托福听力解析转自尚有-tpo

TPO1listeningQuestionWhydoesthestudentgotoseetheTosignupaseminaronusingelectronicsourcesforToreportthatajournalismissingfromthereferenceTofindouttheprocedureforcheckingoutjournalToaskabouthowtolookforresourcesforaclass学生说:I’msupposedtodoaliteraturereviewformypsychologycourse,butum…havingahardtimefindingarticles.Idon’tevenknowwheretostartlooking.说明她需要为心理学QuestionWhatdoesthelibrariansayabouttheavailabilityofjournalsandarticlesintheTheyarenoteasytofindifaprofessorputthemonMostofthemareaccessibleinanelectronicMostofthemcanbecheckedoutforthreePrintedversionsfromthepastthreeyearsatelocatedinthereference出现“actually，mostofourmaterialsareavailableelectronicallynow.”该句中出现了QuestionWhatdoesthelibrariansuggestthestudentshoulddotosaveChooseaneasierresearchConcentrateonfiveReadthesummariesofthearticlesInstallanewprogramonherhome1分47秒处学生说：Itstillsoundslikeit’sgoingtotakeawhilethough.那么后面Librarian就会对这个问题展开讨论。下文中Librarian提到了“narrowyoursearchdowntoarticlesondreaminterpretation”,“the orsummaryatthetopofthefirstpage”,”haveoptiontodisplaythe sonthecomputerscreen”，就是说缩小了范围，然后读每本书的纲要，决定是否完整的读这本书。最后librarian的话结尾出现了cutdownsometime（与问题QuestionWhatcanbeinferredaboutwhythewomandecidestousethecomputerintheShethinksshemightneedadditionalfromtheShedoesnothaveacomputeratShehastohandinherassignmentbytheendoftheShewillbemeetingafriendinthelibrarylater学生说：IguessIshouldtryouttheelectronicsearchwhileI’mstillherethen,youknow,justincase.学生提到了我要在这试一下电子搜索的功能，以防万一Librarian：Sure，er…thatcomputer’sfreeoverthere,andI’llbeheretillfivethisWhydoesthewomansaythis:（Really？！Ican’tbelieveIdidn'tknowthat.ShehadforgottenabouttheSheissurprisedshewasnotawareoftheSheisannoyedthattheinformationwaspublishedonlySheisconceredthatthelibrariangaveherincorrectQuestion6:WhatisthepurposeoftheToexplainthedifferencebetweentwoartisticTodescribeanewartgallerytotheTointroduceanartist'sworktotheToshowhowartists'stylescanevolveoverQuestionWhatdoestheprofessorsayaboutFrantzen'spaintingofafarmItresemblesaItmaybeFrantzen'sbestknownItwaspaintedintheImpressionistItwaspaintedwhileFrantzenlived（fromIreallywantyoutotakeacloselookatacertainpainting.It’safarmscene.Andyouwillseeitrightasyouenterthegallery.ThereasonIthinkthispaintingissoimportantisthatitstressestheimpressionistaspectofFrantzen’sstyleQuestion8:WhydidFrantzengototheSalesTostudyhumanformandToearnmoneybypaintingTopaintfarmanimalsinanoutdoorTomeetpeoplewhocouldmodelforher(from2”55)AndtheSalesBarn,itwasbasicallythisplacewherethelocalfarmersboughtandsoldtheircattle,theirfarmanimals.AndthereasonFrantzenwentthere,andshelateronwouldvisitotherplaceslikedancehalls,wastoobservepeopleandthewaysthattheymoved.Shereallyfoundthatthishelpedherworkthatitgaveheranunderstandingofbodymovementsandactions,howhumansmove,andstandstill,whattheirpostureswerelike,too.Question9:Whatdoestheprofessorimplyaboutthepaintingoftheyoungwomansurroundedbypumpkins?ItwaspaintedatanartItcombinesImpressionismwithItconvincedFrantzenthatshewasagoodItwasoriginallymeanttobeusedinanAnswer:BYouwillnoticethatthewoman’sfaceissorealisticlookingthatit’salmostlikeaphotograph.Thewoman’snoseisalittlelessthanperfectandherhairiskindofmessedup.Thisisrealism.Butthen,thebackgroundofthepainting,thiswomanwiththepumpkinsiswrappedinablanketofbroadthickbrushstrokes,and,it’sallkindsofzigzaggingbrushstrokesandlines,kindofchaoticalmostwhenyoulookatitclose.Andtherearevibrantcolors.Question10:WhydoestheprofessordiscussFrantzen'sdifficultiesasayoungHewantstopointoutmistakesthatyoungartistscommonlyHethinksherexamplecaninspirethestudentsintheirownHerdifficultiesremindhimofthedifficultieshehimselfexperiencedasayoungHerdifficultiesarethesubjectofsomeofthepaintingsinthegallerythatthestudentswillvisitAnswer:Question11:WhatdoestheprofessorimplywhenhesaysThestudentscanunderstandFrantzen'sartwithoutknowingaboutherThestudentsshouldpayverycloseattentiontowhatheisgoingtoSomeofhisstudentsarealreadyfamiliarwithFrantzen'slifeSomeofhisstudentsmaynotappreciateFrantzen'sworkAnswer:AIfindFrantzentobeaveryaccessibleartist.Imean,someartists,toappreciatethem,youhavetoknowtheirlifestory.But….Question12:WhatdoestheprofessormainlyThedifferenceinageamongAmericanmountainTheimportanceofatechniqueusedfordatinggeologicalTherecentdiscoveryofanancientAcomparisonofvariousmineralsusedforQuestion13:.Beforetheuseofuranium-leadysis,wheredidmostgeologiststhinktheGrandCanyonsandstonecamefrom?AnancientlakelocatedintheAmericanAdesertthatonceconnectedtwoSandscarriedbyariverfromtheAppalachianAnearbymountainrangethathadflattenedoutover(fromAnduntiljustrecently,mostofusthoughtthesandhadcomefromanancientmountainrangefairlyclosebythatflattenedoutovertime.That’sbeentheconventionalwisdomamonggeologistsforquitesometime.Butnowwe’velearnedsomethingdifferent,andquitesurprising,usingatechniquecalledUranium-LeadDating.QuestionInthetalk,theprofessordescribesthesequenceofuranium-leaddating.Summarizethesequencebyputtingtheeventsinthecorrectorder.Dragyouranswerchoicestospaceswheretheybelong.Toremoveananswerchoice,clickonit2.Zirconinthesandstoneismatchedtothezirconinaparticularmountain1.Theamountofleadinsandstonezirconis3TheageofzirconinasandstonesampleisQuestion15:Accordingtotheprofessor,whatchangehascauseduranium-leaddatingtogainpopularityrecently?ItcanbeperformedoutsideaItcannowbedonemoreItnolongerinvolvesradioactiveItcanbeusedinfieldsotherthan(fromBut,um…untilrecently,inordertodoit,youreallyhadtostudymanyindividualgrains.Andittookalongtimebeforeyougotresults.Itjustwasn’tveryefficient.Anditwasn’tveryaccurate.Buttechnicaladvanceshavecutdownonthenumberofgrainsyouhavetostudy,soyougetyourresultsfaster.SoI’llpredictthatUranium-LeadDatingisgoingto eanincreasinglypopulardatingmethod.Question16:WhydoestheprofessortalkaboutthebreakingapartofEarth'sTogiveanotherexampleofhowuranium-leaddatingmightbeToexplainhowtheGrandCanyonwasTodemonstratehowdifficulturanium-leaddatingTodisproveatheoryabouttheageofEarth'sfirstmountainranges(from5”00)Well,withUranium-LeadDating,wecouldprovethatmoreconclusively.Iftheyshowevidenceofoncehavingbeenjoined,thatcouldreallylusalotabouttheearlyhistoryoftheplanet’sgeology.Whatdoestheprofessorimplywhenhesaysthis(wellaseveryoneinthisclassshouldTheclassiseasierthanothergeologyTheclasshasalreadystudiedtheinformationheisSomestudentsshouldtakeacourseingeologicaldatingHewilldiscussthetopiclaterintheWhatistheconversationmainlyAlessonMatthewpreparedforhisAclassMatthewhasbeenAtermpaperthatMatthewhasAprobleminMatthew'sWhatisMatthew'sopinionaboutobservingMr.Grabell'sthird-gradeItwillhelp eamore