TPO33-听力题目word版.docx

目录Conversation11Lecture12Lecture24Conversation25Lecture36Lecture48Conversation11. Why does the woman go to see the man? A) To ask about a university policy regarding dorm rooms B) To report excessive noise in her dorm C) To report that room temperatures are too high in her room D) To inquire about the status of a request she had made for a repair 2. How has the woman been dealing with her problem? A) By using an electric heater B) By staying in a different building C) By sleeping in another room in her building D) By exchanging rooms with a friend 3. What does the man imply about the custodian? A) The custodian is not usually responsible for making repairs. B) The custodian did not follow correct procedures. C) The custodian needs permission before making repairs. D) The custodian had reported the problem earlier. 4. Why does the man mention winter? A) To suggest that an electric heater is not yet necessary B) To show that he understands the womans frustration C) To encourage the woman to move to another room D) To explain why it may take time to fix the womans problem 5. What will the man do to help the woman? A) He will fill out a maintenance request form for her. B) He will send a maintenance team to her room soon. C) He will order a new heater for her room right away. D) He will allow her to change rooms temporarily. Lecture16. What is the lecture mainly about? A) Building techniques that were common in the ancient world B) Evidence of several early attempts to build a pyramid C) Possible answers to an ancient mystery D) The history of the pyramids of Egypt 7. According to the professor, what is the main argument against the theory that the stone blocks of the Great Pyramid were lifted into place with cranes? A) Wooden cranes would have been too weak to lift the blocks. B) There is no evidence of ancient Egyptians ever using cranes. C) The use of cranes would have resulted in imprecise dimensions. D) There would not have been enough room for a platform for the cranes. 8. Why does the professor mention a mountain road? A) To illustrate an alternative to a steep ramp B) To emphasize the effort needed to move large stone blocks C) To imply that progress on the Great Pyramid was slow D) To describe the shape of the road leading to the Giza Plateau9. Why does the professor talk about the accuracy of the proportions of the Great Pyramid? A) To provide background on the principles of microgravimetry B) To discount the possibility that a ramp once spiraled around outside of the pyramid C) To explain the effectiveness of computer models of the pyramid D) To emphasize the difficulty of building a ramp with the correct slope 10. The professor discusses different methods the Egyptians may have used to build the Great Pyramid. For each method listed below, place a check in the box that show with whom it is associated. Click the correct boxes. This question is worth 2 points. HerodotusHoudinNeither Herodotus nor HoudinSpiral ramp inside the pyramid Wooden cranes used to lift heavy blocks A straight ramp used for the entire pyramid A straight ramp used for the bottom of the pyramid only 11. What is the professors view of the Houdins theory? A) She would like to see more detailed microgravimetric surveys before she will be convinced it is true. B) She is surprised at how similar it is to Herodotus theory. C) She finds the microgravimetric evidence for it to be very strong. D) She thinks it is plausible but leaves some important questions unanswered. Lecture212. What is the lecture mainly about? A) The use of tree rings to measure water usage rates B) Collecting data that are useful for planning water distribution C) Investigating the history of water use in the Colorado River basin D) The need for more government involvement in water distribution13. What does the student find surprising about the 1922 water-sharing agreement? A) It was based on only twenty years of data. B) It was approved by all seven states in the region. C) It was meant to remain in effect for more than 100 years. D) It was based on data from outside the Colorado River basin. 14. According to the professor, what was the problem with the data recorded before the 1970s? A) The data were recorded on old instruments. B) The recorded data and human observation did not match. C) There were gaps in the recorded data. D) The data did not reflect the historical changes in the flow of the Colorado River. 15. What assumption did researchers use to draw conclusions about the Colorado River basin? A) Ancient tree ring data can only be obtained from dead trees. B) The climate in an area tends to remain constant over time. C) Rainfall has a limited impact on water flowing in rivers. D) Width of tree rings can correspond to the amount of moisture in an area. 16. What does the professor imply when he describes the early to mid-1900s as the wettest period for the Colorado River in 400 years? A) The climate in the Colorado River basin will become wetter in the future. B) The 1922 agreement was based on overestimated average river flows. C) Water flowing in the Colorado River rises and falls at a predictable rate. D) Human activity caused climate change in the Colorado River basin. 