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    1. Why does the student go to see the professor?

    A. To get his opinion about why a project she recently completed had unexpected results.

    B. To discuss how a topic covered in class is similar to her group’s research topic.

    C. To ask him for suggestions to address a problem in her research.

    D. To discuss the professor's concern about her group's research project.

    2. In response to the professor’s question, what does the woman say about Tom and Jane?

    A. They are working on an assignment for another class.

    B. They are already observing students for the research project.

    C. They are dealing with a technical issue at the library.

    D. They are making arrangements at the library for their research project.

    3. What had the group of students planned to research?

    A. The effect of noise on the productivity of library employees.

    B. The effect of changing the amount of light in the library.

    C. The study habits of students in the library.

    D. The effect that being observed while studying has on students.

    4. Why does the professor mention lighting?

    A. To explain why production costs gradually increased over the years at a manufacturing plant

    B. To give a reason for a decline in productivity at two manufacturing plants

    C. To compare the working conditions at two manufacturing plants

    D. To give an example of a working condition that was adjusted at a manufacturing plant

    5. Why does the student say this?

    A. She is disappointed with the observations that the members of her group have made so far.

    B. She does not understand the point that the professor is making.

    C. She wants to determine a way for her group to make observations in secret.

    D. She is aware that her group’s presence might affect student behavior.

    Conversation 2

    1. Why does the student go to see the professor?

    A. To find out whether the university gallery accepts student artwork.

    B. To find out how artwork is selected for university gallery exhibitions.

    C. To learn the focus of an upcoming exhibition of student artwork.

    D. To learn which techniques the professor will cover in his class on abstract art.

    2. Why does the student mention Jackson Pollock?

    A. To indicate to the professor that she is familiar with the drip technique.

    B. To find out if she can see an original painting by Jackson Pollock in the university gallery.

    C. To make a comparison between her paintings and those of Jackson Pollock.

    D. To express interest in taking the professor's class.

    3. According to the professor, what distinguishes Jackson Pollock's work?

    A. The method he used for applying paint to a canvas.

    B. The location where he did his work.

    C. The widespread popularity of his style of art.

    D. The size of the paintings he produced.

    4. What does the professor imply about his class on abstract art?

    A. It focuses primarily on Jackson Pollock.

    B. It is one of the most popular classes in the department.

    C. It tends to attract the department's best students.

    D. It encourages students to explore different painting techniques.

    5. What does the professor imply when he says this:

    A. Students must have taken a course in the technique featured in the exhibition.

    B. Exhibiting in the university gallery is a degree requirement for art majors.

    C. Artwork submitted by a first-year student will probably not be accepted.

    D. The woman should submit her painting soon because the deadline is approaching.

    Lecture 1

    1. What is the main purpose of the lecture?

    A. To provide an example of a practical use of nanotechnology.

    B. To show the origins of the field of nanotechnology.

    C. To give a brief outline of the main concepts of nanotechnology.

    D. To explain the growing interest in nanotechnology research.

    2. How does the professor organize the information he presents to the class?

    A. He describes the inspiration behind the nanocoating, then how the coating works.

    B. He describes how the nanocoating is currently marketed, then the inspiration behind it.

    C. He explains how fogging occurs, then the basic concepts of nanotechnology.

    D. He explains how fogging occurs, then how the nanocoating prevents it.

    3. According to the professor, how does the new nanocoating work?

    A. By forcing light to bounce off a glass-coated polymer.

    B. By forcing water droplets to roll off an ultrathin surface.

    C. By causing water droplets to merge into a single sheet of water.

    D. By causing light to scatter randomly in many directions.

    4. According to the information in the lecture, why does the new nanocoating not last as long on plastic as it does on glass?

    A. Plastic cannot withstand extremely high temperatures.

    B. The internal structure of plastic repels a positively charged polymer.

    C. The coating solution scatters when it comes into contact with plastic.

    D. Plastic surfaces scratch more easily than glass surfaces do.

    5. What inspired the team of scientists in developing the new coating?

    A. A problem the team frequently encountered in everyday life.

    B. The ineffectiveness of spray solutions in flattening water droplets.

    C. The leaves of a plant that the team had been investigating.

    D. Interactions observed between silica nanoparticles and polymers.

    6. What is the professor's opinion about the approach inventors took to the development of the new nanocoating?

    A. He thinks other inventors should use a similar approach.

    B. He is impressed by the flexibility of their approach.

    C. He is surprised the research process took so long.

    D. He thinks they should have spent more time testing a superhydrophobic coating.

    Lecture 2

    1. What is the lecture mainly about?

    A. The dramatic structure of an ancient Greek play.

    B. The influence of ancient Greek theater design on modern theaters.

    C. The design of ancient Greek theaters.

    D. The role of plays in ancient Greek society.

    2. What were two purposes served by the skene? Click on 2 answers.

    A It provided extra seating for the audience.

    B It served as the location for the play’s action.

