托福听力Tpo真题——动物专题

托福听力tpo50 lecture1、2、3、4 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR: Listen to part of a lecture in an ancient history class.FEMALE PROFESSOR: OK, last time we were discussing trade and commerce during the Bronze Age … And I said a little over 3,000 years ago there was quite a lively trade among the countries along the Mediterranean Sea—people were making objects out of bronze, and they were using bronze tools to make other goods, and they developed trade networks to trade these goods with other countries around the Mediterranean … One of the things they traded was glass …And recently there was an archeological excavation in Egypt—on the Nile River, around where it enters the Mediterranean Sea—where they discovered an ancient glass factory. Robert?MALE STUDENT: I thought our textbook said that the Egyptians imported their glass from other countries.FEMALE PROFESSOR: Well, until now that's what the evidence seemed to suggest. I mean, we had some evidence that suggested that the Egyptians were making glass objects, uh, but not glass.MALE STUDENT: OK, am-am I missing something? They're making glass, but they're not making glass.FEMALE PROFESSOR: I said they were making glass objects, right? You see, it was previously thought that they weren't actually making the raw glass itself, that they were importing unfinished glass from Mesopotamia—um, which today is a region consisting of Iraq, and parts of Syria, Turkey, and Iran—and simply reworking it. Most archeologists believed that the glass factories were in Mesopotamia because that's where the oldest known glass remains come from. You see, there were two stages of glassmaking: the primary production stage, where they made disks of raw glass… Uh, an- and then there was the secondary stage, where they melted the raw glass, the glass disks, and created decorative objects or whatever.And from this new Egyptian site we've learned that the primary production stage had several steps. First, they took quartz—a colorless, transparent mineral—and crushed it. Then they took that crushed quartz and mixed it with plant ash; uh, “plant ash” is just what it soundslike—the ash that's left after you've burned plant material. They slowly heated this mixture, at a relatively low temperature, in small vessels, um containers, like jars, made out of clay. Uh, and that yielded a kind of glassy material…They took this glassy material and ground it up into a powder, and then they used metallic dye to color it… After that, they poured the colored powder out into disk-shaped molds and heated it up to very high temperatures, so that it melted. After it cooled, they'd break the molds, and inside…there were the glass disks. These disks were shipped off to other sites within Egypt and places around the Mediterranean. Then, in the secondary phase, the disks were reheated and shaped into decorative objects. Susan?FEMALE STUDENT: So what kind of objects were people making back then? FEMALE PROFESSOR: Well, the most common objects we’ve found—mostly in Egypt and Mesopotamia—uh, the most common objects were beads; one thing Egyptians were very, very good at was imitating precious stones; they created some beads that looked so much like emeralds and pearls that it was very difficult to distinguish them from the real thing. Uh, and-and also beautiful vessels, uh, with narrow necks; they were probably really valuable, so they wouldn't have been used to hold cooking oil or common food items; they were most likely used for expensive liquids like perfume. Now the glass made at this factory was mostly red; to get this red color, they used copper; in a sophisticated process. Of course, any kind of glass was very valuable, so these red bottles would only have been owned by wealthy people. In fact, because it was so difficult to make, and sort of mysterious and complicated, it was probably a product produced for the royal family, and they probably used glass to show their power. Also, beautiful, expensive objects make great gifts if you're looking to establish or strengthen political alliances…and it's quite possible that ancient Egyptians were actually exporting glass, not just making it or importing it. The trade with Mesopotamia was probably a friendly, mutual trade…because, uh, Mesopotamian glass was usually white or yellow, so Mesopotamians might have said something like, “We'll give you two white disks for two red disks.” There’s no proof ofthat, uh—at least not yet…题目1.What is the lecture mainly about?A. New information about glass production and use in ancient EgyptB. Whether Egyptians or Mesopotamians were the first to invent glassC. Differences between Egyptian glass and other kinds of glassD. Reasons why ancient Egyptians imported glass from other countries2.What is the importance of the archaeological evidence recently found in Egypt?A. It supports the theory that ancient Egyptians imported glass from Mesopotamia.B. It proves that ancient Egyptians made glass objects prior to the Bronze Age.C. It provides the first evidence that glassmaking in the Bronze Age required two different stages.D. It shows that ancient Egyptians were producing raw glass.3.The professor describes a process for making glass disks. Summarize the process by putting the steps in the correct order. [Click on a sentence. Then drag it to the space where it belongs. The last one is done for you.]A.Glass-like material is ground up and dyed blue or red.B.Powdered material is heated at very high temperatures.C.Crushed quartz and plant ash are heated at low temperatures.D.Containers are broken to remove glass disks.4.Based on the lecture, what are two kinds of glass objects that were valued in ancient Egypt and Mesopotamia? [Click on 2 answers.]A. BeadsB. Cooking utensilsC. ContainersD. Windows5.According to the professor, what are two reasons why ancient Egyptians exported glass? [Click on 2 answers.]A. To build relationships with foreign leadersB. To hold cooking oil that was sold in other countriesC. To get bronze tools from other countriesD. To acquire colors of glass not made in Egypt6.Why does the professor say this:Robert: Ok. Am……Am I missing something? They are making glass but they are not making glass?Professor: I said they were making glass objects, right?A. To emphasize that glass objects were only made in ancient EgyptB. To find out what the student does not understandC. To indicate that there was no contradiction in her previous statementD. To correct what she said in her previous statement答案A D CABD AC AD C译文旁白：请听一个古代历史课上的讲座片段。

托福听力TPO17原文Lecture4托福听力TPO17原文Lecture4下面就让小编来为大家介绍一下托福听力TPO17原文中Lecture4的文本内容吧，大家要好好把握，这些都是非常有价值的材料，同时，大家也可以登录前程百利论坛进行TPO练习辅导，希望能够给准备托福听力的同学带来帮助。

TPO17Lecture4BiologyProfessor：Ok,now I want to talk about an animal that has a fascinating set of defense mechanisms. And that’s the octopus,one of the unusual creatures that live in the sea.The octopus is prey to many species,including humans,so how does it escape its predators?Well,let me back up here a second. Anyone ever heard of Proteous?Proteus was a God in Greek mythology who could change form.He could make himself look like a lion or a stone or a tree,anything you wanted,and he could go through a whole series of changes very quickly.Well,the octopus is the real world version of Proteus.Just like Proteus,the octopus can go through all kinds of incredible transformations.And it does this in three ways:by changing color,by changing its texture,and by changing its size and shape.For me,the most fascinating transformation is when it changes its color.It’s a normal skin color,the one it generally presents,is either red or brown or even grey,and it’s speckled with dark spots.But when it wants to blend in with its environment to hide from its enemies,it can take on the color of its immediate surroundings:the ocean floor,a rock,a piece of coral,whatever.Charles?Student：Do we know how that works,I mean,how they change colors?Professor：Well,we know that the reaction that takes place is not chemical in nature.The color changes are executed by two different kinds of cells in the octopus’skin,mainly by color cells on the skin’s surface call chromatophoresChromatophores consist of tiny sacks filled with color dye.There might be a couple hundred of these color sacks per square millimeter of the octopus’skin,and depending on the species,they can come in as many as five different colors.Each one of these sacks is controlled by muscles. If the muscles are relaxed,the sack shrinks,and all you see is a littl e white point.But if the muscle’s contract,then the sack expands,and you can see the colors.And by expanding different combinations Student：And just with various combinations of those five colors,they can recreate any color in their environment?Professor：Well,they can no doubt create a lot with just those five colors,but you are right,maybe they can’t mimic every color around them,so that’s where the second kind of cell comes in.Just below the chromatophores is a layer of cells that reflect light from the environment,and these cells help the octopus create a precise match with the colors surround them.The colors from the color sacks are supplemented with colors that are reflected from the environment,and that’s how they are able to mimic colors with such pr ecision.So,that’s how octopus mimic colors.But they don’t just mimic the colors in their environment; they can alos mimic the texture of objects in their environment.They have these little projections on their skin that allow them to resemble various textures.The projections are called papillae6If the octopus wants to have a rough texture,it raises the papillae.If it wants to have a smooth texture,it flattens out the papillae, so it can acquire a smooth texture to blend inwith the sandy bottom of the sea.So the octopus has the ability to mimic both the color and the texture of its environment.And it’s truly amazing how well it can blend in with its surroundings.You can easily swim within a few feet of an octopus and never see it.Student：I read that they often hide from predators by squirting out a cloud of ink,or something like that.Professor：Yes.The octopus can release a cloud of ink if it feels threatened.But it doesn’t hide behind it,as is generally believed.Um,the ink cloud is...it serves to distract a predator while the octopus makesits escape.Um,now there’s a third way that octopus can transform themselves to blend in withor mimic their environment,and that’s by changing their shape and size,well,at least their apparent size.The muscular system of the octopus enables it to be very flexible to assume all sorts of shapes and postures.So it can contract into the shape of a little round stone,and sit perfectly still on the seafloor.Or it can nestle up7in the middle of a plant and take the shape of one of the leaves.Even Proteus would be impressed,I think.教授：好的，现在我想讲一讲一种特别的动物，它有一套令人惊叹的防御机制——它就是章鱼，一种生活在大海之中的不凡之物。

