TPO1听力解析
Question 1：
Why does the student go to see the librarian?
A.To sign up a seminar on using electronic sources for research
B.To report that a journal is missing from the reference area
C.To find out the procedure for checking out journal articles
D.To ask about how to look for resources for a class paper
Question 2:
What does the librarian say about the availability of journals and articles in the library?
A.They are not easy to find if a professor put them on reserve.
B.Most of them are accessible in an electronic format.
C.Most of them can be checked out for three weeks.
D.Printed versions from the past three years ate located in the reference section
Question 3:
What does the librarian suggest the student should do to save time?
A.Choose an easier research topic
B.Concentrate on five journals
C.Read the summaries of the articles first
D.Install a new program on her home computer
Question 4:
What can be inferred about why the woman decides to use the computer in the library?
A.She thinks she might need additional from the man.
B.She does not have a computer at home
C.She has to hand in her assignment by the end of the day.
D.She will be meeting a friend in the library later on.
Question 5（重听题）：
Why does the woman say this: （Really？！I can’t believe I didn't know that. ）
A.She had forgotten about the information.
B.She is surprised she was not aware of the information.
C.She is annoyed that the information was published only recently
D.She is concered that the librarian gave her incorrect information.
Question 6: What is the purpose of the lecture?
A.To explain the difference between two artistic styles
B.To describe a new art gallery to the class
C.To introduce an artist's work to the class
D.To show how artists' styles can evolve over time
Question 7:
What does the professor say about Frantzen's painting of a farm scene?
●It resembles a photograph
●It may be Frantzen's best known painting
●It was painted in the Impressionist style
●It was painted while Frantzen lived abroad
Question 8: Why did Frantzen go to the Sales Barn?
●To study human form and movement
●To earn money by painting portraits
●To paint farm animals in an outdoor setting
●To meet people who could model for her paining
Question 9: What does the professor imply about the painting of the young woman surrounded by pumpkins?
●It was painted at an art fair
●It combines Impressionism with Realism
●It convinced Frantzen that she was a good illustrator
●It was originally meant to be used in an advertisement
Question 10: Why does the professor discuss Frantzen's difficulties as a young painter?
●He wants to point out mistakes that young artists commonly make
●He thinks her example can inspire the students in their own lives
●Her difficulties remind him of the difficulties he himself
experienced as a young girl
●Her difficulties are the subject of some of the paintings in the gallery that the students
will visit
Question 11: What does the professor imply when he says this()
●The students can understand Frantzen's art without knowing about her life
●The students should pay very close attention to what he is going to say
●Some of his students are already familiar with Frantzen's life story
●Some of his students may not appreciate Frantzen's work
Question 12: What does the professor mainly discuss?
●The difference in age among American mountain ranges
●The importance of a technique used for dating geological materials
●The recent discovery of an ancient canyon
● A comparison of various minerals used for dating
Question 13: .Before the use of uranium-lead analysis, where did most geologists think the Grand Canyon sandstone came from?
●An ancient lake located in the American Southwest
● A desert that once connected two continents
●Sands carried by a river from the Appalachian Mountains
● A nearby mountain range that had flattened out over time
Question 14:
In the talk, the professor describes the sequence of uranium-lead dating. Summarize the sequence by putting the events in the correct order.
Drag your answer choices to spaces where they belong. To remove an answer choice, click on it
1.The amount of lead in sandstone zircon is measured
2.Zircon in the sandstone is matched to the zircon in a particular mountain range.
3.The age of zircon in a sandstone sample is determined
Question 15: According to the professor, what change has caused uranium-lead dating to gain popularity recently?
●It can be performed outside a laboratory
●It can now be done more efficiently
●It no longer involves radioactive elements
●It can be used in fields other than geology
Question 16: Why does the professor talk about the breaking apart of Earth's continents?
