托福TPO18聽力答案詳細(xì)解析

1、tpo-18 conversation 1（場(chǎng)景分類詢問工作）narrow: listen to a conversation between a student and an administrator in the university employment office.student：hi! i hope you can help me. i just transferred from northeastern state university near chicago.administrator：well welcome to central university. but chic

2、ago is such a great city. why did you leave?student：（2）everyone asks that. its my hometown. and it was sure convenient to go to a school nearby. but northeastern is still fairly small. and it doesnt have the program im interested in. i want to major in international studies. and the only program in

3、the state is here.administrator：we do have a great program. well how did you get interested in international studies?student：（3）my family hosted a few foreign exchange students while i was growing up. then i took part in an international summer program after i graduated from high school. i thought i

4、 really i like meeting people from all over, getting to know them.administrator：oh! ok! and that led you to our program. （1）right now though i think you are looking for a job.student：yeah, a part time job on campus. i thought id save money, being away from the big city. but it doesnt seem to be work

5、ing that way .anyway im not having much luck.administrator：im not surprised. most of our campus jobs are taken in the first week or two of the semester. what work experience have you had?student：well, i worked in the university library last year. but i already checked at the library here. they said

6、their remaining positions were for work-study students getting financial aid. ive never run into that before.administrator：well, i guess each school has its own policies. （5）uh, we really dont have much right now. you might be better waiting until next semester. if you really want something, how are

7、 your computer skills?student：about average id say. i helped teach some of the basic computer classes. northeastern offers for new users, if that helps any？administrator：ok, the technology support department needs people to work its helpdesk. its basically a customer service job, answering questions

8、, helping people solve their computer problems, give you a chance to develop your people skills.student：something every diplomat needs. but is there some problem? i mean why is the job still open?administrator：（4）well, they have extended hours, from 6am to 2am every day. so they need a large staff.

9、but right now they only need people early mornings, late nights, and weekends. youd probably end up with a bit of everything rather than a regular spot. on the bright side youll probably be able to get some studying done between calls. at least it could be a start and then you can try for better hou

10、rs next semester.student：um, i see why the hours might be a problem. but i guess i cant afford to be too picky if i want a job. still maybe we can work something out.詞匯：diplomat n. 外交家helpdesk n. 幫助臺(tái)spot n. 地點(diǎn)picky adj. 挑剔的；吹毛求疵的題目：1. why does the student go to the university office?解析：主旨題，文中學(xué)生找管理員主

11、要是想尋求工作機(jī)會(huì)。答案：to find out if there are any jobs available on campus2. why did the student transfer tocentraluniversity?解析：細(xì)節(jié)題，定位transfer,注意文中教授學(xué)生問答部分以及學(xué)生解釋原因but后面的內(nèi)容。學(xué)生說東北部沒有他喜歡的專業(yè)國際學(xué)，只有central university有。文中提到exchange，不要被b選項(xiàng)（to participate in a student exchange program）迷惑。答案：to take advantage of an

12、academic program3. why does the student mention hosting foreign-exchange students?解析：意圖推測(cè)題，定位host foreign-exchange students，學(xué)生說通過這個(gè)項(xiàng)目他發(fā)現(xiàn)自己喜歡跟不同的人接觸，通過原文中教授說“這使你來我們這個(gè)項(xiàng)目”看出他是在解釋為什么喜歡這個(gè)項(xiàng)目。答案：to explain his interest in a particular field of study4. what can be inferred about students who apply for the o

13、pen position at the technology-support helpdesk?解析：推測(cè)題，定位helpdesk. 文中說這個(gè)職位需要早晚及周末工作，可能什么事都要做一點(diǎn)，沒有常規(guī)的時(shí)間。所以做這個(gè)工作的人需要愿意接受不規(guī)則的工作時(shí)間。答案：they are willing to work irregular hours.5. why does the woman say this?解析：復(fù)聽意圖推測(cè)題。復(fù)聽部分教授說目前沒有適合這個(gè)學(xué)生的，建議他等到下學(xué)期。說明如果學(xué)生真的想要得到工作，只能退而求其次選擇不喜歡的工作。答案：to imply that the student

14、 might not like the job that is availablelecture 1（學(xué)科分類天文學(xué)）narrow：listen to part of a lecture in an astronomy class.professor：we are going to start a study of sunspots today, and i think youll find it rather interesting. now im going to assume that you know that sunspots, in the most basic terms, ar

15、e dark spots on the suns surface. that will do for now. the ancient chinese were the first to record observations of sunspots as early as the year 165. （7）when later european astronomers wrote about sunspots, they didnt believe that the spots were actually on the sun. thats because of their belief a

