tpo1-34解析包中含審核后題目可作為權(quán)威真題-tpo32聽力

ConversationStudent:Yeah.Ineedtosellbackatextbook.Areyouthe IspeaktoaboutEmployee:Iam.Butwecan’tbuytextbooksbackjustyet,becausethebookstore’sbuybackperiodisn’tuntilnextThursday.解析：原文中student一開始“Ineedtosellbackatextbook.”后文與書店工作人員的交流全都是圍繞如何sellback該學(xué)生的因此答案C，即書店的buybackEmployee:Icanlook.Butwearestillputtingthelisttogether.Professorshavetoluswhatbooksthey’lldefiniyneedagainnextsemester,andthedeadlineforthemtoletusknowisn’tforacoupleofdays.SothelistIhavehereisnotreallycomplete.Um…whatclasswasthebookfor?解析：學(xué)生想知道他的何時(shí)會(huì)進(jìn)入buyback的書單，而工作人員則有當(dāng)教授告知他們新學(xué)期所需，才能確定新加入的書本Employee:…Usuallyifanupdatededitionofatextbookisavailable,professorswillgoforthatone.Employee:Anyway…ifProfessorMurphydoesputitonthelist,itisimportantthatyoucomeinasearlyaspossiblenextThursday.There’sonlyalimitednumberofbookswewouldbuyback.Oncewegetthenumberofbooksweneedfornextsemester,wewouldstopbuyingthem.Employee:Well,ifit’sonthebuybacklist,we’llpayfiftypercentofwhatthenewpricewas.Butthatalsodependsonwhatconditionthebookisin,soitneedstobecleanedupasmuchaspossible.解析：也就是說(shuō)一旦開始了buyback有限，買夠就不會(huì)再收書，對(duì)應(yīng)B選項(xiàng)；書店購(gòu)書，除了數(shù)量的限制，也對(duì)書本的新舊有要求，“condition”是，要保存完好，對(duì)應(yīng)C選項(xiàng)。解析：重聽部分是Ifyouwantthebestpriceforit...YoumeanIhavetoeraseallthepencilmarks?店員的答案是想要強(qiáng)調(diào)書本保持干凈的Lecture…oneofthethingsthatexcitesmeaboutthefield…isthatseeminglyinsignificantthingscansuddenlychangethewaywethinkaboutaculture.Wearealwaysmakingnewdiscoveriesthathavethepotentialtochallengewidelyheldbeliefs.…ButdiscoveriesinUganda,that’sinEasternAfrica,arethrowingthatintoquestion.Scientistsstudyingsoilsamplestherediscoveredevidenceofbananasinsedimentthatwas5,000yearsold!解析：本文采用開門見山的說(shuō)法，教授一開始就道出：Oneoftheaspectsofthefieldofarchaeology...oneofthethingsthatexcitesmeaboutthefield...isthatseeminglyinsignificantthingscansuddenlychangethewaywethinkaboutaculture.Wearealwaysmakingnewdiscoveriesthathavethepotentialtochallengewidelyheldbeliefs.lecture主要討論的考古發(fā)現(xiàn)，“discoveriesinUganda,that’sinEasternAfrica,arethrowingthatintoquestion”.…oneofthethingsthatexcitesmeaboutthefield…isthatseeminglyinsignificantthingscansuddenlychangethewaywethinkaboutaculture.Wearealwaysmakingnewdiscoveriesthathavethepotentialtochallengewidelyheldbeliefs.有一些看似不起眼的新了現(xiàn)有理論。對(duì)應(yīng)選項(xiàng)A。Whenplantsdieandrotaway,theyleavethesephytolithsbehind.Becausedifferentplantsproducedifferentlyshapedphytoliths,scientistscanidentifythetypeoffromancient解析首先文提出了一個(gè)重要term——phytoliths,并作出了解釋后來(lái)開始強(qiáng)調(diào)其重要性:Becausedifferentplantsproducedifferentlyshapedphytoliths,scientistscanidentifythetypeofplantfromancientremains.這一句解釋了通過(guò)examancientphytoliths，科學(xué)家們可以得到哪些信息——produce是。But,well,thisdiscoveryhadotherimplicationsforhistory.Assoonasbananasappearinthearchaeologicalrecord,weknowwehavecontactbetweenAfricaandSoutheastAsia.ItwouldappearnowthatthiscontactoccurredmuchearlierthanpreviouslyTheearlyappearanceofbananasalsosuggeststhatagriculturebeganinthispartofAfricaearlierthanscientistsimagined.解析：第一處定位對(duì)應(yīng)B選項(xiàng)；第二處定位ABut,therearequestionsaboutthistoo.Weknowthatbananascanbeastaplefoodthatcansupportlargepopulations,astheydidinUgandainthemorerecentpast.Ifbananasweregrownthousandsofyearsago,whydon’tweseeevidenceoflargepopulationsthrivingintheareaearlier?So,weareleftwiththismystery.WehavewhatappearstobestrongbiologicalevidencethatbananaswerebeingcultivatedinUgandaasearlyas5,000yearsago.Butwearemissingotherkindsofevidencethatwouldconclusivelyprovethatthisis這些區(qū)域密集增長(zhǎng)呢？