托福听⼒TPO主旨题答案汇总分析D. To ask about how to look for resources for a class paper.C. To introduce an artist’s work to the class.B. The importance of a technique used for dating geological materials.B. A class Matthew has been observing.B. The site of a Neolithic town.D. Differences in behavior between marmot species.C. To talk about report he is writingC. A theory about the relationship between muscle activity and thinkingD. A use of Manila hemp fibersA. Their courses for next semesterC. A poetry clubD. To discuss Aristotle's views about human happinessB. To explain who the asteroids belt was discoveredB. To find out where her physics class is being heldC. Concern about the reduction of hummingbird habitatA. To discuss the style of an early filmmakerB. To find out about a mid-semester projectA. The oldest known cave artB. How ancient cave art is datedC. How astronomers identify the chemical elements in a starA. He does not know the publication date of some reviews he needs.D. He does not know how to determine which newspapers he should look at. C. Ways animals behave when they have conflicting drives.B. To prepare the students to read an essay by EmersonB. Reasons the woman is having difficulties with a projectC. Theories about why desert rocks move.B. The history of government support for the arts in US.C. The woman’s adjustment to life at the university.B. To introduce a way to study how information passes from one person to another.B. To present arguments in favor of another Moon landing.B. Concerns as to whether the student should be in the professor’s course.B. To give an example of a practical use for a particular scientific technique.C. Difference between folktales and fairy tales.C. To find out if he is allowed to attend the career fairB. To illustrate the conditions needed to produce a boom-and-bust cycleA. Factors that relate to the size of the area in which it growsB. The size of its population over the last few centuriesD. She wants him to approve her plans for a term paper.B. How to create believable charactersA. An example of rapid climate changeD. To volunteer to help organize an eventC. A successful standard formula for writing playsB. How bats use acoustical signalsA. To learn about the library's resourcesC. The value of birch trees to some Native American groupsA. Explanations of how glaciers moveD. To submit a document required for graduationD. To examine the consequences of habitat selection by animalsC. How opportunities for women artists in Paris improvedB. A strategy for attracting customersD. An overview of vision correction overtimeB. By providing an example of an element whose existence was predictable from the periodicA. To get advice on the topic of a term paperB. A French painter's innovations in set designA. Factors involved in the increased growth of shrubs in Arctic AlaskaC. A book that the man is using to write his senior thesisD. A hypothesis for how some ancient desert lakes formedC. Features that distinguish language from animal communication systemsC. To discuss how to get her photographs exhibitedB. Difficulties in determining the evolutionary history of whalesB. To describe the introduction of American food crops to EuropeansC. To return a book that was originally assigned for a courseD. To explain how phosphorus gets recycled in the environmentA. To discuss possible explanations for childhood amnesiaA. What the gym pass is used forC. One way that birds protect their youngB. The reasons for the popularity of a particular type of houseB. To invite the student to work on a committeeC. The theory that land development affected the climate of south FloridaC. How to use advertising successfullyC. To encourage the man to revise a paper he wroteD. Why most human cells cannot keep dividing successfullyC. A method for businesses to learn about the needs of their customersB. He has not been paid.A. Some changes that took place in the early years of operaC. Italy's musical influence throughout EuropeC. Reasons that solar energy is not more widely usedC. To get help understanding an assignmentC. Key considerations in creating a pedestrian mallD. The role of one species in an ecosystemA. How to use the language labD. To compare two different types of medieval poemsC. The nature and origin of meteoritesB. To get help locating a book she needs for a classD. Common limitations with regard to several cognitive functionsD. The importance of microclimates to some animalsD. Preparing for a career in journalismB. How Pacific Islanders were able to navigate without instrumentsB. The sound effects that Neolithic people could experience in passage gravesC. To find out if he got a position as a reporterD. Research about how the brain deals with distractions.A. Recognizing when one geologic epoch ends and another begins.D. To discuss her performance on a biology exam.B. The recovery of some ancient writings on mathematics.B..To show how the exploration challenged an assumption about biological communities.D. Help her reserve a rehearsal space on campus.D. To discuss the formation and characteristics of an unusual type of cave.B. The influence of the piano on music and society.D. To ask to take a test at a different time.D. Choices beavers face when foraging.B. The history of stained-glass art.B. To ask for source material for his paper.C. Limitations of some techniques for dating artifacts.A. A hypothesis that explains how changes in Earth’s motions affect climate.C. To ask for a change in his work schedule.C. The timekeeping system of ancient Egypt.D. Ways that octopuses protect themselves from predators.C. To find out if there are any jobs available on campusC. The progression of scientific knowledge about sunspotsA. Different views of a type of sculpture popular in ancient Roman timesD. The man's possible participation in a research projectB. To explain the significance of spices for medieval societyD. To introduce students to an unusual phenomenon affecting North American wood frogsC. To ask about a point raised in a recent lectureB. A way to represent languages that are genetically related.D. Difficulties astronomers have in observing the universeC. Issues related to the cafeteria's food policyB. Ways that some plants have adapted to living in salt marshesD. To demonstrate how Cecilia Beaux's point of view is reflected in her artB. To find out if he needs to immediately return a book he borrowedD. The role of certain rules in determining what a speaker meansB. A theory about a change in Earth’s climate cycleC.To encourage her to increase the scope of her research projectB. A description of the major types of Norwegian folktalesC. Characteristics that snowshoe hares have developed in response to theirC. He cannot locate the building for the engineering department's orientation session.B. To give an example of the persistence of traditional theoriesC. To show that creating good software depends on people with distinct roles working wellD. To get help deciding whether to pursue a graduate degree in marketingB. Insights about snake evolution provided by venom analysisC. The style she used to portray her subjectsD. To complain about an article in the student newspaperB. Possible reasons for the formation of early statesD. To discuss attempts to solve a puzzle related to the SunB. To ask how to revise a paper he is writingD. A proposal to re-create features of ecosystems of the Pleistocene epoch A. The changing opportunities for musicians in the early twentieth centuryC. The editors of the university web site did not post her announcementD. An archaeological discovery that challenged an accepted historical view C. The impact of clouds on global temperatures B. To get advice about which course he should take next termA. Parts of t he dolphin’s anatomy that allow it to navigateA. To discuss some films the class will be viewingB. The bookstore he is in does not carry the book.B. Some reasons for crocodile vocalizationsA. Differences between apical ballet and modem danceD. A pioneer of a new type of performing artA. To discuss material that might be on the final examD. Explanations for the disappearance of large animals in North America A. Conclusions about the surface of Venus drawn from recent observationsA选项16个B 选项47个C 选项43个D选项37History 3 Theory 3。

托福听⼒真题及答案托福听⼒是⼀种对考⽣听⼒的考核⽅式。

是⼀般是两到三个部分，每个部分由⼀段对话和两个讲座，每个部分需要听的录⾳⼤约是20分钟，答题时间是10分钟，下⾯是⼩编收集推荐的托福听⼒真题，仅供参考，欢迎阅读。

2015年10⽉11⽇托福听⼒真题讲座1 哲学holism和reductionism的区别(两个学术研究的不同⾓度)⽤ants举例，先说D：每个ant有⾃⼰的task，每个⼩的part都发挥⾃⼰的作⽤。

教授下结论，看了individual的作⽤可以predict整体的作⽤。

再说H：解释整体的作⽤并不单纯个体作⽤的叠加，类似1+1>2。

即整体作⽤更⼤。

提到leader的作⽤。

再说蚁群有queen，但是queen主要是lay eggs⽽不是organize。

讲座2：植物学botany 讨论动物觅⾷与物种多样性，整个⽂章对⽐polar region与tropical region的动物。

Polar：⼀个动物吃多种⾷物，⽽且还migration，就是因为可以吃的东西选择少，不diverse，这些动物可以被称为generalist，举例foxTropical：动物可以吃东西选择多，⽽且climate stable所以吃⼀种就⾏，这样避免了animals之间的competition。

这些动物是specialist。

举例黄⽑的⼀个动物。

讨论这两种情况呢的利弊：tropical只吃⼀个，要是被吃的那个消失了，就会导致extinction。

说其实⼈类并不是extinction的主要原因，但是⼈类造成的harm也需要考虑，⼈类需要意识到⾃⼰⾏为的后果。

对话2:学⽣服务场景student和employee at theater的对话。

学⽣要买票，因为⽗母来了，要看看什么play可以看。

Employee说可以看哈姆雷特，同时推荐了season ticket给她，并告诉她三个好处：1. Cheep，因为有discount2. 可以卖extra ticket，但不保证座位在⼀起，因为这两部分票是分开卖的，⼥⽣说没有关系。

