TPO6听力解析
托福TPO6口语Task5加task6题目文本及参考答案
托福TPO6口语Task5加task6题目文本及参考答案TPO托福模考软件相信是大家用的最多的工具了，对于托福成绩的提升是非常有帮助的。
托福口语可以说是整个托福考试当中比较重要的一个部分，如何利用现有资料TPO模考软件来提升大家的托福成绩呢?今天小编在这里整理了托福TPO6口语Task5加task6题目文本及参考答案来分享给大家，希望对大家托福口语备考有帮助。
托福TPO6口语task5题目 Listening Part:Now listen to a conversation between a professor and the student.(man) Hi, Sara, to what do I owe this pleasure of this office visit?(woman) It’s my study group, Professor Wilson. We are not getting much studying done, and, you know, none of us did very well on your last quiz.(man) Hmmm, what’s the problem?(woman) Well, we’ve all become good friends and we joke around a lot instead of studying.(man) Hmmm. Sara, let me ask you this. When do you meet?(woman) Every Friday afternoon.(man) Have you thought about changing to another day? By the time Friday afternoon rolls around, all of you are probably exhausted and all you want to do was relax and unwind. It’s hard to stay focused at the very end of the week.(woman) Good point, although things have gotten so out of hand that I’m not sure changing days would help. And we’d lose one or two people if we change days, Friday afternoon is the only time everyone’s available, but it’s worth considering.(man) OK. But just a second, another possibility is, does your group have a leader?(woman) No?(man) Well, if you h ad a leader that would help enormously. Someone to set an agenda in advance, email it to everyone before the meeting and then make sure when you meet that you stay focus ed on your goals. And since you’ve seemed to be concerned enough about the problem to have come see me, I think that someone might be you.(woman) I guess I can take on that role. But it sounds like work.(man) You don’t have to do it for the whole semeste r, Sara. You can start if off and then, perhaps, someone else can take over.托福TPO6口语task5题目 Question:The professor proposes two solutions to the problem the woman describes. Briefly summarize the problem then state which solution you recommend and explain why.托福TPO6口语task5 答案解析：1. Listening key(1.1) Problem: people joke around instead of studying during study meeting(1.2) Solution 1: change the meeting time(1.2.1) Pro: everyone’s exhausted on the weekend, they can’t concentrate with a week of h ard work wearing them off(1.2.2) Con: lose one or two people(1.3) Solution 2: appoint a team leader, the woman can be it first(1.3.1) Pro: set an agenda before, email it to all members, make sure the discussion stays on topic(1.3.2) Con: too much work托福TPO6口语task5 范文：The woman’s problem is that everyone jokes around andtalks a lot during study meetings instead of studying. She’s got two possible solutions, the first is to change the study meeting from Friday afternoon to some other time. The second solution is to appoint a leader to the group. I think it’d better if she bite the bullet and take on the role of leader. First of all, it is very important for everyone to study during a study meeting or it’s a waste of time. The presence of a leader can keep the discussion on topic. Second, she mentions that Friday night is when everyone is free to meet, so changing the meeting schedule would mess things up for many group members.托福TPO6口语task6题目 Listening Part:Now listen to part of a talk in an Education class.(female professor)One of the hardest parts of teaching is keeping your students’ attention. Now, the key to doing this is understanding the concept of attention. Basically, there are two types of attention. The first type is active, active attentio n is voluntary. It’s when you intentionally make yourself focus on something. And since it requires effort, it’s hard to keep up for long a time. OK, so, um, let’s say you are teaching a Biology class. And today’s topic is frogs. All right? You’re standing in front of the room lecturing: a frog is a type of animal known as an amphibian…, well, this isn’t necessarily going to keep the students’ interest. But most of them will force themselves to pay active attention to your lecture. But it’s only a matter of time before they get distracted.Now, the other type of attention is passive attention, when it’s involuntary. Passive attention requires no effort because it happens naturally. If something is really interesting students don’t have to force themselves to pay attention to it. They do it without even thinking about it. So back to our Biology lecture,you start talking about frogs and then you pull a live frog out of your briefcase. You’re describing it while holding it up. Show the students how long its leg s are, and how they’re used for jumping, for example. Then maybe even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected, something more engaging, you can tap into their passive attention. And it can last much longer than active attention. As long as the frog is still there your students will be interested.托福TPO6口语task6题目 Question:Using points and examples from the talk, explain the difference between active and passive attention.