1托福TPOEXTRA 答案解析和原文翻译

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

托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.Individuals instinctively follow a set of rules.4.According to the professor,what path is followed by both telephone calls on a network and ants seeking food?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。

下面就让小编来为大家介绍一下托福听力TPO1原文中Lecture 4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，希望能够给准备托福听力的同学带来帮助。

TPO 1 Lecture 4BiologyNarratorListen to part of a lecture in a biology class.ProfessorFor 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?StudentWell, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?ProfessorUh-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.StudentOh, 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 them to grow, right? So it would be five months?ProfessorUmm? 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 food is available. That is when it’s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant’s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots’ social habits?StudentWell, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.ProfessorUh-huh? Now when they emerge in the spring from hibernation, the mating 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 offspring leave their mothers.StudentReally? Just six weeks? Is that possible for the offspring to make it on their own so young?ProfessorWell, it’s not as if they aren’t ready for the real world because they are. Remember, they mature quickly and the weather’s nice. Also they live in open fields where there is lots of edible vegetation. So roughly six weeks after 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?StudentOh, 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.ProfessorUh-ha. Any contrast, the Olympic marmots? What about them?StudentWell, 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.ProfessorWell, 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.翻译独白：听一段生物课的讲座教授：在开始今天的讨论前，我们先回顾一下关于一些动物的行为是如何适应他们环境的案例研究。

托福考试 复习托福阅读TPO17(试题+答案+译文)第1篇:Europe's Early Sea Trade with Asia托福阅读原文【1】In the fourteenth century, a number of political developments cut Europe's overland trade routes to southern and eastern Asia, with which Europe had had important and highly profitable commercial ties since the twelfth century. This development, coming as it did when the bottom had fallen out of the European economy, provided an impetus to a long-held desire to secure direct relations with the East by establishing a sea trade. Widely reported, if somewhat distrusted, accounts by figures like the famous traveler from Venice, Marco Polo, of the willingness of people in China to trade with Europeans and of the immensity of the wealth to be gained by such contact made the idea irresistible. Possibilities for trade seemed promising, but no hope existed for maintaining the traditional routes over land A new way had to be found.【2】The chief problem was technological: How were the Europeans to reach the East? Europe's maritime tradition had developed in the context of easily navigable seas-the Mediterranean, the Baltic, and, to a lesser extent, the North Sea between England and the Continent—not of vast oceans. New types of ships were needed, new methods of finding one's way, new techniques for financing so vast a scheme. The sheer scale of the investment it took to begin commercial expansion at sea reflects theimmensity of the profits that such East-West trade could create Spices were the most sought-after commodities. Spices not only dramatically improved the taste of the European diet but also were used to manufacture perfumes and certain medicines. But even high-priced commodities like spices had to be transported in large bulk in order to justify the expense and trouble of sailing around the African continent all the way to India and China.【3】The principal seagoing ship used throughout the Middle Ages was the galley, a long, low ship fitted with sails but driven primarily by oars. The largest galleys had as many as 50 oarsmen Since they had relatively shallow hulls, they were unstable when driven by sail or when on rough water: hence they were unsuitable for the voyage to the East. Even if they hugged the African coastline, they had little chance of surviving a crossing of the Indian Ocean. Shortly after 1400, shipbuilders began developing a new type of vessel properly designed to operate in rough, open water: the caravel. It had a wider and deeper hull than the galley and hence could carry more cargo: increased stability made it possible to add multiple masts and sails. In the largest caravels, two main masts held large square sails that provided the bulk of the thrust driving the ship forward, while a smaller forward mast held a triangular-shaped sail, called a lateen sail, which could be moved into a variety of positions to maneuver the ship.【4】The astrolabe had long been the primary instrument for navigation, having been introduced in the eleventh century. It operated by measuring the height of the Sun and the fixed stars: by calculating the angles created by these points, it determined the degree of latitude at which one stood (The problem of determining longitude, though, was not solved until the eighteenth century.) By the early thirteenth century. Western Europeans had also developed and put into use the magnetic compass, which helped when clouds obliterated both the Sun and the stars. Also beginning in the thirteenth century, there were new maps refined by precise calculations and the reports of sailors that made it possible to trace one's path with reasonable accuracy. Certain institutional and practical norms had become established as well.【5】A maritime code known as the Consulate of the Sea, which originated in the western Mediterranean region in the fourteenth century, won acceptance by a majority of sea goers as the normative code for maritime conduct; it defined such matters as the authority of a ship's officers, protocols of command, pay structures, the rights of sailors, and the rules of engagement when ships met one another on the sealanes. Thus by about 1400 the key elements were in place to enable Europe to begin its seaward adventure.托福阅读试题1.The word impetus in the passage (paragraph 1) is closest in meaning toA.Return.B.Opportunity.C.Stimulus.D.Obstacle.2.According to paragraph 1, why was it necessary to find a new way for European merchants to reach the East?A.People in China were finally ready to trade with Europeans.B.The European economy was failing because there was no trade with the East.C.Traditional ways of trading with the East had become very costly.mercial routes over land had become blocked because of political events.3.According to paragraph 2, what was the main difficulty Europeans had to overcome in order to develop a new way of trading with the East?A.Europeans were unwilling to invest in large-scale commercial ventures.B.Europeans lacked the means for navigating long distances across oceans.C.Europeans were unwilling to experiment with new business techniques.D.Europeans lacked knowledge about the commercial methods of otherpeoples.4.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 2)? Incorrect choices change the meaning in important ways or leave out essential information.A.The high cost to investors of developing trade by sea between East and West indicates the great size of the profits that such trade could produce.B.The profits that could be created by sea trade between East and West were immense compared with the investment required to develop such trade.C.The increase in commercial activity by using sea routes reflects the importance trade between East and West had for investors seeking great profits.D.Because people made large investments in sea commerce between East and West. They expected to make immense profits.5.The word dramatically in the passage (paragraph 2) is closest in meaning toA.Artificially.B.Greatly.C.Immediately.D.Regularly.6.It can be inferred from paragraph 2 that spices from Asia were desirablein Europe in the Middle Ages because theyA.were easily transported in large quantities.B.could not be produced in European countries.C.could be traded for products such as perfumes and medicines.D.were expected to increase in value over time.7.According to paragraph 3, all of the following statements comparing the caravel with the galley are true EXCEPT:A.The caravel had fewer masts than the galley.B.The caravel had a wider hull than the galley.C.The caravel could carry more cargo than the galley.D.The caravel was more stable in rough water than the galley.8.According to paragraph 3, what did the lateen sail contribute to the caravel as a sailing ship?A.It provided stability for the front part of the ship.B.It made it possible for the hull to be wider and deeper.C.It added considerably to the speed of the wind-driven ship.D.It improved the capacity of the ship to be guided.9.In paragraph 4 Why does the author include the information that Western Europeans had developed and put into use the magnetic compassA.To provide an example of an instrument that was developed after caravels had begun traveling across oceans.B.To provide an example of an improvement that resulted directly from the invention of the astrolabe.C.To identify one of the technological advances that made sea trade with the East possible.D.To explain how the problem of determining longitude was solved.10.The word refined in the passage (paragraph 4) is closest in meaning topleted.B.Improved.C.Drawn.D.Checked.11.The word norms in the passage (paragraph 4) is closest in meaning toA.purposes.B.skills.C.activities.D.rules.12.According to paragraph 4, which of the following is true of the maritime code developed in Europe in the fourteenth century?A.It mapped out lanes in the seas for trading ships to follow.B.It defined the ways in which people should behave at sea.C.It replaced an earlier code that could not be adapted to the sea trade with the East.D.It gave instructions on how to navigate a ship.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? They were highly valued for a couple of reasons.The chief problem was technological: How were the Europeans to reach the East? Europe's maritime tradition had developed in the context of easily navigable seas—the Mediterranean, the Baltic, and, to a lesser extent, the North Sea between England and the Continent—not of vast oceans. New types of ships were needed, new methods of finding one's way, new techniques for financing so vast a scheme. The sheer scale of the investment it took to begin commercial expansion at sea reflects the immensity of the profits that such East-West trade could create. ■【A】Spices were the most sought-after commodities. ■【B】Spices not only dramatically improved the taste of the European diet but also were used to manufacture perfumes and certain medicines. ■【C】But even high-priced commodities like spices had to be transported in large bulk in order to justify the expense and trouble of sailing around the African continent all the way to India and China. ■【D】14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because theyexpress ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Because land routes to Asia had been cut off in the fourteenth century. Europeans had to find a new way to trade with Asia.A.Reports by travelers indicated that people in Asia were interested in renewing trade with Europeans.B.For trade in Asian goods such as spices to be profitable,these items needed to be transported in large quantities by sea.C.European galleys were able to bring Asian goods across with these items needed to be transported in large quantities by Indian Ocean and around the African coastline.D.Wind-driven caravels were developed to carry cargo across the oceans.E.The development of maps, navigational instruments, and a maritime code of conduct provided crucial elements for long-distance navigation.F.Europeans wanted to import spices from Asia in order to improve the taste of food and to make perfumes and medicines.托福阅读答案1.impetus推动，促进，推动力，所以C的stimulus正确。

