1、托福（听力）历年真题试卷汇编 9及答案与解析 0 1 Why does the student go to see the work-study coordinator? （ A） To start the job-application process （ B） To complain about her housing situation （ C） To ask the work-study coordinator about a job workshop （ D） To apply for a computer lab assistant position 2 Why does the
2、student inform the work-study coordinator about her dorm room? （ A） To persuade him that she is eager to find a job （ B） To inform him that she can only meet for fifteen minutes （ C） To give a reason why she came earlier than the scheduled time （ D） To explain why she prefers to work on campus 3 Wha
3、t does the work-study coordinator tell the student that surprises her? （ A） Jobs are available only for students who come early. （ B） Many positions have already been occupied. （ C） She is eligible for most of the remaining positions. （ D） He guarantees every student the largest selection they can c
4、hoose from. 4 What does the work-study coordinator ask the student to do? Click on 2 answers. （ A） Look at a list of available positions （ B） Contact the person who will be conducting her interview （ C） Contemplate a counseling position with students who are under pressure （ D） List all the software
5、 programs she knows 5 Listen again to part of the conversation, then answer the question. Why does the work-study coordinator say this? （ A） To point out that all jobs require practical experiences （ B） To compare between a more popular job and a more demanding job （ C） To indicate that the remainin
6、g jobs can be tough at times （ D） To assist the student in deciding between two job opening positions 5 6 What is the purpose of the lecture? （ A） To contrast two methods of determining the age of ancient artifacts （ B） To contrast methods of archaeological excavation used in Europe with those used
7、in Central America （ C） To demonstrate that archaeological evidence from ancient settlements can easily be misinterpreted （ D） To show how population size can be calculated from pottery shards found at ancient sites 7 What two features of buildings from the Early Middle Ages does the professor menti
8、on? Click on 2 answers. （ A） Walls made of cement （ B） Thatched roofs （ C） Floors covered with tiles （ D） Supporting posts made of wood 8 Why is pottery from the Early Middle Ages difficult for archaeologists to find? （ A） Because it is buried deep beneath postholes. （ B） Because very few pieces of
9、pottery were made during the Early Middle Ages. （ C） Because its colors blend in with the earth. （ D） Because it has broken into extremely small fragments. 9 What does the professor imply about the remains found at Bradley Hill, compared to those found at Oevering? （ A） The remains found at Bradley
10、Hill have been more fully revealed in aerial photographs. （ B） The remains found at Bradley Hill are more fully described in ancient documents. （ C） The remains found at Bradley Hill contain clearer evidence of a royal settlement. （ D） The remains found at Bradley Hill provide more concrete evidence
11、 of the population size. 10 What is the professors opinion about the population of Western Europe during the Early Middle Ages? （ A） The population may have declined, but not as much as is generally believed. （ B） The population first rose slightly, then declined dramatically. （ C） The population pr
12、obably increased steadily. （ D） The population clearly remained stable. 11 What does the professor imply about population distribution maps? （ A） They are available for only very few regions. （ B） They are not always accurate. （ C） They have been found in Mayan ruins. （ D） They are extremely well pr
13、eserved. 11 12 What is the lecture mainly about? （ A） Evidence supporting the theory that agriculture developed independently in New Guinea （ B） Advanced techniques used by archaeologists to identify farming methods in the earliest centers of agriculture （ C） The distribution of early agricultural m
14、ethods from New Guinea to other countries （ D） Various types of crops grown in early centers of agriculture 13 According to the professor, why was the archaeological evidence found in New Guinea during the 1960s and 1970s inconclusive? Click on 2 answers. （ A） Ancient types of domestic plants were n
15、o longer grown by modern farmers. （ B） It was unclear whether evidence of early deforestation suggested planting or hunting. （ C） Construction of agricultural drainage ditches had damaged much of the archaeological evidence. （ D） Plant remains were not well preserves in the climate of New Guinea. 14
