作业 TPO33-C2 Write About Genetic Explanation Of Picky Eaters

TPO33-C2

Write About Genetic Explanation Of Picky Eaters

Listen to a conversation between a student and his biology professor.

 



  1. Why does the professor meet with the student?
  • A. To determine if the student has selected an appropriate topic for his class project
  • B. To find out if the student is interested in taking part in a genetics project
  • C. To discuss the student’s experiment on taste perception
  • D. To explain what the student should focus on for his class presentation

 

  1. Why does the student ask the professor about broccoli?
  • A. To get her to describe some of its genetic features
  • B. To find out if she is familiar with recent research on vegetable DNA
  • C. To introduce an idea that he has had for a research topic
  • D. To help explain why he needs extra time to prepare his presentation

 

  1. What possible causes does the student consider for not liking the taste of vegetables?
    [CHOOSE 2 ANSWERS]
  • A. A genetic predisposition.
  • B. Cooking methods that fail to remove the vegetables’ bitter taste.
  • C. A bad childhood experience associated with eating vegetables.
  • D. Not being served enough vegetables during childhood.

 

  1. According to the student, why was it advantageous for early humans to be sensitive to bitter tastes?
  • A. It helped them to identify vegetables as sources of vitamins.
  • B. It helped them to avoid eating foods that were not healthy for them.
  • C. It made them less likely to limit their diet to sweet and salty foods.
  • D. It allowed them to distinguish between ripe and unripe vegetables.

 

  1. What does the student imply when he says this: 🎧
  • A. He has often disagreed with the professor in the past.
  • B. The biologist in question has a history of advocating nontraditional ideas.
  • C. Biologists’ research methods are sometimes regarded as unusual by other scientists.
  • D. Scientific explanations are sometimes contrary to what people might expect.


答案:A C AC B D 

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