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[托福听力资料] 托福tpo46听力答案及音频下载

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发表于 2018-10-17 15:06:06 | 显示全部楼层
  托福TPO46听力题目+答案+MP3音频下载
  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
  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



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发表于 2019-6-19 10:40:03 | 显示全部楼层
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