17. What is the professors attitude toward future water-management plans in the Colorado River basin? A) He believes better methods for collecting data need to be developed. B) He does not believe water management will be a concern in the immediate future. C) He is optimistic that new data will lead to better planning. D) He is not certain all scientists understand the current condition of the Colorado River.Conversation21. Why does the professor meet with the student? A) To determine if the student has selected an appropriate topic for his class project B) To find out if the student is interested in taking part in a genetics project C) To discuss the students experiment on taste perception D) To explain what the student should focus on for his class presentation 2. Why does the student ask the professor about broccoli? A) To get her to describe some of its genetic features B) To find out if she is familiar with recent research on vegetable DNA C) To introduce an idea that he has had for a research topic D) To help explain why he needs extra time to prepare his presentation 3. What possible causes does the student consider for not liking the taste of vegetables? Choose two answers A) A genetic predisposition B) Cooking methods that fail to remove the vegetables bitter taste C) A bad childhood experience associated with eating vegetables D) Not being served enough vegetables during childhood 4. According to the student, why was it advantageous for early humans to be sensitive to bitter tastes? A) It helped them to identify vegetables as sources of vitamins. B) It helped them to avoid eating foods that were not healthy for them. C) It made them less likely to limit their diet to sweet and salty foods. D) It allowed them to distinguish between ripe and unripe vegetables. Listen again to part of the conversation. Then answer the question. 5. What does the student imply when he says this? A) He has often disagreed with the professor in the past. B) The biologist in question has a history of advocating nontraditional ideas. C) Biologists research methods are sometimes regarded as unusual by other scientists. D) Scientific explanations are sometimes contrary to what people might expect. Lecture36. What is the lecture mainly about? A) How various proteins function in notothenioidsB) How notothenioids became the dominant type of fish in the Southern Ocean C) An example that contradicts the theory of adaptive radiation D) Changes in ocean habitats caused by continental drift 7. Why does the professor mention that coral reefs support more than 4,000 species of fish? A) To find out what students know about tropical fish B) To contrast two types of ocean environments C) To imply that there may be species in the Southern Ocean that have not been discovered yet D) To imply that there may be fossil evidence of coral reefs in the Southern Ocean 8. What characteristic of notothenioids helps them survive in subfreezing temperatures? A) They maintain an unusually high body temperature. B) A special tissue in their eyes enables them to see through ice. C) Special proteins make their blood circulate too fast to freeze. D) Ice crystals in their bodies are prevented from growing large enough to harm them. 9. Why did the antifreeze protein initially give no special advantage to the earliest notothenioids? A) Many other types of fish had the same protein. B) The notothenioids were not living in subfreezing temperatures. C) The effect of the antifreeze protein was neutralized by other proteins. D) The antifreeze protein functioned only in the smallest notothenioids. 10. According to the professor, what factors led to the rapid distribution of notothenioids throughout the Southern Ocean? Choose two answers A) A genetic mutation occurred in the DNA of the earliest notothenioid. B) There was an increase in competition for food in temperate waters. C) Antarctica broke off and drifted away from the South American continent. D) The waters around Antarctica temporarily warmed up. 11. According to the professor, what happened to notothenioids that migrated to different areas of the Southern Ocean? A) They evolved into a wide variety of notothenioid species. B) They developed the ability to tolerate a wide range of temperatures. C) Some of them became extinct because of new predators. D) Some of them developed additional antifreeze proteins. Lecture412. What does the professor mainly discuss? A) The most popular features of ancient Roman gardens B) The goals of Renaissance garden designers C) The influence of Renaissance gardens on modern Italian gardens D) Differences between ancient Greek gardens and ancient Roman gardens 13. The professor mentions three authors from ancient Rome. What point does the professor make about the three authors? A) They provided credible descriptions of ancient Roman gardens. B) They probably exaggerated the beauty of ancient Roman gardens. C) They probably never owned gardens themselves. D) They invented gardening practices that are still used in Italy today. 14. Why does the professor mention Hero of Alexandria? A) To explain the relationship between ancient Greek gardens and ancient Roman gardens B) To explain how ancient Roman gardens came to be influenced by Egyptian culture C) To point out that garden designers were highly respected members of Roman society D) To indicate the origin of some of