托福TPO45听力题目+答案+MP3音频下载

tpo45阅读-3Feeding Strategies In The Ocean原文 (1)译文 (2)题目 (3)答案 (8)背景知识 (8)原文Feeding Strategies In The Ocean①In the open sea, animals can often find food reliably available in particular regions or seasons (e g., in coastal areas in springtime). In these circumstances, animals are neither constrained to get the last calorie out of their diet nor is energy conservation a high priority. In contrast, the food levels in the deeper layers of the ocean are greatly reduced, and the energy constraints on the animals are much more severe . To survive at those levels, animals must maximize their energy input, finding and eating whatever potential food source may be present.②In the near-surface layers, there are many large, fast carnivores as well as an immense variety of planktonic animals, which feed on plankton (small, free-floating plants or animals) by filtering them from currents of water that pass through a specialized anatomical structure. These filter-feeders thrive in the well-illuminated surface waters because oceans have so many very small organisms, from bacteria to large algae to larval crustaceans. Even fishes can become successful filter-feeders in some circumstances. Although the vast majority of marine fishes are carnivores, in near-surface regions of high productivity the concentrations of larger phytoplankton (the plant component of plankton) are sufficient to support huge populations of filter-feeding sardines and anchovies. These small fishes use their gill filaments to strain out the algae that dominate such areas. Sardines and anchovies provide the basis for huge commercial fisheries as well as a food resource for large numbers of local carnivores, particularly seabirds. At a much larger scale, baleen whales and whale sharks are also efficient filter-feeders in productive coastal or polar waters, although their filtered particles comprise small animals such as copepods and krill rather than phytoplankton.③Filtering seawater for its particulate nutritional content can be an energetically demanding method of feeding, particularly when the current of water to be filtered has to be generated by the organism itself, as is the case for all planktonic animals. Particulate organic matter of at least 2.5 micrograms per cubic liter is required to provide a filter-feeding planktonic organism with a net energy gain.This value is easily exceeded in most coastal waters, but in the deep sea, the levels of organic matter range from next to nothing to around 7 micrograms per cubic liter. Even though mean levels may mask much higher local concentrations, it is still the case that many deep-sea animals are exposed to conditions in which a normal filter-feeder would starve.④There are, therefore, fewer successful filter-feeders in deep water, and some of those that are there have larger filtering systems to cope with the scarcity of particles. Another solution for such animals is to forage in particular layers of water where the particles may be more concentrated. Many of the groups of animals that typify the filter-feeding lifestyle in shallow water have deep-sea representatives that have become predatory. Their filtering systems, which reach such a high degree of development in shallow- water species, are greatly reduced. Alternative methods of active or passive prey capture have been evolved, including trapping and seizing prey, entangling prey, and sticky tentacles.⑤In the deeper waters of the oceans, there is a much greater tendency for animals to await the arrival of food particles or prey rather than to search them out actively (thus minimizing energy expenditure). This has resulted in a more stealthy style of feeding, with the consequent emphasis on lures and/or the evolution of elongated appendages that increase the active volume of water controlled or monitored by the animal. Another consequence of the limited availability of prey is that many animals have developed ways of coping with much larger food particles, relative to their own body size, than the equivalent shallower species can process. Among the fishes there is a tendency for the teeth and jaws to become appreciably enlarged. In such creatures, not only are the teeth hugely enlarged and/or the jaws elongated but the size of the mouth opening may be greatly increased by making the jaw articulations so flexible that they can be effectively dislocated. Very large or long teeth provide almost no room for cutting the prey into a convenient size for swallowing, the fish must gulp the prey down whole.译文海洋中的捕食策略①在开阔的海域，动物们经常能在特定的区域或季节找到稳定的食物来源（比如在春天的沿海地区）。

