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托福TPO46听力题目文本+答案下载

2017-03-31 10:49来源:镇江新航道精英教育编辑:镇江新航道精英教育中心

 

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托福TPO46听力答案

CONVERSATION1:1-4.CADA 5.AC

CONVERSATION2:1.B 2.DE 3-5.CAB

LECTURE1:1-2.CB 3.BD 5-6.DA

LECTURE2:1-6.BCBABD

LECTURE3:1-3.DCC 4.AC 5-6.BB

LECTURE4:1.BE 2.AC 3-6.BBCA
 

托福TPO46听力文本题目

Conversation 1

1. Why does the student go to see the woman?

A To ask about events that the music house sponsors

B To find out which of the common interest houses have rooms available

C To find out if it would be possible for him to live in the music house

D To check on the status of his application to move into the music house

 

2. According to the woman, why might some people not want to live in the music house?

A is rarely quiet.

B is not conveniently located.

C All of the residents are required to participate in house activities.

D All of the residents must be enrolled in a music class.

 

3. What does the woman imply when she mentions the jazz festival?

A It was free for residents of the music house.

B It was held at the music house.

C Music house residents were encouraged to perform at it.

D Music house residents were involved in organizing it.

 

4. Why does the woman mention the acceptance rate of applicants for the music house?

A To the student that his application might not be approved

B To suggest that the music house is not a popular place to live

C To convince the student that his chances are better if he applies in person

D To emphasize the importance of turning in the application form early

 

5.What information does the student need to include in his application?(Click on 2 answers)

A Some ways he might contribute to the music house community

B Information about his experience as a musician

C Reasons why he wants to live in the music house

D A recommendation from a current resident of the music house

 

Conversation 2

1. What is the conversation mainly about?

A Using new technologies to preserve old newspapers

B Using old newspapers to conduct historical research

C The rise of American journalism in the eighteenth century

D Press coverage of the French Revolution of 1789

 

2. What gave the student inspiration for the topic of her term paper?(Click on 2 answers.)

A A recent visit to the library’s microfilm collection

B A long-standing interest in the history of France

C Seeing what an eighteenth-century newspaper looked like

D Reading a translation of French historical accounts

 

3. According to the professor, what should the student ask the librarians?

A Which eighteenth-century newspapers covered events in France

B  If she can request microfilmed newspapers from another library

C  If the old newspapers she wants to read are available online yet

D Whether the library has any original copies of eighteenth-century newspapers

 

4. What will the student probably include in her term paper?

A Newspaper coverage of the French National Constituent Assembly

B Newspaper coverage of the storming of the Bastille prison

C Ways in which the French Revolution contributed to the development of democratic ideals

D How the reporting of American journalists differed from that of French journalists

 

5.What can be inferred about the professor when he discusses a paper presented at a history conference?

A  He is grateful that he saved the paper because it might help the student.

B He worries that the student will overgeneralize American attitudes based on the content of newspapers

C He is excited to provide a model that the student can use to organize her term paper.

D  He hopes that the student will consider interviewing the author of the paper.

 

Lecture 1

1. What is the lecture mainly about?

A Various methods that ants use to locate food

B A collective behavior common to humans and animals

C A type of animal behavior and its application by humans

D Strategies that flocks of birds use to stay in formation

 

2. According to the professor, what behavior plays an important role in the way ants obtain food?

A Ants usually take a different path when they return to their nest.

B Ants leave chemical trails when they are outside the nest.

C Small groups of ants search in different locations.

D Ants leave pieces of food along the path as markers.

 

3. What are two principles of swarm intelligence based on the ant example?

(Click on 2 answers.)

A Individuals are aware of the group goal.

B Individuals act on information in their local environment.

C Individuals follow a leader’s guidance.

D Individuals instinctively follow a set of rules.

 

4. According to the professor, what path is followed by both telephone calls on a network and ants seeking food?

A The path with the least amount of activity

B The most crowded path

C The path that is most reinforced

D The path that has intermediate stopping points

 

5. Why does the professor mention movies?

A To identify movie scenes with computer-simulated flocks of birds

B To identify a good source of information about swarm intelligence

C To emphasize how difficult it still is to simulate bird flight

D To explain that some special effects in movies are based on swarm intelligence

 

6. What is the professor’s attitude about attempts to create computer-generated crowds of people?

A She believes that the rules of birds’ flocking behavior do not apply to group behavior in humans.

B She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.

C She is surprised by how realistic the computer-generated crowds are.

D She is impressed that computer graphics can create such a wide range of emotions.

