托福TPO48听力题目+答案+MP3音频下载

托福TPO48听力题目+答案+MP3音频下载

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托福TPO48听力题目

Conversation1

1. Why does the student go to the employment office?

A. To get feedback from his previous supervisor

B. To try to have his work hours reduced

C. To find out about getting an on-campus job

D. To compare various job offers that he has received

2. Why does the university employee seem surprised at the student’s request for on-campus jobs?

A. Because she knows he is interested in off-campus jobs

B. Because she expected him to apply earlier in the semester

C. Because she knows he recently quit an on-campus job

D. Because she thought he already had an on-campus job

3. What does the student imply about the job he had at the library last year?

A. It did not require as much training as jobs in restaurants.

B. It did not pay as well as jobs in restaurants.

C. It offered a flexible work schedule for students.

D. It convinced him to become a librarian in the future.

4. Why does the student mention his friend Suzanne?

A. To compare his restaurant job with her job at the photograph lab

B. To suggest that he wants to work with her

C. To explain why students do not want to have janitorial jobs

D. To explain why he thinks there is a job opening

5. What can be inferred about the woman when she says this:

?

A. She believes that there is no way to confirm that information.

B. She is concerned about information security.

C. She doubts the accuracy of the information.

D. She does not find the information helpful.

Conversation2

1. What are the speakers mainly discussing?

A. Whether the student should specialize in English drama or in Polish literature

B. Whether the student should take an advanced course in Polish drama

C. Whether the student can learn about Polish history by taking courses in Polish literature

D. How the student can improve his Polish language skills

2. According to the professor, what will students do in her class?

Click on 2 answers.

A. Perform scenes from Polish plays

B. Translate Polish texts into English

C. Use the Polish language in class discussions

D. Watch recorded performances of Polish plays

3. Why is the student interested in the professor’s class?

Click on 2 answers.

A. He wants to learn about his family background.

B. He already has the language skills needed for the class.

C. The professor has a reputation as an expert on Poland.

D. The course is related to the student’s intended course of study.

4. What does the professor think the student should do?

A. Take a Polish language course, then take a Polish drama class

B. Take a Polish language course, then take a survey of Polish literature

C. Take a Polish drama course and a literature course at the same time

D. Take a survey course in Polish literature before taking a Polish drama course

5. What does the professor imply when she says this:

?

A. Many of her students find it easier to read Polish than to speak it.

B. The student will probably enjoy the plays her class will read.

C. She is concerned that the student may not be able to read Polish.

D. The student will quickly gain confidence in his ability to read Polish Lecture1 (Art History)

1. What aspect of Georgia O’Keeffe’s work do the speakers mainly discuss?

A. The kinds of objects that she selected for her paintings

B. The influence of her painting style on photography

C. The major abstract elements in her photographs

D. The techniques that contributed to her distinctive style

2. According to the professor, what characteristics of Large Dark Red Leaves on White indicate that it could not be a photograph?

Click on 2 answers.

A. It depicts leaves in a setting that appears to be abstract.

B. It is larger than most photographs of the time.

C. It shows less realistic detail than a photograph does.

D. It included colors that could not have been reproduced in a photograph.

3. According to the professor, what principles did Arthur Wesley Dow emphasize in his art classes?

Click on 2 answers.

A. Focusing on simple forms

B. Using color to reveal the essence of an object

C. Separating a form from its natural surroundings

D. Exaggerating the size of a form

4. In his discussion of O’Keeffe’s style, why does the professor describe Large Dark Red Leaves on White?

A. To give an example of a painting that was copied from a photograph

B. To give an example of an abstract interpretation of real objects

C. To point out that some of O’Keeffe’s subje cts were represented in their natural setting

D. To point out the similarities between O’Keeffe’s works and works of other artists

5. According to the professor, what effect did O’Keeffe expect her paintings to have on viewers?

A. The paintings would creat e the same personal associations as they did for O’Keeffe.

B. The paintings would make people see ordinary things in a new way.

C. The paintings would mistakenly be seen as photographs.

D. The paintings would inspire an appreciation for nature.

6. Why does the professor say this:

?

