托福听力新题TPO64Test题目听力原文.pdf

1、Conversation 1 1.What are the speakers mainly discussing? A. A paper the woman is writing about a philosopher B.A disagreement between two philosophers about a term C.The interpretation of a term used in a philosophers work D. The professors opinion about a philosopher 2.Why does the professor ask t

2、he woman about the early Middle Ages? A. To elicit an example of a grand narrative B.To make a point about changes in tech no logy C.To encourage her to compare two grand narratives D. To present an example that contradicts Lyotards ideas 3.What points does the professor make about scientific progre

3、ss? Click on 2 answers. A. Historically people have believed that it improves the world. B.According to Lyotard, it has caused more harm than good C.It is part of a grand narrative that has changed over time D. According to Lyotard its benefits should be questioned 4.Why does the woman mention pollu

4、tion? A. To demonstrate the problem with Lyotards claim B.To ask how important it is in Lyotards argument C.To illustrate the negative effects of technology D. To introduce another grand narrative 5.What does the professor mean when he says this: A. He is going to change the topic of the conversatio

5、n B.He is going to challenge the womans belief. C.He wants to clarify the time period in question. D. He wants to correct a statement he made earlier. Lecture 1 1.What is the lecture mainly about A. Advantages that countries can gain by making their own goods B.equalities that lead to trade imbalanc

6、es between countries C.Cost and efficiency concepts that help determine trade decisions D. Ways in which local surpluses can affect international trade 2.Why does the professor talk about growing bananas in countries with tropical climates? A. To show how opportunity costs affect agricultural produc

7、tion B.To explain how demand for a product determines its cost C.To decide how domestic shortages are created D. To illustrate the concept of absolute advantage 3.According to the professor, what indicates that a country has an absolute advantage in trade? A. It can produce an item more efficiently

8、than other countries. B.It is wealthy enough to import everything that it needs. C.It consistently exports more than it imports D. It does not have to import any goods from other countries 4.The professor gives an example of two countries that produce televisions and chairs. What does she predict wi

9、ll happen if the economic decisions of both countries are based on the principle of comparative advantage? Click on 2 answers A. The prices of televisions and chairs will go down in both countries B.More chairs and televisions will be manufactured in each country. C.Imports of televisions and chairs

10、 will decrease in each country D. The total supply of televisions and chairs will increase in both countries 5.Why does the professor talk about going to the movies? A. To demonstrate the difference between absolute and comparative advantage B.To provide an example to help explain the concept of opp

11、ortunity costs C.To illustrate the advantages of specialization in the entertainment industry D. To show that economic theories do not always apply on a personal level 6.Why does the professor say this: A. To reassure the students that the example will help illustrate her point B.To apologize to the

12、 students for using an example that is difficult to understand C.To prepare the class for a shift to a new topic D. To return to a point she made earlier Lecture 2 1.What is the lecture mainly about A. A weather phenomenon associated with continental polar air masses B.A recent study comparing snowf

13、all statistics in different regions C.Ways in which air masses interact to create different types of precipitation D. The formation of continental polar air masses in northern and Arctic regions 2.According to the professor, what is true of a continental polar air mass when it forms?Click on 2 answe

14、rs. A. Its temperature is fairly consistent B.It has low levels of humidity. C.It is somewhat turbulent. D. It moves north toward cold regions. 3.Lake Superior is the northernmost Great Lake Compared with the other Great Lakes, what can be inferred aboutLake Superior based on its location? A. It doe

15、s not produce as many clouds that can rise into a polar air mass. B.The cities on its downwind shores receive more snow compared to cities near other lakes. C.There is a greater difference between its temperature and that of the land surrounding it. D. he lake-effect snowstorms that it produces tend

16、 to be less intense than storms near other lakes 4.The professor describes the process by which someone in the Middle Ages became a master of a trade Put the steps in the correct order. Click on a phrase Then drag it to the space where it belongs 1 2 3 4 Heavy snowstorms occur when the polar air mas

17、s hits land. Answer Choices A. The polar air mass becomes unstable B.The lakes absorb large amounts of energy from the Sun and air. C.The polar air mass acquires heat and moisture from the lakes 5.Why is Thunder Bay not very affected by lake-effect snow? A. It is located close to a lake that protect

18、s it. B.It is located on the northwestern shore of a lake. C.It is located in a region that is too warm to receive much snow D. It is located near a lake that is too small to produce much snow 6.What is the professors opinion about the future of lake-effect snowfalls? A. They will vary greatly from

19、year to year. B.They will definitely become more frequent. C.They will begin occurring earlier in the year. D. It is possible they will occur less often than they do now Conversation 2 1.Why does the student go to see the art gallery coordinator? A. To borrow some equipment for a show B.To find out

20、when a student art exhibition will open C.To discuss the theme of a senior art exhibition D. To arrange a suitable location for a work of art 2.What has the student created for her senior art project?Click on 2 answers A. An oil painting B.A picture frame C.A software program D. Abstract images 3.Wh

21、at does the student imply about the use of a projector? A. It is necessary to achieve a particular visual illusion. B.it may interfere with visitors ability to see other artworks. C.The projector will need to be hidden from view D. The projector has to be attached to the wall at a particular height.

