a short vacation3.Why does the man talk to the woman about the \Kitchen\To find out how often the club meetsTo inform her that the date of the next meeting has changedTo complain that not enough people are reading their poemsTo encourage her to attend4.What is the woman's attitude toward participating in the poetry club?She is looking forward to hearing her professor's poetry She is interested in attending but she has no timeShe thinks the poetry that is read there is not very good She used to participate but did not enjoy it 5.What will the students do in the summer They will both take coursesThey will both have full-time jobs They will travel to England together They will teach a class together6.What is the main purpose of the lecture? To illustrate the importance of extrinsic valuesTo explain Aristotle's views about the importance of teachingTo explain why people change what they value To discuss Aristotle's views about human happiness 7.The professor gives examples of things that have value for her. Indicate foreach example what type of value it has for her.Click in the correct box. This question is worth 2 points. Only extrinsic valueOnly intrinsic valueBoth extrinsic and intrinsic value Teaching Exercise healthPlaying a musical instrument8.Why is happiness central to Aristotle's theory? Because it is sodifficult for people to attainBecause it is valued for its own sake by all people Because it is a means to a productive lifeBecause most people agree about what happiness is9.According to the professor, why does Aristotle think that fame cannotprovide true happiness?Fame cannot be obtained without help from other people Fame cannot be obtained by all people Fame does not last foreverPeople cannot share their fame with other people10.What does the professor mean when she says this() Teaching is not a highly valued profession in society She may change professions in order to earn more money The reason she is a teacher has little to do with her salary More people would become teachers if the salary were higher11.What is Bode's law? A law of gravitationAn estimate of the distance between Mars and Jupiter A prediction of how many asteroids there are A pattern in the spacing of the planets12.Why does the professor explain Bode's Law to the class?To describe the size of the asteroidsTo explain who the asteroids belt was discoveredTo explain how gravitational forces influence the planets To describe the impact of telescopes on astronomy 13.How does the professor introduce Bode's Law? By demonstrating how it is derived mathematically By describing the discovery of UranusBy drawing attention to the inaccuracy of a certain pattern By telling the names of several of the asteroids 14.According to the professor, what twofactors contributed to the discovery of the asteroid Ceres? Click on 2 answers Improved telescopesAdvances in mathematics The discovery of a new starThe position of Uranus in a pattern感谢您的阅读，祝您生活愉快。

(完整word版)TPO24听力题目TPO241。

Why can the man NOT find the book he needs？The bookstore is sold out of the book.The bookstore he is in does not carry the book.His professor did not order enough copies of the book。

The book is not being used for any course offered at the university.Right Answers： 1,22。

What are two possible reasons that the speakers consider for why the man cannot find the book? Click 2 AnswersIt is for a graduate—level course.Information about the book was entered incorrectly into the computer systemThe man has given the woman an incorrect title for the book。

The professor forgot to submit the book order。

Right Answer: 43. What does the woman offer to do for the student?Save a copy of the book for him as soon as it comes inOrder more copies of the bookCall the computer store across the streetFind a store that sells the book if he cannot find itRight Answer: 24. How does the man react to the information the woman gives him about where computer science books are sold?He is embarrassed that he did not think of it himself。