A. To emphasize a point that he made earlier about O’Keeffe’s works

B. To emphasize that the student should have observed the painting more closely

C. To indicate that the student’s conclusion about O’Keeffe was not foolish

D. To indicate that he had not understood the student’s point about the painting Lecture2 (Earth Science)

1. What is the lecture mainly about?

A. Ways to determine the ages of volcanic islands

B. Criteria for classifying various types of volcanoes

C. Explanations for why volcanoes occur in some locations

D. Methods for measuring magma produced by volcanoes

2. According to the professor, why was the hot spot theory originally proposed?

A. To explain prolonged volcanic activity far from plate boundaries

B. To explain why volcanoes form both on land and in the ocean

C. To explain variations in the amounts of magma produced by volcanoes

D. To explain why volcanoes may become inactive after millions of years

3. Why does the professor describe moving a sheet of heavy paper over a candle?

A. To clarify that plumes do not produce great amounts of heat

B. To describe an experiment he would like the students to conduct

C. To illustrate one hypothesis for the way some volcanic anomalies are formed

D. To emphasize the thinnes s of some of Earth’s tectonic plates

4. Why does the professor discuss how high one of the Hawaiian Islands rises above the ocean floor?

A. To provide evidence supporting the plume hypothesis

B. To compare the Hawaiian Island to other volcanic islands in the Pacific Ocean

C. To point out a common difference between volcanic mountains and other types of mountains

D. To emphasize that hotspot volcanoes can produce large amounts of magma

5. According to the crack hypothesis, what causes a hot spot?

A. Hot magma rises from deep in Earth to melt a piece of the crust.

B. Hot magma flows out through a break in the side of an active volcano.

C. Hot magma flows up through spaces created between tectonic plates as they move.

D. Hot magma flows up at a point where a tectonic plate has been stretched thin.

6. What is the professor’s opinion of the two main hypotheses he presents?

A. Neither hypothesis can explain the formation of the Hawaiian Islands.

B. Each hypothesis accounts for some, but not all volcanic anomalies.

C. Each hypothesis explains the formation of more volcanoes than plate tectonics does.

D. The studies supporting the crack hypothesis are more convincing than those supporting the plume hypothesis. Lecture3 (Biology)

1. What is the professor mainly discussing?

A. Different ways that scientists use the term “symbiosis”

B. A specific kind of symbiotic relationship between organisms

C. A butterfly species that competes with another insect species

D. Reasons why symbiosis is considered a subtyle of mutualism

2. What does the professor imply about the term “symbiosis”?

A. It is often used with too narrow a meaning.

B. It is used incorrectly in the students’ textbook.

C. The original definition is difficult to understand.

D. It is applied only to organisms of the same species.

3. How do the butterflies mentioned by the professor facilitate the relationship between caterpillars and ants of a certain species?

A. The butterflies have a sweet smell that attracts the ants.

B. The butterflies lay their eggs under rocks where the ants lay their eggs.

C. The butterflies lay their eggs on plants where the ants are present.

D. The butterflies identify a food source for both ants and caterpillars.

4. In the example the professor mentions, how do the ants benefit from their interaction with the caterpillars?

A. The caterpillars protect the ants’ eggs from predators.

B. The caterpillars help the ants find a particular plant.

C. The caterpillars produce a liquid to prevent ants from getting infections.

D. The caterpillars produce a liquid from a species gland to feed the ants.

5. What aspect of mutualism does the professor illustrate with the example of the caterpillars and the ants?

A. Both organisms need the relationship for survival.

B. It is not necessary for both organisms to benefit equally from the relationship.

C. There is more benefit for the organism that is less dependent on the relationship.

D. The relationship does not need to be beneficial to both organisms.

6. What can be inferred about the student when she says this:

?

A. She needs more time to think about the answer.

B. She is almost certain that caterpillars produce honey.

C. She thinks her statement may be misunderstood.

D. She doubts that her statement is correct.

Lecture4 (American History)

1. What is the lecture mainly about?

A. Ways that new managerial techniques hastened the industrialization of American society in the nineteenth century

B. Ways that the United States government tried to regulate business practices in the nineteenth century

C. Reasons that business leaders gained political power in the late nineteenth-century United States

D. A comparison of the management styles of Andrew Carnegie and John D. Rockefeller

2. Why does the professor discuss vertical integration?

A. To explain how Andrew Carnegie gained control of the steel industry

B. To describe the most typical organization for businesses in the nineteenth century

C. To explain how John

D. Rockefeller organized the oil industry

D. To explain the origins of the business trust

3. In what two ways did business leaders make a positive contribution to the United States in the nineteenth century? Click on 2 answers.

A. They invested in new production technologies.

B. They raised wage levels.

C. They improved safety conditions.

D. They supported charitable causes.

4. According to the professor, what is the main reason that some businesses were able to become powerful during the nineteenth century?

