[外语类试卷]托福模拟试卷52及答案与解析.doc

1、托福模拟试卷 52及答案与解析 0 This section measures your ability to understand conversations and lectures in English.Listen to each conversation and lecture only one time. After each conversation and lecture, you will answer some questions about it. Answer each question based on what is stated or implied by the

2、 speakers.You may take notes while you listen and use your notes to help you answer the questions. Your notes will not be scored.In some questions you will see this icon: . This means that you will hear, but not see, the question.Answer each question before moving on. Do not return to previous quest

3、ions.It will take about 60 minutes to listen to the conversations and lectures and answer the questions about them.Directions: Listen to Track 63. Directions: Now answer the questions. 1 Why does the man go to the computer center? （ A） To learn how to use the Internet （ B） To ask the woman where he

4、can buy a computer （ C） To ask if he can get instruction on using computers （ D） To find out where the computer labs are located 2 How did the man probably feel when he first arrived at the computer center? （ A） Embarrassed about his lack of computer skills （ B） Excited to learn about computers （ C）

5、 Upset that he needs to take an expensive computer course （ D） Nervous about an assignment to write a paper on a computer 3 What does the woman imply about the book she bought for her father? （ A） It does not include instruction on word processing. （ B） It is not available at the campus bookstore. （

6、 C） It is intended only for people with a lot of computer experience. （ D） It might be helpful for the man. 4 What does the woman imply about the student assistants? （ A） The man will not be able to work with them for long. （ B） They may not be good instructors for beginners. （ C） They are required

7、to teach students to use the computers. （ D） Not all of them know about computers. 5 What will the woman do to help the man? （ A） Lend him a book on computers （ B） Give him a list of computer courses （ C） Give him a list of student assistants （ D） Recommend a computer instructor 5 Economics 6 What i

8、s the lecture mainly about? （ A） Ways to limit the expansion of international trade （ B） How restrictions on international trade can cause economic harm （ C） Factors that influence the distribution of exports （ D） Why international trade has expanded in recent years 7 According to the professor, why

9、 do many people want imports to be regulated? （ A） To allow for price increases in domestic products （ B） To make the prices of exports more competitive （ C） To protect against domestic unemployment （ D） To encourage the economic growth of certain industries 8 According to the professor, what is a n

10、egative result of limiting imports? （ A） The pace of technological innovation slows down. （ B） The number of domestic low-paying jobs decreases. （ C） People move to areas where income is lower. （ D） The potential income from exports is reduced. 9 What does the professor imply about the sugar industr

11、y in Florida? （ A） It is a good source of high-paying jobs. （ B） It should not be protected from competition from imports. （ C） It is a good example of the effect of international specialization. （ D） It is managed cost effectively. 10 What does the professor imply about the effect of increasing imp

12、orts? （ A） It will eventually result in a decrease in exports. （ B） It is not necessarily bad for the economy. （ C） It creates domestic economic problems that are easily solved. （ D） Its impact on the economy is immediately apparent. 11 What is the professors opinion of retraining and relocating une

13、mployed people? （ A） It is more expensive over time than blocking imports. （ B） It can sometimes have unintended consequences. （ C） It is one possible way to adapt to an increase in imports. （ D） It maintains the production levels of inefficient industries. 11 Marine Biology 12 What does the profess

14、or mainly discuss? （ A） Why some whales do not migrate （ B） How and why baleen whales migrate （ C） How baleen whales communicate with other whales （ D） How different whales hunt for their food 13 According to the professor, what is a common reason for migration that does NOT apply to baleen whales?

15、（ A） The need to avoid lower water temperatures （ B） The need to raise young in a suitable environment （ C） The need to find better feeding grounds （ D） The need to find a mating partner 14 In order to prove or disprove the balancing-act theory of whale migration, what question needs to be answered?