TPO1-24综合写作：阅读+听力文本【YeeaooBox推荐】特别推荐，感谢原作者目录TPO1 (2)TPO2 (3)TPO3 (4)TPO4 (5)TPO5 (7)TPO6 (8)TPO7 (9)TPO8 (11)TPO9 (12)TPO10 (13)TPO11 (15)TPO12 (16)TPO13 (17)TPO14 (18)TPO15 (20)TPO16 (21)TPO17 (22)TPO18 (23)TPO19 (25)TPO20 (26)TPO21 (27)TPO22 (28)TPO23 (29)TPO24 (30)是免费的托福真题备考网站 (31)随心的YeeaooBox iPhone客户端 (33)是免费的托福真题备考网站我们致力于提供最全的托福纯真题备考资料http:TPO1ReadingIn the United States,employees typically work five days a week for eight hours each day. However,many employees want to work a four-day week and are willing to accept less pay in order to do so.A mandatory policy requiring companies to offer their employees the option of working a four-day workweek for four-fifths(80percent)of their normal pay would benefit the economy as a whole as well as the individual companies and the employees who decided to take the option.The shortened workweek would increase company profits because employees would feel more rested and alert,and as a result,they would make fewer costly errors in their work. Hiring more staff to ensure that the same amount of work would be accomplished would not result in additional payroll costs because four-day employees would only be paid80percent of the normal rate.In the end,companies would have fewer overworked and error-prone employees for the same money,which would increase company profits.For the country as a whole,one of the primary benefits of offering this option to employees is that it would reduce unemployment rates. If many full-time employees started working fewer hours,some of their workload would have to be shifted to others.Thus,for every four employees who went on an80percent week,a new employee could be hired at the80percent rate.Finally,the option of a four-day workweek would be better for individual employees.Employees who could afford a lower salary in exchange for more free time could improve the quality of their lives by spending the extra time with their families,pursuing private interests,or enjoying leisure activities.ListeningProfessorOffering employees the option of a four-day workweek won't affect the company profits, economic conditions or the lives of employees in the ways the reading suggests.First,offering a four-day workweek will probably force companies to spend more,possibly a lot more.Adding new workers means putting much more money into providing training and medical benefits.Remember the costs of things like health benefits can be the same whether an employee works four days or five.And having more employees also requires more office space and more computers.These additional costs would quickly cut into company profits.Second,with respect to overall employment,it doesn't follow that once some employees choose a four-day workweek,many more jobs will become available.Hiring new workers is costly,as I argued a moment ago.And companies have other options.They might just choose to ask their employees to work overtime to make up the difference.Worse,companies might raise expectations.They might start to expect that their four-day employees can do the same amount of work they used to do in five days.If this happens,then no additional jobs will be created and current jobs will become more unpleasant.Finally,while a four-day workweek offers employees more free time to invest in their personal lives,it also presents some risks that could end up reducing their quality of life.Working a shorter week can decrease employees'job stability and harm their chances for advancing their careers. Four-day employees are likely to be the first to lose their jobs during an economic downturn.They may also be passed over for promotions because companies might prefer to have five-day employees in management positions to ensure continuous coverage and consistent supervision for the entire workweek.TPO2ReadingIn many organizations,perhaps the best way to approach certain new projects is to assemble a group of people into a team.Having a team of people attack a project offers several advantages. First of all,a group of people has a wider range of knowledge，expertise,and skills than any single individual is likely to possess.Also,because of the numbers of people involved and the greater resources they possess,a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues.Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake.This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong.Taking part in a group process can be very rewarding for members of the team.Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others.Also,the individual team member has a much better chance to“shine”,to get his or her contributions and ideas not only recognized but recognized as highly significant,because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone.ListeningProfessorNow I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people,and make the team responsible for planning the projects and getting the work done.After about six months,the company took a look at how well the teams performed.On virtually every team,some members got almost a"free ride"...they didn't contribute much at all,but if their team did a good job,they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight on problems and issues?Well...the recognition for a job well done went to the group as a whole,nonames were named.So it won't surprise you to learn that when the real contributors were asked how they felt about the group process,their attitude was just the opposite of what the reading predicts.Another finding was that some projects just didn't move very quickly.Why?Because it took so long to reach consensus;it took many,many meetings to build the agreement among group members about how they would move the project along.On the other hand,there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said"That will never work"about an idea the group was developing,the idea was quickly dropped instead of being further discussed.And then there was another occasion when a couple influencers convinced the group that a plan of theirs was"highly creative."And even though some members tried to warn the rest of the group that the project was moving in directions that might not work,they were basically ignored by other group members. Can you guess the ending to this story?When the project failed,the blame was placed on all the members of the group.TPO3ReadingRembrandt is the most famous of the seventeenth-century Dutch painters.However,there are doubts whether some paintings attributed to Rembrandt were actually painted by him.One such painting is known as attributed to Rembrandt because of its style,and indeed the representation of the woman’s face is very much like that of portraits known to be by Rembrandt.But there are problems with the painting that suggest it could not be a work by Rembrandt.First,there is something inconsistent about the way the woman in the portrait is dressed.She is wearing a white linen cap of a kind that only servants would wear-yet the coat she is wearing has a luxurious fur collar that no servant could afford.Rembrandt,who was known for his attention to the details of his subjects’clothing,would not have been guilty of such an inconsistency.Second,Rembrandt was a master of painting light and shadow,but in this painting these elements do not fit together.The face appears to be illuminated by light reflected onto it from below.But below the face is the dark fur collar,which would absorb light rather than reflect it.So the face should appear partially in shadow-which is not how it appears.Rembrandt would never have made such an error.Finally,examination of the back of the painting reveals that it was painted on a panel made of several pieces of wood glued together.Although Rembrandt often painted on wood panels,no painting known to be by Rembrandt uses a panel glued together in this way from several pieces of wood.For these reasons the painting was removed from the official catalog of Rembrandt’s paintings in the1930s.ListeningProfessor:Everything you just read about"Portrait of an Elderly Woman in a White Bonnet"is true,and yet after a thorough re-examination of the painting,a panel of experts has recently concluded that it's indeed a work by Rembrandt.Here is why.First,the fur collar.X-rays and analysis of the pigments in the paint have shown that the fur collar wasn't part of the original painting.The fur collar was painted over the top of the original painting about a hundred years after the painting was made.Why?Someone probably wanted to increase the value of the painting by making it look like a formal portrait of an aristocratic lady.Second,the supposed error with light and shadow.Once the paint of the added fur color was removed,the original could be seen,in the original painting,the woman is wearing a simple collar of light-colored cloth.The light-colored cloth of this collar reflects light that illuminates part of the woman's face.That's why the face is not in partial shadow.So in the original painting,light and shadow are very realistic and just what we would expect from Rembrandt.Finally,the wood panel.It turns out that when the fur collar was added,the wood panel was also enlarged with extra wood pieces glued to the sides and the top to make the painting more grand and more valuable.So the original painting is actually painted on a single piece of wood,as would be expected from a Rembrandt painting.And in fact,researchers have found that the piece of wood in the original form of"Portrait of an Elderly Woman in a White Bonnet"is from the very same tree as the wood panel used for another painting by Rembrandt,his"Self-portrait with a Hat".TPO4ReadingEndotherms are animals such as modern birds and mammals that keep their body temperatures constant.For instance,humans are endotherms and maintain an internal temperature of37°C,no matter whether the environment is warm or cold.Because dinosaurs were reptiles,and modern reptiles are not endotherms,it was long assumed that dinosaurs were not endotherms.However, dinosaurs differ in many ways from modem reptiles,and there is now considerable evidence that dinosaurs were,in fact,endotherms.Polar dinosaursOne reason for believing that dinosaurs were endotherms is that dinosaur fossils have been discovered in polar regions.Only animals that can maintain a temperature well above that of thesurrounding environment could be active in such cold climates.Leg position and movementThere is a connection between endothermy and the position and movement of the legs.The physiology of endothermy allows sustained physical activity,such as running.But running is efficient only if an animal's legs are positioned underneath its body,not at the body's side,as they are for crocodiles and many lizards.The legs of all modern endotherms are underneath the body, and so were the legs of dinosaurs.This strongly suggests that dinosaurs were endotherms.Haversian canalsThere is also a connection between endothermy and bone structure.The bones of endotherms usually include structures called Haversian canals.These canals house nerves and blood vessels that allow the living animal to grow quickly,and rapid body growth is in fact a characteristic of endothermy.The presence of Haversian canals in bone is a strong indicator that the animal is an endotherm,and fossilized bones of dinosaurs are usually dense with Haversian canals.ListeningProfessor:Many scientists have problems with the arguments you read in the passage.They don't think those arguments prove that dinosaurs were endotherms.Take the polar dinosaur argument.When dinosaurs lived,even the polar regions,where dinosaur fossils have been found,were much warmer than today,warm enough during part of the year for animals that were not endotherms to live.And during the months when the polar regions were cold, the so-called polar dinosaurs could have migrated to warmer areas or hibernated like many modern reptiles do.So the presence of dinosaur fossils in polar regions doesn't prove the dinosaurs were endotherms.Well,what about the fact that dinosaurs have their legs placed under their bodies,not out to the side like crocodiles.That doesn't necessarily mean dinosaurs were high-energy endotherms built for running.There is another explanation for having legs under the body.This body structure supports more weight,so with the legs under their bodies,dinosaurs can grow to a very large size. Being large had advantages for dinosaurs,so we don't need the idea of endothermy and running to explain why dinosaurs evolved to have their legs under their bodies.Ok,so how about bone structure?Many dinosaur bones do have Haversian canals,that's true.The dinosaur bones also have growth rings.Growth rings are thickening of the bone that indicates periods of time when the dinosaurs weren't rapidly growing.These growth rings are evidence that dinosaurs stopped growing or grew more slowly during cooler periods.This pattern of periodic growth,you know,rapid growth followed by no growth or slow growth,and then rapid growth again,is characteristic of animals that are not endotherms.Animals that maintain a constant body temperature year-round as true endotherms do grow rapidly even when the environment becomes cool.TPO5ReadingAs early as the twelfth century A.D.,the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their"great houses,"massive stone buildings that contain hundreds of rooms and often stand three or four stories high.Archaeologists have been trying to determine how the buildings were used.While there is still no universally agreed upon explanation,there are three competing theories.One theory holds that the Chaco structures were purely residential,with each housing hundreds of people.Supporters of this theory have interpreted Chaco great houses as earlier versions of the architecture seen in more recent Southwest societies.In particular,the Chaco houses appear strikingly similar to the large,well-known"apartment buildings"at Taos,New Mexico,in which many people have been living for centuries.A second theory contends that the Chaco structures were used to store food supplies.One of the main crops of the Chaco people was grain maize,which could be stored for long periods of time without spoiling and could serve as a long-lasting supply of food.The supplies of maize had to be stored somewhere,and the size of the great houses would make them very suitable for the purpose.A third theory proposes that houses were used as ceremonial centers.Close to one house,called Pueblo Alto,archaeologists identified an enormous mound formed by a pile of old material. Excavations of the mound revealed deposits containing a surprisingly large number of broken pots. This finding has been interpreted as evidence that people gathered at Pueblo Alto for special ceremonies.At the ceremonies,they ate festive meals and then discarded the pots in which the meals had been prepared or served.Such ceremonies have been documented for other Native American cultures.ListeningProfessor:Unfortunately none of the arguments about what the Chaco great houses were used for is convincing.First,sure,from the outside,the great houses look like later and native American apartment building,but the inside of the great houses casts serious doubt on the idea that many people lived there.I'll explain.If hundreds of people were living in the great houses,then there would have to be many fireplaces,where each family did its daily cooking,but there are very few fireplaces.In one of the largest great houses,there were fireplaces for only around ten families.Yet there wereenough rooms in the great house for more than a hundred families,so the primary function of the houses couldn't have been residential.Second,the idea that the great houses were used to store grain maize is unsupported by evidence. It may sound plausible that large empty rooms were used for storage,but excavations of the great houses have not uncovered many traces of maize or maize containers.If the great houses were used for storage,why isn't there more spilled maize on the floor?Why aren't there more remains of big containers?Third,the idea that the great houses were ceremonial centers isn't well supported either.You know that mound at Pueblo Alto?It contains lots of other materials besides broken pots,stuff you wouldn't expect from ceremonies.For example,there are large quantities of building materials, sands,stones,even construction tools.This suggests that the mound is just a trash heap of construction material,stuff that was thrown away or not used up when a house was being built. The pots in the pile could be regular trash too,leftover from the meals of the construction workers. So the Pueblo Alto mound is not good evidence that the great houses were used for special ceremonies.TPO6ReadingCommunal online encyclopedias represent one of the latest resources to be found on the Internet. They are in many respects like traditional printed encyclopedias collections of articles on various subjects.What is specific to these online encyclopedias,however,is that any Internet user can contribute a new article or make an editorial change in an existing one.As a result,the encyclopedia is authored by the whole community of Internet users.The idea might sound attractive,but the communal online encyclopedias have several important problems that make them much less valuable than traditional,printed encyclopedias.First,contributors to a communal online encyclopedia often lack academic credentials,thereby making their contributions partially informed at best and downright inaccurate in many cases. Traditional encyclopedias are written by trained experts who adhere to standards of academic rigor that nonspecialists cannot really achieve.Second,even if the original entry in the online encyclopedia is correct,the communal nature of these online encyclopedias gives unscrupulous users and vandals or hackers the opportunity to fabricate,delete,and corrupt information in the encyclopedia.Once changes have been made to the original text,an unsuspecting user cannot tell the entry has been tampered with.None of this is possible with a traditional encyclopedia.Third,the communal encyclopedias focus too frequently,and in too great a depth,on trivial andpopular topics,which creates a false impression of what is important and what is not.A child doing research for a school project may discover that a major historical event receives as much attention in an online encyclopedia as,say,a single long-running television program.The traditional encyclopedia provides a considered view of what topics to include or exclude and contains a sense of proportion that online"democratic"communal encyclopedias do not.ListeningProfessor:The communal online encyclopedia will probably never be perfect,but that's a small price to pay for what it does offer.The criticisms in the reading are largely the result of prejudice against and ignorance about how far online encyclopedias have come.First,errors.It's hardly a fair criticism that encyclopedias online have errors.Traditional encyclopedias have never been close to perfectly accurate,if you are looking for a realty comprehensive reference work without any mistakes,you are not going to find it,on or off line. The real point is that it's easy for errors in factual material to be corrected in an online encyclopedia.But with the printed and bound encyclopedia,the errors remain for decades.Second,hacking.Online encyclopedias have recognized the importance of protecting their articles from malicious hackers.One strategy they started using is to put the crucial facts in the articles that nobody disputes in a read-only format,which is a format that no one can make changes to. That way you are making sure that the crucial facts in the articles are reliable.Another strategy that's being used is to have special editors whose job is to monitor all changes made to the articles and eliminate those changes that are clearly malicious.Third,what's worth knowing about?The problem for traditional encyclopedias is that they have limited space,so they have to decide what's important and what's not.And in practice,the judgments of the group of academics that make these decisions don't reflect the great range of interests that people really have.But space is definitely not an issue for online encyclopedias.The academic articles are still represented in online encyclopedias,but there can be a great variety of articles and topics that accurately reflect the great diversity of users'interests.The diversity of use in topics that online encyclopedias offer is one of their strongest advantagesTPO7ReadingIn an effort to encourage ecologically sustainable forestry practices,an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recycling panies that receive this certification can attract customers by advertising their products as eco-certified.Around the world,many wood companies haveadopted new,ecologically friendly practices in order to receive eco-certification.However,it is unlikely that wood companies in the United States will do the same,for several reasons.First,American consumers are exposed to so much advertising that they would not value or even pay attention to the eco-certification label.Because so many mediocre products are labeled'new" or improved,''American consumers do not place much trust in advertising claims in general.Second,eco-certified wood will be more expensive than uncertified wood because in order to earn eco-certification,a wood company must pay to have its business examined by a certification agency.This additional cost gets passed on to consumers-American consumers tend to be strongly motivated by price,and therefore they are likely to choose cheaper uncertified wood products. Accordingly,American wood companies will prefer to keep their prices low rather than obtain eco-certificationThird,although some people claim that it always makes good business sense for American companies to keep up with the developments in the rest of the world,this argument is not convincing.Pursuing certification would make sense for American wood companies only if they marketed most of their products abroad.But that is not the case—American wood businesses sell most of their products in the United States,catering to a very large customer base that is satisfied with the merchandise.ListeningWell,despite what many people say,there is a good reason to think that many American wood companies will eventually seek eco-certification for the wood products.First off,companies in the United States don't treat all advertising the same.They distinguish between advertising claims that companies make about their own products and claims made by independent certification agencies.Americans have a lot of confidence in independent agencies. Thus ecological-minded Americans are likely to react very favorably to wood products ecologically certified by independent organization with an international reputation for trustworthiness.Second point,of course it is true that American consumers care a lot about price,who doesn't?But studies of how consumers make decisions show that price alone determines consumers'decisions only when the price of one competing products is much higher or lower than the other.When the difference between two products is small,say,less than5percent,as is the case with certified wood,American often do choose on factories other than price.And Americans are becoming increasingly convinced of the value of preserving and protecting the environment.And third,US Wood companies should definitely pay attention what is going on in the wood business internationally.Not because of foreign consumers but because of foreign competitors.AsI just told you,there is a good chance that many American consumers will be interested ineco-certified products,and guess why?If American companies are slow capturing those consumers,you can be sure that foreign companies will soon start crowding into the American markets,offering eco-certified wood that domestic companies don't.TPO8ReadingToward the end of his life,the Chevalier de Seingalt(1725-1798)wrote a long memoir recounting his life and adventures.The Chevalier was a somewhat controversial figure,but since he met many famous people,including kings and writers,his memoir has become a valuable historical source about European society in the eighteenth century.However,some critics have raised doubts about the accuracy of the memoir.They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was.For example,in his memoir the Chevalier claims that while living in Switzerland,he was very wealthy,and it is known that he spent a great deal of money there on parties and gambling. However,evidence has recently surfaced that the Chevalier borrowed considerable sums of money from a Swiss merchant.Critics thus argue that if the Chevalier had really been very rich,he would not have needed to borrow money.Critics are also skeptical about the accuracy of the conversations that the Chevalier records in the memoir between himself and the famous writer Voltaire.No one doubts that the Chevalier and Voltaire met and conversed.However,critics complain that the memoir cannot possibly capture these conversations accurately,because it was written many years after the conversations occurred. Critics point out that it is impossible to remember exact phrases from extended conversations held many years earlier.Critics have also questioned the memoir's account of the Chevalier's escape from a notorious prison in Venice,Italy.He claims to have escaped the Venetian prison by using a piece of metal to make a hole in the ceiling and climbing through the roof.Critics claim that while such a daring escape makes for enjoyable reading,it is more likely that the Chevaliers jailers were bribed to free him.They point out that the Chevalier had a number of politically well-connected friends in Venice who could have offered a bribe.ListeningProfessor:No memoir can possibly be correct in every detail,but still,the Chevalier's memoir is pretty accurate overall,and is,by and large,a reliable historical source Let's look at the accuracy of the three episodes mentioned in the reading.。

