托福TPO51听力Conversation1文本+题目+答案解析.pdf
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1、 为了帮助大家高效备考托福,为大家带来托福 TPO51 听力 Conversation1 文本+题目+答 案解析,希望对大家备考有所帮助。 托福 TPO51 听力 Conversation1 文本 标题:Biology Experiment Reproduction Listen to part of a conversation between a student and her biology professor. Professor: So, the assignment is to reproduce one of the animal camouflage experiments w
2、e read about in our textbook. Which experiment did you pick? Student: Well, I was wondering if I can try to reproduce an experiment that skind of the opposite of what we discussed in the textbook? Professor: So instead of how and why an animal might hide itself, you want to do something about why an
3、 animal might want to be seen? Em? Tell me more. Student: Well, I got the idea from one of the journals you said we should look at. Its an experiment about ahthey called them eyes bugs in the article? Professor: Eyes bugs, sure. The patterns on the wings of moths and butterflies that are generally b
4、elieved to scare off predators because they look like big eyes? Student: Yeah. Except the article was about the experiment that disputes that theory. Professor: Well, we know that the markings do scare the birds but the idea that the spots looked like eyes iswell, that is just a commonly held belief
5、. Student: So, thats not even based on research? Professor: Well, this whole idea moths and butterfly markings being scary because they looked like eyes, rest on how we imagine the predators, like birds, perceive the markings. And we can never really know that. All we can do is observe bird behavior
6、. But tell me more about the experiment. Student: Ok. It said the experiment looked at the shapes of the markings on moths wings. The researchers wanted to know if the markings that were round and eye-shaped were more effective in deterring predators than square and rectangular markings. Professor:
7、Ok. Student: Yeah. So they attached food to paper models of moths with different shaped marks drawn on the wings to see how birds reacted. And whats interesting is they realized the round marks were not more effective in scaring bird than other shapes. Professor: Were they less effective? Student: N
8、o, they were about the same. But what researchers did determine is that larger markings were more effective than smaller markings scaring off prey. They call this phenomenon “visual aliveness”. Professor: Visual aliveness. Um, well, I guess that it is not all that shocking if you think about it. Stu
9、dent: So anyway, is it ok? Can I repeat this experiment and write about it? Professor: Yes, I think thatll work. The problem I proceed iswellwhere? This is an urban campus, youll have a hard time finding a good place to set up the experiment. Student: Oh, I wasnt planning on doing it on campus. Im g
10、oing home for spring break and my family lives in the country, far from the near city. I can set it up in the backyard. Professor: Good idea. Except one week is not a lot of time, so you will need to make some adjustments to have enough data. Id set up the experiment near bird feeder and get in as m
11、uch observation time as you can. 托福 TPO51 听力 Conversation1 题目 1.Why does the student talk with the professor? A. She wants permission to revise an experiment that she conducted earlier. B. She has a question about the findings of an experiment in the textbook. C. She wants to reproduce an experiment
12、 that is not in the textbook. D. She would like some advice about how to study butterfly and moth behavior. 2.What does the professor say is a common assumption about certain markings on butterfly and moth wings? A. That the markings are usually hidden from view B. That the markings attract some kin
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