ItcouldhelpimprovehisstudyIthasimprovedhispublic-speakingItmaybethemostdifficultassignmenthehasProfessor:So,inonescienceunit,inwhichthefocuswasastronomy,thestudentsalsolearnedabouttheliteratureofGreekandRomanmythology,usedresearchskillsinthelibrary,wroteareportandpracticedtheiroralpresentationskills.Student:Exactly!Heusedthisonetopictoteachthird-gradesallthatstuff—howtousethebooksinthelibrary,towritereports,andevenhowtospeakinpublic.PlustheyhadagreattimengWhydoesMatthewmentionGreekandRomanToidentifyatopicfrequentlydiscussedinthirdTogettheprofessor'sopinionaboutalessonheTomakeasuggestiontoimprovetheclassheisToillustrateatechniqueusedtoteachathird-gradeWhatimportantskillsdidMr.Grabellintroducetohisthird-gradeClickon3Reviewingotherstudent'sUsingbooksintheInterviewingtheirSpeakinginWhatwillMatthewprobablydoinnextWednesday'sHandinhisassignmentTrytostartastudyMakeapresentationtotheChooseatopicforhisProfessor:Youknow,Mathew,thisisjustwhatwe’vebeentalkingaboutinourclass.I’msureeveryonecanlearnsomethingfromyourexperience.Youknow,Mathew,I’dloveforyoutotalkaboutthisastronomyunitinclassonWednesday.WhatisthelecturemainlyArtintheNeolithicThesiteofaNeolithicMethodsofmakingstoneThedomesticationofplantsandanimalsbyearlyWhatdoestheprofessorimplyaboutthetoolsusedbythepeopleofTheyweremadeofstonethatcamefromTheywereamongthesharpesttoolsavailableattheTheywereoftenusedinreligiousTheywereusedprimarilyforIt’stheNeolithic,remember,thelateStoneAge.Sothepeoplethatlivedtherehadonlystonetools,nometals.Soeverythingthey plished,likebuildingthistown,theydidwithjuststone,pluswood,bricks,thatsortofthing.Butyougottorememberthatitwasn’tjustanystonetheyhad,theyhadobsidian.有一种叫obsidian的工具是很锋利的（黑曜石）WhatdoestheprofessorsayabouttheentrancestothehorsesinClickon2TheywereintheTheywereusuallykeptTheyallowedsmoketoescapefromtheTheystoodoppositeoneanotheracrossnarrowTheretendstobealotofobsidianflakesandchipsinthehearthashes,butnochimney.Thesmokejustwentoutthesamehatchwaythatpeopleusedforgoinginandoutthemselves.WhatdoestheprofessorsayaboutCatalhoyukThegravescontainedpreciousManypeoplewereburiedineachThegravewerelocatedunderthehouseThegravescontainedashesratherthanThegraveshaveallbeenfoundunderthehouses,rightundertheWhatdoestheprofessorthinkoftheideathattheinhabitantsofCatalhoyukdelibera arrangedtheirhousesothattheycouldliveneartheirancestors'graves?Shethinksitisagoodguess,butonlyaShethinkssomeevidencesupportsit,butotherevidencecontradictsShethinksthatfurtherexcavationswillsoondisproveShethinksthatitisnotappropriatetomakesuchguessesaboutthedistantButitmakesagoodpoint.Basedonexcavations,wecanknowthelayoutofthehousesandthelocationofthegraves,butwe’reonlyguessingwhenwetriedtosaywhytheydiditthatway.WhatarethreethingstheprofessorsaysabouttheartworkofClickon3ItwasclearlyimportanttotheCatalhoyukItbecamecoveredwithItoftenshowsfarmersatItssignificanceisItcontainsmanyhuntingTheyendedupwithalayerofblacksootonthem,andsodidpeople’slungs.Theypaintedontheplasteredwallsandusuallytheypaintedhuntingsceneswithwildanimalsinbutwedon’tknowwhysomanyofthepaintingsareofhuntingscenes.Wasitsupposedtohavereligiousormagicalsignificance?That’sthekindofthingwecanonlyguessatbasedonclues.WhatisthemaintopicoftheThetypesofhabitatsmarmotsMethodsofobservingmarmotFeedinghabitsofsomemarmotDifferencesinbehaviorbetweenmarmotAccordingtothecasestudy,whyaremarmotsidealforTheydonothidefromTheyresideinmanyregionsthroughoutNorthTheyareactiveinopenareasduringtheThe