TPO-5 Conversation 1 Narrator Listen to a conversation between a student and a counselor at the University Counseling Center. Student Hi, thanks for seeing me in such short notice. Counselor No problem. How can I help? Student Well, I think I might have made a mistake coming to the school. Counselor What makes you say that? Student I’m a little overwhelmed by the size of this place. I come from a small town. There were only 75 of us in my high school graduating class. Everyone knew everyone. We all grew up together. Counselor So it’s a bit of a culture shock for you? Being one of 15,000 students on a big campus in an unfamiliar city? Student That’s an understatement. I just can’t get comfortable in class or in the dorms. You know, socially. Counselor Um…well, let’s start with the academics. Tell me about you classes. Student I’m taking mostly introductory courses and some are taught in these huge lecture halls. Counselor And you are having trouble in keeping pace with the material? Student No, in fact I got an A on my first economics paper. It’s just that, it’s so impersonal, I’m not used to it. Counselor Are your classes impersonal? Student No, it’s just that…for example, in sociology yesterday, the professor asked a question, so I raised my hand, several of us raised our hands. And I kept my hand up because I did the reading and knew the answer. But the professor just answered his own question and continued with the lecture. Counselor Well, in a big room it’s possible he didn’t notice you. Maybe he was starting to save time. In either case I wouldn’t take it personally. Student I suppose. But I just don’t know how to, you know, distinguish myself. Counselor Why not stop by his office during office hours? Student That wouldn’t seem right. You know, taking time from other students who need help? Counselor Don’t say that. That’s what office hours are for. There is no reason you couldn’t pop in to say hi and to make yourself known. If you are learning a lot in class, let the professor know. Wouldn’t you appreciate positive feedback if you were a professor? Student You are right. That’s a good idea. Counselor OK, er…let’s turn to your social life. How’s it going in the dorms? Student I don’t have much in common with my roommate or anyone else I’ve met so far. Everyone’s into sports and I’m more artsy, you know, into music. I play the cello. Counselor Hah, have you been playing long? Student Since age ten. It’s a big part of my life. At home I was the youngest member of our community orchestra. Counselor You are not going to believe this. There is a string quartet on campus, all students. And it so happened that the cellist graduated last year. They’ve been searching high and low for a replacement, someone with experience. Would you be interested in auditioning? Student Absolutely. I wanted to get my academic work settled before pursuing my music here. But I think this would be a good thing for me. I guess if I really want to fit in here I should find people who love music as much as I do. Thank you. Counselor My pleasure. TPO 5 Lecture 1 Sociology Narrator Listen to part of a lecture in a sociology class. Professor: Have you ever heard the one about alligators living in New York sewers? The story goes like this: a family went on vacation in Florida and bought a couple of baby alligators as presents for their children, then returned from vacation to New York, bringing the alligators home with them as pets. But the alligators would escape and find their way into the New York sewer system where they started reproducing, grew to huge sizes and now strike fear into sewer workers. Have you heard this story? Well, it isn’t true and it never happened. But despite that, the story has been around since the 1930s. Or how about the song ‘twinkle, twinkle little star’, you know, ‘twinkle, twinkle, little star, how I wonder what you are’. Well we’ve all heard this song. Where am I going with this? Well, both the song and the story are examples of memes. And that’s what we would talk about, the theory of memes. A meme is defined as a piece of information copied from person to person. By this definition, most of what you know, ideas, skills, stories, songs are memes. All the words you know, all the scientific theories you’ve learned, the rules your parents taught you to observe, all are memes that have been passed on from person to person. So what? You may say. Passing on ideas from one person to another is nothing new. Well, the whole point of defining this familiar process as transmission of memes is so that we can explore its analogy with the transmission of genes. As you know, all living organisms pass on biological information through the genes. What’s a gene? A gene is a piece of biological information that gets copied or replicated, and the copy or replica is passed on to the new generation. So genes are defined as replicators. Genes are replicators that pass on information about properties and characteristics of organisms. By analogy, memes also get replicated and in the process pass on culture information from person to person, generation to generation. So memes are also replicators. To be a successful replicator, there are three key characteristics: longevity, fecundity and fidelity. Let’s take a closer look. First, longevity. A replicator must exist long enough to be able to get copied, and transfer its information. Clearly, the longer a replicator survives, the better its chances of getting its message copied and passed on. So longevity is a key characteristic of a replicator. If you take the alligator story, it can exist for a long time in individual memory, let’s say, my memory. I can tell you the story now or ten years from now, the same with the twinkle, twinkle song. So these memes have longevity because they are memorable for one reason or another. Next, fecundity. Fecundity is the ability to reproduce in large numbers. For example, the common housefly reproduces by laying several thousand eggs, so each fly gene gets copied thousands of times. Memes, well, they can be reproduced in large numbers as well. How many times have you sung the ‘twinkle, twinkle song’ to someone? Each time you replicated that song, and maybe passed it along to someone who did not know it yet, a small child maybe. And finally, fidelity. Fidelity means accuracy of the copying process. We know fidelity is an essential principle of genetic transmission. If a copy of a gene is a bit different from the original, that’s called a genetic mutation. And mutations are usually bad news. An organism often can not survive with a mutated gene. And so a gene usually can not be passed on, unless it’s an exact copy. For memes however, fidelity is not always so important. For example, if you tell someone the alligator story I told you today, it probably won’t be word for word exactly as I said it. Still, it will be basically the same story, and the person who hears the story will be able to pass it along. Other memes are replicated with higher fidelity though, like the twinkle, twinkle song. It had the exact same words 20 years ago as it does now. Well, that’s because we see songs as something that has to be performed accurately each time. If youchange a word, the others will usually bring you in line. They’ll say, ‘that’s not how you sing it’, right? So, you can see how looking at pieces of cultural information as replicators, as memes, and analyzing them in terms of longevity, fecundity and fidelity, we can gain some inside about how they spread, persist or change TPO 5 Lecture 2 Astronomy Narrator Listen to part of a lecture in an Astronomy Class Professor: Last week, we covered some arguments against going back to the Moon. But there are compelling reasons in favor of another Moon landing too, um… not the least of which is trying to pinpoint the moon’s age. We could do this in theory by studying an enormous impact crater, known as the South Pole-Aitken Basin. Um…it’s located in the moon’s South Polar Region. But, since it’s on the far side of the moon, it can only be seen from space. Here is an image of…we’ll call it the SPA Basin. This color-coated image of the SPA Basin, those aren’t its actual colors obviously, this image is from the mid 90s, from the American spacecraft called Clementine. Um… unlike earlier lunar missions, Clementine didn’t orbit only around the moon’s equator. Its orbits enable it to send back data to create this topographical map of … well, the grey and white area towards the bottom is the South Pole, the purples and blues in the middle correspond to low elevations - the SPA Basin itself, the oranges and reds around it are higher elevations. The basin measures an amazing 2,500 km in diameter, and its average depth is 12 km. That makes it the biggest known crater in our solar system and it may well be the oldest. You know planetary researchers love studying deep craters until learn about the impacts that created them, how they redistributed pieces of a planet’s crust and in this case, we especially want to know if any of the mantle, the layer beneath the crust, was exposed by the impact. Not everyone agrees, but some experts are convinced that whatever created the SPA Basin did penetrate the Moon’s mantle. And we need to find out, because much more than the crust, the mantle contains information about a planet’s or Moon’s total composition. And that’s key to understanding planet formation. Um… Dian? Dian: So, the only way to know the basin’s age is to study its rocks directly? Professor: well, from radio survey data, we know that the basin contains lots of smaller craters. So it must be really old, about 4 billion years, give or take a few hundred million years. But that’s not very precise. If we had rock samples to study, we’d know whether the small craters were formed by impacts during the final stages of planetary formation, or if they resulted from later meteor showers. Dian: But if we know around how old the Basin is, I’m not sure that’s reason enough to go to the Moon again. Professor: No…, but such crude estimates…um…we can do better than that. Besides, there are other things worth investigating, like is there water ice on the moon? Clementine’s data indicated that the wall of the south-polar crater was more reflective than expected. So some experts think there’s probably ice there. Also, data from a later mission indicates significant concentrations of hydrogen and by inference water less than a meter underground at both poles. Student: Well if there’s water, how did it get there? Underground rivers? Professor: We think meteors that crashed into the moon or tails of passing comets may have introduced water molecules. Any water molecules that found their way to the floors of craters near the moon’s poles, that water would be perpetually frozen, because the floors of those craters are always in shadow. Um…furthermore, if the water ice w a s m i x e d i n w i t h r o c k a n d d u s t , i t w o u l d b e p r o t e c t e d f r o m e v a p o r a t i o n . D i a n : S o a r e y o u s a y i n g t h e r e m i g h t b e p r i m i t i v e l i f e o n t h e m o o n ? P r o f e s s o r : t h a t s n o t m y p o i n t a t a l l . U m & o . k . , s a y t h e r e i s w a t e r i c e o n t h e m o o n . T h a t w o u l d b e a v e r y p r a c t i c a l v a l u e f o r a f u t u r e m o o n b a s e f o r a s t r o n a u t s . W a t e r i c e c o u l d b e m e l t e d a n d p u r i f i e d f o r d r i n k i n g .I t c o u l d a l s o b e b r o k e n d o w n i n t o i t s c o m p o n e n t p a r t s - o x y g e n a n d h y d r o g e n . O x y g e n c o u l d b e u s e d t o b r e a t h e , a n d h y d r o g e n c o u l d b e t u r n e d i n t o f u e l , r o c k e t f u e l . S o w a t e r i c e c o u l d e n a b l e t h e c r e a t i o n o f a s e l f - s u s t a i n i n g m o o n b a s e s o m e d a y , a m i n i n g c a m p p e r h a p s o r a d e p a r t u r e p o i n t f o r f u r t h e r s p a c e e x p l o r a t i o n . S t u d e n t : B u t h o l d i n g t o n s o f e q u i p m e n t t o t h e m o o n t o m a k e f u e l a n d b u i l d a l i f e s u p p o r t s y s t e m f o r a m o o n b a s e , w o u l d n t t h a t b e t o o e x p e n s i v e ? P r o f e s s o r : P e r m a n e n t b a s e , m a y b e a w a y s o f f , b u t w e s h o u l d n t h a v e t o w a i t f o r t h a t . Th e d u s t a t t h e b o t t o m o f t h e S P A B a s i n r e a l l y d o e s h a v e a f a s c i n a t i n g s t o r y t o t e l l . I w o u l d n t gi v e f o r a f e w s a m p l e s o f i t . / d i v > d i v i d = " f l o a t _ b t n " c l a s s = " " b d s f i d = " 6 7 " > b u t t o n c l a s s = " f l o a t _ b t n l e f t _ b t n " i d = " c o p y _ b u t t o n " d a t a - c l i p b o a r d - a c t i o n = " c o p y " d a t a - c l i p b o a r d - t a r g e t = " # c o n t e n t - t x t " o n c l i c k = " d o _ c o p y ( ) ; " b d s f i d = " 6 8 " > e m c l a s s = " i c o n " b d s f i d = " 6 9 " >。

