托福考试听力真题.docx
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托福考试听力真题.docx
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托福考试听力真题
2015年2月1日托福考试听力真题
Conversation1
一个老师叫来一个男生,男生的writingskill很好,老师希望他来教其他学生,男生说他不是英语专业的不知道是不是能胜任,老师说别担心,之前会有培训,他需要听其他老师的课,而且第一次上课的时候会有老师监督指导(这里有题)。
然后说了一个人名,如果有问题,可以和那个人沟通。
-TPO部分对应参考(校内工作TPO6-C1/TPO18-C1)
-TPO对应词汇
校内工作,课外活动及寻找经济援助:
Letterofreference/recommendation
Competitive
Benefitfuturecareer
Fieldresearch
Collectdataforpapers
Waiter,waitress,Babysitter
Workatthelibrary
Qualification资格,qualified合格的
Resume,CV
financialaid经济援助
ScholarshipFellowship
Teachingassistantship助教奖学金
Researchassistantship研究奖学金
Grant助学金
Loan贷款
Need-based以需求为基础
Merit-based以优秀为基础
Studentunion学生会
Clubs俱乐部
Membership成员资格
Careerservice
Lecture1
讲音乐中的一个叫做dissonant的重要。
有些音乐混在一起很好听,有两个人,一个CW,一个CA。
一碰到两个人同时出现,听力就模糊,大概是作曲会遵守一些什么rule,破坏了这些rules,听的人会觉得很痛苦。
不follow的人有一个特征,针对这个特点布置了学生作业,去听他的音乐。
因为他强调音乐应该和它所搭配的词相匹配,注重情感的方面。
-TPO部分对应参考(音乐TPO12-L3/TPO22-L4)
-参考背景
InWesternmusic,dissonanceisthequalityofsoundsthatseemsunstableandhasanauralneedtoresolvetoastableconsonance.Bothconsonanceanddissonancearewordsappliedtoharmony,chords,andintervalsand,byextension,tomelody,tonality,andevenrhythmandmetre.Althoughtherearephysicalandneurologicalfactsimportanttounderstandingtheideaofdissonance,theprecisedefinitionofdissonanceisculturallyconditioned—definitionsofandconventionsofusagerelatedtodissonancevarygreatlyamongdifferentmusicalstyles,traditions,andcultures.Nevertheless,thebasicideasofdissonance,consonance,andresolutionexistinsomeforminallmusicaltraditionsthathaveaconceptofmelody,harmony,ortonality.Dissonancebeingthecomplementofconsonanceitmaybedefined,asabove,asnon-coincidenceofpartials,lackoffusionorpatternmatching,orascomplexity.
Additionalconfusionabouttheideaofdissonanceiscreatedbythefactthatmusiciansandwriterssometimesusetheworddissonanceandrelatedtermsinapreciseandcarefullydefinedway,moreofteninaninformalway,andveryofteninametaphoricalsense("rhythmicdissonance").Formanymusiciansandcomposers,theessentialideasofdissonanceandresolutionarevitallyimportantonesthatdeeplyinformtheirmusicalthinkingonanumberoflevels.
Despitethefactthatwordslikeunpleasantandgratingareoftenusedtoexplainthesoundofdissonance,allmusicwithaharmonicortonalbasis—evenmusicperceivedasgenerallyharmonious—incorporatessomedegreeofdissonance.Thebuildupandreleaseoftension(dissonanceandresolution),whichcanoccuroneverylevelfromthesubtletothecrass,ispartiallyresponsibleforwhatlistenersperceiveasbeauty,emotion,andexpressivenessinmusic.