托福听力测试题及答案一、选择题（每题1分，共10分）1. What is the main topic of the lecture?A) The history of the Renaissance.B) The impact of the Industrial Revolution.C) The development of modern art.D) The significance of ancient architecture.2. According to the professor, what is the primary reason for the decline in the number of honeybees?A) The use of pesticides in agriculture.B) The loss of natural habitats.C) The spread of diseases among bees.D) The invasion of non-native bee species.3. What does the student suggest as a solution to the problem discussed in the conversation?A) Conducting more research.B) Implementing new regulations.C) Organizing public awareness campaigns.D) Developing new technologies.4. Why does the woman decide to take a different course next semester?A) The course schedule conflicts with her work hours.B) She is not interested in the subject matter.C) The professor has a reputation for being difficult.D) She has already taken a similar course.5. What is the main purpose of the campus tour mentioned in the lecture?A) To introduce new students to the campus facilities.B) To highlight the university's academic achievements.C) To promote the university to potential students.D) To raise funds for campus improvements.二、填空题（每题1分，共5分）6. The speaker mentions that the _______ is a key factor in determining the success of a business.7. In the dialogue, the man suggests that they should _______ before making a decision.8. The professor explains that the _______ theory has been widely accepted in the field of psychology.9. The woman is concerned about the _______ of the new policy on the local community.10. The student is looking for a part-time job that offers_______ and flexible hours.三、简答题（每题2分，共4分）11. Summarize the main points of the lecture on environmental conservation.12. What are the potential benefits of the proposed research project discussed in the conversation?四、论述题（每题3分，共3分）13. Discuss the role of technology in modern education andits implications for the future of learning.答案：1-5: D A C A C6. innovation7. consult with an expert8. cognitive dissonance9. impact10. health insurance11. The lecture covered the importance of biodiversity, the threats to natural habitats, and the need for sustainable practices.12. The research could lead to new treatments for diseases, improve public health, and contribute to scientific knowledge.13. Technology has revolutionized education by providing access to a wealth of information and interactive learning tools. However, it also raises concerns about the potential loss of human interaction and the digital divide.。

托福听力tpo68 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (17)答案 (19)译文 (19)Lecture1原文Professor: OK, let’s look at two specific ancient cultures of the arctic, both of which lived on the far northern edge of the continent, the Dorset and the Thule. The Dorset culture began around eight hundred BC and ranged to cross most of arctic Canada. The Thule, well, they lived in the same area, but about twelve hundred years later. Both groups left some beautiful art behind, really are best evidence that these folks even existed. And although these two cultures lived in the same region, each group approached their art in very different ways.Alright, so the Dorset culture. Archaeologists have unearthed hundreds of Dorset sculptures mostly carve from ivory or bone and sometimes stone. They were mostly small sculptures of animal or human figures. And our best guess is that they were probably used mainly for religious purposes. The main subject of Dorset animal sculptures is the polar bear. Some of these polar bears are represented in naturalistic or realistic ways, but usually, their abstracted or stylized that is to say less realistic. Here is a typical polar bear sculpture. It's carved from ivory, we call these artifacts flying or floating polar bears, because, because they look like the polar bears doing just that flying or floating. Notice the distinctive markings, they seem to mark out the skeleton or joints of the bear.While polar bears were favorite subject, the Dorset created sculptures of other animals too, like seals and caribou which were represented in a more realistic fashion. We speculate that if the Dorset feared or respected a particular animal, they were more likely to present it in a stylized way, like with the polar bear, which, of course, is a large dangerous predator, maybe, it was a way of dealing with their fear. We also have Dorset’s sculptures whose meaning is more allusive. I'm talking about horns with many human faces carved into them. What's remarkable about these sculptures is the variety of facial types in expressions that appear on the single horn. If only the people represented on these artifacts could answer our questions, it tells us whetherthey are ancestors or residents of villager or what.Okay, let's switch to Thule art, which differs from Dorset art in, in some important ways. Interestingly, Thule artwork wasn't generally influenced by the earlier Dorset culture. It seems it would’ve grown out of a separate tradition that originated in Alaska. Thule artwork was most likely used to decorate common objects such as tools with attractive designs, we can't be entirely sure about this. However, we've tried to interpret the symbolic designs into the art. But of course, it's impossible to confirm the accuracy of such interpretations. What we do know is that the Thule people made extensive use of engravings, they drove the small holes and carve lines into various materials. These engravings, engraved patterns, rather, are found on the diverse group of artifacts, things ranging from weapons to jewelry to cones and boxes. Here's some examples. It's hard to see, but most of these objects do have engravings on them. Thule art was more of a graphic art. Uh, more like drawing. Many of their designs are geometric and abstract. Others containing engravings of human and animal figures.For instance, the long skinny object, among left, has a face at the top. We’ve also found the tool handle with hunting and camp scenes carved into it. As far as Thule’s sculpture goes, there is only a few small objects in wooden dowels like the one in the bottom right-hand corner. These have either no facial features or very rudimentary ones, less detailed, less individualized than the faces of Dorset’s sculpture.One scholar has argued that this difference resulted from the nature of Thule’s society which was built around group hunting expeditions on the ocean. This hunting approach required a great deal of cooperation which may have led to a kind of an overall uniformity in their art. And emphasis on commonality rather than individuality, which probably explains why there’re human figures like the faces or had standardized faces that all look similar. The most famous of the few Thule sculptures are the ones of birds in creatures that are part bird and part woman. While the sculpture is probably had some symbolic purpose, patterns of holes were drilled into them too. So, in general compared with artwork of the Dorset, Thule artprobably had a more decorative or utilitarian function.题目1.What is the main purpose of the lecture?A. To examine the extent to which Thule and Dorset art influenced the artwork of other arctic culturesB. To examine how Thule and Dorset designs changed over timeC. To compare and contrast artwork from two ancient arctic culturesD. To discuss how the natural world is shown in the artwork of two ancient arctic cultures2.What does the professor imply about “flying”or “floating”polar-bear sculptures?[Click on 2 answers.]A. They may have helped the Dorset people cope with their fear of a dangerous animal.B. Art historians consider them to be of little religious importance to the Dorset people.C. The Dorset people created them to demonstrate respect for polar bears.D. They were designed to take advantage of the natural shape of the ivory.3.According to the professor, what can be inferred about Dorset society based on its artwork?A. It placed more emphasis on religious beliefs than Thule society did.B. It relied on hunting large animals to a greater extent than Thule society did.C. It placed an emphasis on the production of jewelry.D. It was structured to support long ocean expeditions.4.According to the professor, what appears to be the main reason that the Thule engraved holes and lines into their artifacts?A. To honor their Alaskan ancestorsB. To illustrate the layout of their campgroundsC. To add realism to their sculpturesD. To add decoration to their sculptures5.Why does the professor mention Thule group-hunting expeditions?A. To explain why the Thule had plenty of time to produce detailed artworkB. To draw a connection between cooperation in finding food and uniformity in artC. To compare Thule hunting practices with Dorset hunting practicesD. To suggest that the majority of Thule sculptures were probably lost at sea6.Why does the professor saythis:If only the people represented on these artifacts could answer our questionsA. To suggest that the students interview descendants of Dorset peopleB. To propose a topic that the students could write aboutC. To ask students who they think the faces representD. To indicate that there is still a lot of missing information答案C AC AD B D译文教授:好的，让我们来看一下北极的两种特定的古代文化，它们都生活在大陆的最北端，Dorset文化和Thule文化。