然后教授說(shuō)這個(gè)是遺留的謎團(tuán)我們似乎有生物學(xué)，但是也缺少能直接證明的某些。也就是說(shuō)結(jié)論沒有被研究支持，對(duì)應(yīng)C選Clearly,moreresearchneedstobedone.Perhapsbysomenewscholarsfromthisuniversity?Atleastgiveitsomethought.應(yīng)B選項(xiàng)。LectureStudent:Professor,sincewearegoingtotalkaboutchangesinanimalpopulationsinthewild,…andhowotherenvironmentalfactorscomeintoplaytoo.Professor:Right…Becauseinadditiontopredator-preyrelationships,thereareothervariablesthataffectpopulationsize.Professor:OK.Well,holdonasecond.First…meaningitwouldincreaseatanever-acceleratingpace.Student:Wow!ThatsoundsalittleProfessor:Well,itdoesn’tusuallyhappen.Likeyousaid,arapidpopulationgrowthisoftenfollowedbyasuddendecline.Butwedooccasionallyseeexponentialgrowthinnonnativespecieswhentheyaretransplantedintoanewenvironment.Um…becausetheyfacelittlecompetitionandhavefavorablegrowingconditions.好。所以教授提及nonnativespecies的例子是為了證明“一個(gè)快速增長(zhǎng)后就會(huì)伴Butformostspecies,mostofthetime,resourcesarefinite.There’sonlysomuchavailable…whichleadsmetomypoint.EveryecosystemhaswhatwecallacarryingAlthougheveryspecieshasaumrateatwhichthepopulationofthatspeciescouldincrease,assumingidealconditionsforthespeciesinitsenvironment.Therearealwaysgoingtobeenvironmentalfactorsthatlimitpopulationgrowth.Thisiscalledenvironmental.要觀點(diǎn)，對(duì)應(yīng)C選項(xiàng)。Student:Howcanweknowthatforsure?Itseemslikeabigjumpfrommoreacornstofewergypsymoths.Professor:Well,wecanknowforsurebecauseinthisoakforest,theresearchersdecidedtotestthelinksbetweenacornsandthetwoanimalspecies.Insomepartsoftheforest,theyhadvolunteersdropalargenumberofextraacornsontheforestfloor.Andinanothersectionoftheforest,theyremovedanumberofwhite-footedmice.解析：教授回答學(xué)生的問題說(shuō)到有放大量的acorn在森林的地面上，而white-footedmice。也就是在一些區(qū)域控制和acornIntheforestareaswhereextraacornshadbeendropped,thegypsymothpopulationsoonwentintoasignificantdecline.Butinthesectionoftheforestwherethewhite-footedmicehadbeenremoved,thegypsymothpopulationexploded.膨脹。也就是說(shuō)，橡子和白腳鼠的數(shù)量變化會(huì)舞毒蛾的數(shù)量的變化Student:Oh.Yeah!Ireadaboutthatinmyecologyclass.Ithappensincycles.Ithinkthat’scalledaboom-and-bustcycle.Right?Professor:OK.Well,holdonasecond.FirstIwanttogooversomekey解析：重聽部分：OK.Well,holdonasecond.FirstIwanttogooversomekeyconcepts.在提出一個(gè)概念之后，教授說(shuō)，等一下，首先重新復(fù)些重除了D選項(xiàng)之外，別的都不符合文意。ConversationProfessor:SohowwasthefieldtriptotheNatureCenteryesterday?Youareinthatbiologyclass,aren’tyou?Student:Yeah.Iam.ThetripwasStudent:Well,…Andactually,yesterday’stripgotmethinkingaboutmyresearchpaperforyourclass.Professor:…Maybeeventalktothatnatureguideandshowmewhatinformationyoucanfind.Thenwecantalkaboutwhetherornotyourtopicwillwork.Student:See,that’swhatI’dliketowriteabout.Iwanttolookatancientmethodsofwoodharvestingthatdidn’tresultinthedestructionofthewholeforest.Professor:Hmm…soyouwanttowriteyourentirepaperonwoodharvesting?fieldtriptotheNatureCentre學(xué)生說(shuō)想到了教授課程的研究后面的整個(gè)都是教授對(duì)學(xué)生能否選擇這個(gè)話題一些建議，然后又討論了學(xué)生對(duì)woodharvesting的一些討論，所以，整個(gè)是在討論選題是否可行以及為何對(duì)選題感展開的。Student:Well,IaminterestedingettinganadvanceddegreeinforestryafterIgraduatefromhere.SoIloveallthisstuff.Andactually,yesterday’stripgotmethinkingaboutmyresearchpaperforyourclass.