22、 4.How does the man intend to respond to the students worries about lighting? A. By lowering the lights in the whole gallery B.By adding lights over the students work C.By turning spotlights in a different direction D. By putting stronger lightbulb in a projector 5.Why does the man say this: A. To f

23、ind out if the student needs assistance B.To express doubt about the projects practicality C.To return the discussion to the original topic D. To suggest a solution to the students problem Lecture 3 1.Why does the professor discuss Gila monsters? A. As an example of an animal that is highly venomous

24、 B.As an example of an animal that has adapted to living in deserts C.As an example of an animal that might seem difficult to classify D. As an example of an animal whose behavior is not well understood 2.What reason does the professor give for classifying Gila monsters as lizards? A. Their venom is

25、 more dangerous than snake venom. B.Their colors blend with the desert surroundings C.They have skeletal features common to all lizards. D. They reproduce the same way as lizards do 3.According to the professor, when do Gila monsters use their venom? A. When their efforts to hide from danger fail B.

26、When they are hunting large prey C.When they are digesting their food D. When they are invading the territories of other Gila monsters 4.Why does the professor mention chemical compounds in Gila monster venom? A. To support her argument that Gila monsters must be protected B.To cite a practical use

27、of Gila monster venom C.To support the idea that snakes and Gila monsters should be classified together D. To compare the strength of snake and Gila monster venom 5.Why does the professor say this: A. To determine whether the students are familiar with Gila monsters B.To introduce a personal story a

28、bout her hometown C.To challenge a statement from one of the students D. To encourage the students to do more research on animals from the Southwest 6.Why does the student say this: A. To make sure that he is looking at the right picture B.To suggest that the professors explanation needs to be clari

29、fied C.To give an example that supports what the professor has just said D. To point out that the professors description differs from the books description Conversation 1 Listen to a conversation between a student and a philosophy professor. (F= female, M=male) M: Hi, Melissa, your rough draft for y

30、our paper is looking very promising so far. F: Thanks. I still have some reading to do. Post modernism is pretty challenging. So. M: well youre off to a good start. So anything else about the class or post modernism since we have a few minutes before my next appointment? F: Well, actually in class,

31、you talked about a French philosopher, uh, Lyotard. You said he didnt believe in stories or something like that, that stories were invalid. M: Okay. I. I think I see, uh, first of all, you understand what he um, remember what Lyotard said about the uh, the grand narrative? F: Not really. M: Okay, ha

32、ve a seat. F: All right. Its not quite the same way youre thinking of narratives, not stories. Lyotard, not narrative as in a way of understanding the world. F: Um, I uh. M: How can I explain this uh, grand narrative. Its. Its like a an idea that that helps people make sense of history, like when yo

33、u picture the early middle ages in Europe, what do you think? F: Okay, like, um, there werent a lot of cultural achievements, then lots of wars, but not a lot of important art or books or anything, like it was the Dark Ages. M: All right, that thats a simple explanation of a time in history, right?

34、Something that tends to be accepted or understood by most people. That makes it a grand narrative. Heres a more recent one: Scientific progress. E: Ah, ha. M: People look at important inventions throughout history, light bulbs, cars, computers. And we generally believe that theres an underlying univ

35、ersal truth, that modern technology makes the world better. Its been the belief for so long that people accept it as being true. We dont even think of it much. We just accept that modern technology has that effect. F: Well, it does make our lives better. M: All right. This is where Lyotard comes in.

36、 He believed we have to be careful about accepting ideas like that. He said these beliefs really oversimplify things and that we should think more critically. Are there times when technology would not be considered progress, where it doesnt bring improvement? F: Oh, I dont know, uh, pollution, but I

37、. M: No.no, thats good. It would be hard to say pollution was a form of improving the world. F: But isnt pollution just a side effective of.? Oh! so it kind of goes against the grand narrative about technology. It it complicates things. M: Yeah. And thats a basic idea behind post modernism, that we

38、should be skeptical of grand narratives because theres a good chance they re not completely true. F: You mean? M: Well, not to say theres no truth in grand narratives. Of course, it its just that nothing is as simple and straightforward as it seems. We should look critically at the things we assume.