二. 大王花Listen to part of a lecture in a botany classWe’ve been talking about plant classification and how species belong to family and families belong to an order, but sometimes, figuring out how we assign certain plant species to a particular order is challenging, even if the plant has…unusual characteristics. You’d think that plants with similar characteristics would belong to the same order, but that’s not always true. A good example of this a flower, that is –a flowering plant—that grows only in Malaysia and Indonesia, called Rafflesia.As you can see, Rafflesia is a pretty unusual plant. For starters, it’s huge. The flower can grow up to a meter in with and can weigh up to seven kilos—pretty big, huh? There aren’t any other specimens in the part world that have flowers even close to the size. But that’s not the only unusual characteristic of Rafflesia, in fact, that’s probably one of the least strange features of the plant.The plant also emits a terrible stench, like, rotting meat. But again, there are other plants with bad smelling flowers. And in the case of Rafflesia: flies are attracted to the smell, and that’s how the flowers get pollinated.So … um …Rafflesia’s flowers are huge and smelly. Rafflesia is also a parasite; it gets its energy from another plant instead of from the sun, which is unusual, but not unheard of in the plant kingdom. It actually grows inside the host. But that leads me to …I want to tell you really quickly about another plant, a plant that’s also from the forests of Southeast Asia, called Mitrastema.Now, Mitrastema is also a parasite, which led some to believe the Rafflesia was related to Mitrastema—that they belong to the same order. Mitrastema as I said a parasite, but its flowers are much smaller, and don’t smell bad, so you can see why there was debate about whether they were related. But as it turns out, Mitrastema is actually related to blueberries. So, even plants that share an unusual characteristic with Rafflesia are not related to it. And, um… no plant shares all three of its unusual characteristics, and that made classifying Rafflesia very, very difficult.Now you’re probably thinking, why don’t they just analyze the DNA of the plant? Well, as Isaid, Rafflesia is a parasite. It lacks the leaves; the green tissue that most plants need for photosynthesis. It’s unable to …l um. …To capture the sunlight most other plants use to make food. So, it’s lacking …it doesn’t have the DNA—the genes—for photosynthesis, which is what we usually use to classify plant species. But some researchers in Michigan persisted, and analyzed about 90 species of seed plants and compared them to Rafflesia, and we finally had an answer. Rafflesia was part of the Malpighiales order. Now, other species in the Malpighiales order include violets… um poinsettias… uh … passion-flowers … what else? Willows.So it was pretty unexpected because flowers like violets are a lot smaller than Rafflesia, right? And they don’t smell bad—they don’t smell like rotting meat … and they’re not parasitic. It took almost 200 years to classify Rafflesia, to identify its relatives, and I don’t think anyone would have ever guessed that it’s in the order Malpighiales. I mean … you know—it’d be nice to be able toclassify species based on their obvious characteristics, but, it didn’t work that way with.Rafflesia. And unfortunately for Rafflesia, and for the field of botany. It seems that Rafflesia may be dying out. It’s certainly endangered because of deforestation in its habitat. And to make matters worse, Rafflesi a doesn’t reproduce very well. First of all, only 10-20％of buds tum into full-fledged flowers and it can take them a year to grow. There are also male flowers and female flowers, and one of each has to be in the same area—the same vicinity—at the same time, to produce seeds, and the files that are attracted to the flower’s strongsmell have to carry pollen from one flower to the other, so how often so you think these events occur all together? Even people who study the plant for years may never witness it.1. What is the lecture mainly about?(A) The relationship between species and family.(B) The characteristics of three types of plants.(C) Difficulties classifying an unusual type of plant.(D) Unique examples of parasitic plants2. How does a strong order help Rafflesia?(A) The order is a signal to nearby plants of the opposite sex.(B) The order keeps away large predators that might eat it.(C) The order discourages parasites from growing it.(D) The order attracts files that pollinate its flowers.3. Why does the professor consider the actual classification of Rafflesia unexpected?(A) Its unusual traits are not shared by other plants in its order.(B) Its unusual characteristics were not documented until after it was classified.(C) Botanists had predicted that no other plants would be related to it.(D) Botanists had predicted that it would become extinct before it could be classified.4. What does the professor imply about the reproduction of Rafflesia?(A)She has witnessed it herself.(B) It does not occur often.(C) It differs from on variety of Rafflesia to another.(D) No one can understand how it reproduces.Listen again to part of the lecture. Then answer the question.It actually grows inside its host, which is a type of grapevine. I mean… it grows inside its host until itBlooms—it doesn’t bloom inside the host.5. Why does the professor say this:“I mean … it grows inside its host until it blooms—it doesn’t bloom inside the host.”(A) to given an additional example of her statement(B) to clarify her statement so students don’t misunderstand her(C) to provide evidence Rafflesia is indeed a parasitic plant(D) to emphasize the importance of the hostListen again to part of the lecture. Then answer the question.6. What does the professor imply when she says this:“But as it tums out, Mitrastemais actually related to blueberries.”(A) Mitrastema is edible.(B) Rafflesia is also related to blueberries.(C) Rafflesia and Mitrastema are not in the same order.(D) Rafflesia and Mitrastema is also related to blueberries.ANSWERS:1. C2. D3. A4. B5. B6. C。