为了帮助大家高效备考托福，为大家带来托福TPO24听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO24听力Conversation1文本 Narrator: Listen to a conversation between a student and a clerk in the bookstore. Student: Hi. Can you tell me where to find New Kind of Science, by, uh, by Stephen Wolfram? Clerk: OK Student: ...uh, I couldn't find it Clerk: OK. Let me look it up on the computer for you. Who would you say the author was? Student: It's a Stephen Wolfram. Clerk: OK. Let's see... Hmm... no, it's not coming up. Hmm..,. I am not seeing it Student: Um...hmm. Clerk: This is for a class here at the university, right? Student: Yeah, it’s assigned reading for a class that I am taking. Clerk: It's for the semester, right? You are not buying it in advance for next year or anything. Student: No, no. It's for a class I am taking now. Clerk: Hmm... Student: Oh, oh, you know what? Um, it's for a graduate class. Would that maybe make a difference? I mean, I am an undergrad, but I am just, I am just hmm... taking this one class in the graduate department, so... Clerk: No, no. I don't think that's it. That shouldn't make any difference. But, hmm... let me see... maybe it's just...it could be that whoever that entered it misspelled the title or the author's name, so I can't find it on the computer andI can't tell if it's sold out. But if it's sold out, we would probably be gettinga new shipment within about a week or so. Student: OK. Well, uh, I was hoping to get it sooner because like we already have assignments and you know, I mean, I guess I can get it from the library. Clerk: Right, of course. But I am trying to check. If we've ordered more, then that back orders information should be in the computer too. Let's see... back order... Wolfram, Stephen..,. no, no. I am not seeing it. I am sorry. We just don't seem to carry it. Student: Uh-huh. Clerk: This is odd though. What is...what's your professor's name? I could try searching for his or her classes in the database. That might help Student: Um...OK. It's professor Kayne. Clerk: K-A-N-E? Student: No. It's professor Kayne, K-A-Y-N-E. He's in the computer science department. Clerk: Oh. It's for a computer science course, is it? Student: Yeah. Clerk: Well, that must be it. Computer science books are sold across the street in the computer store. Student: Oh, are there signs up anywhere? Clerk: I don't know. Student: Maybe they should put some up. It could have save us both some time. Clerk: Yeah. Well, anyway, I'll bet that's the problem. Check across the street. I’ll bet they have it. But if not, come back, and I'll help you find it somewhere else. I can call around to see if other bookstores might have it. OK? Student: OK. Thanks a lot. Bye Clerk: Bye 托福TPO24听力Conversation1题目。

托福听力: TPO听力题目与答案1-37全套汇总(附译文)目前托福TPO内容已经更新到37套，很多同学在使用TPO听力内容时不是缺少音频资料就是内容不全，针对大家使用TPO听力内容的诸多不方便，小编特给出一份托福TPO 听力题目与答案1-37全套汇总(附译文)资料，同学们可以拿去好好练习一下，进而也可对比一下与之前内容的不同，所增加的套题与之前的区别。

托福TPO听力题目与答案1-37全套汇总(附译文)内容如下：1.Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for researchTo report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say thisShe had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationStudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.LibrarianLet’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.StudentOh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.正确答案，D。

ContentsContents (1)TPO 软件免费版下载 (2)Conversation l一Student & Clerk in the Bookstore (3)Lecture l-Biology (Crocodile Vocalization) (4)Lecture2-Art History (Modern Dance) (5)Conversation 2一Student & Geography Professor (6)Lecture3-Archaeology (Megafauna in North America) (7)Lecture4-Astronomy (Shield Volcanoes on Venus) (8)Questions (9)注：本文所有资料来源于网络。