●To give another example of how uranium-lead dating might be useful
●To explain how the Grand Canyon was formed
●To demonstrate how difficult uranium-lead dating is
●To disprove a theory about the age of Earth's first mountain ranges
17.What does the professor imply when he says this(well as everyone in this class should know)
●The class is easier than other geology classes
●The class has already studied the information he is discussing
●Some students should take a course in geological dating techniques
●He will discuss the topic later in the class
Section2
1.What is the conversation mainly about
● A lesson Matthew prepared for his students
● A class Matthew has been observing
● A term paper that Matthew has written
● A problem in Matthew's classroom
2.What is Matthew's opinion about observing Mr.Grabell's third-grade class?
●It will help him become a more effective teacher
●It could help improve his study habits
●It has improved his public-speaking skills
●It may be the most difficult assignment he has had
3.Why does Matthew mention Greek and Roman mythology?
●To identify a topic frequently discussed in third grade
●To get the professor's opinion about a lesson he taught
●To make a suggestion to improve the class he is taking
●To illustrate a technique used to teach a third-grade class
4.What important skills did Mr.Grabell introduce to his third-grade class? Click on 3 answers
●Reviewing other student's reports
●Using books in the library
●Interviewing their classmates
●Speaking in public
●Writing reports
4.What will Matthew probably do in next Wednesday's class?
●Hand in his assignment early
●Try to start a study group
●Make a presentation to the class
●Choose a topic for his paper
5.What is the lecture mainly about?
●Art in the Neolithic period
●The site of a Neolithic town
●Methods of making stone tools
●The domestication of plants and animals by early farmers
6.What does the professor imply about the tools used by the people of Catalhoyuk?
●They were made of stone that came from Catalhoyuk
●They were among the sharpest tools available at the time
●They were often used in religious rituals
●They were used primarily for agriculture
7.What does the professor say about the entrances to the horses in Catalhoyuk?
Click on 2 answers
●They were in the roof
●They were usually kept closed
●They allowed smoke to escape from the house
●They stood opposite one another across narrow streets
8.What does the professor say about Catalhoyuk graves?
●The graves contained precious stones
●Many people were buried in each grave
●The grave were located under the house floors
●The graves contained ashes rather than bones
9.What does the professor think of the idea that the inhabitants of Catalhoyuk deliberately arranged their house so that they could live near their ancestors' graves?
●She thinks it is a good guess, but only a guess
●She thinks some evidence supports it, but other evidence contradicts it.
●She thinks that further excavations will soon disprove it
●She thinks that it is not appropriate to make such guesses about the distant past
10.hat are three things the professor says about the artwork of Catalhoyuk?
Click on 3 answers
●It was clearly important to the Catalhoyuk religion
●It became covered with soot
●It often shows farmers at work
●Its significance is unknown
●It contains many hunting scenes
11.What is the main topic of the lecture
●The types of habitats marmots prefer
●Methods of observing marmot behavior
●Feeding habits of some marmot species
●Differences in behavior between marmot species
12.According to the case study, why are marmots ideal for observation
●They do not hide from humans
●They reside in many regions throughout North America
●They are active in open areas during the day
●Their burrows are easy to locate
14.Drag the appropriate description of each marmot species' behavior to the box below the
marmot's name
Click on a phrase. Then drag it to the space where it belongs.
One of the phrases will not be used
says active during the winter
Olympic Marmot Eastern Marmot
is family oriented Displays aggressive tendencies
13.What reason does the professor give for the difference in marmot behavior patterns?
●Type of food available
●The size of the population
●Interaction with other marmot species
●Adaptations to the climate
14.Why does the professor say this (it has nothing to do with that)
●To inform the student that his definition is incorrect
●To suggest that the student did not do the reading
●To encourage the student to try again
●To change the topic of discussion
15.Why does the professor say this(Well, it’s not as if they aren’t ready for the real world because they are)
●To express a similar concern
●To encourage the student to explain what she means
●To address the student's concern
●To agree with the student