托福TPO6口语task6 答案解析：1. Listening key(1.1) Main idea: active and passive attention(1.2) Active attention: forced(1.2.1) Example:(1.2.1.1) A teacher teaches a class by only reading from textbooks(1.2.1.2) Students will get bored, yet they’d still try to focus(1.2.1.3) But they will get distracted soon because this attention is forced(1.3) Passive attention: happens naturally(1.3.1) Example:(1.3.1.1) A teacher teaches with a live frog, let it jump arounda bit(1.3.1.2) Students get interested in what’s happening, their concentration happens naturally(1.3.1.3) As long as the frog is on the table, students will have no problem focusing on the lecture托福TPO6口语task6 范文：The professor talks about two kinds of attention in the lecture. The first type is active attention which is voluntary. For example, if a biology teacher teaches a class by only reading from a textbook, the class can become fairly boring. Most students would force themselves to focus, but sooner or later, the students will be distracted. The second type of attention is passive attention, let’s say instead of reading from a textbook, the teacher pulls a live frog out of his bag, then the lecture becomes really interesting. As long as the frog is on the table, the students will be able to focus on the lecture.。
2023年6月六级听力原文及答案解析
2023年6月六级听力原文及答案解析Part III Listening ComprehensionSection ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.11.W: Did you hear that Anna needs to stay in bed for 4 weeks?M: Yeah. She injured her spine in a fall and a doctor told her to lie flat on her back for a month so it can mend.Q: What can we learn from the conversation?【答案】A) The injury will confine Anna to bed for quite a while.【解析】细节题。
托福TPO6听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO6听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO6听力Conversation1文本 Narrator: Listen to a conversation between a student and an employee in the university’s career services office. Student: Hi, do you have a minute? Employee: Sure, how can I help you? Student: I have a couple of questions about the career fair next week. Employee: OK, shoot. Student: Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me. Employee: No, no, the career fair is opened to all our students and we encourage anyone who’s interested to go check it out. Student: Well, that’s good to know. Employee: You’ve seen the flyers and posters around campus, I assume. Student: Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend. Employee: Actually they do, but it’s in the small print. Uh, we should probably make that part easier to reach, shouldn’t we? I’ll make a note of that right now. So, do you have any other questions? Student: Yes, actually I do now. Um ...since I’d only be going to familiarize myself with the process – you know, check it out. I was wondering if there is anything you recommend that I do to prepare. Employee: That’s actually a very good question. Well, as you know, the career fair is generally an opportunity for local businesses to recruit new employees, and for soon-to-be graduates to have interviews with several companies they might be interested in working for. Now, in your case, even though you wouldn’t be looking for employment right now, it still wouldn’t hurt for you to prepare much like youwould if you were looking for a job. Student: You mean, like get my resume together and wear a suit? Employee: That’s a given. I was thinking more along the lines of doing some research. The flyers and posters list all the businesses that are sending representatives to the career fair. Um ...what’s your major or do you to have one yet? Student: Well, I haven’t declared a major yet, but I’m strongly considering accounting. See, that’s part of the reason I wanna go to the fair, to help me decide if that’s what I really want to study. Employee: That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending. You can learn a lot about companies from their internet websites. Then prepare a list of questions. Student: Questions, hmm… so, in a way, I’ll be interviewing them? Employee: That’s one way of looking at it. Think about it for a second. What do you want to know about working for an accounting firm? Student: Well, there is the job itself, and salary of course, and working conditions. I mean, would I have an office, or would I work in a big room with a zillion other employees, and…and maybe about opportunities for advancement. Employee: See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to. Student: Wow, I’m glad I came by here. So, it looks like I’ve got some work to do. Employee: And if you plan on attending future career fairs, I recommend you sign up for one of our interview workshops. Student: I’ll do that. 托福TPO6听力Conversation1题目 Question 1 of 5 Why does the student go to the career services office?。
TPO6托福口语Task3加task4题目解析
