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聽力答案

  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

  上海新航道整理!由于音頻文件不便上傳，想要托福TPO46聽力題目+答案+MP3音頻下載的同學，請提交“姓名+電話+郵箱”，我們將于15個小時內發送給您!

  更多托福TPO聽力原文+MP3音頻查看及下載，請移步：http://m.sudii.com/toefl_tpo/