智课网TOEFL备考资料托福tpo口语听力文本1—34译文摘要：托福口语的备考是离不开TPO的，TPO是托福考试最实用的备考资料，但是TPO还是有一定难度的，今天小编为大家准备的资料是托福tpo口语听力文本1—34译文，我们一起来看看精彩内容吧。

今天小编给大家准备的资料是托福 tpo口语听力文本1—34译文，相信很多考生都对托福口语的TPO不是很了解，下面小编截取部分内容，我们来看看吧。

男同学：他们犯了一个错误。

女同学：你的意思是?男同学：你看，他们正试图废止一些消遣活动，好让我们更好地学习。

但是这么一改变，图书馆里就没有能聚在一起做团队项目的地方了。

女同学：对，团队项目工作目前很普遍。

男同学：所以他们不该购买这些新设备，而应该用这笔钱建会议室。

这样的话就能减弱图书馆主要区域内的任何噪音。

女同学：是啊，这才是我们真正能用到的。

没有那么多必要非得隔开工作。

男同学：就是这样。

另一件事是关于过度拥挤的问题?今年的确是大学扩招，但我们真的面临着过度拥挤的问题吗?女同学：我不这么觉得。

我总是一个人用一整张桌子。

男同学：对!在那我一直都能看见空桌子。

替换掉我们有的资源纯属浪费钱，因为我们现在拥有的资源就使用图书馆的学生数量来看足够了。

17—4听力文本译文：教授我们从大家可能熟悉的例子开始。

当狗感到它们受到威胁，想要保护自己的时候通常做的一件事是什么?对，它们会露出牙齿，当我们看到(狗露出牙齿)，我们就知道这个行为基本上意味着我们得离它远点。

现在，讲一下这种行为是怎么成为可辨别的警告的。

很久很久之前，觉察到危险的狗时刻准备着去咬任何威胁到它的动物。

它首先把牙齿露出来。

但是这么做的目的很简单——这只狗本能地要确保它在咬其他动物时不会咬到自己的嘴唇。

知道了吗?但后来发生了什么?其他狗，其他的动物，随着时间的推移，都知道了狗在准备咬其他动物之前总是先露出牙齿。

所以它们才开始把这看做一个要小心的信号，要么远离狗，要么就要面临被咬的危险。

托福考试 复习托福阅读TPO20(试题+答案+译文)第1篇:Westward Migration托福阅读原文【1】The story of the westward movement of population in the United States is, in the main, the story of the expansion of American agriculture—of the development of new areas for the raising of livestock and the cultivation of wheat, corn, tobacco, and cotton. After 1815 improved transportation enabled more and more western farmers to escape a self-sufficient way of life and enter a national market economy. During periods when commodity prices were high, the rate of westward migration increased spectacularly. "Old America seemed to be breaking up and moving westward," observed an English visitor in 1817,during the first great wave of migration. Emigration to the West reached a peak in the 1830's. Whereas in 1810 only a seventh of the American people lived west of the Appalachian Mountains, by 1840 more than a third lived there. 【2】Why were these hundreds of thousands of settlers—most of them farmers, some of them artisans—drawn away from the cleared fields and established cities and villages of the East? Certain characteristics of American society help to explain this remarkable migration. The European ancestors of some Americans had for centuries lived rooted to the same village or piece of land until some religious, political, or economic crisis uprooted them and drove them across the Atlantic. Manyof those who experienced this sharp break thereafter lacked the ties that had bound them and their ancestors to a single place. Moreover, European society was relatively stratified; occupation and social status were inherited. In American society, however, the class structure was less rigid; some people changed occupations easily and believed it was their duty to improve their social and economic position. As a result, many Americans were an inveterately restless, rootless, and ambitious people. Therefore, these social traits helped to produce the nomadic and daring settlers who kept pushing westward beyond the fringes of settlement. In addition, there were other immigrants who migrated west in search of new homes, material success, and better lives.【3】The West had plenty of attractions: the alluvial river bottoms, the fecund soils of the rolling forest lands, the black loams of the prairies were tempting to New England farmers working their rocky, sterile land and to southeastern farmers plagued with soil depletion and erosion. In 1820 under a new land law, a farm could be bought for $100. The continued proliferation of banks made it easier for those without cash to negotiate loans in paper money. Western Farmers borrowed with the confident expectation that the expanding economy would keep farm prices high, thus making it easy to repay loans when they fell due. 【4】Transportation was becoming less of a problem for those who wished to move west and for those who hand farm surpluses to send tomarket. Prior to 1815, western farmers who did not live on navigable waterways were connected to them only by dirt roads and mountain trails. Livestock could be driven across the mountains, but the cost of transporting bulky grains in this fashion was several times greater than their value in eastern markets. The first step toward an improvement of western transportation was the construction of turnpikes. These roads made possible a reduction in transportation costs and thus stimulated the commercialization of agriculture along their routes.【5】Two other developments presaged the end of the era of turnpikes and started a transportation revolution that resulted in increased regional specialization and the growth of a national market economy. First came the steamboat; although flatboats and keelboats continued to be important until the 1850’s steamboats eventually superseded all other craft in the carrying of passengers and freight. Steamboats were not only faster but also transported upriver freight for about one tenth of what it had previously cost on hand-propelled keelboats. Next came the Erie Canal, an enormous project in its day, spanning about 350 miles. After the canal went into operation, the cost per mile of transporting a ton of freight from Buffalo to New York City declined from nearly 20 cents to less than 1 cent. Eventually, the western states diverted much of their produce from the rivers to the Erie Canal, a shorter route to eastern markets.托福阅读试题1.What can be inferred from paragraph 1 about western farmers prior to 1815?A.They had limited their crop production to wheat, corn, tobacco, and cotton.B.They were able to sell their produce at high prices.C.They had not been successful in raising cattle.D.They did not operate in a national market economy.2.What is the purpos e of the statement, “Whereas in 1810 only a seventh of the American people lived west of the Appalachian Mountains, by 1840 more than a third lived there”in paragraph 1?A.To illustrate that generally population shifts occur rapidly.B.To correct a mistaken impression of American agriculture from 1810 to 1840.C.T o emphasize the range and speed with which the westward migration occurred.D.To demonstrated how attractive the Appalachian Mountains were to Americans.3.The word "fringes" in the passage (paragraph 2) is closest in meaning toA.borders.B.groups.C.types.D.directions.4.According to paragraph 2, all of the following are reasons why Americans migrated westward EXCEPTA.the desire to move from one place to the next.B.the hope of improving their socioeconomic status.C.the opportunity to change jobs.D.the need to escape religious or political crises.5.