托福TPO45口语Task6听力文本题目满分范文在托福 TPO45 的口语 Task6 中，我们所听到的听力文本主要探讨了两个有趣且实用的概念。

第一个概念是关于动物的伪装策略。

以变色龙为例，它能够根据周围环境的颜色变化来调整自身的肤色，从而达到隐藏自己的目的。

这不仅仅是简单的颜色改变，更是一种精妙的生存技巧。

变色龙的皮肤中含有特殊的细胞，这些细胞能够感知周围环境的色彩，并迅速做出反应。

这种能力使变色龙在面对潜在的捕食者时，能够悄然融入背景之中，增加生存的机会。

另一个概念则是植物的防御机制。

有些植物为了防止被动物啃食，会发展出特殊的防御手段。

比如，某些带刺的植物，其尖刺不仅能够直接阻止动物的靠近，还能对试图啃食它们的动物造成伤害。

此外，还有一些植物会产生有毒的化学物质。

当动物食用这些植物时，可能会感到不适甚至中毒，从而让动物记住并远离这些植物。

动物的伪装策略和植物的防御机制，这两个概念看似不同，实则都反映了生物在自然界中为了生存和繁衍所做出的适应性改变。

变色龙的肤色变化，是对环境的主动适应，以便在捕食者的眼皮底下“消失”；而植物的尖刺和有毒化学物质，则是它们被动但有效的自我保护方式，防止被过度啃食而影响生存。

从更广泛的角度来看，这些现象也揭示了自然界中生物之间相互作用和相互影响的复杂性。

动物需要寻找食物，而植物需要防止被过度消耗，这种微妙的平衡在漫长的进化过程中逐渐形成。

对于我们人类而言，研究这些生物现象具有重要的意义。

在军事领域，动物的伪装技术启发了人们研发更先进的迷彩服和隐形装备，以提高士兵在战场上的隐蔽性。

在农业方面，了解植物的防御机制可以帮助农民更好地保护农作物，减少害虫和动物对庄稼的损害。

此外，这些生物现象也让我们更加深刻地认识到自然界的神奇和美妙。

每一种生物都有其独特的生存之道，都在为了适应环境而不断进化和改变。

这不仅让我们对生命的多样性充满敬畏，也激励着我们不断探索和学习，从自然界中获取更多的智慧和灵感。

托福TPO45综合写作阅读原文+听力原文+满分范文为了帮助大家高效备考托福，为大家带来托福TPO45综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。

托福TPO45综合写作阅读原文文本：Did bees (a type of insect) exist on Earth as early as 200 million years ago? Such a theory is supported by the discovery of very old fossil structures that resemble bee nests. The structures have been found inside 200- million-year-old fossilized trees in the state of Arizona in the southwestern United States. However, many skeptics doubt that the structures were created by bees. The skeptics support their view with several arguments. No Fossils of Actual Bees First, no fossil remains of actual bees have ever been found that date to 200 million years ago. The earliest preserved body of a bee is 100 million years old—only half as old as the fossilized structures discovered in Arizona. Absence of Flowering Plants A second reason to doubt that bees existed 200 million years ago is the absence of flowering plants in that period. T oday's bees feed almost exclusively on the flowers of flowering plants; in fact, bees and flowering plants have evolved a close, mutually dependent biological relationship. Flowering plants, however, first appeared on Earth 125 million years ago. Given the bees’ close association with flowering plants, it is unlikely bees could have existed before that time. Structures Lack Some Details Third, while the fossilized structures found in Arizona are somewhat similar to nest chambers made by modern bees, they lack some of t he finer details of bees’ nests. For example, chambers of modern bee nests are closed by caps that have a spiral pattern, but the fossilized chambers lack such caps. That suggests thefossilized structures were made by other insects, such as wood-boring beetles.托福TPO45综合写作听力原文文本：ProfessorIt's perfectly possible that the nests found inside the fossilized trees were made by bees 200 million years ago. The arguments used by the skeptics are not convincing.First, it's true we have no fossil remains of actual bees that date to 200 million years ago, but maybe the reason for that is that bees could not be preserved as fossils at that time. Fossil bees have typically been preserved in fossilized tree resin, a sticky liquid produced by trees. However, trees with this type of resin were very rare 200 million years ago. Such trees became common much later. So the fact that we have no bee remains that are 200 million years old doesn't mean that bees did not exist at that time. Maybe bees existed, but since there were almost no trees producing the right kind of resin, the bees could not be preserved.Second, while it's true that bees have a close mutual relationship with flowering plants today, it's quite possible that bees existed before flowering plants appeared on Earth. Those very early bees might have been feeding on non-flowering plants thatpreceded flowering plants during evolutionary history. The early bees could have fed on non- flowering plants such as ferns or pine trees. Later when flowering plants evolved, bees may have adapted to feeding on them! And this new relationship between bees and flowering plants may have remained stable ever since.Third, even though the fossilized chambers lack spiral caps, there's chemical evidence that supports the theory that bees built the chambers. Modern bees protect their nest chambers againstwater by using a special waterproofing substance that has a distinctive chemical composition. When the fossilized chambers were chemically analyzed, it turned out that they contain the same kind of waterproofing material that's used by modern bees.托福TPO45综合写作满分范文：In the lecture, the professor casts doubt on the reading passage’s idea that the nests found inside the fossilized trees were not created by bees. The professor asserts that the arguments used in the reading are not convincing. T o begin with, according to the reading passage, no fossil remains of actual bees have been found that date to 200 million years ago. The professor argues that no bee remains that are 200 million years old doesn’t mean that bees didn’t exist at that time. He says maybe bees couldn’t be preserved as fossils at that time. Since there were almost no trees producing the right kind of resin, a sticky liquid produced by trees, the bees could not be preserved. On top of that, the reading passage states that flowering plants were in absence 200 million years ago. On the contrary, the professor claims that it’s quite possible that bees existed before flowering plants appeared on Earth. The professor points out that early bees might have been feeding on non-flowering plants that preceded flowering plants during evolutionary history. Later when flowering plants evolved, bees may have adapted to feeding on them. And this new relationship between bees and flowering plants have remained stable ever since. Lastly, the professor rebuts the reading’s point that the fossilized structures lack some of the finer details of bees’ nests such as the chambers lacking caps by stating that there’s chemical evidence that supports the theory that bees built the chambers. The professor points out that when the fossilized chambers werechemically analyzed, it turned out that they contain the same kind of waterproofing material that’s used by modern bees.以上是给大家整理的托福TPO45综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。

tpo45阅读-2Wind Pollination原文 (1)译文 (2)题目 (4)答案 (8)背景知识 (9)原文Wind Pollination①Pollen,a powdery substance,which is produced by flowering plants and contains male reproductive cells,is usually carried from plant to plant by insects or birds,but some plants rely on the wind to carry their pollen.Wind pollination is often seen as being primitive and wasteful in costly pollen and yet it is surprisingly common,especially in higher latitudes.Wind is very good at moving pollen a long way;pollen can be blown for hundreds of kilometers,and only birds can get pollen anywhere near as far.The drawback is that wind is obviously unspecific as to where it takes the pollen.It is like trying to get a letter to a friend at the other end of the village by climbing onto the roof and throwing an armful of letters into the air and hoping that one will end up in the friend's garden.For the relatively few dominant tree species that make up temperate forests,where there are many individuals of the same species within pollen range,this is quite a safe gamble.If a number of people in the village were throwing letters off roofs,your friend would be bound to get one.By contrast,in the tropics,where each tree species has few,widely scattered individuals,the chance of wind blowing pollen to another individual is sufficiently slim that animals are a safer bet as transporters of pollen.Even tall trees in the tropics are usually not wind pollinated despite being in windy conditions.In a similar way,trees in temperate forests that are insect pollinated tend to grow as solitary,widely spread individuals.②Since wind-pollinated flowers have no need to attract insects or other animals, they have dispensed with bright petals,nectar,and scent.These are at best a waste and at worst an impediment to the transfer of pollen in the air.The result is insignificant-looking flowers and catkins(dense cylindrical clusters of small, petalless flowers).③Wind pollination does,of course,require a lot of pollen.Birch and hazel trees can produce5.5and4million grains per catkin,respectively.There are various adaptations to help as much of the pollen go as far as possible.Most deciduous wind-pollinated trees(which shed their leaves every fall)produce their pollen in the spring while the branches are bare of leaves to reduce the surroundingsurfaces that“compete"with the stigmas(the part of the flower that receives the pollen)for pollen.Evergreen conifers,which do not shed their leaves,have less to gain from spring flowering,and,indeed,some flower in the autumn or winter.④Pollen produced higher in the top branches is likely to go farther:it is windier (and gustier)and the pollen can be blown farther before hitting the ground. Moreover,dangling catkins like hazel hold the pollen in until the wind is strong enough to bend them,ensuring that pollen is only shed into the air when the wind is blowing hard.Weather is also important.Pollen is shed primarily when the air is dry to prevent too much sticking to wet surfaces or being knocked out of the air by rain.Despite these adaptations,much of the pollen fails to leave the top branches, and only between0.5percent and40percent gets more than100meters away from the parent.But once this far,significant quantities can go a kilometer or more. Indeed,pollen can travel many thousands of kilometers at high altitudes.Since all this pollen is floating around in the air,it is no wonder that wind-pollinated trees are a major source of allergies.⑤Once the pollen has been snatched by the wind,the fate of the pollen is obviously up to the vagaries of the wind,but not everything is left to chance. Windborne pollen is dry,rounded,smooth,and generally smaller than that of insect-pollinated plants.But size is a two-edged sword.Small grains may be blown farther but they are also more prone to be whisked past the waiting stigma because smaller particles tend to stay trapped in the fast-moving air that flows around the stigma.But stigmas create turbulence,which slows the air speed around them and may help pollen stick to them.译文风媒传粉①花粉是由开花植物产出的、含有雄蕊生殖细胞的、外观呈粉末状的物质。