Lecture2
天文学。
月球的形成,三个理论。
1.好像是fission理论,地球甩出去的一部分,但什么速度很慢,所以不能。
2.Capture理论,可以解释为什么月球地球成分不一样。
3.debrisimpact理论。
好像提到了月球的iron少,所以是在地球形成之后什么的。
-TPO部分对应参考(天文学TPO5-L2/TPO22-L2)
-参考背景
SeveralmechanismshavebeenproposedfortheMoon'sformation4.527±0.010billionyearsago,some30–50millionyearsaftertheoriginoftheSolarSystem.RecentresearchpresentedbyRickCarlsonindicatesaslightlylowerageofbetween4.40and4.45billionyears.ThesemechanismsincludedthefissionoftheMoonfromEarth'scrustthroughcentrifugalforce(whichwouldrequiretoogreataninitialspinofEarth),thegravitationalcaptureofapre-formedMoon(whichwouldrequireanunfeasiblyextendedatmosphereofEarthtodissipatetheenergyofthepassingMoon),andtheco-formationofEarthandtheMoontogetherintheprimordialaccretiondisk(whichdoesnotexplainthedepletionofmetalsintheMoon).ThesehypothesesalsocannotaccountforthehighangularmomentumoftheEarth–Moonsystem.
TheprevailinghypothesistodayisthattheEarth–Moonsystemformedasaresultofagiantimpact,whereaMars-sizedbody(namedTheia)collidedwiththenewlyformedproto-Earth,blastingmaterialintoorbitarounditthataccretedtoformtheMoon.Thishypothesisperhapsbestexplainstheevidence,althoughnotperfectly.EighteenmonthspriortoanOctober1984conferenceonlunarorigins,BillHartmann,RogerPhillips,andJeffTaylorchallengedfellowlunarscientists:
"Youhaveeighteenmonths.GobacktoyourApollodata,gobacktoyourcomputer,dowhateveryouhaveto,butmakeupyourmind.Don’tcometoourconferenceunlessyouhavesomethingtosayabouttheMoon’sbirth."Atthe1984conferenceatKona,Hawaii,thegiantimpacthypothesisemergedasthemostpopular.
Conversation2
女生寝室什么坏了,去找维修部人员,然后维修人员问pipe又坏了?
女生说不是。
另外一个什么坏了。
然后女生问那个废弃的灯管能不能给她,男的说可以。
女生说是为了她的一个sculpture作业,装饰用的,然后女生是下周一什么环保活动,她负责装饰,男的说他们去会清理学校的branch什么的,到时候女生可以用这个。
女生说对啊,表示崇拜。
修理员说自己以前大学学过艺术,只是后来做了engineer,然后女生说学校会有一个游行的活动,希望获得环保材料来制作横幅,她是设计者,所以在找材料,修理员说他们能提供树枝等材料。
-TPO部分对应参考(社团生活TPO7-C1/TPO15-C1)
-TPO对应词汇
日常生活/问题:
personalpossessions/property/belongings个人财产
getinsuranceforpersonalpossessions/property/belongs
garbage/rubbish/wasten.垃圾
disposev.处理
gasmeter煤气表
insectn.昆虫
burglarn.夜贼
leaking/leakagen.泄漏
lostkey丢钥匙
breakin闯入
Lecture3
讲了一个人从什么时候开始的learning的过程,两个方面:
第一方面是理解的过程。
讲了婴儿其实可以通过妈妈的肚子听到声音,这里用了类比说你站在一个房间听到隔壁的hall里面的音乐、人们的交谈,但是你什么也不理解(有题)。
然后说婴儿刚生下来就能pickup妈妈说的话,说明婴儿确实在肚子里就开始学习了。
第二方面是说出来。
因为婴儿在三个月左右才能有abilitytocontrol舌头啥的,所以很难判断他们是否学会了。
于是介绍了一个啥东西(大概是语音语调吧),说的每种不同语言和不同的人说出来的都不同。
于是做实验分别研究了一个向上扬的音调和一个向下扬的音调,发现baby的哭声和他们所在的上扬下降的音调其实是一样的。
-TPO部分对应参考(心理/语言学TPO9-L4/TPO10-L4)
-参考背景
Infantsbegintheprocessoflanguageacquisitionbybeingabletodetectverysmalldifferencesbetweenspeechsounds.Theycandiscriminateallpossiblespeechcontrasts(phonemes).Gradually,astheyareexposedtotheirnativelanguage,theirperceptionbecomeslanguage-specific,i.e.theylearnhowtoignorethedifferenceswithinphonemiccategoriesofthelanguage(differencesthatmaywellbecontrastiveinotherlanguages–forexample,Englishdistinguishestwovoicingcategoriesofplosives,whereasThaihasthreecategories;infantsmustlearnwhichdifferencesaredistinctiveintheirnativelanguageuses,andwhicharenot).Asinfantslearnhowtosortincomingspeechsoundsintocategories,ignoringirrelevantdifferencesandreinforcingthecontrastiveones,theirperceptionbecomescategorical.Infantslearntocontrastdifferentvowelphonemesoftheirnativelanguagebyapproximately6monthsofage.Thenativeconsonantalcontrastsareacquiredby11or12monthsofage.Someresearchershaveproposedthatinfantsmaybeabletolearnthesoundcategoriesoftheirnativelanguagethroughpassivelistening,usingaprocesscalledstatisticallearning.Othersevenclaimthatcertainsoundcategoriesareinnate,thatis,theyaregeneticallyspecified(seediscussionaboutinnatevs.acquiredcategoricaldistinctiveness).