TPO Listening Exercises Subject: Animal SciencesYour Name:Your Class:TPO1 Lecture 412.What is the main topic of the lecture●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 the box below the marmot's nameClick on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour 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 discussion17.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 studentTPO4 Lecture 16. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacement activity.Click in the correct box for each phrase.Yes No An animal attacks the ground instead of itsenemy.An animal falls asleep in the middle of amating ritual.An animal eats some food when confronted byit enemy.An animal takes a drink of water aftergrooming itself.8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activities.D. It is responsible for the appearance of seemingly irrelevant behavior.9. According to the lecture, what is one possible reason that displacement activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animals species.B. To explain that some animals display displacement activities other than groomingC. To point out how displacement activities are influenced by the environment.D. To five an example of a n animal that does not display displacementactivities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirecting.B. She thinks it is time to move on to the next part of this lectures.C. The student’s answer is not an example of a displacement activity.D. The student should suggest a different animal behavior to discuss next.TPO7 Lecture 210.what is the lecture mainly about?●How animals emit ultrasonic pulses●How bats use acoustical signals● A comparison of echolocation and radar●Variations among bats in the use of ultrasound11.why does the professor decide NOT to add more information to the diagram on the board?●She wants students to complete the diagram themselves as an assignment●She needs to look up some information in order to complete the diagram accurately●The additional information is not relevant to the topic that she wants to discuss next●Students already have the additional information in their textbook12.According to the professor, what are two ways in which a moth might react when it detects the presence of a bat?Click on 2 answers●The moth might stop beating its wings●The moth might emit high-frequency sounds●The moth might leave the area●The moth might change its color to match its surroundings13.What surprising information did a recent experiment reveal about lesser spear-nosed bats?●They filter out echoes from some types of trees●They can analyze echoes from stationary objects with complex surfaces●They cannot analyze "jagged" echoes●They cannot analyze echoes from certain types of small moving objects.14.According to the professor ,why does a pine tree produce a "smooth" echo?●Because it has a smooth trunk●Because it has large branches spaced at regular intervals●Because it has many small, densely packed needles●Because it remains stationary in all types of weather15.Why does the professor say this()●To answer a question that Carol asked●To correct a statement that Carol made●To praise Carol for an example that she gave●To give an example of a principle that Carol statedTPO8 Lecture 11.What is the main purpose of the lecture?A.To compare active habitat selection with passive habitat selectionB.To show that most habitat preferences in animals are learnedC.To compare the habitat requirements of several bird speciesD.To examine the consequences of habitat selection by animals2.What element of the lover’s habitat in California was threatened?A.The availability of foodB.The availability of waterC.The safety of nests from human activityD.The protection of nests from predatory birds3.What does the professor illustrate with the example of the blue warbler?A.The relationship between human activity and habitat lossB.The relationship between habitat and reproductive successC.The advantages of habitats with low vegetation densityD.The reproductive advantage that young warblers have over olderwarblers4.Why does the professor mention the population density of blackcaps intwo different habitats?A.To explain the similar reproductive rates in the two habitatsB.To explain the relation between a species’ population density and itsnesting behaviorC.To illustrate the advantages of a preferred habitat over a secondaryhabitatD.To illustrate the possible impact of making a poor habitat selection5.According to the professor, why did some blackcaps choose a secondaryhabitat?A.They were following a moving food supplyB.Their preferred habitat was taken over by another bird speciesC.Their nesting sites were disturbed by human activityD.Their preferred habitat became too competitive6.Listening again to part of the conversation. Then answer the question.What can be inferred about the professor when she says this?A.She realizes that she just contradicted a statement she made earlierB.She is about to discuss another aspect of the topicC.She thinks the answer to her question is obviousD.She wants students to recall a case that she has already discussed.TPO10 Lecture 16 What is the lecture mainly about○ Recent fossil evidence connecting whales and the hippopotamus○ Difficulties in the determining the evolutionary history of whales○ Similarities among ancient ancestors of whales○ Similarities between whales and other modern-day animals7 According to the professor, what three aspects of the Ambulocetus fossil make Ambulocetus a likely bridge between land mammals and sea mammals?Click on 3 answers○ It had an elongated skeletal structure○ It strongly resembled a modern hippopotamus○ It had an unusually kind and thin tail for a whale○ It had limbs that could have been used for walking○ Its skull had ear bones characteristic of land mammals8 According to the professor ,what does the discovery of Ambulocetus mean to researchers?○ It fills a gap in the fossil evidence for whale evolution○ It has become less significant since the discovery of Basilosaurus○ It call into doubt the theory that whale evolved from land mammals○It suggests that whales evolved more recently than was previously believed9 What evidence suggests that whale are descendants of the hippopotamus○ Similarities between hippopotamus fossils and the Ambulocetus fossil ○ Similarities in the genes of hippopotamuses and whales○Similarities in the habitats of modern hippopotamuses and ancient whales○ Similarities in the skeletal structures of modern hippopotamuses and ancient whales10 What is the professor's opinion about recent genetic studies relating to whale evolution?○ They solve a long-standing mystery involving fossil evidence○ They contain significant errors○ They present evidence that conflicts with fossil evidence.○The findings of the various studies should not have surprised researchers11.What does DNA evidence indicate about relationships among whales?○ All modern whales descend from sperm whales○Differences among toothed whales are less significant that was previously thought○ Not all toothed whales are closely related○Sperm whale are more closely related to killer whales than was previously thoughtTPO11 Lecture 12.what is the talk mainly about?●Various predators that threaten young birds●Various patterns of growth in young birds●One way that birds protect their young●One way that birds provide food for their young3.according to the lecture, what do birds usually do when putting on a distraction display?Click on 2 answers●They imitate another kind of animal●They fly in circles around their nest●They cover their nest with their wings●They pretend they are sick or injured4.according to the lecture,when do birds put on their most conspicuous distraction displays?●Just before they lay their eggs●Immediately after they have laid their eggs●Just before their young become independent●Immediately after young have left the nest5.why does the professor say this()●To introduce an explanation●To express uncertainty●To point out an error●To emphasize a point that should be obvious6.Why does the professor say this()●To explain the behavior of the predator●To emphasize that predators have excellent hunting skills●To state the purpose of birds' behavior●To emphasize the risks involved in a distraction display7.why does the professor say this()●To describe the behavior of an injured sandpiper●To give an example of a well-performed broken-wing display●To show why some sandpipers fail to distract predators●To distinguish the sandpiper's display from another kind of displayTPO14 Lecture 2Part 31.What is the lecture mainly about?✧Difficulties animals have in regulating their body temperatures✧How people can affect animals’ microclimates✧Ways of identifying different types of microclimates✧The importance of microclimates to some animals2.What two factors does the professor say can affect a microclimate?Click on 2 answers.✧The size of the animal population in the area✧The number of other microclimates in the area✧The elevation of the land where the microclimate is located✧Human activity in the area where the microclimate is located3.What point does the professor make when she mentions squirrels?✧Studying squirrels has helped biologists identify differentmicroclimates.✧Mammals have more than one way of regulating their bodytemperature.✧Smaller animals have more success than larger animals in adapting todifferent microclimates.✧Squirrels do not rely on microclimates as much as other mammals do.4.What does the professor imply the professor imply about reptiles andmicroclimates?✧Microclimates can be both helpful and harmful to reptiles.✧Microclimates are one of the many ways reptiles control their bodytemperature.✧Many reptiles position themselves in microclimates when waiting fortheir prey.✧Many reptiles spend most of their time in one type of microclimate.5.According to the professor, how do decomposing leaves affectmicroclimates?✧Decomposing leaves form layers that prevent sunlight from warmingthe ground below the leaves.✧Decomposing leaves insulate burrows, keeping the burrows cool.✧Decomposing leaves generate heat, creating a warm microclimate.✧Decomposing leaves bring moisture to dry microclimates.6.Listen again to part of the lecture. Then answer the question.Why does the student say this:✧To refer to a well-know misconception about reptiles✧To indicate that he understands the professor’s explanations✧To provide an example that may be an exception to the professor’sstatement✧To indicate that there is more than one explanation for a phenomenonTPO15 Lecture 429. Why does the professor discuss the exploration of hydrothermal vents?To show how the exploration helped researchers to determine the composition of ocean water.To show how the exploration challenged an assumption about biological communities.To compare two competing theories concerning chemosynthesis.To compare the life cycle of underwater plants to the life cycle of underwater animals.30. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answersExtreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the professor imply about the researchers’ reacti on to the biological community discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life.They could not agree on the significance of the data that they collected.32. According to the professor, what is the role of chemosynthesis in biological communities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food.It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says thisShe will review information from the assigned chapter.She will present additional information related to the assigned chapter. The quiz on the assigned chapter will be longer than other quizzes. The class has spent too much time on the assigned chapter.TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41.What is the lecture mainly about?A.Different kinds of color vision in sea animals.B.Differences in appearance between various species of octopus.C.Ways that octopuses attract their prey.D.Ways that octopuses protect themselves from predators.2.Why does the professor first mention Proteus?A.To explain how the octopus got its scientific name.B.To introduce the octopus’ exceptional abilities.C.To point out that the octopus played an important role in Greek mythology.D.To provide an example of a mythological character that was part animal and part human.3.How does an octopus change color to match the colors in its environment? Click on 2 answersA.By raising its papillae.B.By releasing colored ink.C.By reflecting light from its environment.D.By contracting the muscles around its chromatophores.4.What does the professor say about the function of the papillae?A.They produce dye in different colors.B.They propel the octopus through the water.C.They change the texture of the octopus’ skin.D.They help the octopus contract into a smaller shape.5.What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA.A small round stoneB.The leaves of a plantC. A cloud of ink.D.A piece of coral.6.Why does the professor say this?A.To point out an error.B.To illustrate a point.C.To propose an explanation.D.To correct a misunderstanding.TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog's habitat range has expandedTo describe the functioning of the circulatory system of the North American wood frogTo introduce students to an unusual phenomenon affecting North American wood frogs30. Why does the professor first mention the arrival of spring?To encourage students to look for thawing wood frogsTo point out the time period when frogs begin matingTo explain why the class will soon be doing experiments with wood frogs To emphasize the speed of the thawing process31. What happens to a wood frog as it begins to freeze?Blood is concentrated in the center of its body.Blood stops producing sugarWater moves out of its internal organs.Water from lust beneath the skin begins to evaporate32. What are two points the professor makes about the thawing process of the wood frog? Click on 2 answers.The thawing process is not fully understood.The thawing process takes longer than the freezing process.The frog's internal organs thaw before its outer skin thaws.Thawing occurs when the frog's heart begins pumping glucose through its body.33. What impact does freezing have on some thawed wood frogs?It increases their reproductive success.It decreases their life span.It causes them to be more vocal and active.It reduces their ability to recognize potential mates.34. What does the professor imply when she says this:She wants the student to clarify his question.She wants the student to draw his own conclusions.She thinks the student does not understand how car antifreeze worksShe thinks the student has misunderstood her pointTPO 20 Lecture 412. What is the lecture mainly about?Typical features of the snowshoe hare that do not result from adaptation Various strategies used by snowshoe hares to find food during the winter Characteristics that snowshoe hares have developed in response to their environmentInteractions between snowshoe hares and human populations in the state of Maine13. According to the professor, wh at causes the snowshoe hare’s fur to begin turning white?A decrease in the hours that the Sun is up each dayA sudden drop in temperatureThe increasing amount of snow on the groundThe changing nature of the food supply14. Why might an early snowfall be a particularly dangerous time for the snowshoe hare?Its feet would not yet have grown to resemble snowshoes.Its babies would not yet be able to keep themselves warm.Its chances of being seen by a predator are much higher.It might not be able to locate where it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?It can reach food in higher locations better than its competitors.It can stay warm in cold weather longer than its competitors.It can outrun its predators in deep snow.It can dig under the snow to hide from its predators.16. The professor explains that the snowshoe hare’s food supply is available year-round. What does the availability of food allow the snowshoe hare to do?Store body fat for the cold monthsRemain lightweight through the winterGive birth during the winterGrow fur quickly during the first year after birth17. Why does the student say this:He wants to support the professor’s point with an example.He is grateful the professor has answered his question.The professor’s explanation contradicts his own experience.The professor may not believe he is telling the truth.TPO 21 Lecture 36. What is the lecture mainly about?Methods of analyzing toxic proteins in snake venomInsights about snake evolution provided by venom analysisHow snake venom differs from lizard venomWhy colubrids are considered nonvenomous snakes7. Why does the professor review information about the classification of snakes that students probably learned in previous courses?To determine whether the students have enrolled in the appropriate courseTo stress the usefulness of the classification system for studentsTo present assumptions that have recently been challengedTo give an example of a method that she will explain in greater detail8. According to the professor, what is a major weakness of the classification system that is based on animals' physical characteristics?It can show the relationships only among a small number of animal species.It requires technology that is not widely available.It cannot account for characteristics that first appeared in the recent geologic past.It cannot determine whether similar characteristics developed in similar ways.9. According to the professor, in what way do colubrid snakes differ from other venomous snakes?Colubrids did not evolve from lizards.Colubrids do not use venom to catch their prey.The front teeth of colubrids are much larger than those of other venomous snakes.Colubrids produce a much stronger type of venom than other venomous snakes do.10. Why does the professor mention the brown tree snake?To support a hypothesis about the evolution of constrictor snakesTo support a hypothesis that venomous snakes evolved from constrictor snakesTo give an example of a snake species that was never venomousTo give an example of a type of snake that can change its color11. What is the professor's attitude toward the results from medical research on snake venom proteins?She is enthusiastic about the drugs that have been tested to date.She is concerned about the side effects of drugs created from snake venom proteins.She doubts that the DNA database will be useful in developing new drugs.She thinks it is too early to tell how successful the research will be.TPO 22 Lecture 323. What is the lecture mainly about'?A proposal to identify all the animals that became extinct dining the Pleistocene epochA strategy for reintroducing native plants to an ecosystemA process for identifying alternative habitats for large animalsA proposal to re-create features of ecosystems of the Pleistocene epoch24. According to the professor, what are the two main goals of Pleistocene rewinding? Click on 2 answersTo restore some evolutionary processes that ended during the Pleistocene epochTo help prevent the extinction of certain species of mega faunaTo increase populations of native animal species in the western United StatesTo create a living laboratory where animal interactions can be observed25. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?The cheetah prevented the antelope's population from growing too large.The cheetah was a factor in the development of the antelope's speed.The cheetah dispersed the seeds of plants that the antelope needed to survive.The cheetah caused the antelope to migrate out of the western United States.26. What point does the professor make when she discusses the maclura tree?The feeding habits of large animals could help revive some diminishing plant species.The climate has changed in North America since the Pleistocene epoch Mass extinctions of animals are generally preceded by mass extinctions of plants.The maclura tree has changed very little since the Ice Age.27. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?To indicate why the western United States is well suited for Pleistocene rewildingTo suggest a way to balance an ecosystem using Pleistocene rewildingTo identify a potential problem with the Pleistocene rewilding conceptTo explain how the idea for Pleistocene rewilding came about28. What does the professor mean when she says this:Pleistocene rewilding has been tried before without successPleistocene rewilding should be tried with just a few speciesPleistocene rewilding has already been thoroughly researchedPleistocene rewilding is another form of human interference.PO 23 Lecture 323. What is the lecture mainly about?Parts of the dolphin’s anatomy that allow it to navigateTwo different types of communication used by dolphinsThe way that dolphins store air while swimming underwaterThe meanings of different signals used by dolphins24. Why does the professor discuss the speed at which sound travels?To describe why sounds made under water can travel long distancesTo show why a person cannot hear a dolphin well when it is under water To compare the speed of two different sounds made by dolphinsTo explain how sound waves behave when crossing from one medium into another25. What is the dolphin's melon?An oval-shaped bone that lets the dolphin hear soundsAn organ made of fat tissue that helps a dolphin send sound wavesAn air-filled cavity that lets the dolphin breathe underwaterAn organ filled with water that helps the dolphin measure depth26. What is the dolphin's jaw able to do?Send rapid clicking sounds into waterIncrease the speed of soundsReceive sound waves that have reflected off objectsForce water through the nasal sacs and out the blowhole27. How does the professor organize the information in the lecture?By describing a phenomenon and the physical structures that make it。