TPO 软件免费版下载如需要TPO单机软件版本（非PPS，无需联网，听力图、文、音同步）可以到/c080pabua0免费下载试用版，另外TPO18软件免费使用下载地址：/c0q9yvdj3iConversation l一Student & Clerk in the BookstoreNarrator: Listen to a conversation between a student and a clerk in the bookstore.Student: Hi. Can you tell me where to find New Kind of Science? By, uh, by Stephen Wolfram.Clerk: OKStudent: ...uh, I couldn't find itClerk: OK. Let me look it up on the computer for you. Who would you say the author was?Student: It's a Stephen Wolfram.Clerk: OK. Let's see... Hmm... no, it's not coming up. Hmm..,. I am not seeing itStudent: Um...hmm.Clerk: This is for a course here at the university, right?Student: Y eah, It's assigned reading for a class I am taking.Clerk: It's for the semester, right? Y ou are not buying it in advance for next year or anything.Student: No, no. It's for a class I am taking now.Clerk: Hmm...Student: Oh, oh, you know what? Um, it's for a graduate class. Would that maybe make a difference? I mean, I am an undergrad, but I am just taking this one class in the graduate department, so...Clerk: No, no. I don't think that's it. That shouldn't make any difference. But, hmm... let me see... maybe it's just...it could be that whoever that entered it misspelled the title or the author's name, so I can't find it on the computer and I can't tell if it's sold out. But if it's sold out, we would probably be getting a new shipment within about a week or so.Student: Well, uh, I was hoping to get it sooner because like we already have assignments and you know, I mean, I guess I can get it from the library.Clerk: Right, of course. But I am trying to check. If we've ordered more, then that back orders information should be in the computer too. Let's see... back order... Wolfram, Stephen..,. no, no. I am not seeing it. I am sorry. We just don't seem to carry it.Student: Uh-huh.Clerk: This is odd though. What is...what's your professor's name? I could try searching for his or her classes in the database. That might helpStudent: Um...OK. It's professor Kayne.Clerk: K-A-N-E?Student: No. It's professor Kayne, K-A-Y-N-E. He's in the computer science department.Clerk: Oh. It's for a computer science course, is it?Student: Y eah.Clerk: Well, that must be it. Computer science books are sold across the street in the computer bookstore.Student: Are there signs up anywhere?Clerk: I don't know.Student: Maybe they should put some up. It could have save us both some time.Clerk: Y eah. Well, anyway, I'll bet that's the problem. Check across the street. I’ll bet they have it. But if not, come back, and I'll help you find it somewhere else. I can call around to see if other bookstores might have it. OK?Student: OK. Thanks a lot. ByeClerk: ByeLecture l-Biology (CrocodileVocalization)Narrator: Listen to part of a lecture in a Biology class.Professor: OK. For today, let's look at a reptile, a predator that hasn't evolved much in the last seventy million years. No discussion of reptiles would be complete without some mention of crocodiles.Now, we tend to think of crocodiles as, uh, kind of solitary, hiding out in a swamp, uh, kind of mysterious creatures. But we are finding out that they aren't as isolated as they seem. In fact, crocodiles interact with each other in a variety of ways. One way is with vocalizations, you know, sounds generated by the animal. This is true of the whole crocodile family, which includes crocodiles themselves, alligators, etc.Take American alligators. If you were to go to a swamp during the breeding season, you'd hear a chorus of sounds, deep grunts, hisses, these are sounds that male alligators make.And some of them are powerful enough to make the water vibrate. This sends a strong, go-away message to the other males. So the alligator can focus on sending other sound waves through the water, sound waves that you and I couldn't even hear since they are at such low frequency. But they do reach the female alligator, who then goes to find and mate with the male.V ocalization is um...well, it is used for other reasons, like getting attention or just, um... letting others know you are distressed. Let's see. New-born crocodiles, or hatchlings and their interactions with their mothers. When they are born, croc... baby crocodiles have a sort of muffled cry while they are in their nest. Hatchlings are really vulnerable, especially to birds and small mammals when they are born. But their mother, who has been keeping vigil nearby, hears their cry for help and carries them to safety, meaning, to water.So she takes them out of the nest. Uh, uh, all the eggs hatched at once, so she has about forty newborns to look after. Well, she takes about fifteen out of the nest at a time, carrying them in her mouth to the nearby water. While she is taking one load of hatchlings, the others wait for her to come back.But do you think they are quiet about it? No way. They are clamoring for the mother's attention, sort of squeaking and practically saying-don't forget about me!I heard some great examples of this on the television program on crocodiles last week. Anyone catched it? It had a few interesting bits. But you know, uh, you have to be careful, think critically. Sometimes I don't know where these shows find their experts.Student: Excuse me. But, um... does all that crying defeat the purpose? I mean, doesn't it attract more predators?Professor: Hmm...good question. I guess, well, I am guessing that once the babies have the mother's attention, they are safe. She's never too far away, and, and I think...I mean, would you mess with a mother crocodile?So after the mother transports all the youngsters, they still call to each other, and to their mother. This communication continues right through to adulthood. Crocodiles have about eighteen different sounds that they can make.There's...um...um… you have deep grunting sounds, hisses, growls, are many different sounds to interact or send messages. This is more typical of mammals than of reptiles. I mean, crocodiles' brains are the most developed of any reptile. In that sense, they are closer to mammals' brains than other reptiles' brains. And we know that mammals, dogs for example, dogs vocalize many different sounds. Crocodiles have a similar level of, uh, vocal sophistication, if you will, which makes them unique among reptiles.Another thing would be, um, if a hatchling gets separated from the rest of its family, once the others get far enough away, its survival instinct kicks in. It will make a loud distress call, which its siblings answer. It calls again. And they continue calling back and forth until they all find each other again.Another thing, something that wasn't on that TV show I mentioned. Um... mother crocodiles lead their young from one area to another, like when they have to find a different source of water. Usually she will lead them at night, when it is safer for them, moving ahead and then letting out calls of reassurance so that they will follow her. Her voice helps give the babies the courage they need to leave the area and go some place that's a more desirable home for them.Lecture2-Art History (Modern Dance) Narrator: Listen to part of a lecture in a dance history class.Professor: As we have been studying, ballet, the classical ballet, is based on formalized movements, specific positioning of the arms, feet and the body. So, now let's move on to modern dance, also known as theatrical dance. Modern dance evolved in the late nineteenth, early twentieth century, and in most cases, audiences were very receptive to this radical new type of performing art.Student: Um... what made modern dance so radical?Professor: Well, for example, I think the best analogy to modern dance is modern art or modern music. Compared to their classical predecessors, these newer art forms are freer, more experimental, more improvisational.Modern dance seeks to show how deep emotions and the music itself, how these intangible attributes can affect and inspire physical movement, and how movement can convey emotions to the audience. As I said, in classical ballet, emotions are conveyed through a set of strictly formalized movements.Now, a pioneer of modern dance was Isadora Duncan, who was born in 1878. Isadora Duncan did study ballet briefly as a child, but she quickly developed her own unique style, which she called free dance. And by age fourteen, she was teaching her free dance to young children and giving recitals.Her early dance technique was loosely based on the natural movements of children, running, skipping, acting out stories, also on motions from nature, waves crashing onto shore, trees swaying in the wind. Her expressive gestures were motivated from within rather than from being dictated by strict technique. Duncan also wore her hair down, ballerinas typically wear their hair in a tight bun behind the head. And instead of the short steep skirts and rigid toeshoes worn by ballerinas, Duncan wore loose, flowing tunics, and she dance bare foot. Now, that was something her audiences had never seen before.Duncan performed in Paris composers, but avoiding set audiences, for the most part, and other European cities, dancing to the music of classical movements and steps, no two performances were alike. And adored her.In 1904, she opened a school of modern dance in Berlin. And the next year she performed in Russia. But the Russian critics were not really kind. Some said Duncan's art form was closer to pantomime than to dance. But her style was a clear rebellion against ballet, and ballet is extremely important in Russia. A question, Julie?Student: Y eah. What did Duncan have against ballet? I mean, she studied it as a child.Professor: As a youngster, she might have found it too restrictive, uh, not creative enough. I think that feeling is exemplied by something that happened earlier in her career, in Russia. Duncan attended a ballet, and the lead dancer was the renowned Russian ballerina，Ana Pavlova. The following day, Pavlova invited Duncan to watch her practice.Duncan accepted but was appalled by what she saw. To her, the exercises that Pavlova and the other ballerinas were doing seemed painful, even harmful, standing on tiptoe for hours, moving their bodies in unnatural ways. After seeing this, Duncan publically denounced ballet as a form of acrobatics, uh, complicated and excruciating mechanism she called it. This critic generated I think some undue rivalry between ballet and modern dance, and it would take a long time, many years in fact, for the rivalry to calm down.Conversation 2一Student & Geography ProfessorNarrator: Listen to a conversation between a student and his geography professor.Student: Hi. Professor Brown.Professor: Hi. Paul. What can I do for you?Student: I have a question about the final exam. I mean, will it cover everything we've done all term? Or just what we've been doing since the mid-term exam.Professor: Everything we've done all term.Student: Oh, boy. Y ou know, I am still not too clear about the hydrologic cycle, um, the transfer of water back and forth between the earth and the atmosphere. I really blew the question about it on the mid-term exam. I want to do better on the final exam. But I am still having trouble with it.Professor: Well, uh, have you been to the tutoring center?Student: No, not for geography anyway. Isn't that just for when you need help with writing, like an essay or a research paper.Professor: Oh, no. you can get tutoring in a lot of subjects. Some graduate students from this department tutor there.Student: That's good to know. But I hardly go there because I have a part-time job. I never seem to be free when they are open.Professor: Well, they will be extending their hours when final exams begin. Y ou might try then. But um... Well, since you are here now, can I help you with something?Student: Well, the hydrologic cycle. I remember we went over a diagram in class. And from what I remember, water changes back and forth from water in lakes and oceans to vapor, and then back to water again when it falls as rain or snow, as precipitation. It's constantly being recycled through evaporation and condensation.Professor: That's it. Basically. Um... so exactly what is it you don't understand?Student: OK. I guess what I am really confused about is how the topography of the land, the mountains and valleys and stuff, affects precipitation.Professor: OK. Good question. Precipitation is influenced by topography among other things. Um, why don't we talk about lake-effect snow? It's a phenomenon that occurs anywhere you have a large lake that doesn't freeze and have cold air flowing over it, mostly in the Northern Hemisphere Student: Like the great lakes in the United States?Professor: Y eah. What happens is that the cold arctic air blows across the lake from the north in winter. And as the air crosses the lake, the lower layer is warmed by the lake water, which is much warmer than the arctic air. And as this air is warmed and picks up moisture, it becomes lighter than the air above it.Student: So it starts to rise, right?Professor: Y es. And clouds begin to form. When the air gets closer to the shore, it's slowed down by the land and starts to pile up. So it rises even faster because it has nowhere else to go, that's where topography comes into the picture.Student: And then it snows because as the air rises, it cools off and loses its capacity to hold water vapor.Professor: That's right.Student: OK. Thanks. Any chance you'll have this question on the final?Professor: I don't know yet. But you seem to have a handle on it.Lecture3-Archaeology (Megafauna in North America)Narrator: Listen to part of a lecture in an archaeology class.Professor: Between 11,000 and 10,000 B.C.E., North America was populated by a wide variety of great beasts, like mammoth and mastodons, both elephant-like creatures with big tusks, and camels, giant sloths, the list goes on. By about 10,000 B.C.E., all those giant creatures, the Metgauna of North America were gone. We don't know exactly what happened to them, but there are some theories.One theory is that they were hunted to extinction by humans. The humans who coexisted with these giant species in North America at that time were what we today called the Clovis Peopple. And there is a Clovis site in a valley in southern California where the remains of thirteen mammoths were found. And spear points, tools for processing meat, and fire places.That would appear to be some pretty compelling evidences. Mammoth bones have also been found at some other Clovis sites.But then at other Clovis sites, there's also a lot of evidence that the Clovis people mostly gather plants and hunted small game, like rabbits and wild turkeys. Also there are several places in North America where you have natural accumulations of mammoth bones that look very similar to the accumulations at the Clovis site, except there's no human debris, where the mammoth almost certainly died as a result of some kind of natural disaster. So I think it is quite likely that those thirteen mammoths in southern California also died of natural causes, and that the Clovis people simply took advantage of the situation. Um...OK. That's the hunting theory.Now let's look at another theory, uh, an alternative to the hunting theory, the climate change theory. At around 11,500 B.C.E.