1、托福（听力）模拟试卷 2及答案与解析 1 What is the lecture mainly about? （ A） Changes in economic systems （ B） Tax incentives for business （ C） Supply-side economics （ D） A favorable balance of trade 2 How does the professor organize the lecture? （ A） By contrasting several economic systems （ B） By taking a historica
2、l perspective （ C） By arguing against Friedman and Asmus （ D） By pointing out the benefits of Reaganomics 3 According to the lecturer, what did Kennedy and Reagan have in common? （ A） They were both honored as Nobel laureates in economics. （ B） They cut taxes to spur the economy during their adminis
3、trations. （ C） They identified themselves with supply-side economics. （ D） They both taught at the Chicago School of Economics. 4 What would Milton Freidman most likely say about moving a manufacturing plant from the United States to a site abroad? （ A） He would oppose it because it would cause peop
4、le to lose their jobs. （ B） He would consider it an opportunity for business to cut costs. （ C） He would view it as a natural process in the shift to technology. （ D） He would be concerned about the decrease in productivity. 5 According to Barry Asmus, what are two key ways that consumers contribute
5、 to the creation of new jobs? Click on 2 answer choices. （ A） By investing their tax savings （ B） By purchasing cheaper goods （ C） By moving on to better paying jobs （ D） By spending more money 6 How does the professor explain the shift from manufacturing to technology? （ A） He points to the global
6、economy as the explanation for it. （ B） He disagrees with most economists about the long-term effects. （ C） He compares it with the change from agriculture to manufacturing. （ D） He believes that it is too soon to draw any conclusions about it. 7 Why does the professor mention the General Electric p
7、lant? （ A） Because the plant is a good example of increased productivity. （ B） Because unemployment resulted from company decisions. （ C） Because the company was able to retrain their employees. （ D） Because the plant was down-sized and many jobs were lost. 8 Why does the professor say this: （ A） He
8、 would like the students to answer the question. （ B） He is joking with the students about the supply-siders. （ C） He wants the students to follow his logical answer. （ D） He is impatient because the students arent paying attention. 8 In the lecture, the professor explains supply-side economics. Ind
9、icate whether each of the following strategies supports the theory. Click in the correct box for each choice. 9 A Reduce tax rates （ A） Yes （ B） No 10 B Cut government spending （ A） Yes （ B） No 11 C Increase productivity （ A） Yes （ B） No 12 D Tolerate temporary unemployment （ A） Yes （ B） No 13 E Dis
10、courage consumer spending （ A） Yes （ B） No 14 Put the following events in the correct order. （ A） Businesses hire more employees with the tax savings. （ B） The government works to affect a reduction in taxes. （ C） The businesses and their employees pay more taxes. （ D） Profits increase because of th
11、e growth in businesses. 15 Lecture Listen to part of a lecture in a biology class. Then put the major points in the same order as the lecture. Major Points A A method of classification for protozoans the three types motility B Current research questions, redefinitions C Similarity to plantsmake food
12、 from water/CO2 D A definition of protozoans single cell E Considered animals eating, breathing, reproducing 15 Lecture Listen to part of a lecture in an anthropology class. Then answer the questions and use the answers to write a summary. 16 According to the lecturer, fossils are considered valuabl
13、e for all of the following reasons EXCEPT （ A） They suggest how the climate may have been. （ B） They provide information about migration. （ C） They document the evolution of the horse. （ D） They maintain a record of life prior to the Miocene. 17 What does the lecturer mean by the statement, “Geologi
14、sts believe that the first horses appeared on Earth about sixty million years ago as compared with only two million years ago for the appearance of human beings.“ （ A） Geologists claim that horses appeared on Earth millions of years before human beings. （ B） Both horses and human beings appeared sev
15、eral million years ago, if we believe geologists. （ C） The geological records for the appearance of horses and human beings are not very accurate. （ D） Horses and human beings cannot be compared by geologists because they appeared too long ago. 18 According to the lecture, the anchitheres （ A） never
16、 lived in the North American continent （ B） had migrated to Europe in the Miocene Period from North America （ C） developed larger bodies than the hipparion from North America （ D） were only about the size of a small dog when they invaded North America 19 Which of the following conclusions may be mad