16、t the time that the heavenly bodies, the sun, moon, stars, and planets, were perfect, without any flaws or blemishes. so the opinion was the spots were actually something else, like shadows of planets crossing the suns face. and this was the thinking of european astronomers until the introduction of

17、 the telescope, which brings us to our old friend, galileo.in the early 1600s, based on his observations of sunspots. （8）galileo proposed a new hypothesis. he pointed out that the shape of sunspots, well, the sunspots werent circular. if they were shadows of the planets, they would be circular, righ

18、t? so that was a problem for the prevailing view. and he also noticed that the shape of the sunspots changed as they seemed to move across the suns surface. maybe a particular sunspot was sort of square, then later it would become more lopsided, then later something else. so there is another problem

19、 with the shadow hypothesis, because the shape of a planet doesnt change. what galileo proposed was that sunspots were indeed a feature of the sun, but he didnt know what kind of feature. he proposed that they might be clouds in the atmosphere, the solar atmosphere, especially because they seemed to

20、 change shape and there was no predicting the changes, at least nothing galileo could figure out. that random shape changing would be consistent with the spots being clouds. over the next couple hundred years, a lot of hypotheses were tossed around. the spots were mountains or holes in the solar atm

21、osphere through which the dark surface of the sun could be seen. then in 1843, an astronomer named heinrich schwabe, made an interesting claim. schwabe had been watching the sun every day that it was visible for 17 years, looking for evidence of a new planet. and he started keeping tracks of sunspot

22、s, mapping them, so he wouldnt confuse them with any potential new planet. （9）in the end, there was no planet, but there was evidence that the number of sunspots increased and decreased in a pattern, a pattern that began repeating after 10 years, and that was a huge breakthrough. another astronomer

23、named wolf kept track of the sun for an even longer period, 40 years actually. （10）so wolf did 40 years of research, and schwabe did 17 years of research. i think there is a lesson there. anyway, wolf went though all records from various observatories in europe and put together a history of sunspot

24、observations going back about 100 years. from this information, he was able to confirm the existence of a pattern, a repeating cycle. but wolf detected an 11-year cycles not a 10-year circle. 11-year cycles? dose that sound familiar to anyone? no? well, geomagnetic activity, the natural variations i

25、n earths magnetic field, it fluctuates in 11-year cycles. well, well cover this later in this semester, but for now, well, scientists in the late 19th century were aware of geomagnetic cycles, so when they heard that the sunspots cycle was also 11 years, well, they just had to find out what was goin

26、g on. （11） suddenly, everyone was doing studies of the possible relationship between the sun and the earth. did the sunspots cause the geomagnetic fields or did the geomagnetic fields cause the sunspots? or is there some other thing that caused both? and astronomers did eventually figure out what su

27、nspots had to do with magnetic fields. actually they are magnetic fields. and the fact that sunspots are magnetic fields accounts for their dark appearance. thats because magnetic fields reduce the pressure exerted on the gases inside of them, making the spots cooler than the rest of the suns surfac

28、e. and since they are cooler, they are darker.詞匯：sunspots n. 太陽黑子heavenly body 天體flaw n. 缺陷；裂縫blemish n. 瑕疵；缺點(diǎn)hypothesis n. 假設(shè)prevailing adj. 流行的；盛行的square n. 正方形lopsided adj. 不平衡的feature n. 特色；特征random adj. 隨機(jī)的；任意的toss v. 投擲visible adj. 明顯的；看得見的keep tracks of 記錄；與保持聯(lián)系map v. 繪制地圖geomagnetic adj. 地磁的

29、fluctuate v. 波動(dòng)；漲落題目：6. what is the lecture mainly about?解析：主旨題，文章按照時(shí)間順序介紹，主要講人們對(duì)太陽黑子的科學(xué)認(rèn)知的進(jìn)程。答案：the progression of scientific knowledge about sunspots7. why did european astronomers before the time of galileo not believe sunspots were on the suns surface?解析：細(xì)節(jié)題，定位not believe sunspots were on the su

30、ns surface，注意thats because of后面的內(nèi)容。文中說人們認(rèn)為天體都是完美的，沒有瑕疵，與太陽表面有太陽黑子的想法違背。答案：the idea was contrary to their beliefs about objects in space.8. which hypothesis regarding sunspots did galileo challenge?解析：細(xì)節(jié)題，定位hypothesis和galileo，注意文中教授自問自答部分。文中說伽利略提出太陽黑子的形狀不是圓的，而如果太陽黑子是太陽的影子，太陽黑子形狀應(yīng)該是圓的。所以他懷疑太陽黑子不是太陽的影子