托福听力tpo45section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture3 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture4 (14)原文 (14)题目 (17)答案 (19)译文 (19)Conversation2原文NARRATOR:Listen to a conversation between a student and her economics professor.MALE PROFESSOR:Excellent presentation you made at the end of class yesterday!FEMALE STUDENT:Oh,thanks!MALE PROFESSOR:I'm so glad you volunteered to present first.Starting out by outlining what you were going to say,then,at the end,summarizing the key points—it was a very effective way of getting your points across.FEMALE STUDENT:I'm glad you think so.I was afraid it might come across as…too formal.MALE PROFESSOR:Not at all.In fact,I think it's a great approach,in general,for these presentations,so I hope the others were taking note.And the economic model you discussed—build-operate-transfer—I think everyone was quite interested.FEMALE STUDENT:Yeah,it makes so much sense.If governments allow private companies to build public works,like a power plant,and then operate it for a decade or two before transferring ownership to the government,everyone benefits.MALE PROFESSOR:Yes,the private companies make a profit,the public gets a needed infrastructure.FEMALE STUDENT:And all without the government having to spend any money up front.Which is amazing.MALE PROFESSOR:Right.FEMALE STUDENT:Anyway…as I said in my presentation,this model's being used in Turkey right now,and you said,when you handed out that brochure in class last week—about the university's Global Enrichment Initiative,you said one of the countries involved in that is Turkey.MALE PROFESSOR:Yes,that’s right.FEMALE STUDENT:So,I wanted to see if there's a chance…uh,the university sends fifteen students overseas to study?MALE PROFESSOR:Fifteen students per country—fifteen for Turkey,fifteen for Brazil, fifteen for Russia…We’ve got a total of six countries participating next summer.FEMALE STUDENT:Oh!MALE PROFESSOR:Yeah,and you spend six weeks in whichever country you’re selected for.The classroom component consists of seminars on that country's culture, politics,and economy.Most sessions are taught in English by local professors,but two of our faculty accompany each group and also give seminars.I'll be going to Brazil to teach a seminar on coffee next summer.FEMALE STUDENT:But you're an economist!MALE PROFESSOR:Coffee’s played a central role in Brazil's economic development for over200years.About a third of the coffee consumed worldwide is produced in Brazil.FEMALE STUDENT:Oh,I had no idea.Hmm.So,if I applied…I mean,can students pick the country they wanna go to?'Cause if I could go to Turkey…MALE PROFESSOR:Well,the primary goal of the Global Enrichment Initiative is simply cultural exchange…so students who’ve never been overseas before can broaden their perspective.This is why,on the application,you’re asked to indicate your first-,second-,and third-choice countries.FEMALE STUDENT:I’m only interested in Turkey,though.I'm studying both Turkish and Turkish history this term.MALE PROFESSOR:I see.FEMALE STUDENT:And,maybe I could learn more about how they're implementing the build-operate-transfer model there.Plus,I wouldn't wanna take a spot away fromsomeone who really wanted to go to one of the other countries.MALE PROFESSOR:Well,I guess you could leave the second and third choices blank…题目1.Why does the woman go to see the professor?A.To get suggestions about what to include in her next presentationB.To follow up on a question she had raised in classC.To update him on a research project she is helping him organizeD.To get information about a program that he had mentioned in class2.What do the speakers agree is a benefit of the build-operate-transfer economic model that they discuss?A.It permits government engineers to work on private construction projectsB.It helps private companies buy facilities that were built by the governmentC.It enables public facilities to be constructed without government funding.D.It enables private companies to operate public facilities that the government builds.3.Why does the professor point out how much coffee is produced in Brazil?A.To give an example of the economic model the woman is interested inB.To explain why it is appropriate for him to teach a seminar about coffeeC.To help clarify one of the goals of the Global Enrichment InitiativeD.To correct a common misperception about Brazil's economy4.Why is the woman interested in applying to go only to Turkey?[Click on2answers]A.She has been studying Turkey's history and language.B.She has already visited Brazil and Russia.C.She believes that selecting just one country will help her get accepted into the program.D.She would like to see how an economic model she studied is put into practice there.5.What does the professor imply when he says this:(PROFESSOR)I'm so glad you volunteered to present first!A.He thinks that going first helped the woman be less nervous about giving a presentation.B.He hopes other students will structure their presentations the way the woman did.C.The woman was the first student ever to give a presentation on Turkey's economy in his class.D.He is relieved that the class is staying on schedule for making presentations.答案D C B AD B译文旁白：听一段学生和她的经济学教授之间的对话。