16、 Why does the professor talk about the layers of soil? （ A） To explain how swampy conditions cause archaeological remains to deteriorate （ B） To describe one of the farming methods used at Kuk （ C） To show how phases of agricultural development were related to population change （ D） To illustrate ho
17、w researchers identified several phases of agricultural development in New Guinea 15 Why did researchers conclude that the taro remains found near Kuk were a result of farming? （ A） Taro was only found in a very small area at Kuk. （ B） Taro normally does not grow in humid climates. （ C） Taro does no
18、t grow wild in highland areas. （ D） Taro is a native plant of China. 16 What evidence indicated that bananas were being cultivated in New Guinea during an earlier period than was previously thought? Click on 3 answers. （ A） The presence of regularly distributed mounds （ B） Indications that Kuk was n
19、ot a swampy wetland until approximately 7,000 years ago （ C） High concentrations of fossil remains of bananas （ D） The discovery of stone tools evidence designed to harvest bananas （ E） Genetic analyses of banana remains in New Guinea and Southeast Asia 17 What point does the professor make about th
20、e theory that agriculture brings about social changes? （ A） Future discoveries in Kuk are likely to provide definitive proof for the theory. （ B） The theory explains why New Guinea has become an egalitarian society. （ C） Recent research had yielded unexpected evidence supporting the theory. （ D） The
21、 theory seems to be contradicted by the development of society in New Guinea. 17 18 What is the conversation mainly about? （ A） The students decision to major in French language and literature （ B） The procedure of passport renewal for students going abroad （ C） The deadlines of the universitys stud
22、y-abroad programs （ D） The students interest in participating in a study-abroad program 19 Why cant the student study abroad in the fall semester? （ A） He has not taken enough French courses to qualify for the program. （ B） Other students have already taken all the available spaces. （ C） His applica
23、tion for the fall semester was too late. （ D） He must stay at the main campus to work on an academic project. 20 Why does the student feel uncomfortable about asking his advisor for a letter of recommendation? （ A） He has yet to finish his independent study project. （ B） He did not follow his adviso
24、rs advice in the past. （ C） His advisor has not known him for long. （ D） He does not think his advisor considers him qualified for the program. 21 What does the woman imply about the students chances of being accepted into the summer program? （ A） He will probably be accepted if he receives a strong
25、 letter of recommendation from his advisor. （ B） He will probably not be accepted because he didnt study French literature in the spring. （ C） He will probably not be accepted because he is a transfer student. （ D） He will probably not be accepted because his passport has expired. 22 What can be inf
26、erred about the mans plans at the end of the conversation? （ A） Whether he will stay in the French department remains uncertain （ B） Whether he will apply to study in France remains uncertain. （ C） He will obviously go to France during the fall semester. （ D） He will probably reconsider his plan to
27、study in France. 22 23 What is the purpose of the lecture? （ A） To contrast underwater and dryland crypsis strategies （ B） To trace the evolution of crypsis in animal as a defense against predators （ C） To suggest that cryptic patterns in the animal kingdom can be reduced to only a few basic forms （
28、 D） To explain how cephalopods change cryptic patterns based on their visual perception 24 What can be inferred about an animal that only uses stipple crypsis? （ A） It will tend to avoid areas with multiple colors and patterns. （ B） It will most likely be found close to a seashore. （ C） It will have
29、 a difficult time hiding from predators. （ D） It is likely to be of a medium body size. 25 What happens to some cephalopods when they swim over a gravel patch on the seafloor? （ A） They display a disruptive coloration to match the local environment. （ B） They quickly swim away from the gravel patch.