 

Lecture 2

1. What is the lecture mainly about?

A Techniques for creating lifelike portraits

B Theories about a preference in portrait painting

C Reasons for a decline in the popularity of portrait painting

D Ways researchers determine whether a painting is authentic

 

2. According to the professor, what change occurred in portrait paintings over time?

A Portrait artists became more skilled at painting profiles.

B Portrait artists began painting a greater variety of subjects.

C The percentage of left profiles decreased.

D A left profile became a symbol of the subject’s social status.

 

3. What point does the professor emphasize by his discussion of the lithograph The Potato Eaters?

A Profiles are more difficult to create than head-on portraits.

B Some artists consider the direction of the profile a key element in a portrait.

C Most group portraits include both left and right profiles.

D The direction of a profile is usually determined by the characteristics of the subject.

 

4. According to the professor, what is the problem with the "right-handed" hypothesis?

A Left-handed artists are equally comfortable painting left and right profiles.

B Right hands tend to cover up facial features when painting left profiles.

C Statistics show that right-handed artists tend to paint right profiles.

D Left hands are less likely to cast shadows when painting right profiles.

 

5. What does the professor imply about the "studio organization" hypothesis?

A It has been disproved by recent studies.

B It accounts for an important change in portrait painting.

C It is based on a study of a relatively small number of portraits.

D It was first proposed by the owner of a modern-day portrait studio.

 

6. Why does the student say this:

A To explain why he prefers to paint left profiles

B To point out a difference between adult portraits and baby portraits

C To point out a fact that contradicts the "parental imprinting" hypothesis

D To provide support for the "parental imprinting” hypothesis

 

Lecture 3

1.What is the lecture mainly about?

A The economic factors that made lapis lazuli expensive

B The types of paintings in which the color blue is popular

C Early processes for making blue pigments from stones

D Difficulties using the color blue in early paintings

 

2. What was Gainsborough's goal when he painted The Blue Boy?

A To find an acceptable alternative to ultramarine pigment

B To demonstrate that blue should be used only in certain paintings

C To contradict a common belief about the use of blue in a painting

D To protest the high costs of painting with most blue pigments

 

3. What does the professor imply about smalt as a substitute for lapis lazuli?

A It eventually became as expensive as lapis lazuli.

B It was used frequently throughout the nineteenth century.

C It was not of an acceptable quality for many artists.

D It was seen as a better substitute for lapis lazuli than azurite was.

 

4. What two points does the professor make about the process of turning lapis lazuli into ultramarine?(Click on 2 answers.)

A It took a lot of time.

B It required expensive tools.

C It did not produce much pigment.

D It was perfected by the French.

 

5. Why does the professor mention the French government?

A To indicate who sponsored the digging of additional lapis lazuli mines

B To emphasize the importance of developing an affordable blue pigment

C To point out that artists were not permitted to use certain stones to make pigments

D To question the government’s use of public funds to support the arts

 

6. What does the professor imply when he says this:

A He is not convinced the Egyptians made the first synthetic pigment

B He is impressed by the Egyptians’ accomplishment.

C The process the Egyptians used is now widely known.

D The Egyptian pigment was of lower quality than today's pigments.

 

Lecture 4

1. What does the professor mainly discuss?(Click on 2 answers.)

A  Reasons for fluctuations in the price of copper

B  Some important attributes of sopper

C The production of coins from copper and zinc

D The possible future of the United States penny

 

2. What arguments in favor of keeping the penny in circulation does the professor emphasize?(Click on 2 answers.)

A Some people are emotionally attached to pennies.

B Pennies cost very little to produce.

C The price of consumer goods could rise.

D The copper industry’s profits depend on the production of pennies.

 

3. What does the professor say about the negative seigniorage of the nickel?

A The United States government is looking for ways to reduce it.

B  It is significantly greater than that of the penny.

C It is less of a problem than some people believe it to be.

D Merchants benefit from it more than consumers do.

 

4. Why does the professor mention the trumpet and trombone?

A To compare the sound-generating properties of copper with those of zinc

B To exemplify the benefits of mixing copper with other metals

C To point out that copper can be shaped into a variety of forms

D To point out that objects containing copper can shine like gold

 

5. What does the professor imply about the green patina that sometimes appears on copper?

A It is difficult to remove by conventional means.

B It adds to the beauty of objects made of copper.

C It serves a useful function.

D It reduces the conductivity of copper.

 

6. Why does the professor say this:

A He wants the woman to realize her own mistake.

B He wants the woman to support her point with precise numbers.

C He realizes he neglected to mention an important detail.

D He shares the woman’s concern about the copper industry

 

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