，the world was coming out of an Ice Age .And with that came increased seasonality, that is, the summers became warmer, and the winters actually became colder. These extreme shifts would have put a lot of stress on the bodies of animals that were used to a more moderate range of temperatures.But the most important impact of this increased seasonality may very well have been its effect on the distribution of plants.Today we take for granted that there horizontal bands of plant communities. In the far north, it is tundra, which gives way to forest as you move southward. And even farther south, grasslands take over. But during the Ice Age, these plant communities actually grew together, mixed with one another. So Ice Age animals had access to many different types of plants, different types of food. But when the seasons became more distinct, the plant communities were pulled apart, that meant, in any given area, there was less plant diversity. And as a result, uh, so the theory goes, the Ice Age animals that depended on plant diversity couldn't survive. And the great beasts were the ones that needed the most diversity in their diet. Again, we have what at first seems like a pretty attractive theory, but then, how do you explain the fact that this has happened before? Y ou know, global cooling followed by global warming, and there was no extinction then.Uh, you know, I recently read an interesting article about an archaeologist who tried to solve this puzzle with the help of his computer. What he did was, he wrote a computer program to simulate what would happen to mammoth under certain conditions. Say, for example, there is a drought for a couple of decades, or hunters are killing or five percent of the population, and so on.One thing he found was that humans didn't necessarily have to kill these animals in great numbers in order to nudge them toward extinction. That's because very large animals have a slow rate of reproduction, so all you have to do is remove a few young females from the herd, and you can, fairly quickly, significantly reduce the population. And then he came up with a scenario that combined some hunting by humans with some environmental stress, and...Bang! The simulated mammoths were extinct within decades.So it seems the mixture of hunting and climate change is a likely scenario. Uh, of course, computer simulations are not a substitute for hard evidence.Lecture4-Astronomy (Shield Volcanoes on Venus)Narrator: Listen to part of a lecture in an astronomy class.Professor: Many people have been fascinated about V enus for centuries because of its thick cloud cover, this so-called planet of mystery and all of that. Well, what's under those clouds? What's the surface of the planet like? Some questions about the surface are still unresolved but, but we have learned a lot about it in the past several years.First of all, let me talk about how we have been able to get past those clouds. First, there were Soviet modules2 that landed directly on the surface and sent back some images of what was around them. Second, we did some radar imaging from satellites from above. Radar can get through the clouds. So what have we learned? Yes, Karen?Student: Well, I remember reading that there's not really a lot going on, that the surface of V enus is just flat and smooth in a lot of places.Professor: Y eah, smooth in a lot of places. But that's not, um... that's not the whole picture. In other areas, you've got canyons, ripped valleys, meteo craters, uh, lava domes, these lava formations that look like giant pancakes. And also volcanoes.Well, one of the most interesting features on the surface are in fact the shield volcanoes. Shield volcanoes formed when magma comes out of the ground in the same spot over and over again. Remember, magma is hot molten rock that's underground, and it is called lava when it reaches the surface. Uh, so the lava builds up, and hardens, and a volcano forms.Now, the lava on V enus is thin. It spreads out easily. So shield volcanoes have very gentle sloping sides. They are called shield volcanoes, because viewed from above, they kind of resemble shields, you know, like a warrior's shield.But what's particularly interesting about these volcanoes is that most of the volcanoes here on Earth are not shield volcanoes. Instead, they are other volcano types, like strata volcanoes, for example, which are a result of tectonic plate movement. Remember tectonic plates?Underneath the Earth's crust, there are a number of shifting slabs or plates that are slowly moving. And in the zones on the edges of the plates where different plates meet and interact, that's where we get most of Earth's volcanoesOn V enus, however, volcanoes are not clustered in discrete zones like they are on Earth. Instead, they are more or less randomly scattered over V enus's surface. Well, that's significant. V enus has mostly shield volcanoes, and they are randomly scattered, that indicates that V enus does not have moving tectonic plates, and that's a big difference compared to Earth. Here on Earth, moving tectonic plates are a major geological element, just crucial for the whole surface dynamic, right?So why doesn't V enus have them? Well, there are a few theories. One of them is that this has to do with the fact that V enus has no surface water that's needed to kind of lubricate the movement of the plates, you know, like oceans on Earth. Y eah, I forgot to spell that out. Uh, V enus has no surface water.Student: Wait a second. Did you say we have shield volcanoes on Earth? Can you give an example?Professor: Sure. The volcanoes in the Hawaii islands, in the Pacific Ocean are shield volcanoes. They are formed over a hot spot of magma. So while on Earth we have several types of volcanoes, on V enus there's mostly the one type. Uh, Eric?Student: Are the volcanoes on V enus still active?Professor: Well, that's an interesting question. There is still some discussion on that point. But here's what we do now. First, the level of sulfur dioxide gas above V enus's clouds shows large and very frequent fluctuations. It is quite possible that these fluctuations, the huge increase and decrease of sulfur dioxide, happening again and again. It's quite possible that this is due to volcanic eruptions, because volcanic eruptions often emit gases. If that's the case, volcanism could very well be the root cause of V enus's thick cloud cover. And also we have observed bursts of radio energy from the planet's surface. These bursts are similar to what we see when volcanoes erupt on Earth. So this too suggestsongoing volcanic activity. But although this is intriguing evidence, no one's actually observed a V enus volcano erupting yet, so we can't be positive.Questions1. Why can the man NOT find the book he needs?The bookstore is sold out of the book.The bookstore he is in does not carry the book.His professor did not order enough copies of the book.The book is not being used for any course offered at the university.2. What are two possible reasons that the speakers consider for why the man cannot find the book? Click 2 AnswersIt is for a graduate-level course.Information about the book was entered incorrectly into the computer systemThe man has given the woman an incorrect title for the book.The professor forgot to submit the book order.3. What does the woman offer to do for the student?Save a copy of the book for him as soon as it comes inOrder more copies of the bookCall the computer store across the streetFind a store that sells the book if he cannot find it4. How does the man react to the information the woman gives him about where computer science books are sold?He is embarrassed that he did not think of it himself.He suggests that the information be posted in the storeHe apologizes for bothering the woman.He is annoyed that the woman did not tell him sooner5. Why does the woman say thisTo determine how urgent the student s need isTo figure out why the book is not listed on the computerTo find out what level computer science course the man is takingTo explain why the book might be sold out6. What does the professor mainly discuss?Factors that affect successful crocodile communicationSome reasons for crocodile vocalizationsWays that newborn crocodiles learn to communicateReasons why crocodile vocalization is difficult to study7. According to the professor, what are two functions of the sounds made by male alligators? Click 2 answersTo frighten predatorsTo attract matesTo locate hatchlingsTo threaten other males8. Based on the discussion, what is one reason hatchlings make vocalizations to their mother while they are in the nest?To reassure her that they are safeTo signal that they are ready to follow herTo make sure she does not forget themTo indicate that they need to be relocated to a larger nest9. What is the professor's opinion about the television program that she mentions?She is concerned about the accuracy of some of the information the experts provided.She is hopeful that the class will be able to discuss it.She thinks it was overly critical of some recent theories about crocodiles.She is surprised that it did not include more examples of crocodile communication.10. Why does the professor mention dogs?To explain that mammals are more complex than reptilesTo point out that crocodiles can communicate with dogsTo give an example of mammals that care for their youngTo emphasize that crocodiles have highly developed brains11. What happens when a hatchling makes a distress call?Its siblings answer back.The mother repeats the call.The rest of its family waits near water.The mother calls to other adult crocodiles for assistance12. What is the lecture mainly about? Click on 2 answersDifferences between apical ballet and modem danceWays in which modern dance changed during the twentieth centuryFactors that limited Isadora Duncan's opportunities to performA pioneer of a new type of performing art13. Why does the professor mention modern art and modern music?To illustrate how different art forms can interact with one anotherTo identity some characteristics shared by all forms of artistic expressionTo explain that modem dance also broke with traditionsTo compare the attitudes of European and American critics to modern dance14. What were two characteristics of Isadora Duncan's dance performances? Click on 2 answersShe danced to contemporary musical compositionsShe wore free-flowing costumesShe used set designs inspired by nature.She danced without shoes.15. Why does the professor mention that Duncan watched AnnaPavlova practice?To help explain how Duncan’s opinion of ballet was formedTo show how modern dance began to spread throughout the worksTo reinforce the importance of dancers working togetherTo help explain why Duncan decided to become a professional dancer16. What does the professor imply about the rivalry between classical ballet and modern dance?Audiences have generally been unaware of it.Critics tend to exaggerate Duncan's role in itIt is not as strong now as it was in Duncan's lime.It increased as modern dance became more popular than classical ballet17. Why does the professor say thisTo explain why Duncan was invited to perform in RussiaTo indicate that the Russian government strongly supported balletTo explain why there were more dance critics in Russia than in most other countriesTo help explain why Duncan’s style was not appreciated by some dance critics18. Why does the student go to speak with the professor?To discuss material that might be on the final examTo review his answers to the midterm examTo get information about a class he missedTo find out about the services of the tutoring center。

