2026年托福听力模拟试题及答案

2026年托福听力模拟试题及答案Conversation1Narrator:Listentoaconversationbetweenastudentandaprofessor.Professor:Hi,Sarah.Comeonin.YoumentionedinyouremailthatyouwantedtodiscussyourtermpaperoutlinefortheEnvironmentalSciencecourse.Student:Yes,ProfessorMiller.Thanksforseeingme.I’vesettledonatopicregardingurbanheatislands,butI’mstrugglingtonarrowdownthefocus.Ifeellikethesubjectistoobroad.Professor:That’sacommonissuewithurbanheatislands.Itencompassessomanyfactors—materials,lackofvegetation,energyconsumption.Whatspecificallydrewyoutothistopic?Student:Well,Iliveinthedowntownarea,andIreallynoticethetemperaturedifferencewhenIvisitmyparentsinthesuburbs.It’ssignificantlyhotterinthecityatnight.Istartedreadingabouthowdifferentbuildingmaterialsabsorbheatduringthedayandreleaseitslowlyatnight.Professor:Right,that’sthethermalinertiaofmaterialslikeasphaltandconcrete.That’sasolidstartingpoint.Butforatermpaper,youmightwanttolookatmitigationstrategiesratherthanjustthecauses.Thecausesarewell-documented.Student:Mitigationstrategies?Youmeanlikeplantingmoretrees?Professor:Exactly,butthat’sjustoneexample.Haveyouheardof"greenroofs"?Student:Ithinkso.It’swhentheyputplantsontopofbuildings,right?Professor:Yes.Itinvolvescoveringaroofwithalayerofvegetationandagrowingmediumoverawaterproofmembrane.There’salso"coolroofs,"whichusehighlyreflectivematerialstobouncesunlightback.Student:Thosesoundinteresting.WhichonedoyouthinkIshouldfocuson?Professor:Whynotcomparethetwo?Youcouldanalyzethecost-effectivenessandthecoolingefficiencyofgreenroofsversuscoolroofsindifferenturbanclimates.Forinstance,greenroofsprovideinsulationandreducestormwaterrunoff,buttheyareheavierandrequiremorestructuralsupport.Coolroofsarecheaperandeasiertoinstallbutdon’thandlewaterrunoff.Student:Thatsoundslikeagreatapproach.IcouldlookatcasestudiesfromChicagoandNewYork.Professor:Thatwouldbeexcellent.Chicagohasalotofgreenroofinitiativesduetoitsstormwaterissues.Makesuretoincludedataonthe"urbancanyoneffect"aswell.That’stheheattrappedbetweentallbuildings.Student:Okay,Iwill.IwasalsowonderingifIshouldusethedatafromthecity’sweatherstations.Professor:Youcan,butbecareful.Weatherstationsareoftenlocatedinparksoropenareas,whichmightbecoolerthanthedensecitycenter.Youmightneedtolookforsatellitedataorspecificmicroclimatestudiesformoreaccuratereadings.Student:Ididn’tthinkofthat.Thanksforthetip.I’llstartrevisingmyoutlinewiththiscomparativeapproach.Professor:Soundsgood,Sarah.SendmetherevisedoutlinebyThursday,andwecantakeitfromthere.Questions:1.Whatisthemainpurposeoftheconversation?A.Toexplainthecausesoftheurbanheatislandeffect.B.Todiscussthestudent'stermpapertopic.C.Toinformthestudentaboutanewassignment.D.Torecommendaspecificbookonenvironmentalscience.2.Whydoesthestudentmentionlivingdowntown?A.Toexplainwhysheisoftenlatetoclass.B.Tocomplainaboutthenoisepollutioninthecity.C.Toillustrateherpersonalexperiencewiththetopic.D.Tosuggestalocationforafieldstudy.3.Whatdoestheprofessorimplyaboutweatherstationdata?A.Itisthemostreliablesourcefortemperaturereadings.B.Itistoodifficultforstudentstoaccess.C.Itmaynotaccuratelyrepresenttemperaturesindenseurbanareas.D.Ithasnotbeenupdatedsincethe1990s.4.Accordingtotheprofessor,whatisanadvantageofgreenroofsovercoolroofs?A.Theyarelighterinweight.B.Theyareeasiertoinstall.C.Theyhelpmanagestormwaterrunoff.D.Theyreflectmoresunlight.5.Whatwillthestudentlikelydonext?A.Conductanexperimentinalaboratory.B.InterviewresidentsofChicago.C.Reviseherpaperoutline.D.Registerforadifferentcourse.Lecture1Narrator:ListentopartofalectureinanArtHistoryclass.Professor:Today,wearegoingtodiscussamovementthatrevolutionizedthewayweperceiveartanditsrelationshiptotheenvironment:LandArt,alsoknownasEarthworks.Priortothe1960s,artwasprimarilyconfinedtomuseumsandgalleries—controlled,indoorenvironments.Butagroupofartistsbegantofeelthatthecommercialartmarketwastoorestrictive.Theywantedtoescapethewhitewallsofthegalleryandengagedirectlywiththelandscape.OneofthemostfamouspioneersofLandArtwasRobertSmithson.In1970,hecreatedhismasterpiece,"SpiralJetty."It’samassivecoilofearth,basaltrocks,andsaltcrystalsextendingintotheGreatSaltLakeinUtah.Now,whythere?Smithsonwasfascinatedbytheconceptofentropy—theideathatsystemstendtowarddisorderanddecay.TheGreatSaltLakeisaremnantofamuchlargerprehistoriclake,aplaceofancientgeologicactivity."SpiralJetty"wasn'tjustasculptureplacedinnature;itwasbuiltfromthematerialsofthatspecificlocation.Smithsonusedadumptruckandafront-endloadertomoveover6,000tonsofrockandearth.Theshape,aspiral,mimicsnaturalgrowthpatternsfoundinshellsandgalaxies,butitalsoinvokesasenseofthevortex.Whatmakesthispiecetrulyfascinatingisthatitisnotstatic.Thewaterlevelofthelakefluctuates.Sometimesthejettyissubmerged,sometimesit’sdry,andsometimesit’svisiblebutcoveredinsaltcrystals.Theartworkchangeswiththeweatherandtheseasons.Itissubjecttothesameforcesoferosionthatshapethemountains.ThisbringsustoakeycharacteristicofLandArt:ephemerality.Unlikeabronzestatuethatismeanttolastforcenturies,manyLandArtpiecesaredesignedtoeventuallydisappearorbereclaimedbynature.Thischallengesthetraditionalnotionofartasapermanentcommodity.Iftheartworkdisappears,howdowepreserveit?Well,throughdocumentation.Smithsoncreatedafilmandaphotoessaytorecordtheprocessofmaking"SpiralJetty."Inaway,thedocumentationbecametheportableartworkthatcouldbeshowningalleries,whilethephysicalpieceremainedinthelandscape.AnothersignificantfigureisMichaelHeizer.Hiswork"DoubleNegative,"constructedin1969inNevada,consistsoftwomassivetrenchescutintotheeasternedgeoftheMormonMesa.Thedisplacementofover240,000tonsofrhyoliteandsandstonecreatesanegativespace—avoidthatdefinesthesculpture.Heizer’sworkisaboutscaleandtheoverwhelmingpowerofgeology.Itforcestheviewertoconfrontthevastnessofthedesert.Criticssometimesquestiontheenvironmentalimpactoftheseworks.Diggingmassivetrenchesordumpingrocksintoalake—doesn'tthatdamagetheecosystem?It’savalidparadox.Theartistssoughttocelebratenaturebyalteringit.However,manyLandartistsweredeeplyrespectfuloftheland.Theyviewedtheirinterventionsasawaytorevealthehiddengeologicalhistoryofasite,makingtheinvisiblevisible.So,LandArtwasarebellionagainstthecommodificationofartandadesiretoreconnectwiththenaturalworldonamassivescale.Itremindsusthatartdoesn'tjusthavetobeanobjectyoubuy;itcanbeanexperienceyouhavewithinthevastnessoftheplanet.Questions:6.Whatisthelecturemainlyabout?A.Thecommercialvalueofartinthe1960s.B.Thetechniquesusedinbronzesculpture.C.TheLandArtmovementanditscharacteristics.D.ThegeologicalhistoryoftheGreatSaltLake.7.Accordingtotheprofessor,whydidartistslikeRobertSmithsonleavethegalleries?A.Theycouldnotaffordtherentforstudiospace.B.Theywantedtoavoidtherestrictionsofthecommercialartmarket.C.Theywerebannedfromexhibitinginmajorcities.D.Theypreferredworkingwithsmall,portableobjects.8.Howdoestheprofessorexplaintheconceptofentropyinrelationto"SpiralJetty"?A.Bydescribingtheorderofthespiralshape.B.Bydiscussingthedecayanddisorderofthelakeenvironment.C.Bycalculatingtheweightoftherocksused.D.Bycomparingittothegrowthofshells.9.WhydoestheprofessormentionthefilmandphotoessaycreatedbySmithson?A.ToshowthatSmithsonwasabetterfilmmakerthanasculptor.B.Toexplainhowtheartworkwaspreserveddespiteitsephemeralnature.C.Toprovethattheartworkwastoodifficulttovisitinperson.D.Todemonstratethecostofcreatingthesculpture.10.Whatis"DoubleNegative"?A.Asculpturemadeoftwobronzecasts.B.AfilmabouttheGreatSaltLake.C.Aworkconsistingoftwolargetrenchescutintotheground.D.AgalleryexhibitioninNevada.11.Whatistheprofessor'sattitudetowardtheenvironmentalimpactofLandArt?A.Hebelievesitshouldbeillegaltoalterlandscapes.B.Hethinkstheartistswerecarelessanddestructive.C.Heacknowledgestheparadoxbutnotestheartists'intenttorevealgeology.D.HestatesthatLandArthasnonegativeimpactontheenvironment.Conversation2Narrator:Listentoaconversationatauniversitylibrary.Student:Excuseme,I’mlookingforsomeoldnewspapersfromthe19thcentury.Ineedthemforahistoryprojectontheindustrialrevolution.Librarian:Sure,Icanhelpwiththat.Mostofourphysicalarchivesfromthe1800sarekeptintheSpecialCollectionsroomonthefourthfloor.However,manyofthemhavebeendigitized.Whichspecificregionareyouinterestedin?Student:I’mfocusingonthetextileindustryinNewEngland,specificallyaroundLowell,Massachusetts.IneedtoseeifIcanfindanyarticlesfromthe"LowellOffering."Librarian:Ah,the"LowellOffering."Thatwasamagazinewrittenbythefemalefactoryworkers,the"MillGirls,"right?It’safascinatingprimarysource.Wehavearunofthatpublicationfrom1840to1845.Student:That’sexactlywhatIneed.DoIneedtomakeanappointmenttoseethephysicalcopies?Librarian:Usually,yes,forSpecialCollectionsmaterials,youneedtobookareadingroomslotatleast24hoursinadvance.However,beforeyoudothat,I’drecommendcheckingourdigitaldatabase.Werecentlycompletedaprojectscanningtheentire"LowellOffering"collection.ItmightbeeasierforyoutoaccessthePDFsfromhome.Student:Thatwouldbegreat.Ididn’trealizeitwasonline.Isthequalityofthescansgoodenoughtoreadthesmallprint?Librarian:Yes,theyarehigh-resolutionscans.YoucanzoominandevenuseOCR—OpticalCharacterRecognition—tosearchforspecifickeywordswithinthetext.Itsavesalotoftimecomparedtosquintingatmicrofilmorhandlingfragilepaper.Student:Thatsoundsperfect.HowdoIaccessthedatabase?Librarian:Gotothelibraryhomepage,clickon"Databases,"andlookfor"HistoricNewspapersandJournals."Ifyouareoff-campus,you’llneedtologinwithyourstudentIDandpasswordtoauthenticatetheproxyserver.Student:Okay,gotit.WhatifIneedimagesofthemachinerytheyused?Ihaven'thadmuchluckfindinggoodphotographsinthedatabases.Librarian:Well,photographywasinitsinfancyinthe1840s,sophotographsofthemillsarerare.Youmighthavebetterlucklookingforengravingsorlithographsfromillustratednewspapersofthatera,like"Harper'sWeekly,"thoughthatstartedabitlater.Forthe1840s,youmightwanttocheckthe"AmericanMemory"collectionattheLibraryofCongresswebsite.Theyhavealotofdigitizedprintsandbroadsides.Student:TheLibraryofCongress?Ihaven'tlookedthereyet.Thanksforthetip.Librarian:Noproblem.Also,ifyouneedhelpcitingthesesources,wehaveaguideonthewebsiteforcitingarchivalmaterials.Itcanbetrickybecausedigitalarchivesoftenhavedifferentcitationrequirementsthanregularbooks.Student:Idefinitelyneedthat.Ialwaysstrugglewithcitations.Librarian:Thelinkisonthe"ResearchHelp"page.Goodluckwithyourproject!Questions:12.Whatisthestudent’sprimarygoal?A.Tofindajobinthetextileindustry.B.Tolocateoldnewspapersforahistoryproject.C.Todonateoldmagazinestothelibrary.D.TolearnhowtousetheOCRsoftware.13.Whatdoesthelibrarianimplyaboutthe"LowellOffering"?A.Itwasanewspaperforfactoryowners.B.Itwaswrittenbyfemalefactoryworkers.C.Itisnolongeravailableinanyformat.D.Itwasprimarilyaboutagriculture.14.Whydoesthelibrarianrecommendcheckingthedigitaldatabasefirst?A.TheSpecialCollectionsroomiscurrentlyclosedforrenovations.B.Thephysicalcopiesaretooheavytocarry.C.Thedigitalversionsaresearchableandaccessiblefromoff-campus.D.Thestudentcannotaffordthefeeforthereadingroom.15.Accordingtothelibrarian,whymightthestudenthavetroublefindingphotographsofmillsfromthe1840s?A.Themillsweresecretandphotographywasforbidden.B.Photographytechnologywasnotadvancedenoughatthetime.C.Allthephotographsweredestroyedinafire.D.Thelibrarydoesnotcollectphotographs.16.Whatadditionalresourcedoesthelibrariansuggestforfindingimages?A.Theuniversity'sartmuseum.B.Alocalhistorybookstore.C.The"AmericanMemory"collectionattheLibraryofCongress.D.Apersonalcollectionownedbythehistorydepartment.Lecture2Narrator:ListentopartofalectureinaPhysicsclass.Professor:We’vespentthelastfewweekstalkingaboutclassicalmechanicsandthelawsofmotionasdescribedbyNewton.Today,wearegoingtoshiftgearsandlookatsomethingthatpuzzledscientistsfordecades:thebehavioroflight.Specifically,wearegoingtodiscussthephotoelectriceffectandhowitledtothedevelopmentofquantummechanics.Attheendofthe19thcentury,physicistsviewedlightasawave.Thismadesensebecauselightexhibitspropertieslikediffractionandinterference,whicharecharacteristicofwaves.However,therewasaphenomenoncalledthephotoelectriceffectthatcouldn'tbeexplainedbythewavetheory.Thephotoelectriceffectoccurswhenlightshinesonametalsurfaceandejectselectronsfromthatsurface.Hereistheproblem:Accordingtothewavetheory,theintensity—orbrightness—ofthelightshoulddeterminetheenergyoftheejectedelectrons.Abrighterlightshouldhaveastrongerwave,knockingelectronsloosewithmorekineticenergy.Andevenadimlight,givenenoughtime,shouldeventuallyaccumulateenoughenergytoejectelectrons.Butexperimentsshowedsomethingdifferent.Researchersfoundthatbelowacertainfrequency—whichwecallthethresholdfrequency—noelectronswereejected,nomatterhowbrightthelightwasorhowlongitshone.Youcouldshineahigh-intensityredlightonapieceofsodium,andnothingwouldhappen.Butifyoushoneafaintbluelight,whichhasahigherfrequency,electronswouldbeejectedimmediately.In1905,AlbertEinsteinproposedasolutiontothispuzzle.Hesuggestedthatlightisn'tjustacontinuouswave;itismadeupofdiscretepacketsofenergycalled"quanta"orphotons.Thiswasaradicalidea,buildingonMaxPlanck'searlierworkonblackbodyradiation.Einstein'sequationforthephotoelectriceffectis:EWhereEisthemaximumkineticenergyoftheejectedelectron,hisPlanck'sconstant,fisthefrequencyoftheincidentlight,andΦ(Phi)istheworkfunctionofthemetal.Theworkfunctionrepresentstheminimumenergyrequiredtoremoveanelectronfromthesurfaceofthemetal.So,theenergyoftheincomingphoton(hf)mustbegreaterthantheworkfunction(ΦLet'sgobacktoourexamplewiththesodiummetal.Redlighthasalowerfrequency,soitsphotonshavelessenergy(hfThisdiscoverywasmonumentalbecauseitintroducedtheconceptofwave-particleduality.Lightbehavesasawaveinsomeexperiments(likediffraction)andasaparticle(aphoton)inothers(likethephotoelectriceffect).Thisdualityisacornerstoneofquantummechanics.EinsteinactuallywontheNobelPrizein1921forthiswork,notforhistheoryofrelativity,whichisinteresting.So,thephotoelectriceffectdemonstratedthatenergyattheatomiclevelisnotcontinuousbutcomesindiscretechunks.Thispavedthewayformodernelectronics,includingsolarpanels,whichoperateonexactlythisprinciple:photonshittingamaterialtogenerateaflowofelectrons.Questions:17.Whatisthelecturemainlyabout?A.Thehistoryofthetelescope.B.Newton'slawsofmotion.C.Thephotoelectriceffectanditsimplicationsforquantumtheory.D.Thedifferencesbetweensodiumandothermetals.18.Whydoestheprofessormentionthewavetheoryoflight?A.Toexplainwhythephotoelectriceffectwasexpectedtooccur.B.Toshowthatitcouldnotfullyexplainthephotoelectriceffect.C.Toprovethatlightisonlyaparticle.D.Tocomparethespeedoflighttothespeedofsound.19.Accordingtotheprofessor,whatexperimentalresultcontradictedthewavetheory?A.High-intensityredlightfailedtoejectelectrons.B.Bluelightcausedthemetaltoheatup.C.Electronswereejectedimmediatelybyalltypesoflight.D.Thekineticenergyofelectronsdependedonthebrightnessofthelight.20.IntheequationE=hfA.Thefrequencyofthelight.B.Thekineticenergyoftheelectron.C.Theworkfunctionofthemetal.D.Planck'sconstant.21.Whydoestheprofessordiscussredlightandbluelight?A.Toillustratetheconceptofthethresholdfrequency.B.Toexplainwhytheskyisblue.C.Toshowthatredlightisbrighterthanbluelight.D.TodemonstratetheDopplereffect.22.WhatdoestheprofessorimplyaboutEinstein’sNobelPrize?A.Hewonitforhistheoryofrelativity.B.Hewonitforexplainingthephotoelectriceffect.C.HeshareditwithMaxPlanck.D.Hewasnominatedbutneverwon.Lecture3Narrator:ListentopartofalectureinaBiologyclass.Professor:Todaywe’regoingtoexplorethefascinatingworldofsymbioticrelationships,specificallyfocusingonmutualism—wherebothspeciesbenefitfromtheinteraction.Whileweoftenthinkofmutualismasaharmonious,everlastingpartnership,recentresearchsuggeststhattheserelationshipscanbequitecomplexandsometimesevenresembleabiologicalmarketplace.Oneclassicexampleistherelationshipbetweenantsandacaciatrees.InCentralandSouthAmerica,theacaciatreeprovidesshelterandfoodfortheants.Ithasswollenthornsthattheantshollowouttolivein,anditproducesnectarandspecializedleafletscalledBeltianbodiesthattheantseat.Inreturn,theantsaggressivelydefendthetreeagainstherbivoreslikeinsectsandmammals.Theyevenpruneawaycompetingvegetationthatgrowsneartheacacia.Foralongtime,biologistsdescribedthisasaperfectexampleofco-evolution.Butlet’slookcloser.Istheanttrulyapartner,orisitacaptive?Somestudieshaveshownthatiftheantsareremovedfromthetree,thetreeoftendiesbecauseitisoverwhelmedbyherbivores.Conversely,ifthetreestopsprovidingfood,theantswilleitherleaveor,insomecases,attackthetreeitself.Thisbringsustotheconceptof"cheating."Inbiologicalmutualism,cheatingoccurswhenonepartnertakesthebenefitwithoutpayingthecost.Forexample,therearespeciesoforchidsthatproduceflowersthatlookandsmelllikefemalebees.Malebeesareattractedtotheflowerandattempttomatewithit—abehaviorcalledpseudocopulation.Intheprocess,thebeegetscoveredinpollenbutreceivesnonectar.Theorchidgetspollinated,butthebeegetsnothing.Isthismutualism?Technically,it’saone-sidedexploitation,thoughthebeemight"learn"toavoidthattypeoforchidinthefuture.Anothersophisticatedformofmutualismisfoundintheocean:therelationshipbetweencleanerfishandtheirclients.Cleanerfish,likethewrasse,setup"stations"oncoralreefswherelargerfishcometohaveparasitesremoved.Theclientfishgetsahealthservice,andthecleanerfishgetsameal.Buthowdoestheclientknowthecleanerwon'tjusttakeabiteoutofitsflesh?Biologistshaveobservedthatcleanerfishperforma"dance"orspecificmovementstosignaltheirintent.Ifacleanerfishbitesaclient,theotherclientsrememberandrefusetovisitthatstation.Thisreputationsystemkeepsthecleanerfishhonest.So,wecanseethattheserelationshipsaregovernedbycostsandbenefits.Ifthecostofprovidingtheservicebecomestoohighforonepartner,therelationshipmaydissolve.Thisissimilartoeconomicmarketmodels.Inthecaseofmycorrhizalfungiandplantroots,thefungihelptheplantabsorbnutrientsfromthesoil,andtheplantprovidescarbohydratestothefungi.However,experimentshaveshownthatifaplantisshadedandcannotphotosynthesizeenoughcarbohydrates,itwillreducethecarbonsupplytothefungi.Thefungi,inturn,willstopprovidingnutrientstothatspecificrootandmaytransfernutrientstoadifferent,more"profitable"plant.Therefore,mutualismisnotjustaboutaltruism;itisadynamicinteractionshapedbyevolutionarypressurestomaximizefitness.It’saconstantnegotiationbetweenspecies.Questions:23.Whatisthemaintopicofthelecture?A.Thepredatorybehaviorofants.B.Theevolutionaryadvantagesoftheorchidflower.C.Thecomplexnatureofmutualisticrelationshipsinbiology.D.Theprocessofphotosynthesisinacaciatrees.24.Howdoestheprofessorillustratetherelationshipbetweenantsandacaciatrees?A.Bydescribingtheantsasslavesforcedtoworkforthetree.B.Byexplaininghowbothspeciesprovideservicestoeachother.C.Bystatingthattheantsdestroytheacaciatrees.D.Bycomparingthemtohumanagriculturalpractices.25.Whatpointdoestheprofessormakeabouttherelationshipbetweencleanerfishandclientfish?A.Thecleanerfishofteneattheclientfish.B.Theclientfishpunishcleanerfishthatcheat.C.Cleanerfishareparasitesthatharmthereef.D.Therelationshipispurelyone-sided.26.Whydoestheprofessormentionorchidsandbees?A.Togiveanexampleofaperfectmutualisticrelationship.B.Toillustrateanexampleofcheatingorexploitation.C.Toexplainhowbeesproducehoney.D.Toshowthatbeesaretheonlypollinatorsoforchids.27.Accordingtotheprofessor,whathappensifaplantcannotprovideenoughcarbohydratestomycorrhizalfungi?A.Thefungiwillprovideextranutrientstohelptheplantrecover.B.Theplantwilldieimmediately.