17、e on the basis of information in the lecture? （ A） Following the same route, the hipparion migrated to Europe in the Pliocene. （ B） There are no fossil remains of either the anchitheres or the hipparion in Europe. （ C） Both horses were in North America when the first European colonists arrived. （ D）
18、 Very little is conclusively known about the evolution of the horse in Europe. 20 What happened to the anchitheres when the hipparion invaded Europe? （ A） They interbred with the hipparion. （ B） They migrated into Asia. （ C） They did not survive. （ D） They evolved into large horses. 21 What do we kn
19、ow about horses in North America during the Pleistocene? （ A） They were very large and strong. （ B） They were already extinct. （ C） They lived in the Bering Straits. （ D） They migrated south from Alaska. 22 What happened to the hipparion in Europe? （ A） They developed into a sturdy animal, like mode
20、rn breeds of horses. （ B） They were replaced by other larger, stronger animals. （ C） They evolved into modern ponies instead of modern horses. （ D） They disappeared because they were hunted into extinction. 23 How was the domesticated horse introduced in North America? （ A） Early hunting tribes from
21、 Europe herded them across the Bering Straits. （ B） They were used as transportation by immigrants who used a land route. （ C） Europeans returned the horse to the American colonies on ships. （ D） They migrated to find better grasslands than they had in Europe and Asia. 托福（听力）模拟试卷 2答案与解析 1 【听力原文】 Lis
22、ten to part of a lecture in an economics class. The professor is talking about supply-side economics. Q5 The fundamental concept in supply-side economics is that tax cuts will spur economic growth because these tax cuts will allow entrepreneurs to invest their tax savings, thereby creating more jobs
23、 and profits, which ultimately allow the entrepreneur and the additional employees to pay more taxes, even Q13 though the rates are lower. Lets go through that again, step by step. First, taxes are lowered. Then business owners use their tax savings to hire more workers. This increases profits so th
24、e business owner pays more taxes at a lower rate, and in addition, the newly hired workers all pay taxes as well. So theres more income flowing into the government through taxes. Historically in the United States, several presidents have championed tax cuts to get the economy Q6 moving. Although thi
25、s top-down economic theory is more popular among Republicans who have traditionally been aligned with business interests, in 1960, John Fitzgerald Kennedy, a Democratic presi- Q7 dent, also used tax cuts to improve economic conditions. He probably wouldnt qualify as a true supply-sider, but he did u
26、nderstand and capitalize on the basic concept. But its perhaps Ronald Reagan who is most closely associated with supply-side economics. So much so that his policies in the 1980s were referred to as Reaganomics. During his term of office, Reagan cut taxes, but actually, the huge increases in spending
27、, especially for the military budget, caused supply-siders to debate with their conservative cousins. You see, conservative and supply-side are not the same thing. Traditional conservative economists insist that tax cuts should be accompanied by fiscal responsibility, that is, spending cuts by gover
28、nment. But supply-side economists arent concerned with spending. They rely on tax cuts to do the job. Period. Back to the supply-side policies under Reagan, well, the supply-siders believed that the economic growth resulting from tax cuts would be so great and the total increase in taxes so high tha
29、t the United States economy would grow beyond its deficit spending. When this didnt happen, some economists distanced themselves from the label supply-side while advocating tax cuts with greater attention to spending. Even Milton Friedman, Nobel laureate and an influential member of the Chicago Scho
30、ol of Economics even Friedman is now pointing out that the problem is how to hold down government spending, which accounts for about half of the national income. But he still looks to tax cuts as a solution. So, a more recent problem for supply-siders, in addition to the fiscal responsibility issue,
31、 is that corporate business tends to move their investment and jobs overseas, which critics say eventually will lead to high unemployment in the United States. But Friedman insists that by moving jobs abroad, incomes and dollars are created that sooner or later will be used to purchase goods that ar
32、e made in the United Q8 States and produce jobs in the United States. Its supply-side economics with a global perspective. In fact, conservatives and supply-siders alike argue that progress in the American economy has been made from technological changes and increased productivityproducing different
33、 goods or more goods with fewer workers. Dr. Barry Asmus cites the example of the millions of tons of copper wire that had to be produced for us to communicate by telephone across country. Now, a few satellites will do the job. Clearly, the people who were employed in the copper wire industry suffer