T P O 1z To sign up for a seminar on using electronic sources for research z To report that a journal is missing from the reference areaz To find out the procedure for checking out journal articlesz To ask about how to look for resources for a class paper1. D2. B3. C4. A5. B6. C7. C8. A 9. B 10. B 11. A 12. B 13. D14.The amount of…/ The age of…/ Zircon in the…15. B 16. A 17. BSection 2is the conversation mainly aboutz A lesson Matthew prepared for his studentsz A class Matthew has been observingz A term paper that Matthew has writtenz A problem in Matthew's classroom1. B2. A3. D4. BDE5. C6. B7. B8. AC 9. C 10. A 11. BDE 12. D 13. C14. Olympic: Is fami ly…/ Eastern: Displays….15. D 16. A 17. CTPO 021.Why does the man go to see his professorTo borrow some charts and graphs from herTo ask her to explain some statistical procedures To talk about report he is writingTo discuss a grade he got on a paper1. C2. Include：ACD/ Not include: B3. A4. D5. B6. C7. B8. C9. C 10. A 11. D 12. D13. B 14. B 15. A 16. C 17. BDSection 2are the students mainly discussingClick on 2 answersTheir courses for next semesterTheir plans for the weekendA poetry clubA class assignment1. AC2. C3. D4. B5. A6. D7. only extrinsic: B/ only intrinsic: AD/ both: C8. B 9. A 10. C 11. D 12. B 13. A14. AD 15. C 16. DTPO 03Why does the women come to the officez To notify the university of her change of addressz To find out where her physics class is being held z To get directions to the science buildingz To complain about her physics class being canceledSection 11. B2. C3. A4. D .5 D 6. C 7. B8. C 9. B 10. C 11. D 12. A 13. D14. B 15. C 16. B 17. CSection 2Why does the student go to see the professorz To ask about a class assignmentz To find out about a midsemester projectz To get information about summer jobsz To discuss ways to improve his grade1. B2. A3. C4. A5. C6. A7. D8. A 9. B 10. B 11. CD 12. C 13. D14. B 15. A 16. A 17. BTPO 04Section 11. Why does the man need the woman’s assistanceClick on 2 answers.A. He does not know the publication date of some reviews he needs.B. He does not know the location of the librar y’s vides collection of plays.C. He does not know how to find out where the play is currently being performed.D. He does not know how to determine which newspaper he should look at.1. AD2. C3. AD4. D5. B6. C7. NO/YES/YES/NO 8. D 9. B 10. C 11. C12. B 13. D 14. C 15. C 16. BD 17. DSection 21. What is the conversation mainly aboutA. Methods for finding appropriate sources for a project.B. Reasons the woman is having difficulties with a project.C. Criteria the professor uses to evaluate group projects.D. Ways to develop the skills needed to work in groups.1. B2. C3. D4. C5. AD6. C7. D8. A 9. B 10. D 11. C 12. B 13. BD14. The Federal Art…/ The National…/ Arts councils…/ The federal budget…15. A 16. C 17. DTPO 05Section 1Q1: What do the speakers mainly discussA. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to trans fer to another university1. C2. A3. B4. AC5. D6. B7. C8. AD 9. B 10. D 11. A 12. B 13. D14. B 15. C 16. AB 17. DSection 2Q1: What is the conversation mainly aboutA. An assignment about which the student would like adviceB. Concerns as to whether the student should be in the professor’s courseC. The selection of films to be viewed by students in a film theory courseD. The structure and sequence of courses in the Film Department1. B2. A3. C4. BD5. B6. B7. C8. D 9. A 10. D 11. C 12. C 13. D 14. B15. A 16. Folk tales: BC/ Fairy tales: ADEF 17. ATPO 06Section 1Why does the student go to the career services officeto confirm the date and time of the career fairto learn the location of the career fairto find outifhe is allowed to attend the career fairto get advice about interviewing at the career fair1. C2. A3. D4. BC5. B6. B7. A8. A 9. D 10. ABE 11. BC 12. AB13. D 14. D 15. BC 16. B 17. ASection 21. Why does student go to see the professorz She is having trouble finding topic for the term paperz She needs his help to find resource materialsz She wants to ask him for an extension on a paperz She wants him to approve her plans for a term paper1. D2. C3. AC4. C5. B6. B7. A8. A 9. D 10. C 11. B 12. A 13. ACE14. BD 15. B 16. C 17. DTPO 07Section 1does the man go to see the professorz To hand in a late assignmentz To find out about jobs in the departmentz To discuss Dean Adam's current researchz To volunteer to help organize an event1. D2. C3. AC4. D5. B6. C7. D8. B 9. AC 10. A 11. A 12. B 13. D14. AC 15. B 16. C 17. BSection 2 1.Why does the student come to the libraryTo learn about the library's resourcesTo ask about interlibrary loansTo attend the new student orientationTo start work on a research project1. A2. B3. C4. BC5. D6. C7. AC8. AD 9. C 10. D 11. B 12. A13. …/ liquid…/…/ glacier…14. AD 15. B 16. A 17. CTPO 08Section 11. Why does the man go to see the registrarA. To find out why he is not on the list of graduating studentsB. To explain why he has not fulfilled his graduation requirementsC. To find out the exact requirements for graduationD. To submit a document required for graduation1. D2. B3. D4. B5. C6. D7. C8. B 9. A 10. D 11. B 12. C 13. D14. A 15. AB 16. D 17. BSection 21. What is the conversation mainly aboutA. Preparing for a testB. A strategy for attracting customersC. Business opportunities in the field of healthD. Differences between two business models1. B2. A3. NO/YES/YES/YES/NO4. D5. C6. D7. D8. C9. B10. first…/ printing…/ number…/ inexpensive…11. C 12. B 13. D 14. C 15. A 16. B 17. C TPO 09Section 11. Why does the woman go to see the professorTo get advice on the topic of a term paperTo discuss different types of food packagingTo find out if the university will offer courses in food packagingTo ask about jobs in the food industry1. A2. D3. B4. C5. C6. B7. CD8. D 9. C 10. BD 11. A 12. A 13. CD14. B 15. B 16. A 17. CSection 21. What are the speakers mainly discussing— A book that the man is trying to find in the library— A book that the man already returned to the library— A book that the man is using to write his senior thesis— A book that the man lent to his sociology professor1. C2. B3. C4. D5. A6. D7. D8. B 9. AD 10. A 11. C 12. C 13. C14. B 15. A 16. CD 17. BTPO 10Section 1does the student go to see the professor○To discuss the latest trends in the photography shows○To find out why some of her work was not selected for a show ○To discuss how to get her photographs exhibited○To find out about a student photography show on campus1. C2. B3. C4. AC5. D6. B7. ACD8. A9. B 10. C 11. C 12. B 13. D14. A 15. B 16. A 17. CSection 21 Why does the student go to the bookstore○To purchase a book by Jane bowles○To find out which books he need for a course○To return a book that was originally assigned for a course○To find out how to order a book for a course1. C2. BD3. A4. A5. C6. D7. AD8. C9. B 10. B 11. C 12. A 13. A14. B 15. YES/NO/YES/YES/NO 16. D 17. B TPO 11Section 1are the speakers mainly discussingWhat the gym pass is used forHow to try out for the swimming teamThe popularity of the new exercise at the gymThe schedule of exercise classes at the gym1. A2. B3. A4. D5. C6. C7. AD8. C9. A 10. C 11. D 12. B 13. B14. C 15. BD 16. A 17. ASection 2why does the professor want to see the studentTo discuss the student's grade on a paperTo invite the student to work on a committeeTo inform the student about a change in the class scheduleTo ask the student to become her research assistant1. B2. C3. A4. D5. D6. C7. C8. A 9. C 10. D 11. A 12. C 13. BD14. B 15. D 16. C 17. ATPO 12Section 1Why does the professor ask the man to come to her officeto check on the man’s pro gress on a paper he is writingTo show the man techniques for organizing his timeTo encourage the man to revise a paper he wroteTo clarify her comments on a paper the man wrote1. C2. B3. A4. D5. A6. D7. B8. C 9. C 10. A 11. B 12. C 13. A14. C 15. D 16. B 17. ASection 2What is the student’s problemHe missed the tuition due date.He has not been paid.His bank lost his paycheck.His tuition payment got lost1. B2. C3. B4. D5. A6. AC7. B8. C 9. D 10. B 11. A 12. C 13. BD14. C 15. D 16. A 17. BTPO 13Why does the student go to see the professorTo report on the research he has doneTo ask for permission to observe a classTo get help understanding an assignmentTo ask about a question on a recent testSection 11. C 2 B 3Ａ 4. B 5. D 6. C 7. A8. AD 9. A 10. D 11. A 12. D 13. C14. C 15. A 16. D 17. DSection 2What are the speakers mainly discussingHow to use the language labHowe to make a video for the classHow to reserve a study room in the libraryHow to improve study habits1. A2. C3. AD4. B5. D6. D7. AC8. Chanson 1/3 Romance 2/4 9. B 10. B 11. A12. C 13. B 14. A 15. D 16. AD 17. ATPO 14Section 1Why does the student go to see the manTo find out the status of her job applicationTo get help locating a book she needs for a classTo request a book that her professor put on the reserve listTo ask how to look u p books on the library’s computer system 1. B 2. A 3. AD 4. C 5. BD 6. D 7. A8. C 9. C 10. A 11. B 12. D 13. CD14. B 15. A 16. C 17. BSection 2What is the conversation mainly aboutThe advantages and disadvantages of a career in journalismTopics the student could write about for the school newspaperComparing a major in journalism to other majorsPreparing for a career in journalism1. D2. C3. BD4. AD5. C6. B7. D8. AD 9. C 10. A 11. B 12. B 13. D14. D 15. C 16. B 17. ATPO 15Section 11. Why does the student go to the campus newspaper officeA. To turn in outlines of possible articlesB. To find out when his article will be printed in the newspaperC. To find out if he got a position as a reporterD. To get help with an assignment for his journalism course1. C2. D3. D4. A5. A6. D7. AD8. BC 9. A 10. C 11. D 12. A 13. B14. AD 15. AC 16. D 17. CSection 218. Why does the woman go to see her professorA. To tell him about an athletic achievement.B. To find out the best approach to studying for a test.C. To ask a question about a laboratory project.D. To discuss her performance on a biology exam1. D2. B3. C4. A5. C6. B7. AD8. B 9. C 10. CD 11. A 12. B 13. ABE14. A 15. A 16. B 17. BTPO 16Section 1What does the woman want the man to doA. Postpone a choir performance to allow more time for rehearsals.B. Change the rehearsal schedule at the music building.C. Give approval for her group to move a piano to a different room.D. Help her reserve a rehearsal space on campus.1. D2. C3. D4. B5. B6. D7. YNYYYN 8. C 9. A 10. C 11. A 12. B13. A 14. C 15. D 16. B 17. DSection 218. Why does the student go to see the professorA. To find his grade on the midterm exam.B. To explain why he missed a classC. To get help writing an essay.D. To ask to take a test at a different time.1. D2. B3. B4. BC5. D.6. D7. D8. AC 9. B 10. B 11. A 12. B 13. BC 14. A 15. AB 16. C 17. ATPO 17Section 1Why does the man visit the professorA. To get the professor’s approval for his paper topic.B. To ask for source material for his paper.C. To ask the professor’s opinion about a particular production of a Shakespeare play.D. To get help finding articles about a play.1. B2. C3. AD4. D5. B6. C7. B8. BD 9. D 10. A 11. B 12. A 13. A14. C 15. D 16. B 17. ASection 21. Why does the man go to see the womanA. To complain about customers.B. To request an increase in his pay.C. To ask for a change in his work schedule.D. To apply for a job playing music in the dining hall1. C2. B3. A4. A5. D6. C7. B8. AD 9. D 10. BC 11. B 12. D 13. B14. CD 15. C 16. AB 17. BTPO 18Section 11. Why does the student go to the university officeA. To apply for a work-study jobB. To get information about hosting an exchange studentC. To find out if there are any jobs available on campusD. To find out eh hours of the computer lab1. C2. A3. A4. D5. C6. C7. B8. A 9. B 10. B 11. D 12. A 13. C14. D 15. B 16. BC 17. DSection 218. What is the conversation mainly aboutA. The topic of the man's research paperB. Some current research projects in sociologyC. Effective ways of conducting sociology researchD. The man's possible participation in a research project1. D2. C3. A4. A5. B6. B7. YYNYN8. AC 9. D 10. B 11. C 12. D 13. A14. C 15. AC 16. D 17. BTPO 19Section 1Why does the man go to see the professorA. To ask for heap in choosing a topic for his term paperB. To ask the professor to explain how to complete an assignmentC. To ask about a point raised in a recent lectureD. To offer to help the professor with her research project1. C2. C3. A4. B5. D6. B7. D8. A 9. A 10. C 11. B 12. D 13. B14. AD 15. C 16. AC 17. CSection 2What is the conversation mainly aboutA. Changes that will be made in food choices offered to studentsB. Food-safety procedures followed by the cafeteria staffC. Issues related to the cafeteria's food policyD. Common complaints about the food served in the cafeteria1. C2. A3. AC4. BDE5. B6. B7. A8. D 9. B 10. A 11. A 12. D 13. BC14. B 15. C 16. D 17. BTPO 201. Why does the man go to talk to the womanA. To find out if he can get extended borrowing privilegesB. To find out if he needs to immediately return a book he borrowedC. To find out why he has to pay a library fineD. To find out why his borrowing privileges have been suspended1. B2. AC3. C4. D5. A6. D7. A8. BAABA 9. C 10. D 11. D 12. B 13. AD14. D 15. AD 16. B 17. BSection 21. Why does the professor want to talk to the studentA. To discuss her application to graduate school.B. To discuss a possible internship at the school’s libraryC. To encourage her to increase the scope of her research projectD. To suggest some changes to improve her research project.1. C2. A3. B4. D5. B6. B7. B8. A 9. AC 10. B 11. C 12. C 13. A14. C 15. C 16. B 17. CTPO 21Section 1Why does the needs the professor’s helpHe does not know the location of his general orientation sessionHe lost the invitation to the engineering department’s orientation session He cannot locate the building for the engineering department’s orientationHe needs help deciding which area of engineering he should specialize in1. C2. C3. B4. D5. A6. B7. AC8. D 9. C 10. A 11. BD 12. C 13. B14. AD 15. C 16. D 17. ASection 2 18. Why does the woman go to see the professorTo ask which elective courses he will be teaching next semesterTo get more advice on which elective courses to take next semesterTo find out the difference between public relations and marketingTo get help deciding whether to pursue a graduate degree in marketing 1. D 2. C 3. B 4. D 5. A 6. B 7. C8. D 9. B 10. A 11. D 12. C 13. B14. CD 15. A 16. D 17. CTPO 22Section 11Why does the student go to the man’s officeA. To get some advice on an article that she is writingB. To find out about getting a job on the student newspaperC. To protest the university’s decision about a statueD. To complain about an article in the student newspaper1. D2. AC3. B4. C5. D6. B7. AD8. D 9. A 10. D 11. C 12. D 13. C14. BC 15. A 16. B 17. CSection２Why does the man go to see the professorA. To discuss his impressions of a recent piano concertB. To ask how to revise a paper he is writingC. To get approval to write a paper about his grandmother’s lifeD. To find out why he received a poor grade on a paper he wrote1. B2. B3. C4. C5. B6. D7. AB8. B 9. A 10. C 11. D 12. A 13. C14. D 15. B 16. D 17. BCTPO 23Section 1What is the cause of the student's problemA. She missed the deadline for submitting her announcement to the university web siteB. She did not include enough information in her announcement.C. The editors of the university web site did not post her announcementD. The university web site will not be available to students for several days. 1. C 2. A 3. C 4. B 5. C 6. D 7. C8. A 9. A 10. B 11. C 12. C 13. B14. A 15. B 16. D 17. DSection 218. Why does the man go to see the professorA. To discuss a grade he received on a paperB. To get advice about which course he should take next termC. To ask a question about a reading assignmentD. To request permission to take an advanced course1. B2. D3. B4. A5. C6. A7. D8. B 9. C 10. A 11. B 12. A 13. D14. AB 15. A 16. D 17. CTPO 24Section 1 1. Why can the man NOT find the book he needsA. The bookstore is sold out of the book.B. The bookstore he is in does not carry the book.C. His professor did not order enough copies of the book.D. The book is not being used for any course offered at the university.1. B2. AB3. D4. B5. B6. B7. BD8. C 9. A 10. D 11. A 12. AD 13. C14. BD 15. A 16. C 17. DSection 218. Why does the student go to speak with the professorA. To discuss material that might be on the final examB. To review his answers to the midterm examC. To get information about a class he missedD. To find out about the services of the tutoring center1. A2. AD3. B4. 122115. D6. D7. A8. C 9. BC 10. B 11. AD 12. A 13. BC14. AC 15. D 16. A 17. BTPO25Section 1What is the conversation mainly aboutA. The student’s eligibility to graduate next semesterB. The student’s difficulties in registering for classesC. A difficult class the student must take next semesterD. Possible elective choices in the student’s degree program1. A2. B3. A4. C5. D6. c8. B 9. A 10. D 11. B 12. D 13. B14. c 15. B 16. B 17. DSection 2Why does the man go to see the professorA. To find out how to distinguish between different types of whale songsB. To request permission to change the topic of his paperC. To discuss the difference between using the internet and using books to find sourcesD. To get help locating some information for his paper1. D2. B3. A4. C5. AD6. D7. B8. A 9. C 10. A 11. B 12. B 13. B14. C 15AD 16. CTPO26Section 1Why does the student go to speak to the man A. To discuss a job opportunity she had heard aboutB. To learn about options for advertising her businessC. To see if she can change a previous print orderD. To discuss a design idea that she has for business cards1. B2. D3. CD4. B5. A6. D7. A8. B 9. B 10. C 11. D 12. B 13. D14. C 15. C 16. A 17. ADSection 2Why does the student go to see the professorA. To obtain notes from a class she missedB. To discuss a conference she attendedC. To ask about a possible topic for a research paperD. To clarify information about volunteering in the community1. C2. a3. B4. A5. B6. A7. Ac8. D 9. A 10. B 12. A 13. BC14. C 15. D 16. B 17. CTPO27Section 1What does the woman go to the information deskdoes not know where the library computers are located.does not know how to use a computer to locate the information she needs.does not have time to wait until a library computer becomes available. book she is looking for was missing from the library shelf.1. B2. D3. C4. A5. C6. B7. C8. D 9. AD 10. B 11. A 12. C 13. B14. D 15. B 16. A 17. BSection 2why does the student come to see the professorA to find out her reaction to a paper he recently submittedB to point out a factual error in an article the class was assigned to readC to ask about the suitability of a topic he wants to write aboutD to ask about the difference between chinampas and hydroponics1. C2. B3. D4. A5. C6. B7. D8. D 9. AB 10. B 11. C 12. D 13. A14. C 15. AC 16. A 17. DTPO28Section 1What is the conversation mainly aboutA. Criticisms of Dewey’s political philosophyB .Methods for leading a discussion groupchanges made to a reference documentwith the organization of a paper1. D2. A3. ACD4. c5. B6. C7. A8. B 9. A 10. D 11. D 12. A 13. C14. AD 15. B 16. D 17. CSection 2Why does the man go to see the professorlearn more about his student teaching assignmentdiscuss the best time to complete his senior thesisdiscuss the possibility of changing the topic of his senior thesisfind out whether the professor will be his advisor for his senior thesis 1. B 2. C 3. C 4. CD 5. B 6. C 7. B8. D 9. C 10. A 11. B 12. A 13. B14. B 15. c 16. AC 17. DTPO29Section 1what is the conversation mainly aboutA what the deadline to register for Japanese class isB why a class the woman chose may not be suitable for herC how the woman can fix an unexpected problem with her class scheduleD how first year student can get a permission to take an extra class1. C2. A3. D4. BC5. B6. A7. C8. ABD 9. D 10. C 11. A 12. C B14. C 15. AD 16. B 17. CSection 2why does the student go to see the professorA to explain why he may need to hand in an assignment lateB to get instructions on how to complete an assignmentC to discuss a type of music his class is studyingD to ask if he can choose the music to write about in a listening journal1. B2. D3. A4. AC5. A6. C7. A8. A 9. C 10. BD 11. C 12. C 13. B14. D 15. B 16. A 17. CTPO30Section 11 why does the student go to speak with the womanA to get permission to organize a club eventB to arrange for a work space for his clubC to inquire about photography classD to reserve a room for photography exhibit1. B2. B3. D4. A5. C6. D7. C8. B 9. A 10. D 11. C 12. B 13. CD14. A 15. A 16. D 17. CSection 2what are the speakers mainly discussingA the student's idea about his class assignmentsB the influence of one painter on anotherC the student's recent visit to museum in ConnecticutD the challenges associated with painting at night 1. A 2. B 3. D 4. AC 5. B 6. C 7. B 8. A 9. BD 10. D 11. C 12. D 13. C14. D 15. A 16. A 17. D。