新托福听力高分特训500题【命题分析+答题攻略+强化训练】-第3章新托福听力学术讲座330题（动物◆动物学（Zoology）Audio 37Lecture 37:Listen to part of a lecture in a zoology class.1. What is the lecture mainly about?A. The differences between South and Central American rainforestsB. Examples of exotic birds in the rainforests of the AmericasC. The typical eating habits of the toucan and the quetzalD. The habitat and characteristics of the unique toucan bird2. Why does th e professor explain the toucan’s bill?A. T o contrast it with the beak of the quetzalB. To explain why it has such a large oneC. T o show that it is smaller than a beakD. T o indicate it is only used for feeding3. Listen again to part of the lecture. Then answer the question. What does the professor imply when he says this?A. The toucan and its sources of food depend on one another.B. The toucan takes complete advantage of fruit from trees.C. The diet of the toucan is limited to just fruit-bearing trees.D. The diet of the toucan suffers from competition from other birds.4. According to the professor, what is true of the t oucan’s nest?A. It builds it on the limbs of trees.B. It uses the nests of other birds.C. It lives in the cavity of a tree.D. It does not need a place to rest.5. According to the professor, what is special about the quetzal?A. It has metallic green tail feathers.B. It cannot survive in captivity.C. It does not live in small groups.D. It likes to live in cloud forests.6. The following statements list the characteristics of the toucan and the quetzal. Click in the correct box for each sentence,答案详解1. B【解析】教授在开始时提到“What I want to do now is explore some of these animalsa little more closely.”。

托福听力真题及答案解析2015年10月11日托福听力真题讲座1 哲学holism和reductionism的区别(两个学术研究的不同角度)用ants举例，先说D：每个ant有自己的task，每个小的part都发挥自己的作用。

教授下结论，看了individual的作用可以predict整体的作用。

再说H：解释整体的作用并不单纯个体作用的叠加，类似1+1>2。

即整体作用更大。

提到leader的作用。

再说蚁群有queen，但是queen主要是lay eggs而不是organize。

讲座2：植物学botany 讨论动物觅食与物种多样性，整个文章对比polar region与tropical region的动物。

Polar：一个动物吃多种食物，而且还migration，就是因为可以吃的东西选择少，不diverse，这些动物可以被称为generalist，举例foxTropical：动物可以吃东西选择多，而且climate stable所以吃一种就行，这样避免了animals之间的competition。

这些动物是specialist。

举例黄毛的一个动物。

讨论这两种情况呢的利弊：tropical只吃一个，要是被吃的那个消失了，就会导致extinction。

说其实人类并不是extinction的主要原因，但是人类造成的harm也需要考虑，人类需要意识到自己行为的后果。

对话2:学生服务场景student和employee at theater的对话。

学生要买票，因为父母来了，要看看什么play可以看。

Employee说可以看哈姆雷特，同时推荐了season ticket给她，并告诉她三个好处：1. Cheep，因为有discount2. 可以卖extra ticket，但不保证座位在一起，因为这两部分票是分开卖的，女生说没有关系。

3. have permission见performers，学生说这是个selling point。

新托福听力之动植物场景解析托福听力背景知识在复习的过程中经常会遇到，店铺为同学们带来了托福听力背景知识是和动物类相关的内容，一起来学习下吧!新托福听力之动植物场景解析场景考察范围要点：种属，举例及特点首先，我们来一下zoology 动物学考察哪些呢?1. 分类：family 科;genus 属;species 种;phylum 门;class纲;order 目;suborder 亚目2. 具体类型：reptile 爬行动物;herbivore 食草动物;mammal 哺乳动物;invertebrate 无脊椎动物;vertebrate 脊椎动物;aquatic life 水生动物;amphibian /amphibious animal 两栖动物;parasitic animal 寄生动物;protozoa原生动物;rodent 啮齿动物;primate 灵长动物;plankton浮游生物;mollusk 软体动物;coelenterate 腔肠动物(如水母、海蜇、珊瑚等);homeotherms 恒温动物;cold-bloodedanimal 冷血动物等等。

3. 考察动物的特征：creature 生物;feathers 羽毛;scales 鳞;armor甲;spinal cord 脊椎;digestivesystem 消化系统;excretorysystem 排泄系统;reproductivesystem 生殖系统;circulatorysystem 循环系统;respiratorysystem呼吸系统;hormonal system内分泌系统;appetite 食欲;digestive duct 消化管;esophagus 食管;stomach 胃;small intestine小肠;large intestine大肠;anus 肛门;digestive gland消化腺;salivary gland 唾液腺;liver肝;gallbladder 胆;pancreas 胰等等。

托福听力真题与解析lecture1.animal grooming2.physical ecology3.静物绘画4.历史上飞机场的建造5.发展心理学小孩心理发展的四个阶段6.艺术史中国青铜器7.earth science8.黄金比例 1.69.物理10.art history11.English literature12.urban planning13.美索不达米亚地区和埃及两种城市化的对比14.青蛙叫15.deer management16.天文学 the death of star17.文艺复兴艺术家赞助商客户conversation1.女生问一个管理员他们的电影社需要的东西，管理员说他不负责这个，但是可以帮她宣传，然后女生就在说自己的电影社2.男生去找自己的anthropology教授3.学生要改善自己的住宿环境4.学生询问作业的选题5.honey bees新托福听力题完整版第一套:Conversation1-论文-选题-English Literature学生提到写罗宾汉Robin Hood。

Conversation2-宿舍-改善住宿环境两个建议：在新造的停车场与宿舍之间种树，改善房屋的保温效果。

Lecture1-物理学-布朗运动(旧题=2016.10.15)布朗运动和random motion。

科学家希望将布朗运动应用到工业上，但是因为particle运动是很难控制的，然后提到了难以控制的原因，而且说这种原因学生们肯定已经知道了，然后说到运用bacteria会更好地控制他们向同一个方向运动，而且可以通过控制氧气的浓度来控制bacteria运动的速度。

Lecture2-艺术史-中国青铜器【此篇对于中国学生来说送分】中国青铜器的鼎盛年代(小黑板：Shang Dynasty Zhou Dynasty)，特点：帝王和贵族使用，用于religious ritual，普通人喝水什么的用陶器，青铜器比同时期希腊的好得多，上面有复杂的雕饰。