16、 （ A） Whether or not whales have good eyesight （ B） How long baleen whales are able to survive without food （ C） How fast baleen whales can swim compared with other kinds of whales （ D） Whether moving south saves whales more energy than staying north 15 According to the professor, what are the possi

17、ble means used by migrating whales to find the right direction? Choose 3 answers. （ A） Using magnetic fields as a guide （ B） Recognizing coastal landmarks （ C） Following the heat of the tropical water （ D） Listening to sounds that bounce off of the land （ E） Following the migrating plankton 16 Liste

18、n to Track 66. （ A） She is not an expert on what she is about to discuss. （ B） She will discuss only what is relevant to her main point. （ C） She thinks her students already understand her point. （ D） She will not repeat what was discussed in previous classes. 17 Listen to Track 67. （ A） It is not o

19、bvious how whales find their way. （ B） Different whales have different ways of locating food. （ C） Whales have a poor sense of orientation. （ D） Scientists have not been able to track the whales. 17 18 Why does the student go to see her advisor, Professor Anderson? （ A） She wants Professor Andersons

20、 help with her research. （ B） She is responding to Professor Andersons invitation. （ C） She has a complaint about another professor. （ D） She wants to get a letter of recommendation to law school. 19 Why does the student mention Professor Connellys class? （ A） She was not happy with the grade she re

21、ceived in the class. （ B） She might be able to expand the research she did in the class. （ C） It was the most difficult class she ever took. （ D） Professor Connelly took the class on a trip to Venezuela. 20 What does the student tell Professor Anderson she will do before their next meeting? （ A） Reg

22、ister for Professor Connellys class （ B） Begin to write her honors thesis （ C） Turn in her honors project to Professor Connelly （ D） Talk to Professor Connelly about doing an honors project 21 Listen to Track 69. （ A） Very few students are asked to consider writing an honors thesis. （ B） The woman h

23、as shown poor research skills in the past. （ C） An honors thesis could help the woman get into law school. （ D） The woman should write a proposal outlining her research skills. 22 Listen to Track 70. （ A） She is uncertain about her ability to write an honors thesis. （ B） She does not think an honors

24、 thesis would be useful to her. （ C） She considers herself to be a good writer. （ D） She has only written one research paper before. 22 Journalism 23 What is the lecture mainly about? （ A） Why some newspapers do not improve their services （ B） What newspapers can do to increase their readership （ C）

25、 Why local newspapers cannot compete with major newspapers （ D） How the topics that interest readers have changed over the years 24 According to the professor, what topics are newspaper readers most interested in? Choose 2 answers. （ A） Political issues （ B） Entertainment and weather （ C） Natural di

26、sasters and accidents （ D） Ordinary people 25 According to the professor, how can newspapers attract readers to serious stories? （ A） By including photos that provide background information （ B） By making minor revisions to the content of the story （ C） By making the format more appealing to readers

27、 （ D） By gradually increasing the number of serious stories 26 What does the professor imply about the use of colors in newspapers? （ A） It has been greatly influenced by reader preferences. （ B） It is more effective than early research indicated. （ C） It has not resulted in significant increases in

28、 the number of readers. （ D） It has been neglected in the study of journalism. 27 Listen to Track 72. （ A） He agrees with the professor completely. （ B） He is surprised by the professors point of view. （ C） He is not familiar with the topic the professor is discussing. （ D） He can offer a solution t

29、o the problem being discussed. 28 Listen to Track 73. （ A） He fully supports the students statement. （ B） His experience this morning was unexpected. （ C） He was not affected by what happened this morning. （ D） The student should not complain. 28 Geology 29 What aspect of the Earth 750 million years

30、 ago is the lecture mainly about? （ A） The changes in locations of the continents （ B） The effect of greenhouse gases on the atmosphere （ C） Factors that influenced the ocean currents （ D） Factors that contributed to a global freeze 30 According to the professor, how do geologists interpret the pres

31、ence of erratics in the tropics? （ A） It indicates that carbon-dioxide levels were once higher there. （ B） It is evidence of global glaciation. （ C） It indicates that the Earth may cool off at some point in the future. （ D） It is evidence that some glaciers originated there. 31 What is the ice-albed

32、o effect? （ A） Global warming is balanced by carbon dioxide in the oceans. （ B） Solar radiation retained in the atmosphere melts ice. （ C） Large amounts of carbon dioxide are removed from the atmosphere. （ D） Reflection of heat by glaciers contributes to their growth. 32 What is the relationship bet

33、ween carbon dioxide and silicate rocks? （ A） Silicate rocks are largely composed of carbon dioxide. （ B） Silicate rocks contribute to the creation of carbon dioxide. （ C） The erosion of silicate rocks reduces carbon-dioxide levels in the atmosphere. （ D） The formation of silicate rocks removes carbo

34、n dioxide from the oceans. 33 What was one feature of the Earth that contributed to the runaway freeze 750 million years ago? （ A） Carbon-dioxide levels in the oceans were low. （ B） The continents were located close to the equator. （ C） The movement of glaciers carried away large quantities of rock.