34、ed unemployment when the change in technology occurred. Or, another example, in the case of manufacturing, thirty years ago, Q11 a General Electric plant required 3000 workers to produce one dishwasher every minute. Now, the same plant needs 300 people to produce one dishwasher every six seconds. So
35、, you might focus on the Q12 fact that many workers will be without jobs making dishwashers, but what do you suppose supply-siders would say? Think this through. They would counter with the argument that the dishwasher will be cheaper as a result of the increased productivity, so more people can buy
36、 dishwashers and still have some money left. Again Asmus reasons that if the consumers spend money on more goods, they create Q9 jobs because workers are needed to produce the goods they buy. If they invest their money, they also create more jobs by supporting the economy. So some people do lose job
37、s because of technology, productivity, and the shift of manufacturing overseas, and only 70 percent find better-paying jobs when they transit to another job. Yes, thats true, and its a personally painful transition for those involved. But the argument by supply-siders and many conservatives as well
38、is that this is temporary unemployment and the important word here is temporary. So the temporary unemployment occurs in the process of shifting people not just from one job to another but from one segment of the economy to another. To use an analogy, it would be like the shift from farming to manuf
39、acturing thats occurred worldwide as better methods allowed fewer farmers to Q10 produce food and resulted in the movement of farmers from the country to the cities where they became employed in manufacturing. And now theres a shift from manufacturing to technology, which, if supply-siders and conse
40、rvative economists are to be believed, will result in an even higher standard of living in the United States and globally. But, of course, the success of the United States within the global economy will largely depend on a favorable balance of trade how much we can produce in this country in the new
41、 segments of the economy and how much we can sell abroad. Audio 5. What is the lecture mainly about? Audio 6. How does the professor organize the lecture? Audio 7. According to the lecturer, what did Kennedy and Reagan have in common? Audio 8. What would Milton Freidman most likely say about moving
42、a manufacturing plant from the United States to a site abroad? Audio 9. According to Barry Asmus, what are two key ways that consumers contribute to the creation of new jobs? Audio 10. How does the professor explain the shift from manufacturing to technology? Audio 11. Why does the professor mention
43、 the General Electric plant? Audio 12. Listen again to part of the lecture. Then answer the following question. Replay “Now, the same plant needs 300 people to produce one dishwasher every six seconds. So, you might focus on the fact that many workers will be without jobs making dishwashers, but wha
44、t do you suppose supply-siders would say? Think this through.“ Audio Why does the professor say this: Replay “Think this through.“ Audio 13. In the lecture, the professor explains supply-side economics. Indicate whether each of the following strategies supports the theory. Audio 14. Put the followin
45、g events in the correct order. 1 【正确答案】 C 【知识模块】 听力 2 【正确答案】 B 【知识模块】 听力 3 【正确答案】 B 【知识模块】 听力 4 【正确答案】 C 【知识模块】 听力 5 【正确答案】 A， D 【知识模块】 听力 6 【正确答案】 C 【知识模块】 听力 7 【正确答案】 A 【知识模块】 听力 8 【正确答案 】 C 【知识模块】 听力 【知识模块】 听力 9 【正确答案】 A 【知识模块】 听力 10 【正确答案】 B 【知识模块】 听力 11 【正确答案】 A 【知识模块】 听力 12 【正确答案】 A 【知识模块】 听力
46、13 【正确答案】 B 【知识模块】 听力 14 【正确答案】 BADC 【知识模块】 听力 15 【听力原文】 Lecture Listen to part of a lecture in a biology class. The protozoans, minute aquatic creatures, each of which consists of a single cell of protoplasm, constitute a classification of the most primitive forms of animal life. The very name prot
47、ozoan indicates the scientific understanding of the animals. Proto means “first“ or “primitive“ and zoa refers to the animal. They are fantastically diverse, but three major groups may be identified on the basis of their motility. The Mastigophora have one or more long tails that they use to propel
48、themselves forward. The Ciliata, which use the same basic means for locomotion as the Mastigophora, have a larger number of short tails. The Sarcodina, which include amoebae, float or row themselves about on their crusted bodies. In addition to their form of movement, several other features discrimi
49、nate among the three groups of protozoans. For example, at least two nuclei per cell have been identified in the Ciliata, usually a large nucleus that regulates growth but decomposes during reproduction, and a smaller one that contains the genetic code necessary to generate the large nucleus. So all of this seems very straightforward to this point, but now we are going to complicate the p