为了帮助大家高效备考托福，为大家带来托福TPO45口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO45口语Task6听力文本： Listen to part of a lecture in a marine biology class. So we've talked a little about how fish use senses like vision, touch and so forth, but what I want to talk about now is a special ability some fish have. The ability to produce electricity in their bodies. You are probably familiar with these fish, these fish that send out electric currents from their bodies naturally. So what's the purpose of this? Well, as you might expect, it can serve some important roles in helping fish survive. First, fish, like all animals, need food to survive. Well, the ability to produce electricity helps some fish to capture prey, you know, other organisms in the water that they eat. Take the electric eel for example. The eel produces a strong electric current in its body. When the eel comes into contact with one of the smaller fish it depends on for food, the electric current that it sends out shocks the smaller fish and paralyzes it. It's not able to get away from the eel. The eel captures the fish easily and can eat it at its leisure. So this ability to use electricity to capture prey ensures that the eel gets the food it needs to survive. The ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Some fish have poorly developed eyes. And the water they live in can be muddy and dark. Now, there's a fish called the knife fish that produces electricity. This creates an electric field around the knife fish's body. When the knife fish swims close to, say a rock, it sends a disturbance, urn, an interference in its electric field. The fish then realizes that there's a rock nearby and that it has to avoid crashing into it. Once this happens, the knife fish swims away from the rock and thus avoids harming itself. 托福TPO45口语Task6题目： Using the examples of the electric eel and the knifefish, explain how producing electricity benefits certain fish. 托福TPO45口语Task6满分范文： In the lecture, the professor talks about a special ability that fish has to produce electricity in their bodies. First, the ability to produce electricity helpssome fish to capture prey. Take the electric eel for example. It can produce a strong electric current in its body. When it comes into contact with the smaller fish it depends on for food, it sends out electric current which shocks the smaller fish and paralyzes it. Second, the ability to produce electricity also helps fish to successfully navigate their environment by detecting nearby objects. Take knifefish for example. The fish creates an electric field around its body. When the knifefish swims close to a rock, it sends a disturbance. Then the fish realizes the rock nearby and avoid crashing into it. 以上是给大家整理的托福TPO45口语Task6听力文本+题目+满分范文，希望对你有所帮助!。