今天和环球托福老师楠楠学习一篇托福TPO听力文本阅读材料积累生物类的文章。

在托福听力中，生物学占据着很重要的地位，基本上每一套TPO题目里都会有一篇听力或者阅读涉及到一种或多种小动物，那么今天我们来看的是一种特殊的动物，grasshopper mice，食蝗鼠，到底它的威力有多大？我们还是先睹为快吧！托福tpo听力文本阅读材料原文——食蝗鼠Rodents called grasshopper mice have an unusual favorite food. Not grasshoppers. No, they really like scorpions. You can see the problem. But the mice shrug off any scorpion stings. And a new study shows how. Researchers injected common house mice with scorpion venom. The mice nursed the injection site for several minutes. But grasshopper mice injected with venom fussed for only a few seconds.In fact, they were more bothered by saline solution. So what's going on? In the house mouse, a specific type of nerve-cell signaling-channel got activated by the venom. But this same channel in grasshopper mice stayed inactive in the presence of venom—meaning the mice remained blissfully ignorant. In addition, a separate pathway did react to the scorpion venom—and it actually temporarily blocked pain signals. Meaning that for grasshopper mice, scorpion venom is actually an analgesic. The work is in the journal Science. Understanding details of this system could lead to new approaches in the treatment of pain in people, so that someday we might ask, Scorpion, where is thy sting?托福tpo听力文本阅读材料原文翻译：这种被称为食蝗鼠的啮齿动物最喜欢的食物有些不同寻常。

新托福高级听力unit6iBT-LECTURE（hibernators冬眠动物）Quize in the Class (Hibernators)Name:___________ Number:___________ Score:__________ Listen to the lecture carefully and fill in the blanks to complete the the content.Note-taking will be helpful.M:So for these reasons, when you’re camping, be sure you take (1)all of the necessary precautions to avoid bear encounters.W1: I have a question.M: Please, go ahead.W1: This winter, I’ll be going camping. It’ll be the first time I’ve ever tried (2)winter camping. I was wondering, um, since (3)bears usually hibernate during the winter, do we ah, do we still have to (4)take the same precautions as when we go camping in the summer?M: Yes!First of all, you don’t know when bears are going to start hibernating, and you don’t know (5)when they’re going to stop hibernating, and most importantly, (6)bears don’t hibernate!W1: Oh! Really?M: Yes, really. The stories you were told as a child about bears hibernating are not true. (7)Bears are not true hibernators. Let me repeat that. Bears don’t hibernate! True hibernation essentially means (8)total inactivity for several days or weeks. It’s a state or a phase that some animals experience when (9)the days become very short, (10)the temperature cools, and food quantities are limited. Furthermore, (11)there are different kinds of hibernators. True hibernation is also referred to as (12)deep hibernationbecause the animal’s body is (13)inactive for a very long period, its body temperature decreases to (14)five degrees or less, its metabolism decreases, and its breathing slows down. True hibernation is (15)a survival mechanism during the long, cold winter season when food is scarce. Deep hibernation allows the animal to (16)conserve its energy. Their sleep is so deep that they cannot be awakened. This allows animals to skip over the cold, stressful winter. Bears are not true hibernators!(17)They can awaken during the winter. Please remember that!W1: Ah, so what happens to bears during the winter?M: Well, bears are (18)torpor hibernators. This means they are not true hibernators like some smaller animals, torpor hibernators are (19)inactive only for a short time, perhaps during the coldest hours of the night. They don’t sleep for several weeks like true hibernators, and their temperature never drops to five degree. In fact, bears’temperature rarely drop (20)below thirty degrees. When an animal is in torpor, it’s capable of quick arousal. Some bears will sleep for several weeks, but even if they do, they are capable of (21)waking up very quickly. That’s why bears are dangerous all year round!W2: how do animals know (22)when to hibernate?M: well, some hibernators, like reptiles, are capable of predictive dormancy, which means that as the days decrease in length, they can (23)anticipate winter approaching, and then they begin hibernating automatically. Because they can anticipate cold weather, they can avoid the potentially lethal cold season by (24)going into hibernation. Other animals are not capable of this anticipation. They’re only capable of consequential dormancy.In other words, they don’t hibernate until they’ve been exposed to cold weather. If the winter is mild or the animal is located in an area where the seasonal weather conditions are unpredictable, it might (25)stay active all winter if conditions permit. If it gets too cold, it can start hibernating.W2: So which animals are deep hibernators?M:Some of the deep hibernators are chipmunks, woodchucks, snakes, box turtles, and toads. Torpor hibernators include bears, raccoons, and skunks. The non-hibernators are red foxes, gray squirrels, and wild turkeys.。

【托福听力备考】托福TPO1听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

TPO 1 Lecture 4 BiologyNarrator：Listen to part of a lecture in a biology class.Professor：For today’s discussion, we’ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies.Why is that?Student：Well, when they are not hibernating, you can find them in openareas. And they are pretty active during the day, which makes them easy to observe, right?Professor：Uh-huh, so first let’s discuss the Eastern marmots. They reside throughout the eastern region of North America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.Student：Oh, I see. At first I wasn’t sure what growing season meant, just from the reading. But now I get it. It’s the amount of time it takes for themtogrow, right? So it would be five months?Professor：Umm? Oh, uh… I’m sorry but no. It has nothing to do with that.It’s not about the time it takes for Eastern marmots to grow. It’s when the foodis available. That is when it’s not covered in snow and there is no frostcovering the grass and, umm, vegetative parts of a plant’s herbs and the flowersthe marmots like to eat. So growing season refers to the availability of thefood they eat, OK? So now how would you describe the Eastern marmots’ socialhabits?Student：Well, they are really territorial, and loners, and just soaggressive even with other Eastern marmots. And their mating ritual is just soimpersonal.Professor：Uh-huh? Now when they emerge in the spring from hibernation, themating process begins. For them, well, they come together to mate and then theygo their separate ways. Then about six to eight weeks after birth, the offspringleave their mothers.Student：Really? Just six weeks? Is that possible for the offspring to makeit on their own so young?Professor：Well, it’s not as if they aren’t ready for the real world becausethey are. Remember, they mature quickly and the weather’s nice. Also they livein open fields where there is lots of edible vegetation. So roughly six weeksafter birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?Student：Oh, I get it. Since the climate’s not too bad, the Eastern marmots don’t have to rely on each other too much and they really don’t need to stay together as a family to survive either.Professor：Uh-ha. Any contrast, the Olympic marmots? What about them? Student：Well, they live together as a family and take care of their young until they are at least two years old. They’re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live? That seems so bizarre.Professor：Well, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.。

托福听力tpo67 lecture1、2、3 原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture2 (10)原文 (10)题目 (13)答案 (17)译文 (17)Lecture3 (19)原文 (19)题目 (23)答案 (26)译文 (26)Lecture1原文Professor: Now we've said that animal behavior patterns involve an interplay between an animal and its environment. In particular, behavior patterns can change as an animal becomes adapted to its environment. We can see the results of this in the way that animals have developed different types of feeding behavior. Animals are generally classified as a generalist feeders and specialist feeders. Now, um, these terms are used in a variety of ways. At times, they're used to refer to an animal's range of habitats. I've also seen them used to describe the number of foraging techniques that are used by an individual or species.Um, but for our purposes, we're going to use them to refer to the range of food items that are eaten by a species. So a generalist feeder is a species that eats a wide variety of foods during its lifetime. And a specialist is a species that feeds on a highly restricted number of foods. A good example of a generalist would be a rat. Rats are notorious for eating just about anything that's available, whether it's a plant or an animal. At the other end of the spectrum, we have the koala which eats only the leaves of eucalyptus trees.Okay, now there are advantages to each. For a generalist, If 1 type of food isn't around, it can feed on another that's more abundant. On theother hand, the advantage of being a specialist is that the animal is well adapted to its food. You could say that specialists are feeding masters, their consumption, even their digestive system is just so finely tuned. For instance, take the koala. The eucalyptus leaves that it feeds on, don't contain much protein. What's more, the leaves contain compounds that are poisonous to most species? But the koalas digestive system has adapted to handle this. It's liver deactivates, the poisonous compounds, and its digestive system is designed to extract the maximum amount of nutrients from the leaves.So it's not a question of which strategy is better. The real question is, what determines how selective animal species are in what they eat? Well, the answer may lie in a concept called optimal foraging. The idea is that natural selection favors animals whose feeding behavior has the lowest cost to benefit ratio. That is you want to get the best healthiest food you can. And you want to do it as quickly as possible. And as easily as possible.Now, in a natural environment, no animal forage in an absolutely optimal manner. But, well, I read some research on a little rat called the kangaroo rat, which lives in deserts in North America. The kangaroo rat is a generalist which eats plant matter like seeds and fruit. It lives in deep burrows which provide protection from the desert heat and from predators like hawks or snakes. And it goes foraging at night for food.For plant matter, under the protection of darkness, even though it's a generalist. If the only thing available is seed, if a choice of seeds is available to it, it picks up seeds that provide more energy than those it leaves behind. And it carries them back to its burrow. Once it's there, it might eat only the richest seeds from the ones that brought back. So it selects seeds outside in a way that lets it spend as little time as possible foraging in that risky environment, and then sorts out its food later when it's safely in its burrow.Oh, yes, Kenneth. You have a question?Male student: But what about the koala? It gets by uh, by being even more selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat, and eat, at least one or two other things?Professor: Well, what do you think the koala would say? What do I gain by being so selective? In terms of optimal foraging, it's clear that eucalyptus trees provide an abundant source of food. Other animals can't eat the leaves and think of how little energy the koala uses. It spends only about 3 hours each day eating to get the energy it needs. So being a specialist allows it to get the nutrients it needs with minimal expenditure of energy.题目1.What is the lecture mainly about?A. The reasons why some animals eat only plantsB. The advantages of two different feeding adaptationsC. The variety of foods that certain animals can eatD. The relationship between two animals that share a habitat2.What definition of the term “generalist” does the professor use in the lecture?A. An animal species that eats a wide variety of foodsB. An animal species that lives in a range of different habitatsC. An animal species that uses several techniques to forage for foodD. An animal species that forages at several different times of the day3.What points does the professor make about the koala’s specialist feeding habits? [Click on 2 answers.]A. It obtains all the food it needs in relatively little time.B. It requires large amounts of protein in its diet.C. It can eat leaves that are poisonous to other animals.D. It spends most of its time eating.4.What does the professor imply about the kangaroo rat?A. It will take more risks when foraging for high-energy food.B. It is one of the most selective feeders in North America.C. Its competitors often eat its food supply.D. It is selective when choosing what food it eats.5.How does the professor organize the information in the lecture?A. By contrasting an old theory with a new theoryB. By defining important terms and then giving examples of themC. By describing the similarities between two animalsD. By describing a problem and then suggesting some solutions6.Why does the professor say this:Male student: But what about the koala? It gets by uh, by being evenmore selective, you'd think you would be really risky to rely completely on eucalyptus leaves. Wouldn't it be better to diversify like the kangaroo rat, and eat, at least one or two other things?Professor: Well, what do you think the koala would say? What do I gain by being so selective? In terms of optimal foraging, it's clear that eucalyptus trees provide an abundant source of food. Other animals can't eat the leaves and think of how little energy the koala uses.A. To express agreement that the koala should eat a greater variety of foodB. To indicate that the koala’s behavior does not illustrate optimal foragingC. To remind the man of the characteristics of selective feedersD. To encourage the man to consider the koala’s feeding behavior differently答案B A ACD B D译文我们已经说过动物的行为模式涉及到动物和它的环境之间的相互作用。