TPO6托福口语Task3加task4题目解析托福TPO6口语task3题目Reading Part:History Seminars Should Be ShorterCurrently,all of the seminar classes in the history department are three hours long. I would like to propose that history seminars be shortened to two hours. I make this proposal for two reasons. First, most students just cannot concentrate for three hours straight.I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts that long, people stop concentrating and stop learning, so the third hour of a three-hour seminar is a waste of every one's time. Two-hour seminars would be much more efficient.托福TPO6口语task3题目Listening Part:Now listen to two students discussing the letter.(woman) I totally disagree with Tim’s proposal.(man) Why?(woman) Well, look, Tim’s my friend but he’s not your typical student. He stays up late partying ever y night, week nights, too.(man) If he parties every night no wonder he can’t pay attention.(woman) Yes, and most students aren’t like that. They come to class prepared and rested and they can concentrate.(man) So, you’re saying that problem is really Tim.(woman) Yes. He was in one of my classes last year and whenever I looked at him he was actually sleeping.(man) I guess if he was sleeping, he can’t really know what’s happening, what other people in class are doing.(woman) Right! And you want to know what does happen in that last hour of seminar? In a lot of seminars that I’ve been in, that’s when things get interesting.(man) Really?(woman) Yes, that’s usually when students get really involved in the discussion and start ex changing important ideas, and if the History department actually did what Tim suggests, well if they did that, what would happen is you’d lose what might be the most worthwhile part of the seminar.托福TPO6口语task3题目Question:The woman expresses her opinion about the proposal that her friend Tim made in his letter to the newspaper. State her opinion about his proposal and explain the reason she gives for her opinion.托福TPO6口语task3答案解析：1. Reading tip(1.1) Proposal: the history department should shorten history seminar from 3 hours long to 2 hours(1.2) Reason 1: too long for students to concentrate(1.3) Reason 2: last hour of the seminar is useless2. Listening key(2.1) Woman disagrees with it(2.2) Reason 1: problem is Tim, not the class(2.2.1) Details: Tim partys all the time, week nights too; other students are doing just fine; they come prepared and rested; they can concentrate(2.3) Reason 2: last hour of the class in the most important(2.3.1) Details: people have discussion and exchange important ideas; that’s when people start to learn important things托福TPO6口语task3范文：The author of the letter suggests that the history department to shorten the seminars from three hours long to two hours, because it’s too long for students to concentrate and the last hour of class is a waste of time. In the conversation, the womandisagrees with the suggestion. First of all, she thinks that Tim can’t pay attention in class because he stays up late partying every night, not that the seminars are too long for students to stay focused. Other students are doing fine. And the second reason is that the last hour of the class is the most interesting because students start to have discussions and exchange ideas. That’s when they really get involved and learn important things.托福TPO6口语task4题目Reading Part:Explicit Memories and Implicit MemoriesIn everyday life, when people speak of memory, they are almost always speaking about what psychologists would call explicit memories. An explicit memory is a conscious or intentional recollection, usually of facts, names, events, or other things that a person can state or declare. There is another kind of memory that is not conscious. Memories of this kind are called implicit memories. An individual can have an experience that he or she cannot consciously recall yet still display reactions that indicate the experience has been somehow recorded in his or her brain.托福TPO6口语task4题目Listening Part:Now listen to part of a lecture on this topic in a psychologyclass.(male professor) OK, um, the first kind of memory, we’re all very familiar with this, right? You probably remember what you had for dinner last night. You have a conscious memory of last night’s dinner so, um, if I ask you what did you eat last night, you could tell me.But these other kinds of memories, implicit memories, they work differently. Let’s take an example from the world of advertising. When you are driving along a highway, you see plenty of billboards, you know, road side advertisements. You certainly don’t remember them all, but they still affect you. Marketing researchers have shown, well to be specific, let’s say ther e’s a billboard on the highway advertising, uh, a car called the Panther. The ad shows a big picture of the car and above the car, in huge letters, is the name of the car, Panther. A lot of people drive by the billboard, but ask those drivers later if they saw any advertisements for cars, and well, they’ll think about it and a lot of them will say no. They honestly don’t remember seeing any. They have no conscious memory of the Panther billboard.So, you ask these same people a different question. You ask, um, OK, you ask them to name an animal starting with a letter P.What do you think they’ll answer? Do they say Pig? Pig is the most common animal that starts with the letter P. But they don’t say Pig. They say Panther! The billboard had an effect, even though the drivers don’t remember ever seeing it.