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 3)? Incorrect choices change the meaning in important ways or leave out essential information.A.Because the West had more rivers and forests than the East, its soil was more productive.B.The fertile soils of the West drew farmers from regions with barren soils.C.Farmers living in western areas of the United States were more affected by soil erosion than farmers living in eastern areas.D.The soil in western areas of the United States was richer than soil in eastern areas.6.According to paragraph 3, what was the significance of the land law passed in 1820?A.It granted government-supported loans to farmers.B.It provided farmland at an affordable price.C.It required banks to offer loans to farmers.D.It enabled farmers to sell their land for a profit.7.The word "proliferation" in the passage (paragraph 3) is closest in meaning toA.growth.B.cooperation.C.importance.D.success.8.Paragraph 4 suggests that turnpikes affected farmers byA.making the price of grain uniform for both eastern and western farmers.B.making western farm products more profitable than eastern farm products.C.allowing farmers to drive their livestock across mountain trails.D.allowing a greater number of farmers to sell their farm products in a commercial market.9.The word "superseded" in the passage (paragraph 5) is closest in meaning toA.replaced.B.reformed.C.equaled.D.increased.10.The word "diverted" in the passage (paragraph 5) is closest in meaning toA.collected.B.shifted.C.transported.D.sold.11.Which of the following can be inferred from paragraph 5 about flatboats and keelboats?A.They ceased to be used as soon as the first turnpikes were built.B.They were slower and more expensive to operate than steamboats.C.They were used for long-distance but not for regional transportation.D.They were used primarily on the Erie Canal.12.Paragraph 5 mentions that the Erie Canal led to a reduction in all of the following EXCEPTA.the length of the route that goods from the West traveled across to reach eastern markets.B.the cost of transporting freight.C.the price of produce from western states.D.the amount of produce from western states that was shipped on rivers.13. Look at the four squares [■] that indicate where the following sentence can be added to the passage. Where would the sentence best fit? Click on a square [■] to insert the sentence in the passage. In fact,goods could be shipped more cheaply across the much greater distance of the Atlantic Ocean than they could from western New York to coastal cities.Transportation was becoming less of a problem for those who wished to move west and for those who had farm surpluses to send to market. ■【A】Prior to 1815, western farmers who did not live on navigable waterways were connected to them only by dirt roads and mountain trails. ■【B】Livestock could be driven across the mountains, but the cost of transporting bulky grains in this fashion was several times greater than their value in eastern markets. ■【C】The first step toward an improvement of western transportation was the construction of turnpikes. ■【D】These roads made possible a reduction in transportation costs and thus stimulated the commercialization of agriculture along their routes.14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.The westward movement of population across the United States led to expanded agricultural production.A.The desire to improve their livelihood often inspired people to movewest.B.Among the people who moved to the western United States were a number of artisans.C.The fertility of western farmland as well as favorable government policies supported agricultural gains.D.Steamboats were originally used to transport passengers rather than freight.mercial farming in the West was greatly enhanced by improvements in land and water transportation.F.The transportation revolution resulted in regional economies that operated independently of a national market economy.托福阅读答案1.根据1815年定为到第二句“After 1815, improved transportation enabled more western farmers to escape a self-sufficient way of life and enter a national market economy.”意思是：1815年之后，交通改善使得更多西部农民逃离一种自给自足的生活方式并且进入了一个国家市场经济。

TPO1-34综合写作TPO 1 (1)1. 阅读部分 (1)2. 听力部分 (3)3. 范文赏析 (5)TPO 2 (7)1. 阅读部分 (7)2. 听力部分 (10)3. 范文赏析 (12)TPO 3 (14)1. 阅读部分 (14)2. 听力部分 (16)3. 范文赏析 (17)TPO4 (19)1. 阅读部分 (19)2. 听力部分 (21)3. 范文赏析 (22)TPO5 (24)1. 阅读部分 (24)2. 听力部分 (24)3. 范文赏析 (24)TPO6 (25)1. 阅读部分 (25)2. 听力部分 (25)3. 范文赏析 (25)TPO7 (26)1. 阅读部分 (26)2. 听力部分 (26)3. 范文赏析 (26)TPO8 (27)1. 阅读部分 (27)2. 听力部分 (27)3. 范文赏析 (27)TPO9 (28)1. 阅读部分 (28)2. 听力部分 (28)3. 范文赏析 (28)TPO10 (29)1. 阅读部分 (29)2. 听力部分 (29)3. 范文赏析 (29)TPO11 (30)1. 阅读部分 (30)3. 范文赏析 (30)TPO12 (31)1. 阅读部分 (31)2. 听力部分 (32)3. 范文赏析 (34)TPO13 (35)1. 阅读部分 (35)2. 听力部分 (36)3. 范文赏析 (38)TPO14 (39)1. 阅读部分 (39)2. 听力部分 (40)3. 范文赏析 (41)TPO15 (43)1. 阅读部分 (43)2. 听力部分 (44)3. 范文赏析 (45)TPO16 (47)1. 阅读部分 (47)2. 听力部分 (48)3. 范文赏析 (49)TPO17 (51)1. 阅读部分 (51)2. 听力部分 (52)3. 范文赏析 (54)TPO18 (55)1. 阅读部分 (55)2. 听力部分 (55)3. 范文赏析 (55)TPO19 (56)1. 阅读部分 (56)2. 听力部分 (56)3. 范文赏析 (56)TPO20 (57)1. 阅读部分 (57)2. 听力部分 (57)3. 范文赏析 (57)TPO21 (58)1. 阅读部分 (58)2. 听力部分 (58)3. 范文赏析 (58)TPO22 (59)1. 阅读部分 (59)3. 范文赏析 (59)TPO23 (60)1. 阅读部分 (60)2. 听力部分 (60)3. 范文赏析 (60)TPO24 (61)1. 阅读部分 (61)2. 听力部分 (61)3. 范文赏析 (61)TPO25 (62)1. 阅读部分 (62)2. 听力部分 (62)3. 范文赏析 (62)TPO26 (63)1. 阅读部分 (63)2. 听力部分 (63)3. 范文赏析 (63)TPO27 (64)1. 阅读部分 (64)2. 听力部分 (64)3. 范文赏析 (64)TPO28 (65)1. 阅读部分 (65)2. 听力部分 (65)3. 范文赏析 (65)TPO29 (66)1. 阅读部分 (66)2. 听力部分 (66)3. 范文赏析 (66)TPO30 (67)1. 阅读部分 (67)2. 听力部分 (67)3. 范文赏析 (67)TPO31 (68)1. 阅读部分 (68)2. 听力部分 (68)3. 范文赏析 (68)TPO32 (69)1. 阅读部分 (69)2. 听力部分 (70)3. 范文赏析 (70)TPO33 (71)1. 阅读部分 (71)3. 范文赏析 (71)TPO34 (72)1. 阅读部分 (72)2. 听力部分 (73)3. 范文赏析 (74)TPO 11. 阅读部分In the United States, employees typically work five days a week for eight hours each day. However, many employees want to work a four-day week and are willing to accept less pay in order to do so. A mandatory policy requiring companies to offer their employees the option of working a four-day workweek for four-fifths (80 percent) of their normal pay would benefit the economy as a whole as well as the individual companies and the employees who decided to take the option.在美国，职员一般执行的一周五天，每天八小时工作制。

