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首页 TPO1-TPO24听力题目

TPO1-TPO24听力题目.pdf

TPO1-TPO24听力题目

zff321
2013-12-31 0人阅读 举报 0 0 暂无简介

简介:本文档为《TPO1-TPO24听力题目pdf》,可适用于考试题库领域

目录TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO TPO 听力考察的三大层面听到问…主旨问为什么要对话或者讲座问说到了…(事情)听力时候要注意的出题点转折:转折后面为重点后面的重点信息的出现。观点和例子:例子支持观点所以观点是重点(要记录)例子理解为主时间:表示时间点的新时间点后内容更加重要分类:出现了twopointsthreelevels注意听各个point序数词同位语:如果很多名词之间没有andaswellas的连接词听懂一个就可以差异:凡是与大众观点不同的有difference、special、interesting之类信号词为重点比较:对比(unlike)和类比(similarto)需要理解回答:提问后回答为要点、不直接问答兜圈的地方容易出现态度考察。建议:建议和意见为重点解决问题的最终方法为重点与教授的约定为重点建议不被接纳的原因为重点因果:原因和结果的区分都有可能成为重点但作为抽象归纳的一方更容易成为重点。转换内容重点:作者从一个讲课对象转移到另外一个转移对象在每个对象中都容易出现考点。听懂问speaker态度再听一遍为什么要说这句话听会问表述的结构问…和…的联系问…可以推理出TPOSectionWhydoesthestudentgotoseethelibrarianzTosignupforaseminaronusingelectronicsourcesforresearchzToreportthatajournalismissingfromthereferenceareazTofindouttheprocedureforcheckingoutjournalarticleszToaskabouthowtolookforresourcesforaclasspaperWhatdoesthelibrariansayabouttheavailabilityofjournalsandarticlesinthelibraryzTheyarenoteasytofindifaprofessorputthemonreservezMostofthemareaccessibleinanelectronicformatzMostofthemcanbecheckedoutforthreeweekszPrintedversionsfromthepastthreeyearsarelocatedinthereferencesectionWhatdoesthelibrariansuggestthestudentshoulddotosavetimezChooseaneasierresearchtopiczConcentrateonfivejournalszReadthesummariesofthearticlesfirstzInstallanewprogramonherhomecomputerWhatcanbeinferredaboutwhythewomandecidestousethecomputerinthelibraryzShethinksshemightneedadditionalhelpfromthemanzShedoesnothaveacomputerathomezShehastohandinherassignmentbytheendofthedayzShewillbemeetingafriendinthelibrarylateronWhydoesthewomansaythis()zShehadforgottenabouttheinformationzSheissurprisedshewasnotawareoftheinformationzSheisannoyedthattheinformationwaspublishedonlyrecentlyzSheisconcernedthatthelibrariangaveherincorrectinformationWhatisthepurposeofthelecturezToexplainthedifferencebetweentwoartisticstyleszTodescribeanewartgallerytotheclasszTointroduceanartist'sworktotheclasszToshowhowartists'stylescanevolveovertimeWhatdoestheprofessorsayaboutFrantzen'spaintingofafarmscenezItresemblesaphotographzItmaybeFrantzen'sbestknownpaintingzItwaspaintedintheImpressioniststylezItwaspaintedwhileFrantzenlivedabroadWhydidFrantzengototheSalesBarnzTostudyhumanformandmovementzToearnmoneybypaintingportraitszTopaintfarmanimalsinanoutdoorsettingzTomeetpeoplewhocouldmodelforherpainingWhatdoestheprofessorimplyaboutthepaintingoftheyoungwomansurroundedbypumpkinszItwaspaintedatanartfairzItcombinesImpressionismwithRealismzItconvincedFrantzenthatshewasagoodillustratorzItwasoriginallymeanttobeusedinanadvertisementWhydoestheprofessordiscussFrantzen'sdifficultiesasayoungpainterzHewantstopointoutmistakesthatyoungartistscommonlymakezHethinksherexamplecaninspirethestudentsintheirownliveszHerdifficultiesremindhimofthedifficultieshehimselfexperiencedasayounggirlzHerdifficultiesarethesubjectofsomeofthepaintingsinthegallerythatthestudentswillvisitWhatdoestheprofessorimplywhenhesaysthis()zThestudentscanunderstandFrantzen'sartwithoutknowingaboutherlifezThestudentsshouldpayverycloseattentiontowhatheisgoingtosayzSomeofhisstudentsarealreadyfamiliarwithFrantzen'slifestoryzSomeofhisstudentsmaynotappreciateFrantzen'sworkWhatdoestheprofessormainlydiscusszThedifferenceinageamongAmericanmountainrangeszTheimportanceofatechniqueusedfordatinggeologicalmaterialszTherecentdiscoveryofanancientcanyonzAcomparisonofvariousmineralsusedfordatingBeforetheuseofuraniumleadanalysis,wheredidmostgeologiststhinktheGrandCanyonsandstonecamefromzAnancientlakelocatedintheAmericanSouthwestzAdesertthatonceconnectedtwocontinentszSandscarriedbyariverfromtheAppalachianMountainszAnearbymountainrangethathadflattenedoutovertimeInthetalk,theprofessordescribesthesequenceofuraniumleaddatingSummarizethesequencebyputtingtheeventsinthecorrectorderDragyouranswerchoicestospaceswheretheybelongToremoveananswerchoice,clickonitZirconinthesandstoneismatchedtothezirconinaparticularmountainrangeTheamountofleadinsandstonezirconismeasuredTheageofzirconinasandstonesampleisdeterminedAccordingtotheprofessor,whatchangehascauseduraniumleaddatingtogainpopularityrecentlyzItcanbeperformedoutsidealaboratoryzItcannowbedonemoreefficientlyzItnolongerinvolvesradioactiveelementszItcanbeusedinfieldsotherthangeologyWhydoestheprofessortalkaboutthebreakingapartofEarth'scontinentszTogiveanotherexampleofhowuraniumleaddatingmightbeusefulzToexplainhowtheGrandCanyonwasformedzTodemonstratehowdifficulturaniumleaddatingiszTodisproveatheoryabouttheageofEarth'sfirstmountainrangesWhatdoestheprofessorimplywhenhesaysthis()zTheclassiseasierthanothergeologyclasseszTheclasshasalreadystudiedtheinformationheisdiscussingzSomestudentsshouldtakeacourseingeologicaldatingtechniqueszHewilldiscussthetopiclaterintheclassSectionWhatistheconversationmainlyaboutzAlessonMatthewpreparedforhisstudentszAclassMatthewhasbeenobservingzAtermpaperthatMatthewhaswrittenzAprobleminMatthew'sclassroomWhatisMatthew'sopinionaboutobservingMrGrabell'sthirdgradeclasszItwillhelphimbecomeamoreeffectiveteacherzItcouldhelpimprovehisstudyhabitszIthasimprovedhispublicspeakingskillszItmaybethemostdifficultassignmenthehashadWhydoesMatthewmentionGreekandRomanmythologyzToidentifyatopicfrequentlydiscussedinthirdgradezTogettheprofessor'sopinionaboutalessonhetaughtzTomakeasuggestiontoimprovetheclassheistakingzToillustrateatechniqueusedtoteachathirdgradeclassWhatimportantskillsdidMrGrabellintroducetohisthirdgradeclassClickonanswerszReviewingotherstudent'sreportszUsingbooksinthelibraryzInterviewingtheirclassmateszSpeakinginpubliczWritingreportsWhatwillMatthewprobablydoinnextWednesday'sclasszHandinhisassignmentearlyzTrytostartastudygroupzMakeapresentationtotheclasszChooseatopicforhispaperWhatisthelecturemainlyaboutzArtintheNeolithicperiodzThesiteofaNeolithictownzMethodsofmakingstonetoolszThedomesticationofplantsandanimalsbyearlyfarmersWhatdoestheprofessorimplyaboutthetoolsusedbythepeopleofCatalhoyukzTheyweremadeofstonethatcamefromCatalhoyukzTheywereamongthesharpesttoolsavailableatthetimezTheywereoftenusedinreligiousritualszTheywereusedprimarilyforagricultureWhatdoestheprofessorsayabouttheentrancestothehousesinCatalhoyukClickonanswerszTheywereintheroofzTheywereusuallykeptclosedzTheyallowedsmoketoescapefromthehousezTheystoodoppositeoneanotheracrossnarrowstreetsWhatdoestheprofessorsayaboutCatalhoyukgraveszThegravescontainedpreciousstoneszManypeoplewereburiedineachgravezThegravewerelocatedunderthehousefloorszThegravescontainedashesratherthanbonesWhatdoestheprofessorthinkoftheideathattheinhabitantsofCatalhoyukdeliberatelyarrangedtheirhousesothattheycouldliveneartheirancestors'graveszShethinksitisagoodguess,butonlyaguesszShethinkssomeevidencesupportsit,butotherevidencecontradictsitzShethinksthatfurtherexcavationswillsoondisproveitzShethinksthatitisnotappropriatetomakesuchguessesaboutthedistantpastWhatarethreethingstheprofessorsaysabouttheartworkofCatalhoyukClickonanswerszItwasclearlyimportanttotheCatalhoyukreligionzItbecamecoveredwithsootzItoftenshowsfarmersatworkzItssignificanceisunknownzItcontainsmanyhuntingscenesWhatisthemaintopicofthelecturezThetypesofhabitatsmarmotspreferzMethodsofobservingmarmotbehaviorzFeedinghabitsofsomemarmotspecieszDifferencesinbehaviorbetweenmarmotspeciesAccordingtothecasestudy,whyaremarmotsidealforobservationzTheydonothidefromhumanszTheyresideinmanyregionsthroughoutNorthAmericazTheyareactiveinopenareasduringthedayzTheirburrowsareeasytolocateDragtheappropriatedescriptionofeachmarmotspecies'behaviortotheboxbelowthemarmot'snameClickonaphraseThendragittothespacewhereitbelongsOneofthephraseswillnotbeusedDisplaysaggressivetendenciesisfamilyorientedstaysactiveduringthewinterOlympicMarmotEasternMarmotWhatreasondoestheprofessorgiveforthedifferenceinmarmotbehaviourpatternszTypeoffoodavailablezThesizeofthepopulationzInteractionwithothermarmotspecieszAdaptationstotheclimateWhydoestheprofessorsaythis()zToinformthestudentthathisdefinitionisincorrectzTosuggestthatthestudentdidnotdothereadingzToencouragethestudenttotryagainzTochangethetopicofdiscussionWhydoestheprofessorsaythis()zToexpressasimilarconcernzToencouragethestudenttoexplainwhatshemeanszToaddressthestudent'sconcernzToagreewiththestudentTPOSectionWhydoesthemangotoseehisprofessorToborrowsomechartsandgraphsfromherToaskhertoexplainsomestatisticalproceduresTotalkaboutreportheiswritingTodiscussagradehegotonapaperWhatinformationwillthemanincludeinhisreportClickinthecorrectboxforeachphraseIncludeinreportNotincludeinreportClimatechartsInterviewswithmeteorologistsJournalsnotesStatisticaltestsWhydoestheprofessortellthemanabouttheappointmentatthedoctor'sofficeTodemonstrateawayofrememberingthingsToexplainwhysheneedstoleavesoonToillustrateapointthatappearsinhisreportToemphasizetheimportanceofgoodhealthWhatdoestheprofessoroffertodoforthemanHelphimcollectmoredatainotherareasofthestateSubmithisresearchfindingsforpublicationGivehimthedoctor'stelephonenumberReviewthefirstversionofhisreportWhydoestheprofessorsaythis()ToquestionthelengthofthepaperToofferencouragementTodisputethedatasourcesToexplainatheoryWhatistheprofessormainlydiscussingThedevelopmentofmotorskillsinchildrenHowpsychologistsmeasuremuscleactivityinthethroatAtheoryabouttherelationshipbetweenmuscleactivityandthinkingAstudyondeafpeople'sproblemsolvingtechniquesWhydoestheprofessorsaythis()TogiveanexampleofalaryngealhabitToexplainthemeaningofatermToexplainwhyheisdiscussinglaryngealhabitsToremindstudentsofapointhehaddiscussedpreviouslyWhydoestheprofessorsayaboutpeoplewhousesignlanguageItisnotpossibletostudytheirthinkinghabitsTheyexhibitlaryngealhabitsThemusclesintheirhandsmovewhentheysolveproblemsTheydonotexhibitideomotoractionWhatpointdoestheprofessormakewhenhereferstotheuniversitylibraryAstudyonproblemsolvingtookplacethereStudentsshouldgotheretoreadmoreaboutbehaviorismStudents'eyeswillturntowarditiftheythinkaboutitHelearnedaboutWilliamJames'conceptofthinkingthereTheprofessordescribesamagictricktotheclass,whatdoesthemagictrickdemonstrateAnactionpeoplemakethattheyarenotawareofThatbehavioristsarenotreallyscientistsHowpsychologistsstudychildrenAmethodforrememberinglocationsWhatistheprofessor'sopinionofthemotortheoryofthinkingMostoftheevidencehehascollectedcontradictsitItexplainsadultbehaviorbetterthanitexplainschildbehaviorItisthemostvalidtheoryofthinkingatthepresenttimeItcannotbecompletelyprovedordisprovedWhataspectofManilahempfibersdoestheprofessormainlydiscussinthelectureSimilaritiesbetweencottonfibersandmanilahempfibersVarioustypesofmanilahempfibersTheeconomicimportanceofManilahempfibersAuseofManilahempfibersWhydoestheprofessormentiongoingawayfortheweekendTotelltheclassajokeToapologizefornotcompletingsomeworkTointroducethetopicofthelectureToencouragestudentstoaskabouthertripWhatdoestheprofessorimplyaboutthenameManilahempItisacommercialbrandnamePartofthenameisinappropriateThenamehasrecentlychangedThenamewasfirstusedinthe'sWhydoestheprofessormentiontheGoldenGateBridgeTodemonstrateadisadvantageofsteelcablesTogiveanexampleofthecreativeuseofcolorToshowthatsteelcablesareabletoresistsaltwaterTogiveanexampleofauseofManilahempAccordingtotheprofessor,whatwasthemainreasonthatmanyshipsusedManilahempropesinsteadofsteelcablesManilahempwascheaperManilahempwaseasiertoproduceManilahempismoreresistanttosaltwaterManilahempislighterinweightAccordingtothelecture,whataretwowaystoincreasethestrengthorropemadefromManilahempfibersClickonanswersCoatthefiberswithzincbasedpaintCombinethefibersintobundlesSoakbundlesoffibersinsaltwaterTwistbundlesoffibersSectionWhatarethestudentsmainlydiscussingClickonanswersTheircoursesfornextsemesterTheirplansfortheweekendApoetryclubAclassassignmentWhatdoesthemanplantodoattheendofthemonthRegisterforclassesFinishwritinghismaster'sthesisLeavehisjobatthecoffeeshopTakeashortvacationWhydoesthemantalktothewomanaboutthe"PoetryKitchen"TofindouthowoftentheclubmeetsToinformherthatthedateofthenextmeetinghaschangedTocomplainthatnotenoughpeoplearereadingtheirpoemsToencouragehertoattendWhatisthewoman'sattitudetowardparticipatinginthepoetryclubSheislookingforwardtohearingherprofessor'spoetrySheisinterestedinattendingbutshehasnotimeShethinksthepoetrythatisreadthereisnotverygoodSheusedtoparticipatebutdidnotenjoyitWhatwillthestudentsdointhesummerTheywillbothtakecoursesTheywillbothhavefulltimejobsTheywilltraveltoEnglandtogetherTheywillteachaclasstogetherWhatisthemainpurposeofthelectureToillustratetheimportanceofextrinsicvaluesToexplainAristotle'sviewsabouttheimportanceofteachingToexplainwhypeoplechangewhattheyvalueTodiscussAristotle'sviewsabouthumanhappinessTheprofessorgivesexamplesofthingsthathavevalueforherIndicateforeachexamplewhattypeofvalueithasforherClickinthecorrectboxThisquestionisworthpointsOnlyextrinsicvalueOnlyintrinsicvalueBothextrinsicandintrinsicvalueTeachingExercisehealthPlayingamusicalinstrumentWhyishappinesscentraltoAristotle'stheoryBecauseitissodifficultforpeopletoattainBecauseitisvaluedforitsownsakebyallpeopleBecauseitisameanstoa

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