30、 （ C） They change their skin color to match the color of the darkest pieces of gravel. （ D） They display irregularly shaped dark and light patches. 26 What features of disruptive crypsis does the professor mention? Click on 2 answers. （ A） It is most effective when used against a single-colored back
31、ground. （ B） It can incorporate a combination of other crypsis patterns. （ C） It disguises the outline of the animal that uses it. （ D） It works by contrasting with the colors in the surrounding habitat. 27 Why does the professor mention the tiger? （ A） To point out how different its crypsis strateg
32、y is from the strategy used by smaller animals （ B） To argue that predators rely on crypsis less than prey species do （ C） To illustrate that results of the cephalopod research can be extended to many other animals （ D） To give an example of an animal whose crypsis strategy has been extensively stud
33、ied 28 Listen again to part of the lecture, then answer the following question. What does the professor imply when she says this? （ A） New information has led to the reevaluation of some previous assumptions. （ B） More cephalopod research needs to be done to obtain accurate data. （ C） Crypsis in cep
34、halopods can rarely fool human visual perception. （ D） Few animals use crypsis to hide from predators. 28 29 What is the main purpose of the lecture? （ A） An examination of the roles of a leader in an animal hierarchy （ B） A discussion about how human intrusion of animal habitats affects their inter
35、nal roles （ C） A comparison between the functions of the alpha, beta, and subordinate members of animal groups （ D） An attempt to understand human effects on behavioral patterns of social animals 30 According to the professor, what are some distinctive characteristics of the alpha in a pack? Click o
36、n 2 answers. （ A） The keenest senses （ B） Primary position in food consumption （ C） Unrestricted movement within its territory （ D） The oldest and wisest animal within the pack 31 According to the professor, where did the researchers place the cameras for the experiment? （ A） The cameras were placed
37、 inside and outside of the coyote territory. （ B） The cameras were mostly placed near the water. （ C） The cameras were placed on paths specifically taken by the beta. （ D） The cameras were placed in random locations. 32 What was the unexpected outcome of the camera traps? （ A） There were only a few
38、pictures of the alpha inside its territory but none outside its territory. （ B） There were no pictures of the beta inside or outside the coyote territory. （ C） There were no pictures of the alpha coyote within its territory. （ D） There were many pictures of the subordinate coyotes. 33 Why does the p
39、rofessor say this? （ A） She is not sure if the student understands what an alpha is. （ B） She is more interested in the alpha than the suggestions made by other students. （ C） She wants the student to stay focused on her question. （ D） She knows that the students are near solving her question. 34 Wh
40、at can be inferred about the outcome of the experiment? （ A） Human interference has no effect on the behavior of coyotes. （ B） Many factors should be considered when invading animal territories. （ C） Most coyotes do not pay much attention to mechanical devices. （ D） The scientists left their scent o
41、n the equipment making the coyotes wary. 托福（听力）历年真题试卷汇编 9答案与解析 0 【听力原文】 Listen to a conversation between a student (S) and the university work-study coordinator (C). S: Hello, are you Mr. Terry? Im Allison. C: Yes, I am. What brings you here? S: I just stopped by the financial aid office to square m
42、y tuition away. And . uh. l was told that I should participate in the work-study program offered by the university to meet one of my financial aid requirements. I believe that you, Mr. Terry, are who I should talk to about Uh. a part time job for this semester. C: Oh, alright. Lets see. You are Alli
43、son Pearson? S: Right! C: Well, I know we made our schedule today, but were supposed to meet at three. Im sure thats what my calendar says, Why did you come so early? S: Im so sorry about that, but Ive got a problem with my housing situation. I couldnt help it. I mean, they assigned three people to
44、my dorm room which is only for two. And the housing advisor is available only at three oclock to straighten it out. Seems Im in some trouble here. Could you possibly help me out? C: Alright, however, I wont have much time because I do have a workshop in fifteen minutes, so wed better go through this
45、 very quickly. S: Oh, thank you! Im sure it wont take too much. C: Good! Well, in general, the school offers a wide range of job options in many different departments. The majority of these work positions are service jobs on-campus, but there are a few places that are off-campus, too. S: I see. C: T
46、he number of jobs is limited, although we guarantee every student a slot. The early birds, who meet with me first, always get the widest selection they can choose from. Currently, there are only twenty-five jobs remaining. S: Oh! Did people apply last year? I mean, how did these positions fill out s
47、o fast? C: No, but it is just “first come, first served“ basis each term. Its a shame that you didnt come and see me last week. Anyway, uh heres the list of available positions. Consider which particular job is best suited to your interest and skill set. Anything look appealing to you? S: Uh Yeah! T
48、he campus bookstore job looks interesting. And ah. the lab opening looks appealing too. Actually, I like both. C: In the campus bookstore, for example, youd probably stock shelves, and arrange the display areas, the sort of work that is relatively routine and predictable. On the other hand, the comp
49、uter lab assistant position requires a lot of computer knowhow, not only can it be quite demanding and stressful, they usually work with other students who have a research deadline. In a pressure-filled situation, you know, sometimes people can get tense when their computers begin acting up. S: Well, I thrive under pressure. I mean, I was a peer counselor during my high school years. And most importantly, I know most computer software programs inside and out, so Id be comfortable handling tech questions or issues. C: It sounds like a perfect match. Uh. heres the ph