托福真题第一套Q1: Talk about a book you have read that was important to you for some reason. Explain why the book was important to you. Give specific details and examples to explain your answer.解题思路一：重要性来自于书的内容●TS: General Introduction of the book (Name, author, time you read the book)●Give a simple account of the book.●Key Word: Important-Interesting: draws you in.-knowledge you have learnt-enlightenment you have gained●Conclusion: emphasize the IMPORTANCE●Sample Response:3 months ago, I read a book called The Five People You Meet in Heaven written by Mitch Albom. It recounts the life and death of a simple yet dignified old man, Eddie. After dying in a accident trying to save a little girl in an amusement park, Eddie finds himself in heaven where he encounters five people who have significantly affected his life. The 5 lessons Eddie learnt about brotherhood, sacrifice, forgiveness, love and purpose of life have also enlightened me. That book changed my attitude towards life and death. It taught me to cherish life more than ever.解题思路二：重要性来自于书的意义●TS: General Introduction of the book (Name of the book, how/where did you get the book)●Give a simple account of the process of getting the book.●Key Word: Important-It was a souvenir given by an important person-It was very difficult to get the book . Limited edition)-You got the book from a special event as a reward.●Conclusion: emphasize the IMPORTANCE●Sample ResponseOn my book shelf, there is a hard-covered book-Hamlet-that I have been treasured for years. It was given to me as a reward for my progress in Language Arts course by my high school English teacher Mr Cave. In my 10th grade, I developed a special interest in classical literature. I was crazy about Shakespeare’s play despite my weak English foundation/the lack of English proficiency. Over the 2 years, I have studied hard and improved my Language Arts’ grade from a C to an A. Therefore, my Mr Cave gave me this book in my graduation day and told me to keep my interest in classical literature. This book is very significant to me because it has become the motivation for my pursuit in English Literature in University.Q2. Some people believe that TV has had a positive influence on society. Others believe it has had a negative influence on the society. Which do you agree with and why. Use details and examples to explain your opinion.解题思路一: Positive Influence●TS: State your stand●R1:Positive influence: focus on the main function of TV:-dissemination of information and knowledge-entertainment●R2:Negative influence (just mention)●Conclusion●Sample Response:This is indeed a controversial issue. Form my point of view; TV has far more pros than cons. Firstly, television has long been regarded as a tool to disseminate in formation and knowledge. People watch news on TV to know about what’s happening in the country and the world. Children watch Animal World or National Geography to gain more knowledge. At the same time, TV is also the most prevalent and effective device to entertain the masses.Although there’s no denying that TV sometimes delivers negative information to people, the public or government censorship can ensure the quality of our TV programs today. Therefore, generally speaking, TV has had a positive influence on society.解题思路二: Negative Influence●TS: State your stand●R1:Positive influence (just mention)●R2:Negative influence-Lack of censorship✍bad TV program✍influence social ideology-Make people lazy/unhealthy●Conclusion●Sample Response:In my opinion, unfortunately, television has had much more negative influence on society than positive ones. Despite the fact that TV has kept us entertained, there are many negative elements that have infiltrated into our daily life via TV. For example, the modern Cinderella stories have created many money-worshiping young ladies who dream to marry rich guys and enjoy all the luxuries in the world. Uncensored TV programme with violent and sexual content can misguide teenagers who are very susceptible to those detrimental influences. Besides, long time watching TV will negatively affect our eyesight and health. It has become the contributing factor for many illnesses like obesity, especially in the more developed countries.Q3 Intro: Centerville College is planning to purchase a sculpture for its campus. A student wrote a letter to the school newspaper to oppose the plan.The instruction before you read the passage is important since it gives you an overview of what the passage is about.The passageLetter in the Centerville College NewsThe administration has announced plans to acquire a new sculpture for campus. We should all oppose this plan. The university’s poor financial condition led it to increase the price for campus housing and tuition by 15% this year. Surely then it is in no financial position to purchase such an expensive sculpture. Moreover, just look at the sculpture: several 60-foot long steel plates, jutting out of the earth at odd angels! It’s so large. It’ll take up all the green space in front of the campus center! This is public space that should be reserved for student to use.The conversation:M: Did you see Paul’s letter in the paper about the new sculpture?W: Yeah, but it was totally unconvincing. His reasons for opposing the plan are just totally off. I’m glad we will finally have some nice art on campus. I’d like to shake the donor’s hand and say ‘thank you’!M: What do you mean ‘the donor’?W: You didn’t k now? An anonymous donor is paying the bill for most of the sculpture.M: Not the university?W: No. His assumptions about who’s paying for, they are all wrong.M: Still, I wonder if he has a point about the space it’ll take up.W: Well, you know why Paul is upset. He and his friends are always there on the lawn right where the sculpture will be, kicking around a soccer ball. They’ll just have to use another part of the campus to play.M: Oh, so he just doesn’t want to have to move.W: Yeah. For him, its sculpture verses convenience.Explain why the woman disagrees with the reasons expressed in the letter.Preparation Steps: 4:6Step 1: Read the letter and take note of the main ideas. Omit redundant details such as numbers and people’s name. (Those may be important in Listening section). Try to form pictures in your mind to help you memorize the content of the letter. . The 2nd reason: imagine一群本来在草地上踢球的学生很无奈的看着一个从天而降的巨大雕塑把他们的草坪占据了…)Step 2: Identify how many reasons and disagreements there are in the letter and conversation.Pay special attention to signaling words/sentences because they give you an idea about how many points you must include. . ‘Moreover’ in the letter.)Step 3: Take notes on paper while listening to the conversation. Fast and clear. Don’t expect to fully spell outall the words you’ve heard. Just use your own spelling so that you can pronounce the word. If you didn’t manage to take down some words that you think are important, don’t try to recall, move on and listen to the rest of the conversation. 千万不要为了捡芝麻而丢了西瓜！Step 4: Organize your thoughts in the 30 seconds to make a mental outline of how to answer the question. Tryto rephrase the words or sentences in the letter and the conversation.Answering the question:●Reason1 in the letter.●Disagreement 1 in the conversation●Signal words/sentence for transaction●Reason2 in the letter.●Disagreement 2 in the conversation●ConclusionSample Response:The first reason given by Paul (if you can’t remember the name, you can just omit this) in the letter against the purchasing of the new sculpture is that he assumes the financial difficulties faced by the university makes the sculpture too costly to buy.However,the woman disagrees because most of the price of the sculpture is paid by a donor. Hence the university will only bear a small sum of money.Besides,Paul also suggests that the huge sculpture will occupy the space in the campus which is supposed to be reserved for students’ activities. The woman dismissed this point because she knows that Paul is just reluctant to find another place to play soccer with his friends if the lawn they used to play on is occupied by the sculpture.Further more, the woman thinks that the sculpture is a nice art that can actually make the campus prettier.Q4:PassageGroup thinkOne process by which groups may make bad or irrational decisions is know as group think. Individual members of a group attempt to conform their opinions to what they believe to be the group consensus even though the result may be negative. There are many reasons why groupthink happens. These include the desire to be liked, fear of losing a job, or even not wanting to be the one employee delaying a decision that seems inevitable.These kinds of implicit pressures to conform lead group members to ultimately make decision that each, by himself or herself, might normally not make.LectureSo, let me tell you about my own experience with this when I was working for a computer company a couple of years ago. One day a coworker and I suggested that we should give our computer a design make-over, make them look more up-to-date. Market research was showing that new customers said they would be more interested in buying our computers if they looked cooler. Our technology was advance, but the outside design looked really old-fashioned. At first, more than half of the group supported us. There were a few senior mangers they are though who didn’t support the design change.’One of the senior manager said, ‘Our focus has always been on technology. Changing the look is unnecessary cost.Almost immediately, some of our supporters changed their minds. Even my coworker changed his mind.When I asked him why after the meeting, he told me he didn’t want to make a bad impression on the senior managers. He thought that disagreeing with them might jeopardize his chances of getting a promotion, by not looking like a team player. ‘What about me?’ ‘Ehm…I hate to admit it but after a few hours of discussion I start ed wondering if it worth everybody’s time to argue about this. As more people sided with senior management I started to feel that I was the only one holding-up the vote. Everyone else seems to think change was unnecessary so I voted against my own idea in the end. So we unanimously decided to stay with the current old-looking design, but this decision ended up costing us a lot of money.That same year, our competitor came out with a new design that attracted some of our customers and prevented us from profiting on potential new customers.Explain group think and its effects using the example of the computer company.PreparationStep 1: Read the passage and take note of the main ideas. Omit elaborations on details such as examples.Step 2: Pay special attention to technical terms and explanations. If can’t quite understand, try to guess first and wait for more illustration in the lecture later on.Step 3: Picture a short skit in your mind when you listen to the lecture/story told by the professor.Step 4: Listen to similarities between the lecture and the passage you’ve read just now, especially the examples given to prove a point. . the answers given by the professor’s coworker when the professor asked him for the reasons for his changing of mind)Step 5: Take notes. Make sure that if you know the professor is going to recount a story, you should have the story recorded in chronological order. Outline of the story must be clear. Pay attention to signaling words.Step 6: Organize your thought in the 30 seconds to make a mental outline of how to answer the question. Try to rephrase the words or sentences in the letter and the conversation.Answering the question:●Definition of group think●Example of the computer company●Link the example to the effect about group thinkSample Response:Group think means that the individuals in a group all agree about something which may not be correct. They are under pressure to conform and make irrational decisions that they seldom make alone.The professor gives an example of him working in a computer company years ago. At first, his coworker and he suggested a proposal to up-grade the outlook of their product. The supporters changed their minds as soon as they realize that the senior managers did not like the plan.His partner also gave up the original thought because he was afraid that if he insisted, he will leave bad impression on others. Despite the consensus we had reached about the proposal, our ultimate product was a failure. Therefore group think sometimes will results in negative results.Q5. Conversation between 2 studentsM: Hey Marry! How’s your volunteer work going? You still involved in the after school programme with the elementary school kids?W: Yeah, but I’ve got a problem. I am supposed to be driving a bunch of them to the zoo tomorrow, and I am supposed to rent a van for the trip, but I waited too long to call the rental agency to reserve one and now it turns out they don’t have any van available for tomorrow. I don’t know what to do. These kids will be really disappointed if their trip gets canceled.M: Hmm…well doesn’t one of your friends on campus have a car? I mean couldn’t you borrow it fo r the day? W: Yeah, probably, but I need to borrow 2 cars or there wouldn’t be enough space for all the kids. That’s why I was going to rent the van and then I need to find somebody else to drive too. I can’t drive 2 cars by myself. M: Yeah, that’s true. Well, I’m sure you can probably find a volunteer or if you want to save of the trouble of hunting down the second driver, what about public transportation? Check the bus schedule. I guess there’s a bus lane that goes right pass the zoo.W: Yeah, that’s possibility, but I don’t know. It might be a real challenge supervising the kids on the bus. Sometimes they are handful when they get excited. It’s an option though.The speaker discussed 2 possible solutions to the woman’s problem. Briefly summarize the problem. Then state which solution you recommend and explain why.choose either one you are more comfortable with elaborating on.●Base on the potential problems related to the 2 solutions to think about more pros and cons of eachsolution.Answering the question:●Talk about the problem.●Introduce all solutions.●Choose one solution●R1 for supporting the solution●R2 for not supporting the other solution●ConclusionSample Response:The woman is supposed to drive a group of primary school kids to the zoo tomorrow, but she has called the rental agency too late to rent a van. She does not want to disappoint the kids by canceling the trip.Hence, her friend has given her two possible solutions: borrowing a car or taking a bus.I prefer the first solution because itshouldn’t be very difficult to find someone who has cars available and can drive for the kids as a volunteer for a one day trip only. Besides, primary school kids are really hard to supervise in public transports, especially when they get excited. Nevertheless, she should still consider taking bus as the last resort lest she fails to find cars and drivers in such a short period of time.Q6. Now listen to a part of a lecture in a psychology class. The professor is discussing the mathematical capabilities of babies.Scientists have learnt some interesting things about the intellectual abilities of babies. They say that there is evidence that babies as young as 5 months old can do basic arithmetic - that they can add! Scientists think that babies know that one plus one equals two and not one. The evidence is indirect because obviously you can’t ask a 5-month-old baby to add up some numbers for you. So they devised an experiment. In this experiment, a baby is shown a doll on a table. Okay, so the baby looks at the doll then the researcher lowers a screen in front of the doll, so now the doll hidden behind the screen. But the baby has already seen the doll so known it’s there. Then the researcher takes a second doll and very obviously places it behind the screen with the first one. So now you have 2 dolls behind the screen right? Well, No, because what the researchers did was they secretly took away one of the dolls. And then when they raise the screen back up the baby expects to see 2 dolls, but there’s only one there. And guess what? The baby surprised, it expected 2 but it only sees one. How could the researchers tell that the baby surprised? They recorded the baby’s eye movements on camera and we know that when a baby is surprised by something, a loud noise or an unexpected flash of light many be. Its stares at where the noise or light is coming from and that’s what the babies in the experiment did. They stared coz the baby knows if you add one doll and one doll, you should have 2 dolls. So when it sees 1 doll, then it’s stares because it’s surprised.Using the research explained by the professors what the scientists have learnt about the mathematical abilities of babies.Answering the question:●State about what the scientists have learnt.●Introducing the experiment●Account of the experiment. Pay special attention to transition and signaling words.●ConclusionSample Response:The scientists have learnt that babies as young as 5-month old can do basic arithmetic/simple addition. They have come to this conclusion from researches that explore babies’ mathematical abilities. In one experiment, babies were shown a doll on a table and then the doll is blocked by a screen. After that, they watch the researches put a second doll behind the screen. At that point of time, the babies expect to see 2 dolls once the screen is removed. Therefore, when they only see one doll left on the table after the screen is raised up, they started because they were surprised.This research proves that baby knows that one plus one equals two.。