39、 F: Okay, I. I think I get it. Thanks. Lecture 1 Listen to part of a lecture in an economics class. The professor has been talking about international trade. (P= Professor, S= Student) P: OK, so lets recap from yesterday. Why do nations engage in international trade? Well, Its often because they hav

40、e a surplus more than they need, and they also trade for the opposite reason when they have shortages and cant produce everything they want or need domestically. So these explanations are good as far as they go. But theres another scenario we need to discuss. And that is what if a country is capable

41、 of producing something it wants or needs, but it can also import that same product from another country? Now, how does the country decide whether to make the product itself or import it? OK, take an example. Um. Think about the bananas that you buy in the supermarket. If you look closely, youll see

42、 that most bananas in the united states are imported, imported from countries with tropical climates. But the united states has warm regions. It has green houses. Clearly, it would be possible to grow bananas here. So why doesnt the US do that? Scott? S: Well, its like a lot cheaper and more efficie

43、nt for countries with tropical climates, for tropical countries to grow bananas, isnt it? I mean, they dont need greenhouses to grow bananas, and theyre not so limited to certain regions. P: Okay, good. Thats exactly right. Tropical countries. have what we call an h absolute advantage in producing b

44、ananas. Absolute advantage is the term we use when a country can produce more of a product using fewer resources. Theyre the most efficient producer of something. And the united states cant be that there with bananas. So its better off specializing in other goods that it can make more efficiently. L

45、ets take an example. Say we I have two Countries and say they each make only two products, and they trade only with each other. Simplistic I know. But well, youll see where Im going with this in a moment. OK. So as I was saying, two countries, twos products, one country can produce both products mor

46、e efficiently than the other country. Should these two countries even trade at all? S: Uh, well, no, I mean, like, whats in it for the more efficient country? P: Well, what is in it for them? Lets, uh, well, lets call these countries um, X and Y. Country X makes both TVs and chairs more efficiently

47、than country Y docs. It has an absolute advantage in producing both commodities. No question. But what economists also look at is relative efficiency. And from that perspective, we see that country X is a lot more efficient at making TVs than it is at making chairs and in country Y, Ah, well, it tur

48、ns out theyre more efficient at making chairs than TVs. So we say that country Y has a comparative advantage at chair making. And country X has a comparative advantage at TV making. So what should happen? Well, first, both countries should specialize in the production of just one thing. The product

49、theyre most efficient at making. Country X should make only TVs and country Y should make only chairs, then the two of them should trade. Specialization and trade are going to lead to increases in production and increased overall supply of goods and generally lower prices. Right? S: Professor, I sti

50、ll dont see how countries figure out when and where they have a comparative advantage. P; Well, you cant fully understand the concept of comparative advantage without also considering the related concept of opportunity cost. Opportunity cost is what you lose, uh, the options you have to give up in o

51、rder to use your time and resources for something else. Countries can determine where their comparative advantages lie, uh, like making TVS instead of chairs by figuring out what they can make with the lowest opportunity cost. Ah, you know, maybe this will be clear if we apply it on a personal level

52、. Now think about when you go out to a movie, your direct monetary cost is the price of the movie ticket. Right? But you also spend two hours at the theater. Your opportunity cost includes both, uh, whatever else you could have spent your money on. Um, ten candy bars may be and whatever else you cou

53、ld have accomplished during the time, you were watching the movie, uh, you might have completed your homework for this class, or you might have work two hours overtime at your job, thereby earning instead of spending money. See, these lost possibilities are your opportunity cost. Lecture 2 Listen to

54、 part of a lecture in an earth science class. As you know, from your reading and air masses, uh, its a large body of air thats got uniform properties in terms of temperature and moisture. There are four types of air masses. And the one will concentrate on today is the continental polar air mass. Con

55、tinental polar air masses originate form over continent near the poles over areas that are typically cold and dry. And its the polar air masses from the arctic in northern Canada that largely influence weather patterns in the united states, especially in the eastern. east of the Rocky Mountains. Now

56、, these continental polar air masses are not generally associated with heavy precipitation. In fact, since they generally remain dry and cold throughout their track across north America, they bring the mostly clear skies and cooler temperatures we see throughout most of the eastern united states dur

57、ing the winter months. However, when a polar air mass sweeps across the great lakes region in late autumn and winter, it can bring extremely heavy snow falls to that region. We refer to the snow storms as lake effect snows, snows whose moisture comes from the great lakes themselves. Let me explain h

58、ow this happens. But first, heres a map of the region. You see Rochester on the southern shore of lake Ontario and buffalo and the far eastern shore of lake Erie. These two cities are among the snowiest cities in America, thanks largely to the lake effect. Over one recent ten year period, Rochester

59、and Buffalo each received like twenty seven meters of snow. Its nearly ninety feet. Okay, lets turn to the other pair of cities on this map, Thunder Bay and Marquette. As you can see, theyre both on the shore of lake superior. But Marquette consistently gets two to three times more snow than thunder bay. Why? Uh, basically what happens is that during the summer, bodies of water, especially ones as large as the great lakes, absorb huge amounts of energy, both from the sun and from the warm summer air thats passing over them. So the lakes become these giant reservoirs of he