TPO24 listening 问题解析注：红色标记为解题突破。

（编辑整理by 傻美）Section 1Conversation 11. Why can the man NOT find the book he needs?A. The bookstore is sold out of the book.B. The bookstore he is in does not carry the book.C. His professor did not order enough copies of the book.D. The book is not being used for any course offered at the university.答案：B解析：（29”）定位句：no, it's not coming up. Hmm..,. I am not seeing it店员说我没看见它，它没有出现，所以就是书店根本就木有这本书啊。

选择B2. What are two possible reasons that the speakers consider for why the man cannot find the book? Click 2 AnswersA. It is for a graduate-level course.B. Information about the book was entered incorrectly into the computer systemC. The man has given the woman an incorrect title for the book.D. The professor forgot to submit the book order.答案：AB解析：（48”）定位句：Oh, oh, you know what? Um, it's for a graduate class. Would that maybe make a difference? I mean, I am an undergrad, but I am just taking this one class in the graduate department, so...（1’03”）定位句：But, hmm... let me see... maybe it's just...it could be that whoever that entered it misspelled the title or the author's name, so I can't find it on the computer and I can't tell if it's sold out.男生认为是不是因为他是graduate class的，所以书店没有，店员说也有可能是其他的店员输入错名字了，所以通过电脑找不到，选择AB3. What does the woman offer to do for the student?A. Save a copy of the book for him as soon as it comes inB. Order more copies of the bookC. Call the computer store across the streetD. Find a store that sells the book if he cannot find it答案：D解析：（2’28”）定位句：But if not, come back, and I'll help you find it somewhere else. I can callaround to see if other bookstores might have it. OK?店员说，你先去那家店找找，找不着的话再回来，我给你问问其他的店有没有，所以选D。