The Origins of Theater
戏剧的起源
1.In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals.

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

智课网TOEFL备考资料全套托福TPO写作答案+题目【综合+写作】摘要：为了帮助大家在即将到来的托福考试中能够在作文方面取得优异的成绩，小编特别为大家分享了全套托福tpo写作答案+题目。

全套托福tpo写作答案+题目包含综合写作和独立写作，尤其是其中的综合写作部分，译文+解析+核心汇总都是对大家的托福写作备考很有帮助的，下面我们赶快来了解详细内容吧！全套托福 tpo写作答案+题目包含了TPO1-34套的全部内容，每一套内容都是我们复习的重点，我们都知道TPO里面的内容就是之前考过托福的真题，因此全套托福tpo写作答案+题目几乎涵盖了托福写作的所有类型题，所以，考生们一定要做好充足的准备，最后祝愿大家在即将到来的托福考试中能够取得优异的成绩。

全套托福TPO写作答案+题目：TPO 08贾科莫·卡萨诺瓦(Giacomo Girolamo Casanova，1725 年 4 月 2 日-1798 年 6 月 4 日) ，极富传奇色彩的意大利冒险家、作家、“ 追寻女色的风流才子”。

18 世纪享誉欧洲的大情圣。

生于意大利威尼斯，卒于波希米亚的达克斯(现捷克杜克卓夫)。

卡萨诺瓦一生中最为重要的作品当属其穷尽晚年精力的创作《我的一生》(Histoire de ma vie)，这部法语写成的自传式小说讲述了卡萨诺瓦一生中的故事。

这个人跟今天的题目有什么关系呢?卡萨诺瓦喜欢被人称为塞恩加尔骑士，就是文中的Chevalier de Seingalt。

阅读材料：Toward the end of his life, the Chevalier de Seingalt (1725-1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including kings and writers, his memoir has become a valuable historical source about European society in the eighteenth century. However, some critics have raised doubts about the accuracy of the memoir.They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was.塞恩加尔骑士在晚年写了一部长篇回忆录以描写他冒险的一生。

扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），【托福备考】小黑哥微信公众号：ibt120注：本计划里所有相关复习资料，均可扫描上图二维码，在微信公众号“托福备考”（微信号ibt120）中回复“托福资料包”免费获取20G托福备考核心资料。

扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），新托福TPO 听力文本翻译【2011年12月30日】翻译工作：张薇讲解：张薇目录写在前面的话 (4)单例结构 (4)TPO 11 Lecture 2 (4)TPO 12 Lecture 4 (8)TPO 6 Lecture 1 (11)扫描右图二维码，关注【托福备考】微信公众号（微信号ibt120），写在前面的话注：1、 括号内的话是翻译中正常的增补。

2、 有底纹的话是对听力一些基本点的讲解。

3、 文章采用尽量的比较简单的直译，基本上很多翻译过于直接，主要是在模拟听力的内容到我们脑子里面的过程。

给比较初级的学生提供帮助。

将随着文本的增加翻译得一点一点的正规起来。

4、 文章都是3篇文章作为一个练习。

每个练习里面的文章结构是相似的。

依照信息量、语速以及词汇量，而被划分为简单，正常，和难。

单例结构TPO 11 Lecture 2NarratorListen to part of a lecture in an Architecture Class.ProfessorToday, we are taking a little detour from the grand styles of public architecture we’ve been studying to look at residential architectures in the United States. Since this is something we can all identify with, I think it will help us see the relationship between the function of a structure and its style or form. This has been an ongoing theme in our discussions, and we’ll be getting back to it in just a moment. But before we get started, I want you to take a moment to think: does anyone know what the single most popular style for a house in the United States is today? Bob?今天，我们要从（这段时间）一直学习的主要建筑风格转移到美国的居住建筑上来。

tpo听力参考答案TPO听力参考答案在备考托福考试的过程中，听力部分往往是考生们最为头疼的一部分。

TPO （TOEFL Practice Online）听力题目是备考过程中的重要资源，它们提供了真实的考试模拟，帮助考生熟悉考试的形式和内容。

然而，很多考生在完成TPO听力部分后，会对自己的答案产生疑问，不确定自己是否答对了。

因此，在这篇文章中，我将为大家提供一些TPO听力参考答案，希望能够帮助大家更好地备考。

首先，我们来讨论一下TPO听力中常见的题型。

TPO听力题目主要包括多选题、单选题、填空题和摘要题等。

其中，多选题是最具挑战性的一种题型，因为考生需要在听力材料中找到多个正确答案。

在解答这类题目时，建议考生先仔细阅读问题，然后在听力材料中寻找与问题相关的信息。

同时，注意听力材料中的转折词和关键词，它们往往能够帮助我们找到正确答案。

接下来，我们来看一些具体的TPO听力题目及其参考答案。

首先是一道多选题：Question: What is the main topic of the lecture?A. The impact of climate change on wildlife.B. The importance of preserving natural habitats.C. The role of humans in wildlife conservation.Answer: A, B解析: 在这道题中，我们需要找到讲座的主题。

通过仔细听讲座，我们可以得知讲座主要讨论了气候变化对野生动物的影响以及保护自然栖息地的重要性。

因此，选项A和B是正确答案。

接下来是一道填空题：Question: According to the professor, what is the main cause of the decline inbee populations?Answer: Pesticides解析: 在这道题中，我们需要找到导致蜜蜂数量下降的主要原因。