    C It was used to store items needed for the play.

    D It was where the chorus performed.

    3. Why is the play Hippolytus discussed?

    A. To give an example of a strategy used by ancient Greek playwrights.

    B. To give an example of how animals were used in ancient Greek plays.

    C. To identify the first use of a messenger in an ancient Greek play.

    D. To point out that ancient Greek plays typically involved tragic events.

    4. What point does the professor make about the chorus in ancient Greek plays?

    A. It performed only at the beginning of the play.

    B. It interpreted what was happening on the stage.

    C. It did relatively little singing and dancing.

    D. it was less important than it is in modern plays.

    5. How did Aristotle view the chorus?

    A. As the author of the play.

    B. As a distraction from the story.

    C. As a messenger reporting news.

    D. As a character in the play.

    6. Why does the professor say this:

    A. To emphasize the popularity of plays in ancient Greece.

    B. To praise the creativity of the ancient Greeks.

    C. To point out that every seat in an ancient Greek theater had a clear view of the stage.

    D. To suggest that audiences in ancient Greece could hear plays better than they could see them.

    Lecture 3

    1. What is the lecture mainly about?

    A. The spread of early agricultural methods from New Guinea to other cultures.

    B. Differences in the types of crops grown in early centers of agriculture.

    C. Evidence supporting the theory that agriculture developed independently in New Guinea.

    D. Techniques used by researchers to identify farming methods in the earliest centers of agriculture.

    2. According to the professor, why was the archaeological evidence found in New Guinea during the 1960s and 1970s inconclusive?

    Click on 2 answers.

    A Construction of agricultural drainage ditches had damaged much of the archaeological evidence.

    B Plant remains were not well preserved in the climate of New Guinea.

    C Ancient types of domestic plants were no longer grown by modern farmers.

    D It was unclear whether evidence of early deforestation suggested planting or hunting.

    3. Why does the professor talk about layers of soil?

    A. To show how phases of agricultural development were linked to evidence of population growth.

    B. To describe how researchers identified several phases of agricultural development in New Guinea.

    C. To illustrate how swampy conditions cause archaeological remains to deteriorate.

    D. To describe one of the methods of farming used at Kuk.

    4. Why did researchers conclude that the taro remains found near Kuk were a result of farming?

    A. Taro does not grow wild in highland areas.

    B. Taro is a native plant of China.

    C. Taro was only found in a very small area near Kuk.

    D. Taro normally does not grow in wet climates.

    5. What evidence indicated that bananas were being cultivated in New Guinea during an earlier period than was previously thought?

    Click on 3 answers.

    A High concentrations of fossil remains of bananas.

    B The discovery of stone tools designed to harvest bananas.

    C The presence of regularly distributed mounds.

    D Indications that Kuk did not become a swampy wetland until approximately 7,000 years ago.

    E Genetic analyses of banana remains in New Guinea and Southeast Asia.

    6. What point does the professor make about the theory that agriculture brings about social change?

    A. Recent research has yielded unexpected evidence supporting the theory.

    B. The theory seems to be contradicted by the development of society in New Guinea.

    C. Future discoveries in Kuk are likely to provide definitive proof for the theory.

    D. The theory explains why New Guinea has become an egalitarian society.

    Lecture 4

    1. What is the main purpose of the talk?

    A. To explain the mechanical functioning of barrages.

    B. To discuss some possible ecological effects of building barrages.

    C. To discuss the effects of ocean tides on coastal ecosystems.

    D. To describe ways to increase biological productivity of estuaries.

    2. What is the professor's opinion when the man expresses concern about marine life on the mud flats?

    A. She thinks the environmental impact of barrages would be worse for birds than for fish.

    B. She agrees that any damage to the mud flats would probably be irreversible.

    C. She feels that the situation is more complex than the man realizes.

    D. She does not believe that the mud flats support a wide variety of animal species.

    3. The professor mentions a change in the quantity of fish caught near a barrage in France. What most likely happened to the water in the estuary as a result of the construction of the barrage?

    A. The water has become clearer.

    B. The water has become saltier.

    C. The water has become polluted

    D. The water level has risen.

    4. What does the professor say is a criticism of the proposed barrage at the Severn River in Great Britain?

    A. It would damage nearby buildings.

    B. It would attract harmful species to the region.

    C. It would not be as large as the barrage in France.

    D. it would be too expensive to build.

    5. Why does the professor say this:

    A. To request that the student answer in greater detail.

    B. To introduce a new topic for discussion.

    C. To make the student's statement more accurate.

    D. To repeat a point that she had not stated clearly.

    托福TPO44聽力答案

    CONVERSATION1:1-5.DACDB

    CONVERSATION2:1-5.BAADC

    LECTURE1:1-6.ADCACB

    LECTURE2:1.C 2.BC 3-6.ABDD

    LECTURE3:1.C 2.BD 3-4.BA 5.ACE 6.B

    LECTURE4.1-6.BACADB

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