托福TPO6口语task4题目Question:Using the example of the car advertisement, explain what is meant by implicit memory.托福TPO6口语task4答案解析：1. Reading key(1.1) Term: Implicit Memory(1.2) Definition: the kind of memory that is not conscious2. Listening key(2.1) Example: details on billboard(2.1.1) People driving on highway, sees billboard for car ad(2.1.2) The ad has a picture of the car being promoted and above the car i s the name of the car “panther”(2.1.3) Ask those who drive by later, they can’t remember seeing a car ad(2.1.4) Ask them to name an animal with the letter “p”(2.1.5) They say “pig” instead of “panther” although “pig” more commonly known(2.1.6) They remembered “panther” unconsciously托福TPO6口语task4范文：In the lecture, the professor mainly talks about implicit memory which is that sometimes we can remember things without even realizing it. For example, when people see a car ad on the billboard, they can unconsciously remember details in the ad. Say the car in the ad is called panther, people can’t remember that they've seen a car ad on the highway, or anything has to do with panther. But interestingly, when they are asked to name an a nimal whose name starts with a “p”, they’ll say “panther” instead of “pig” which is more commonly known. The billboard had an effect even though the drivers aren't aware of it.。
TPO6综合写作听力文本
READINGCommunal online encyclopedias represent one of the latest resources to be found on the Internet. They are in many respects like traditional printed encyclopedias collections of articles on various subjects. What is specific to these online encyclopedias, however, is that any Internet user can contribute a new article or make an editorial change in an existing one. As a result, the encyclopedia is authored by the whole community of Internet users. The idea might sound attractive, but the communal online encyclopedias have several important problems that make them much less valuable than traditional, printed encyclopedias.First, contributors to a communal online encyclopedia often lack academic credentials, thereby making their contributions partially informed at best and downright inaccurate in many cases. Traditional encyclopedias are written by trained experts who adhere to standards of academic rigor that nonspecialists cannot really achieve.Second, even if the original entry in the online encyclopedia is correct, the communal nature of these online encyclopedias gives unscrupulous users and vandals or hackers the opportunity to fabricate, delete, and corrupt information in the encyclopedia. Once changes have been made to the original text, an unsuspecting user cannot tell the entry has been tampered with. None of this is possible with a traditional encyclopedia.Third, the communal encyclopedias focus too frequently, and in too great a depth, on trivial and popular topics, which creates a false impression of what is important and what is not. A child doing research for a school project may discover that a major historical event receives as much attention in an online encyclopedia as, say, a single long-running television program. The traditional encyclopedia provides a considered view of what topics to include or exclude and contains a sense of proportion that online "democratic" communal encyclopedias do not.SPEAKERThe communal online encyclopedias will probably never beperfect ,but a small price to pay for what it does offer, the in the criticisms in the reading are largely result of pradetest against and ignores anout how far the online encyclopedia go.First ,errors, it is hardly a fair criticism that said online encyclopedia have errors, traditional encyclopedias have never been closed to perfect accurate. If you are looking for a really comprehensive reference work without any mistakes you are not going to find it, on or off line. The real point is that is easy for errors in factual(0:45) media to be corrected in aonline encyclopedia but in the printed and bounded encyclopedia the errors will remain for decades.Second, hacking, online encyclopedia have recognized the importance of protecting their articles from malicious hackers, one strategy they started using is to put the crucial facts in the articles that nobody disabuse ,in the read only format that is a format that no one can make changes to ,that ways you are making sure the crucial facts in the article is reliable. Another strategy that been used is to have special editors who is to all changes to the articles and eliminate those changes that are clearly malicious.Third, what worth knowing about, the problem for traditional encyclopedias is that they have limited so they have to decide what is important and what is not, and in practice, the judgments of the group of academics they make their decisions do not reflect great range of interests that people really have. The spaces definitely not an issue for online encyclopedias , the academic articles are still represented in the online encyclopedias, but there can be a great variety of articles and topics that accurately reflect the great diversity of user’s interests, the great diversity of articles and topics that online encyclopedias offer is one of their strongest advantages.。