TPO1○Confusing○Comforting○Unbelievable○Interesting○Far away○Hidden○Partly visible○Discovered○Cover○Change○Separate○Surround○Now let us turn to○Of greater concern are○Washed○Dragged○Filled up○Changed○Debated○Created○Supported○Ascribes○Leaves○Limits○Contrasts○Artistic○Important○Independent○Established10．○Compromise○Inclination○Tradition○R espect○Striking○require○resist○achieve○endure○adapted○likely○difficult○resistant○Exact○Scarce○Valuable○Initial○Explained○Visible○Identified○Located○Changing direction ○Decreasing weight○Endangered○Prevented○Rejected○Fragile○Predictable○Complex○Valuable○Openly○Impressively○Objectively○Hidden by○Except for○Intelligently○Obviously○Criticism○Leaders hip○Help○Approval○Was improved○Was varied○Was rejectedTPO3in the passage is closet in meaning to ○In existence○Without question○Achievable○○Combined○Created○Introduced○Suggested○Essential○Variable○Practical○in meaning to ○Difficult○Necessary○Skilled○Shared○Continuing○Surprising○Initial○W ithout any restriction○Unlike anything in the past○Clearly○Perhaps○Unfortunate○Predictable○Unavoidable○Final○Natural○Final○Specific○Complex○Increase○Ensure○Favor○Complicate○Differs○Loses significance○Is common12．○Foreign○Stable○Fluid○NeighboringTPO43.○ Consists of○ Combines○ Restricts○ Establishes4.○ Impatiently○ Humorously○ Continuously○ That does not begin when expected○ That lasts only briefly10．○ Decline○ Reco very○ Exchange1．○Limited○Adequate3．○Major○Likely○Well protected○Distinct5．The○Conditions○Problems○Influences○Decorations1．○Grow up○Build up○Spread out○Break apart5．age is closest in meaning to ○Nearby○Existing○Special○Deep9．○Shifting○Inclining○Forming○Rolling11．○Reach○Flood○Pollute○AlterTPO52.fight offshowcausespreadaffectsmakes easiergrownprotectedspread outpreventincreaseremovepowerfulfavorablecurrentskillstoolsopportunitiespracticesmysteriousunexpectedacknowledgedsignificant1.importantunexplainedsudden2.collectivelycomparatively3.steady decline in numbergradual increase in body sizepreventencourageaffectTPO6○utilized○recognized○examined○○quickly○began to prefer○ wanted to have○ became used to○○gained○established○profited from○○○strict○basic○○carefully○quickly○frequently○obviously○vanished○developed○varied○survived10. The word “virtually” in the passage is closest in meaning to ○possibly○absolutely○surprisingly○nearlyin the passage is closest in meaning to ○flexible○believable○debatable○○○ repetition○occurrence○idea○○partially○consistently○○ viewpointTPO71．○○requirement○purpose○feature8. The word “scores” in the passage is closest in meaning to○members○large numbers○populations○different types11. The word “Turbulent” in the passage is clo sest in meaning to○fresh○deep○violent○temperate3. The phrase “obsession with” in the passage is closest in meaning to ○thinking about○fixation on○interest in○accepted○combined○introduced○encouraged○abilities○areas○combinations○models1.○was understood○spread○developed7. The word “profound” in the passage is closest in meaning to○fascinating○far-reaching○necessary○temporary8. The word “ritual” in the passage is closest in meaning to○military○physical○ceremonial○afraid of○displaced by○running away from○responding toTPO8○ancient○carefully○very large○identify p○make an argument for○describe○ambition○sincerity○faith○cleverness○most productive○pr incipal○earliest○adapt○move○continue○compete○extremes○retreats○periods○variations○approach○strike○pass○circle○exhaustion○disturbance○modification○disappearance1. The word merge in the passage is closest in meaning to○expand○combine○remains○sites○requirements○sources○temporary○small○multiple○familiar○clues○features○arguments○effects○inflexibly○convincingly○carefullyTPO9○before○immediately after ○during○in spite of○Frozen○Various○Isolated○Huge○not familiar○not suitable○not dangerous○chance○protection○possibility○incentive○supported○shaped○stimulated○suggested○occur○succeed○apply○unbiased○positive○systematic○thorough○persuasive○original○practical○finally○over a long period of time○successfully○plentifully○usefully○multiply○emerge○live○evolve○hidden○inactive○underground○preservedTPO101meaning to○ origin○ importance○ quality○ design3. meaning to○ divided○ extended○ developed○ vanished6. in meaning to○ improved○ investigated8. closest in meaning to ○ while○ previously○ surprisingly○ because12.○○ descriptions○ types of ware○ pots○ noticeable○ confusing○ true○ unlikely○ dramatic○ important○ unpredictable○ common○ records○ discussio ns○ results○ variations○ called upon○ supported○ expected2.○ many○ important○ hidden6.○○ very low○ traditional○ primary11.○○ an arrangement found only in England○ a type of agreement negotiated in English○ a type of partnership based on English lawTPO11○ usual○The word○○ influence○ environment○in the passage is closest in meaning to○○ layer○ center○○○ classifies○ elevates○The wor in the passage is closest in meaning to○○ interested○ puzzled○The word in the passage is closest in meaning to ○○ inadequate○ limited○ creativein the passage is closest in meaning to ○ new○ increasing○ convincingThe in the passage is closest in meaning to○○ remove from○ place on○in the passage is closest in meaning to○○ not real○ short-term○in the passage is closest in meaning to○○ discovery○ explanation○ locate exactly○ copy accurately○The in the passage is closest in meaning to○ require○ gain○ use○ produceTPO12The phrase in the passage is closest in meaning to○○ dominated○ helped with○ setupThe phrase in the passage is closest in meaning to○○ revealed○ pictured○in the passage is closest in meaning to○○ findings○ ideas○in the passage is closest in meaning to○○considered○altered○The in the passage is closest in meaning to○○accomplishments○parallels○contradictionsThe word in the passage is closest in meaning to ○○explained○conducted○coordinated with○started○expectedthe Euphrates,in the passage is closest in meaning to○○unfortunately○rapidly○in the passage is closest in meaning to○○farmers○tribes○in the passage is closest in meaning to○○cracks○storms○The word in the passage is closest in meaning to○○permanent○motionless○intactTPO13in the passage is closest in meaning to○○ elaborate○ private○○○ exposing○ providing○ understandingin the passage is closest in meaning to○ enlarge○ evaluate○ impress○ acceptthreatening to ostracizein the passage is closest in meaning to○ detractin the passage is closest in meaning to○○Additionally○Nevertheless○○○strong○enduring○○length○feature○process○repetitionLight influence in setting the clock. Even a fifteen-minute burst of light inThe word in the passage is closest in meaning to○ intense○ uninterrupted○ natural○○clearly○quickly○consistently○○○powerful○common○similar○visual○permanent○meaningful○measurableTPO14○estab○approve of○understand○criticize○skillful○attitudes○actions○charac○helpful○believable○valuable○familiarareas received more rainfall than northern areas, problems of water were○surprisingly○understandably○unusual○unexpected○extended○used up○reduced○wasted○interest○status○demand○profit○strange○positive○direct○far○reliable○noticeable○convincing○violent○depart from○pay attention to○travel across○natural to○different from all other○quite common amongThe in the passage is closest in meaning to○common transformation○daily activityThe in the passage is closest in meaning to○strength○effort○activity○massThe phrase in the passage is closest in meaning to ○heats up in○runs through○unlimited○reasonable○long○describe○challenge○explain○test○sudden○unusual○immediate○extreme○○linked○frozen○fully developed○○enlarge○approximate○equal○push○change○extend○exaggerated○unusual○usable○thick○harmlessTPO16The worker was bound to the master