31、。答案：sunspots are shadows of planets crossing the sun9. what was the importance of schwabes observations?解析：細(xì)節(jié)題，定位schwab. 原文中說證據(jù)說明太陽黑子的數(shù)量以10年為周期出現(xiàn)或消失，所以太陽黑子循環(huán)出現(xiàn)。答案：they established that sunspots appear in cycles.10. what is the professors attitude toward schwabes and wolfs research?解析：意圖推測(cè)題。文中教授放慢語氣強(qiáng)

32、調(diào)wolf做了40年的研究，schwabe17年，將2個(gè)人的研究時(shí)間對(duì)比說明他被這個(gè)長時(shí)間的研究感動(dòng)。答案：he is impressed by how many years were spent on the research.11. why does the professor imply about the discovery of a relationship between the sunspot cycle and earths geomagnetic cycle?解析：推斷題，注意but后面的內(nèi)容。文中提出一系列針對(duì)太陽黑子周期和地球地磁周期關(guān)系的假設(shè)，為了證實(shí)它們的關(guān)系，做了一

33、系列科學(xué)研究得出最終結(jié)論。答案：it led to a period of intense scientific research.lecture 2（學(xué)科分類藝術(shù)史）narrow：listen to part of a lecture in an art history class.professor:today well continue our examination of ancient roman sculpture. weve already looked at portrait sculpture which are busts created to commemorate pe

34、ople who had died, and weve looked at relief sculpture, or sculpting on walls. and today well look at yet another category of sculpturecopies. romans sculptors often made copies of famous greek sculptures.girl student:why did they do that?professor:well, no one knows for sure. you see, in the late 4

35、th century b.c., the romans began a campaign to expand the roman empire, and in 300 years they had conquered most of the mediterranean area and parts of europe. you know the saying, “to the victor belong the spoils”? well, the roman army returned to romewith many works of greek art. its probably fai

36、r to say that the romans were impressed by greek art and culture and they began making copies of the greek statues. (13)now the dominant view in traditional art history is that roman artists lacked creativity and skill, especially compared to the greek artists who came before them. （17）essentially,

37、the traditional view, a view thats been prevalent for over 250 years, is that the romans copied greek sculptures because they couldnt create sculpture of their own. but finally some contemporary art historians have challenged this view. one is elaine gazda. gazda says that there might be other reaso

38、ns that romans made copies. she wasnt convinced that it was because of a lack of creativity. can anyone think of another possible reason?boy student:well, maybe they just admired these sculptures. you know, they liked the way they looked.professor:yes. thats one of gazdas points. another is that whi

39、le nowadays reproduction is easy, it was not so easy in roman times. copying statues required a lot of skill, time and effort. （14）so gazda hypothesizes that copying didnt indicate a lack of artistic imagination or skill on the part of roman artists, but rather the romans made copies because they ad

40、mired greek sculpture.classical greek statues represented an idealization of the human body and were considered quite beautiful at the time. gazda also believes that its been a mistake to dismiss the roman copies as, well, copies for copys sake and not to consider the roman function and meaning of t

41、he statues.girl student:what do you mean the roman function? werent they just for decoration?professor:well, not necessarily. under the emperor augustus at the height of the roman empire, portrait statues were sent throughout the empire. （14）they were supposed to communicate specific ideas about the

42、 emperor and the imperial family and to help inhabitants of the conquered areas become familiar with the roman way of life. （15）you know roman coins were also distributed throughout the empire. anybody care to guess what was on them?boy student:the emperors face?professor:thats right! the coins were

43、 easy to distribute and they allowed people to see the emperor or at least his likes and served as an additional reminder to let them know, well, who was in charge.and the images helped people become familiar with the emperor. statues of him in different roles were sent all over the empire. now, act

44、ually some roman sculptures were original, but others were exact copies of greek statues and some roman sculptures were combinations of some sort. some combined more than one greek statue and others combined a greek god or an athlete with a romans head. at the time of julius caesar, i wasnt uncommon

45、 to create statues that had the body of a god and the head of an emperor. and the romans were clever. what they did was they made plaster casts from molds of the sculptures. then they shipped these plaster casts to workshops all over the empire, where they were replicated in marble or bronze. （16）an

46、d on some statues the heads were removable. they could put an emperors head on different bodies, showing him doing different things. and then later when the time came they could even use the head of the next emperor on the same body.詞匯：sculpture n. 雕塑bust n. 半身像commemorate v. 紀(jì)念category n. 種類conquer