托福考试2024听力历年真题答案解析2024年的托福考试听力部分，如往年一样，包含了一系列听力材料和相关问题。

本文将对历年真题中的听力部分进行题目解析和答案解释，以帮助考生更好地备考。

[介绍段]在托福考试听力部分，考生需要听取一段语音材料，然后回答几个与材料相关的问题。

这些材料可以是学术讲座、对话、课堂讨论等。

对于每种材料，考生需要仔细倾听，并在听完后选择正确的答案。

以下是对几个典型历年真题的解析。

[题目一]Question: What is the main topic of the lecture?听力材料：一段讲座内容，讲述关于生态系统中濒临灭绝的物种。

解析：这道题目需要考生仔细倾听讲座内容，判断讲座的主要话题。

在听力材料中，讲师提到了一系列与生态系统和濒临灭绝物种相关的信息。

考生需要筛选出这些信息并进行归纳，最终选择与之相关的答案。

答案解释：主要讲座话题是关于生态系统中濒临灭绝的物种。

在听力材料中，讲师提到了研究人员进行调查、濒临灭绝物种对生态系统的重要性等相关内容。

因此，正确答案应选择与这个主题相关的选项。

[题目二]Question: What is the relationship between the two speakers?听力材料：一段对话，讨论两位发言者的关系。

解析：这道题目需要考生仔细研究对话内容，判断两位发言者之间的关系。

在对话中，两位发言者可能会透露出彼此之间的身份、职位或熟悉程度等信息。

考生需要根据对话内容进行分析，并选择最符合描述的答案。

答案解释：根据对话中的内容，我们可以推断出两位发言者是一位教授和一位学生。

在对话中，教授提到了自己的研究、学生的作业等相关内容，这表明教授与学生之间存在一种教育关系。

[题目三]Question: What is the purpose of the conversation?听力材料：一段对话，讨论对话的目的。

解析：这道题目需要考生理解对话中的目的或主要内容。

小编下面给考生们带来了托福TPO45口语文本，六个task，希望大家有针对性的有计划的规划备考。

多做题，多积累、多研究，实现自我的不断提升，加油!向着梦想前进。

?托福TPO45口语task1题目:Which of the following qualities do you think is the most important for auniversity student to be successful?1. Highly motivated2. Hard-working3. IntelligentChoose one of these qualities and explain why it is important.托福TPO45口语task2题目:Do you agree or disagree with the following statement? Artists andmusicians are important to a society. Use details and examples to explain youranswer.托福口语TPO45 Task3(听力+阅读+题目):Close the CoffeehouseReading Part:Like many people, I was happy when the universityopened a coffeehouse. Agood coffeehouse is aperfect place to meet people or to study while havingacoffee. Unfortunately, our coffeehouse usuallyempty, so it is not a good placeto meet people. Andthe lighting there is very poor, so it is not a good place tostudy, either. A coffeehouse seemedlike a great idea, but it just has not workedout, and the time has come for the university toclose it.Listening :W : I disagree with this idea.M : Why? It doesn't sound like it's doing very much business?W: It's probably because it goes during the day but in the evening.M : Oh, people go.W : A lot of people. Students are really busy during the day with classes, jobs, studying. Good night places are often preformed. Students get together there all the time.M : Really?W: Yeah. It's not until night time students actually have a time to sitdown and relax, you know , enjoy hot drink, getting something to eat or hanging out or reading for class.M : so you can't read there.W : yeah, I mean it's right. That used to be a problem. But recently theydid some renovations and now I think the lighting is as good as it is in the library.M : really?W : yeah, and now just that there are few tables. Just divide every table's got good lighting now.M : Sounds like this guy does nobody's talking about.W : Definitely not.Question:The woman expresses her opinion on the proposal to close the coffeehouse. Explain the proposal and the reasons she gives for holding that opinion.托福口语TPO45 Task4(阅读+题目):Method of LociReading Part:。