A. The government assisted businesses when they had financial difficulties.

B. Taxation was based upon the profitability of a business.

C. The government did not impose many regulations on businesses.

D. Some government officials once held influential positions in large businesses.

5. Why did the government pass new laws aimed at businesses?

A. To correct mistakes made by the judicial system

B. To respond to complaints from the public

C. To increase employment rates

D. To increase tax revenue from large industries

6. What does the professor imply about the term “trust” when she says this:

?

A. She should not have mentioned the term.

B. It is unnecessary to explain the details of the term.

C. She wants the students to explain the term to her later.

D. She wants to discuss a different term.

托福TPO48听力答案

CONVERSATION2:1.B 2.CD 3.AD 4-5.DC

LECTURE1:1.D 2.BD 3.AC 4-6.BBC

LECTURE2:1-6.CACDDB

LECTURE3:1-6.BACDBD

LECTURE4:1-2.CA 3.AD 4-6.CBB

历年托福听力考试真题下载十(原文+音频)

历年托福听力考试真题下载十(原文+音频) 为了让同学们更好地备考托福听力，下面小马编辑为大家整理了历年5月份托福听力考试真题，并附有文本和听力音频，供同学们进行下载练习。 以下是2005年5月托福听力考试真题音频: 部分 2005年5月托福听力考试真题原文如下： Part A 1. M: Do you know when the next train is I need to be at the Museum of Fine Arts by 10:30. W: Actually there is a shuttle bus at 10 that takes you directly there. And it’s only a 25-minute ride. Q: What does the woman imply 2. M: It was such a great weekend. I saw two really good movies on the play. What did you do W: What you were supposed to be doing Studying! Did you forget we have an exam today Q: What does the woman mean 3. W: So what are they supposed to be building over there Another gym M: Isn’t that where the new library is going Q: What are the speakers talking about 4. W: Do you mind if I use your computer to write a history paper Mine’s out for repairs. M: Sorry, I am in the middle of typing something and it’s gonna be a while. You know, the computer lab is still open. Q: What does the man imply the woman should do 5. M: Hi Gina, that’s a really cool watch. Where did you get it W: Well, my sister works at the jewelry store right off campus.

老托精选93篇 听力原文.pdf

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2020托福听力满分攻略

2020托福听力满分攻略 托福听力满分有没有可能?只要认真备考提升听力能力，托福听力拿满分是非常有可能的。今天小编给大家带来了托福听力满分攻略,希望能够帮助到大家，一起来学习吧。 托福听力满分攻略 三遍听写法听写练习 是指听写。将一篇听力录音中的原文全部听录下来，它是提高听力有效的方法。对于准备新托福考试的考生而言，比较好的听写材料是老托福的lecture。基础比较薄弱的学生，可以先花一个月的时间将新概念第二和第三册的美英版听写完，然后再来听写老托福的lecture。 创造全英语听力环境 是指“下意识的听力练习”。它是指为自己创造一个英文的环境，比如早晨一起床，我们就打开音箱播放英语，可以是托福的听力材料，可以是英文广播，也可以是一部英文电影等，这样做的好处是随时都可以听到英语，在潜移默化中不知不觉地加深对英语的敏感度。其实这点和泛听有点类似。 精听练习必不可少 是指精听。我们这里所说的“精听”步骤如下：一边听一边看原文，划出自己不认识或似曾相识但反应不过来的词;录音结束，开始查生词，写在原文的旁边，只要写出这个单词在这篇文章中的意思即可;将这篇材料当阅读文章快速精读一遍，彻底看懂;再一边看原文，一边放录音，嘴上要跟读，反复几遍，一直听到可以不看原文彻底听懂为止。精听材料有很多，推荐SSS(Scientific American’s Sixty-second Science)，它非常短，但信息量很大，更重要的是，它是新托福听力出题的重要来源。 多做延伸听力练习 是指高质量的泛听。泛听的“泛”并不指态度的懒散，而是针对整体的要求。我认为泛听的材料有两个：一个是National Geographic(国家地理频道)，另一个是Discovery(探索)。看的时候一定要有英文字幕。每天看，养成习惯，会有很大收获。虽然有些考生认为泛听没有效果，关键开始因人而异，找到适合考生自己的听力训练方法，自然事半功倍。

托福听力Tpo真题——动物专题

TPO Listening Exercises Subject: Animal Sciences Your Name: Your Class:

TPO1 Lecture 4 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 species 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 locate the appropriate description of each marmot species' behavior to the box below the marmot's name Click on a phrase. Then drag it to the space where it belongs. One of the phrases will not be used Displays aggressive tendencies is family oriented says active during the winter 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

老托福听力93篇(87-88)-These days we take

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托福听力备考4个基本要素

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历年托福听力考试真题下载五(原文+音频)

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