by a mutual contract that either one and the○○reject○reviewsage is closest in meaning to○○responsibility○custom○○○division of labor○economic system○closest in meaning to○○surprisingly○consequently○particularly○○○interpretation○requirement○meaning to○weight○requirement○plenty○○similar to○○○discovered ○reported○○○Typically○Consistently ○○rich○thin○unique○○○long ago○simply○certainly TPO17○○Opportunity ○Stimulus○○○Greatly○Immediately ○○○Improved ○Drawn○○○skills○activities○rules○○Noticeable○change○imitate○communicate○hide○○Enlarging○Loosening○○○effort○delay○○repeats○makes use of○increases the intensity of○○Digests○Obtains○Controls○○Influenced○Infected○strengthened○○Indefensibly○Substantially○Unintentionally○○Defines○Emphasizes○Reflects○SuggestsThe word “progressive” in the passage i s closest in meaning to rapidpartialincreasingindividualThe word ”flaw” in the passage is closest in meaning tofaultmysteryThe word “triggered” in the passage is closest in meaning toremovedfollowedincreasedcaused1.The word “periodically” in the passage is closest in the meaning tocontinuouslyquicklyregularlycarefully2.The word “empirical” in the passage is closest in meaning toreliablebased on common senserelevantbased on observation1.The word “tremendous” in the passa ge is closest in meaning todistinctgrowinghugeimmediate2.The word “acquire” in the passage is closest in meaning torejectobtainneedproduce3.The word “illuminates” in the passage is closet in meaning toopenscompleteslightselectrifies4.The word “initiated” is closet in meaning tostartedintensifiedfinishedexpectedTPO 191.The word “suppress” in the passage is closest in meaning toO respond toO warn againstO avoid the impact ofO stop by force2.The word “friction” in the passage is closest in meaning t oO rebellionO conflictO neglectO given the right toO able to afford toO encouraged toO required to1.The word “substantiated” in the passage is closest in meaning toO confirmedO noticedO definedO publicized2.The word “trend” in the passage is closest in meaning toO probabilityO pictureO lawlike regularityO tendencyThe word “likewise” in the passage is closest in meaning toO sometimesO similarlyO apparentlyO consequently3.The word “legitimately” in the passage is closest in meaning toO commonlyO broadlyO properlyO officially4.The word “initiated” in the passage is closest in meaning toO approvedO identifiedO startedO foreseen1.The word “accumulations” in the passage is closest in meaning toO signsO piecesO typesO deposits2.T he word “heterogeneous” in the passage is closest in meaning toO remainingO variedO familiarO layered3.The word “enjoy” in the passage is closest in meaning toO experienceO resembleO expectO dominate4.The word “reveal” in the passage is closest in meaning toO result fromO vary withTPO201.The word "fringes" in the passage is closest in meaning toO bordersO groupsO typesO directions2.The word "proliferation" in the passage is closest in meaning toO growthO cooperationO importanceO success3.The word "superseded" in the passage is closest in meaning toO replacedO reformedO equaledO increased4.The word "diverted" in the passage is closest in meaning toO collectedO shiftedO transportedO sold1.The word "momentous" in the passage is closest in meaning toO numerousO regularO very importantO very positive2.The word "exploited" in the passage is closest in meaning toO exploredO utilizedO inhabitedO improved3.The word "cramped" in the passage is closest in meaning toO primitiveO secureO extendedO confined4.The word "shifts" in the passage is closest in meaning toO effectsO similaritiesO changesO exceptions5.The word "abruptly" in the passage is closest in meaning toO informallyO brieflyO suddenlyO surprisingly1.The word "agencies" in the passage is closest in meaning toO forcesO changes2.The word "terrestrial" in the passage is closest in meaning toO landO protectedO alternativeO similar3.The word "enhance" in the passage is closest in meaning toO controlO limitO combineO increaseThe word "precise" in the passage is closest in meaning to O complexO quickO exactO reliable4.The word "prospect" in the passage is closest in meaning toO completionO varietyO possibilityO speedTPO 211.The word "practical" in the passage is closest in meaning toO usableO plentifulO economicalO familiar2.The word "abundant" in the passage is closest in meaning toO economicalO familiarO plentifulO useful3.The word "exploiting" in the passage is closest in meaning toO locatingO increasingO making use ofO estimating the size of1.The word "option" in the passage is closest in meaning toO choiceO benefitO ideaO experience2.The word "therefore" in the passage is closest in meaning toO in theoryO obviously3.The word "imaginative" in the passage is closest in meaning toO complexO creativeO immediateO reliable4.The word "contention" in the passage is closest in meaning toO investigationO improvementO debateO interpretation1.The word "ample" in the passage is closest in meaning toO surprisingO convincingO plentifulO questionable2.The word "reasonable" in the passage is closest in meaning toO consistentO sufficientO apparentO deep3.The word "elaboration" in the passage is closest in meaning toO developmentO specializationO useO transformationTPO221.The word "exceedingly" in the passage is closest in meaning toO unusuallyO dangerouslyO surprisinglyO highly2.The word "modifies" in the passage is closest in meaning toO createsO changesO grows onO breaks down3.The word "Efforts" in the passage is closest in meaning toO LawsO SuggestionsO AttemptsO Failures1.The word "duplicated" in the passage is closest in meaning toO copiedO replacedO handledO clarified2.The word "authenticity" in the passage is closest in meaning toO genuinenessO repetition3.The word "reluctant" in the passage is closest in meaning toO unableO embarrassedO unlikelyO unwilling4.The word "unanticipated" in the passage is closest in meaning toO indirectO not expectedO unquestionableO beneficial5.The word "accidental" in the passage is closest in meaning toO surprisingO unintentionalO realisticO unusual1.The word "location' in the passage is closest in meaning toO sightO sakeO successO place2.The word "allusion" in the passage is closest in meaning toO additionO modificationO resemblanceO reference3.he word "enigmatic" in the passage is closest in meaning toO dangerousO mysteriousO interestingO surprising4.The word "pristine" in the passage is closest in meaning toO pureO solidO ordinaryO trappedTPO23○ frightening○ very large○e passage is closest in meaning to○○ be higher than○ add to○ location○ history○ temperature○in meaning to ○○ blocked○ increased○○○ Despite○ As a result of○○ sale○ storage○ exportation○○ continuous○ well documented○ famous○○ incredible○ unfortunate○ predicted○The wo○○ uncommon○ questionable○○○ comparatively○ apparentlyage is closest in meaning to ○○ apply○ identify○○○ raisedTPO24The word “gains” in the passage is closest in meaning to○results○increase s○resources○savingsThe word “Conversely” meaning to○on the other hand○in the same way○in other words○expected○additional○serious○unfortunateThe word “exclusive” in the pass age is closest in meaning to ○consistent○perfect○partial○soleThe word “considerable” meaning to○significant○Steady○Usual○necessary3.The word “resume” in the passage is closest in meaning to○reduce4○stop○Readjust○restart4. The word “traumatic” meaning to○Essential○highly stressful○highly unusual○unwise5.The word “intense” in the passage is closest in meaning to○strong○questionable○obvious○deliberate6.The word transition in the passage is closest in meaning to ○change○climate○decline○problem。