Ifday-oldbabiesarepresentedwiththeirmother'svoicespeakingnormally,abnormally(inmonotone),andastranger'svoice,theyreactonlytotheirmother'svoicespeakingnormally.Whenahumanandanon-humansoundisplayed,babiesturntheirheadonlytothesourceofhumansound.Ithasbeensuggestedthatauditorylearningbeginsalreadyinthepre-natalperiod.
Oneofthetechniquesusedtoexaminehowinfantsperceivespeech,besidesthehead-turnprocedurementionedabove,ismeasuringtheirsuckingrate.Insuchanexperiment,ababyissuckingaspecialnipplewhilepresentedwithsounds.First,thebaby'snormalsuckingrateisestablished.Thenastimulusisplayedrepeatedly.Whenthebabyhearsthestimulusforthefirsttimethesuckingrateincreasesbutasthebabybecomeshabituatedtothestimulationthesuckingratedecreasesandlevelsoff.Then,anewstimulusisplayedtothebaby.Ifthebabyperceivesthenewlyintroducedstimulusasdifferentfromthebackgroundstimulusthesuckingratewillshowanincrease.Thesucking-rateandthehead-turnmethodaresomeofthemoretraditional,behavioralmethodsforstudyingspeechperception.Amongthenewmethods(seeResearchmethodsbelow)thathelpustostudyspeechperception,near-infraredspectroscopyiswidelyusedininfants.
Ithasalsobeendiscoveredthateventhoughinfants'abilitytodistinguishbetweenthedifferentphoneticpropertiesofvariouslanguagesbeginstodeclinearoundtheageofninemonths,itispossibletoreversethisprocessbyexposingthemtoanewlanguageinasufficientway.InaresearchstudybyPatriciaK.Kuhl,Feng-MingTsao,andHuei-MeiLiu,itwasdiscoveredthatifinfantsarespokentoandinteractedwithbyanativespeakerofMandarinChinese,theycanactuallybeconditionedtoretaintheirabilitytodistinguishdifferentspeechsoundswithinMandarinthatareverydifferentfromspeechsoundsfoundwithintheEnglishlanguage.Thusprovingthatgiventherightconditions,itispossibletopreventinfants'lossoftheabilitytodistinguishspeechsoundsinlanguagesotherthanthosefoundinthenativelanguage.
Lecture4
除草剂一个叫G什么的。
用的范围很广,而且他的残留物会被分解掉,所以不会有毒的物质留下。
应该还有个优点。
但是久了后那些草就产生了抵抗力,变成了superweed,所以就有了个24D的东西。
可以用些什么手段让crop的种子产生对这种物质的抵抗力。
然后用这个时候农作物就不会受影响。
-TPO部分对应参考(环境科学TPO9-L2/TPO11-L3)
-参考背景
Herbicides,alsocommonlyknownasweedkillers,arepesticidesusedtokillunwantedplants.Selectiveherbicideskillspecifictargets,whileleavingthedesiredcroprelativelyunharmed.Someoftheseactbyinterferingwiththegrowthoftheweedandareoftensyntheticmimicsofnaturalplanthormones.Herbicidesusedtoclearwasteground,industrialsites,railwaysandrailwayembankmentsarenotselectiveandkillallplantmaterialwithwhichtheycomeintocontact.Smallerquantitiesareusedinforestry,pasturesystems,andmanagementofareassetasideaswildlifehabitat.
Someplantsproducenaturalherbicides,suchasthe
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