为了帮助大家高效备考托福，为大家带来托福TPO45口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO45口语Task3阅读文本： Close the Coffeehouse Like many people, I was happy when the university opened a coffeehouse. A good coffeehouse is a perfect place to meet people or to study while having a coffee. Unfortunately, our coffeehouse usually empty, so it’s not a good place to meet people And the lighting there is very poor, so it's not a good place to study, either. A coffeehouse seemed like a great idea, but it just hasn't worked out, and the time has come for the university to close it. Sincerely, Marvin Baker 托福TPO45口语Task3听力文本： Now listen to two students discussing the letter. Woman：I disagree with his idea. Man：Why? It doesn't sound like if s doing very much business. Woman：That's probably because he goes during the day, but in the evening... Man：Oh. People go. Woman：A lot of people. Students are really busy during the day, with classes, jobs and study. But at night the place is often pretty full. Students get together there all the time. Man：Really? Woman：Yeah. It's not until nighttime that students actually have the time to sit down and relax, you know, enjoy a hot drink and something to eat while hanging out or reading for class. Man：So you can read in there. Woman：Yeah. I mean, he's right that it used to be a problem, but recently they did some renovations and now I think the lighting is as good as it is in the library. Man：Really? Woman：Yeah. And not just at a few tables, just about every table has got good lighting now. Sounds like this guy doesn't know what he's talking about. Man：Definitely not. 托福TPO45口语Task3题目： The woman disagrees with the student’s proposal for the coffeehouse. Explain the proposal and the reasons she gives for disagreeing with it. 托福TPO45口语Task3满分范文： The student proposes that the university close the coffeehouse because it is usually very empty and the lighting there is very poor. However, the woman disagrees with the student’s proposal for the following two reasons. Firstly, she says that only during daytime the coffeehouse is empty because students are busy with their classes, jobs and study but it is pretty full at night when students have time to sit down and relax. Secondly, the lighting in the coffeehouse is as good as it is in the library as they did some renovations recently. 以上是给大家整理的托福TPO45口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

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1. Microscopes The Beringia LandscapeDuring the peak of the last ice age, northeast Asia (Siberia) and Alaskawere connected by a broad land mass called the Bering Land Bridge. This landbridge existed because so much of Earth’s water was frozen in the great icesheets that sea levels were over 100 meters lower than they are today. Between25,000 and 10,000 years ago, Siberia, the Bering Land Bndge, and Alaska sharedmany environmental characteristics. These included a common mammalian fauna oflarge mammals, a common flora composed of broad grasslands as well as wind-sweptdunes and tundra, and a common climate with cold, dry winters and somewhatwanner summers. The recognition that many aspects of the modem flora and faunawere present on both sides of the Bering Sea as remnants of the ice-agelandscape led to this region being named Beringia.It is through Beringia that small groups of large mammal hunters, slowlyexpanding their hunting territories, eventually colonized North and SouthAmerica. On this archaeologists generally agree, but that is where the agreementstops One broad area of disagreement in explaining the peopling of the Americasis the domain of paleoecologists, but it is critical to understanding humanhistory: what was Beringia like?The Beringian landscape was very different from what it is today. ■ Broad,windswept valleys; glaciated mountains; sparse vegetation; and less moisturecreated a rather forbidding land mass. ■ This land mass supported herds ofnow-extinct species of mammoth, bison, and horse and somewhat modern versions ofcaribou, musk ox, elk, and saiga antelope. ■ These grazers supported in turn a number of impressive carnivores, including the giant short-faced bear, the saber-tooth cat, and a large species of lion. ■The presence of mammal species that require grassland vegetation has ledArctic biologist Dale Guthrie to argue that while cold and dry, there must have been broad areas of dense vegetation to support herds of mammoth, horse, and bison. Further, nearly all of the ice-age fauna had teeth that indicate an adaptation to grasses and sedges; they could not have been supported by a modern flora of mosses and lichens. Guthrie has also demonstrated that the landscape must have been subject to intense and continuous winds, especially in winter. He makes this argument based on the anatomyof horse and bison, which do not have the ability to search for foodthrough deep snow cover. They need landscapes with strong winds that remove the winter snows, exposing the dry grasses beneath. Guthrie applied the term “mammoth steppe" to characterize this landscape.In contrast, Paul Colinvaux has offered a counterargument based on theanalysis of pollen in lake sediments dating to the last ice age. He found that the amount of pollen recovered in these sediments is so low that the Beringian landscape during the peak of the last glaciation was more likely to have been what he termed a "polar desert," with little or only sparse vegetation, in no way was it possible that this region could have supported large herds of mammals and thus, human hunters. Guthrie has argued against this view by pointing out that radiocarbon analysis of mammoth, horse, and bison bones from Beringian deposits revealed that the bones date to the period of most intense。