35、 （ D） The level of greenhouse gases in the atmosphere was high. 34 Listen to Track 75. （ A） To compare an unfamiliar object to a familiar one （ B） To reveal evidence that contradicts his point （ C） To indicate uncertainty as to what deposits from glaciers look like （ D） To encourage students to exam

36、ine rocks in streams 一、 Sections Three： Reading Comprehension 34 This section measures your ability to understand academic passages in English.There are three passages in the section. Give yourself 20 minutes to read each passage and answer the questions about it. The entire section will take 60 min

37、utes to complete.You may look back at a passage when answering the questions. You can skip questions and go back to them later as long as there is time remaining.Directions: Read the passage. Then answer the questions. Give yourself 20 minutes to complete this practice set. HABITATS AND CHIPMUNK SPE

38、CIES There are eight chipmunk species in the Sierra Nevada mountain range, and most of them look pretty much alike. But eight different species of chipmunks scurrying around a picnic area will not be found. Nowhere in the Sierra do all eight species occur together. Each species tends strongly to occ

39、upy a specific habitat type, within an elevational range, and the overlap among them is minimal. The eight chipmunk species of the Sierra Nevada represent but a few of the 15 species found in western North America, yet the whole of eastern North America makes do with but one species: the Eastern chi

40、pmunk. Why are there so many very similar chipmunks in the West? The presence of tall mountains interspersed with vast areas of arid desert and grassland makes the West ecologically far different from the East. The West affords much more opportunity for chipmunk populations to become geographically

41、isolated from one another, a condition of species formation. Also, there are more extremes in western habitats. In the Sierra Nevada, high elevations are close to low elevations, at least in terms of mileage, but ecologically they are very different. Most ecologists believe that ancient populations

42、of chipmunks diverged genetically when isolated from one another by mountains and unfavorable ecological habitat. These scattered populations first evolved into races adapted to the local ecological conditions and then into species, reproductively isolated from one another. This period of evolution

43、was relatively recent, as evidenced by the similar appearance of all the western chipmunk species. Ecologists have studied the four chipmunk species that occur on the eastern slope of the Sierra and have learned just how these species interact while remaining separate, each occupying its own elevati

44、onal zone. The sagebrush chipmunk is found at the lowest elevation, among the sagebrush. The yellow pine chipmunk is common in low to mid-elevations and open conifer forests, including pinon and ponderosa and Jeffrey pine forests. The lodgepole chipmunk is found at higher elevations, among the lodge

45、poles, firs, and high-elevation pines. The alpine chipmunk is higher still, venturing among the talus slopes, alpine meadows, and high-elevation pines and junipers. Obviously, the ranges of each species overlap. Why dont sagebrush chipmunks move into the pine zones? Why dont alpine chipmunks move to

46、 lower elevations and share the conifer forests with lodgepole chipmunks? The answer, in one word, is aggression. Chipmunk species actively defend their ecological zones from encroachment by neighboring species. The yellow pine chipmunk is more aggressive than the sagebrush chipmunk, possibly becaus

47、e it is a bit larger. It successfully bullies its smaller evolutionary cousin, excluding it from the pine forests. Experiments have shown that the sagebrush chipmunk is physiologically able to live anywhere in the Sierra Nevada, from high alpine zones to the desert. The little creature is apparently

48、 restricted to the desert not because it is specialized to live only there but because that is the only habitat where none of the other chipmunk species can live. The fact that sagebrush chipmunks tolerate very warm temperatures makes them, and only them, able to live where they do. The sagebrush ch

49、ipmunk essentially occupies its habitat by default. In one study, ecologists established that yellow pine chipmunks actively exclude sagebrush chipmunks from pine forests; the ecologists simply trapped all the yellow pine chipmunks in a section of forest and moved them out. Sagebrush chipmunks immediately moved in, but yellow pine chipmunks did not enter sagebrush desert when sagebrush chipmunks were removed. The most aggressive of the four eastern-slope species is the lodgepole chipmunk, a feisty rodent indeed. It actively prevents alpine chipmunks from moving downslope, and yellow