解析：學(xué)生提及他想繼續(xù)攻讀一個(gè)林 ，從而說(shuō)明了他對(duì)這個(gè)專業(yè)的喜愛Student:Soourguidewastalkingabouthowthehumanneedforresourceshadshapedtheenvironment.AndIjustassumedthatthehumanimpactontheenvironmentwasalwaysdestructive.解析：harmful和destructive正確答案:Professor:Itissofunnyyoumentionedthat.IwasjustreadinganarticleaboutanarchaeologicalsiteinTurkeywherescientistsfoundevidencethatancientpeoplehadbeenharvestingthebranchesfrompistachioandalmondtrees.木的樹枝的，幾乎是原話Hmm...SoyouwanttowriteyourentirepaperonwoodHmmSoyouwanttowriteyourentirepaperonwoodharvesting?整篇寫這個(gè)題目是不合適的。LectureNow,youmaynothaveheardoftheCopperBasinBut…anyway…let’syzetheproblem.Itwasn’ttheminingitselfthatcausedsuchmassivedestruction.Itwaswhathappenedafterthecopperorewasextractedfromthemines.Itwasaprocesscalledheaproasting.CopperBasin.些CopperBasin的來(lái)源。然后用轉(zhuǎn)折詞BUT來(lái)引出這次講座的,heapEffortstoreclaimthelandandrestorethebasintothefertilevalleyitoncewas…well,actually,thoseeffortsarestillongoing.It’sbeenalongandtediousprocess.Infact,itwasmanyyearsbeforeanyresultswereseen.Coppermininghadgoneonthereformorethan90years!Thedamagecouldn’tbereversedovernight.解析：教授用well這個(gè)語(yǔ)氣助詞開始講述他的觀點(diǎn),這個(gè)銅礦進(jìn)行了90造成的破壞是不可能之間就被扭轉(zhuǎn)的——對(duì)應(yīng)extremelydifficultAlthoughIshouldmentionthatby1996,thewaterinoneoftheriversflowingthroughthebasinwascleanenoughthatitwasthesiteoftheOlympicwhitewaterkayakingcompetition.Andthatriverisstillusednowforrecreation.解析：教授面談到這個(gè)CopperBasin是很難修復(fù)的，然后他用though這Copperorecontainssulfur.Andheaproastingwasawaytoburnawaythesulfurinthecopper,sothey’dbeleftwithsomethingclosertopurecopper.解析：copperore含有sulfur，heaproasting是凈化copper的法First,themineswerefairlyremote,sotherewasnowaytobringcoalorotherfueltokeepthefiresgoing.Sotheycutdownlocaltreesforfuel.AndlikeIsaid,thefiresburnedformonths.Uh…that’salotoffiresandalotoftrees.Deforestationwasoccurringatarapidrate.Anditwasacceleratedbythesmokefromtheburningore.Bigcloudsofsulfuricsmoke,whichwastoxictothetrees,formedovertheareas.Treesthathadn’tbeencutforfuelwerekilledbythefumes.解析First對(duì)應(yīng)第一點(diǎn)因?yàn)?問題砍樹對(duì)應(yīng)C選項(xiàng)燃燒ore產(chǎn)生的sulfuricsmoke對(duì)樹木來(lái)說(shuō)，是 的，對(duì)應(yīng)D選項(xiàng)。Anditwasn’tjustthelandandtheair,itwasthewatertoo.Whatdoyouthinkhappentotherivers?Well,therearenotreestoabsorbtherain,andtherewasalotofrain!Sotherainerodedthesoilandsweptitintotherivers.Thisiscalledsilting,whensoilparticlesarewashedintotherivers.Andthesiltingcontinuedatanalarmingrate.Butthiswastoxicsoilandtoxicrunoff,theacidandmetalsinthesoilmadetheonceclearriversflowbrightorange.解析：明確表示也影響了水，然后解釋了來(lái)龍去脈，對(duì)應(yīng)B選項(xiàng)LectureProfessor:SolastweekwestartedourunitonresidentialarchitectureintheUnitedStates.Sotodaywe’llbesurveyinganumberofarchitectswhomadecontributionstoresidentialarchitectureinthe19thcentury.Now,HarrietIrwin’scontributiontoarchitecturewasrelativelyminorbutstillquiteinterestingandunique…解析：D選項(xiàng)十分具有迷惑性，但是文章其實(shí)說(shuō)的是建筑師IrwinDInfact,anarticlefroman1876issueofajournalcalledTheAmericanArchitectandBuildingNewsstatedthat,andthisisaquote,theystatedthat“theplanningofhousesisn’tarchitectureatall”!解析教授先說(shuō)了19世紀(jì)的人對(duì)建筑的批評(píng),然后用Infact引出了一個(gè)子，所以教授這個(gè)例子就是為了證明他前面說(shuō)的內(nèi)容，即19世紀(jì)的住宅建…SoIrwinwasreallyaprettyexceptionalcase.Andshewasn’tevenformallytrainedasanarchitect.Hereducationalbackgroundwasinliterature.Irwin并非“科班出身”靠學(xué)習(xí)建