47、 v. 征服；戰(zhàn)勝mediterranean adj. 地中海的spoils n. 戰(zhàn)利品；贓物dominant adj. 占優(yōu)勢(shì)的；統(tǒng)治的prevalent adj. 流行的dismiss v. 解散；開除decoration n. 裝飾idealization n. 理想化imperial adj. 帝國的empire n. 帝國emperor n. 皇帝；君主plaster cast 石膏模型workshop n. 車間；工場(chǎng)replicate v. 復(fù)制marble n. 大理石bronze n. 青銅制品題目：12. what is the lecture mainly about?

48、解析：主旨題。文中主要講了羅馬一種雕像的盛行的原因因?yàn)樗鼈兊乃囆g(shù)用途和政治用途。答案：different views of a type of sculpture popular in ancient roman times13. according to traditional art, why did the romans copy greek sculpture?解析：細(xì)節(jié)題，定位traditional art，lacked creativity and skill同義替換為did not have sufficient skill.答案：roman artists did not ha

49、ve sufficient skill to create original sculpture14. what is gazdas view of the roman copies of greek statues?解析：推斷題。文中說羅馬人因?yàn)樾蕾p希臘雕像所以模仿，這是藝術(shù)用途；文中又說這些雕像用來傳達(dá)君主的一些想法，是政治用途。答案：the copies had both artistic and political functions.15. why does the professor mention roman coins?解析：意圖推測(cè)題，文中說硬幣在國家中散布，而帝王頭像印在硬

50、幣上，說明帝王頭像在國家散布。答案：to illustrate the roman policy of distributing the emperors image throughout the empire16. according to the professor, why did the romans sometimes remove the emperors head from a statue? click on 2 answers解析：細(xì)節(jié)題，定位remove the emperors head，原文中對(duì)應(yīng)the heads were removable.文中說羅馬人做了很多帝王

51、頭像的復(fù)制品，放在不同的身體上；當(dāng)時(shí)間到了，可以在相同的身體上換另下一任帝王的頭像，說明這時(shí)之前的帝王已經(jīng)沒有權(quán)利了。答案：the head was placed on the body of a different statue.the emperor was no longer in power.17. what does the professor imply when he says this:解析：復(fù)聽意圖推測(cè)題，當(dāng)代藝術(shù)歷史學(xué)家否定了傳統(tǒng)藝術(shù)歷史學(xué)家的說法，說明傳統(tǒng)藝術(shù)歷史學(xué)家的說法不正確。答案：the view of traditional art historians is p

52、robably incorrectconversation 2（場(chǎng)景分類詢問論文）narrow：listen to a conversation between a student and his sociology professor.a: well, im glad you redid your outline. i fed a few comments, but nothing you have to act on. （2）its in good enough shape for you to start writing your paper.b: thanks! at first i

53、was afraid all that prep work would be a waste of time.a: well, especially with a challenging topic like yours: factors leading to the emergence of sociology as an academic discipline. theres just so much history to consider; you could get lost without a solid outline. so did you have a question?b:

54、yeah, （1）its aboutyou mentioned needing volunteers for a research study?a: yep, its not my study. （3）its my colleagues in the marketing department. she needs people to watch various new tv programs that havent been broadcast yet, then indicate on a survey whether they liked it, why, if theyd watch a

55、nother episode. itd be kind of fun plus participants get a $50 gift certificate.b: wow, well i like the sound of that. butso they are trying to predict if the shows are gonna succeed or fail, right, based on students opinions? why would they care what we think?a: hey, dont sell yourself short. （3）pe

56、ople your age are a very attractive market for advertisers who promote their products on television. the study is sponsored by a tv network. if enough students dont like the show, the network may actually reconsider putting it on the air.b: ok, well, how do i sign up?a: you just add your name and ph

57、one number to this list and check a time slot, although it looks like the only times left are next monday morning and thursday evening.b: oh, well, i have marketing and economics monday mornings and thursday.a:（5）oh, you are taking the marketing class? whos teaching it?b: its professor largin - intr

58、o to marketing. hr hasnt mentioned the study though.a: oh, well, the marketing departments pretty big. i happen to be friends with a woman who is doing the tv study. ok, well, we dont want you missing class. hows thursday?b: oh, i work from 5 till 9 that night.a: hmm, no flexibility with your schedule? where do you work?b: at foxs diner. im a server.a: oh, i like foxs. i eat there every week. maybe you could switch shifts