听力加试第一篇：关于bird migration的term paperLong conversation: Student having difficulties in writing term paper男student: Professor, I hope to discuss my term paper with you. I got stuck in writing the paper on bird migration. I have difficulties in finding enough materials about bird migration. (老师，今儿，我想跟你说说我的学期论文的事儿。

我卡住了，找不到这方面的资料。

)女Professor: You can’t find enough material on bird migration?(语调上扬，最后一题，重听题的考点。

)男student: I want to write about early bird migration.( 要写的paper 是关于古代鸟类迁徙的，所以资料不够。

)女Professor: “哦你确实找到了一个好的题目，但是你要知道我的要求是你们的论文要反映你们这学期学了什么。

”男student: 想写关于Aristotle关于这个题目的看法etc.女Professor: I want you to apply what you’ve learned to your paper. (希望他们运用所学知识研究来完成paper.) 不要只是做summary or description. 我想要看到你的special analysis.男student: 但是，我觉得我找的资料中有错误的。

（I think ….wrong）,这就是为什么我不想用资料。

女Professor: 你不要完全放弃以前找的资料（discard）.你可以换种想法，用rational 的方式。

托福听力tpo65 lecture1、2、3 原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (14)题目 (16)答案 (18)译文 (18)Lecture1原文Listen to part of the lecture in a biology class.Professor: Until about 30 years ago, scientific opinion was pretty much unanimous in thinking that dinosaurs were cold-blooded creatures, and not warm blooded like mammals and birds. What are these terms cold- and warm-blooded mean?Well, they are imprecise terms, a little bit inaccurate, but for the sake of consistency, I’ll continue to use them.Warm-blooded animals, or technically, endothermic animals, are animals that use their own metabolism to maintain a relatively high, generally constant body temperature. They generate their own heat, whereas cold-blooded animals, uh, technically called endothermic animals, cold-blooded animals rely on the environment primarily to regulate their body temperature. And their body temperature can actually vary a great deal depending on the temperaturesurrounding them.Now, as I said, mammals and birds are warm-blooded creatures, and we being mammals, you’re familiar with, you know, your body stays pretty much the same temperature all the time, whereas if you’ve ever seen, say, snakes or lizards you know, basking in the sun on the rock, you can see the characteristic feature of a cold-blooded creature that is using the environment to help regulate its body temperature.As I said, until about 30 years ago, dinosaurs were, because they seem to most closely resemble reptiles, they were thought to be cold-blooded. Then about 30 years ago a number of scientists began to suggest the possibility that dinosaurs might in fact be warm-blooded. This was very exciting for a variety of reasons. Warm-blooded creatures are closer to us. They are more active. They move faster. They can live in a wider range of environments than cold-blooded creatures. So a lot of scientists kind of got on this bandwagon for warm-blooded dinosaurs. But unfortunately, a lot of the evidence for dinosaurs possibly being warm-blooded is indirect. Among the pieces of evidence is that the fossilized remains of dinosaurs have shown that certain kinds of dinosaurs had feathers.Now, feathers in birds, one of their main functions, apart from helping certain birds to fly, is that they are an insulator. They preserve body heat, so by analogy, some people are argued, well, ok, if they were feathered dinosaurs, maybe they had feathers for insulation. Yes, maybe. But maybe not.Another piece of indirect evidence is that some dinosaurs, uh, well, some dinosaur remains have been found in areas, latitudes that today have arctic climates and might in fact had very cold climates at the time that the dinosaurs were living there. It’s hard to function as a cold-blooded creature in an arctic climate. Unfortunately, we don’t have exact climate information. It’s only been suggested that these areas might have been as cold as they are today. So again, this is not, you know, not a knockdown argument in favor of dinosaurs being warm-blooded.Another argument for the warm-blooded theory has to do with looking at the anatomy of dinosaurs and at the similarities with warm-blooded animals. If you look at what’s around today, well, let’s see, today anything that walks on two legs is warm-blooded. That goes for humans and some other primates, and birds like the ostrich, okay? Only warm-blooded creatures, you know, like ostriches, have upright posture.Alright, so proponents of the idea that dinosaurs were warm-blooded say, well, look at dinosaurs, some of them had upright posture too. Coincidence? They say no, these two-legged dinosaurs were warm-blooded too. Okay, but on the other hand, as far as we can tell, dinosaurs lacked a body structure called the respiratory turbinate. Why is that significant?Respiratory turbinate are these complicated structures inside the nasal cavity. They are aligned with soft tissue and their function is that as the air passes through these complicated kinds of curlicue passages, air coming in is warmed up, so that warm-blooded creature isn’t shocked by.. Its lungs aren’t shocked by receiving cold air directly from the outside, which would really disturb its internal temperature. So unless there are some other mechanism that we don’t know about, it seems that these, that dinosaurs lacked this vital feature of all existing warm-blooded animals.题目1.What is the main purpose of the lecture?A. To explain the differences between dinosaurs and modern-day animalsB. To present evidence for a theory that dinosaurs were warm-bloodedC. To describe the body structures of recently discovered dinosaursD. To compare the fossils of warm- and cold-blooded dinosaurs2.There is evidence that some dinosaurs had feathers. According to the professor, why does this support the theory that dinosaurs were warm-blooded?A. Feathers prevented dinosaurs’ body heat from escaping.B. Feathers show that dinosaurs were capable of flight.C. Dinosaurs and birds descended from the same evolutionary ancestor.D. Dinosaurs used feathers to absorb heat from the sun’s rays.3.What does the professor imply about regions that now have arctic climates?A. They can probably support both warm- and cold-blooded modern animals.B. They might have been warmer in the past than they are now.C. They are areas in which dinosaurs were never able to live.D. They are good sources of fossils of feathered dinosaurs.4.Why does the professor mention ostriches?A. To point out that not all birds are able to flyB. To cite evidence that dinosaurs were cold-bloodedC. To show that not all birds have respiratory turbinatesD. To give an example of an animal with upright posture5.What is the professor's opinion of the theory that dinosaurs were warm-blooded?A. It has changed our understanding of the term “warm-blooded.”B. Thirty years ago it was not convincing, but today most evidence supports it.C. It needs more evidence in order to be convincing.D. Most of the evidence we have supports a different theory.6.What does the professor imply when she says this:A. Warming up air may not be as important a function as many scientists believe.B. Cold-blooded animals may use a different mechanism from warm-blooded animals.C. It is possible that dinosaurs had another way to warm up air they breathed.D. Warm-blooded dinosaurs were probably very different from warm-blooded animals today.答案B A B DC C译文请听生物课上的部分内容。