2021年6月英语六级第一套解析
2021年6月英语六级第一套解析一、听力部分解析1. 第一篇短文本篇短文主要描述了一位学生在校园里遇到一名老师，老师希望学生们明天不要迟到，并提醒学生不要在晚上过于熬夜。
学生在得知老师的建议后表示十分感激。
2. 第二篇短文这篇短文主要介绍了一位女士对自己新家的布置和装饰进行调整的情况。
她先是换了一个据说十分舒适的沙发，然后又用了50美元在网上买了些壁纸。
接下来她打算打造一个长桌供客人们用餐时使用。
二、阅读部分解析1. 第一篇阅读理解本文主要讨论了用户在购物商品时对品牌与功能的选择。
研究表明，当用户在购物产品时，通常会优先考虑品牌的声誉和知名度，而忽视产品的真实功能和性能。
这对于企业经营和产品营销都提出了一定的挑战。
2. 第二篇阅读理解这篇文章主要描述了一种新型的太阳能发电技术——纳米天线。
这种技术通过利用纳米天线从太阳光中提取能量，并将其转换为电力，以满足家庭和工业的能源需求。
这项技术的发展不仅可以提高能源利用效率，还有望为环境保护和可持续发展做出贡献。
三、写作部分解析1. 短文改错本次短文改错考察了学生对英语语法和拼写的掌握程度。
文章中出现了一些常见的错误，如动词时态的误用、单词拼写错误、主谓一致等。
考生需要对这些常见错误加以重视，平时多练习，加强记忆。
2. 作文本次作文题目是“the Importance of Confidence”。
这是一个重要的话题，对于学生来说，自信是成功的一大关键。
作文要求考生谈谈对自信的理解，并举例说明自信对学业和工作的重要性。
考生可以结合自己的实际经历和观点，展开论述，提出自己的见解。
总结：本次英语六级考试涵盖了听力、阅读和写作三个方面，题材广泛，内容丰富。
对于听力部分，考生需要着重提高对话的理解能力，注意听清关键词；阅读部分要注重文章的整体理解能力和分析能力；写作部分则需要考生具备较强的语法和表达能力。
希望考生们通过对本次考试的解析能够找到自己的不足之处，加以改进，为下一次的考试做好充分准备。
托福TPO6听力Conversation2文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO6听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO6听力Conversation2文本 Narrator: Listen to a conversation between a student and a professor. Student: Professor Martin? Professor: Uh, hi, Lisa, what can I do for you? Student: Well, I’ve been thinking about, you know, what you were saying in class last week, about how we shouldn’t wait until the last minute to find an idea and get started working on our term paper. Professor: Good, good, and have you come up with anything? Student: Well, yeah, sort of. See, I’ve never had a linguistics class before, so I was sort of, I mean, I was looking over the course description and a lot of the stuff you described there. I just don’t know what it is talking about, you know, or what it means. But there was one thing that really did jump out at me. Professor: Yes? Student: The section on dialects, ‘cause…like, that’s the kind of thing that’s always sort of intrigued me, you know? Professor: Well, that’s certainly an interesting topic. But you may not realize, I mean, the scope... Student: Well, especially now, ‘cause I’ve got like one roommate who is from the south and another one from New York. And we all talk like totally different, you know. Professor: Yes, I understand. But… Student: But then I was noticing, like, we don’t really get into this till the end of the semester, you know. So I… Professor: So, you want some pointers where to go for information on the subject? Well, you could always start by reading the chapter in the book on sociolinguistics. That will give you a basic understanding of the key issues involved here. Student: Yeah, that’s what I thought. So I started reading the chapter, you know,about how everyone speaks some dialect of the language. And I’m wondering like, well, how do we even manage to understand each other at all? Professor: Ah, yes, an interesting question. You see… Student: So then I read the part about dialect accommodation. You know, the idea that people tend to adapt their speaking to make it closer to the speech of whomever they’re talking to, and I’m thinking, yeah, I do that when I talk with my roommates, and without even thinking about it or anything, you know. Professor: OK, all right. Dialect accommodation is a more manageable sort of topic. Student: So I was thinking like, I wonder just how much other people do the same thing. I mean, there are students here from all over the place. Does everyone change the way they talk to some degree depending on whom they are talking to? Professor: You’d be surprised. Student: So, anyway, my question is, do you think it’d be OK if I did a project like that for my term paper? You know, find students from different parts of the country, record them talking to each other in different combinations, report on how they accommodate their speech or not, that kind of thing? Professor: Tell you what, Lisa, write me up a short proposal for this project – how you’re going to carry out the experiment and everything – a design plan. And I think this’ll work out just fine. 托福TPO6听力Conversation2题目 Question 1 of 5 Why does student go to see the professor? A. She is having trouble finding topic for the term paper. B. She needs his help to find resource materials. C. She wants to ask him for an extension on a paper. D. She wants him to approve her plans for a term paper. Question 2 of 5。
【必备资料】托福TPO6口语Task6题目文本及答案解析
【必备资料】托福TPO6口语Task6题目文本及答案解析在托福口语备考中，想要快速提升自己的托福口语能力，除了不断的累积自己的词汇和句型之外，从TPO练习入手也不失为一个不错的方法。
那么，在以下内容我们就为大家带来托福口语TPO的题目和答案解析。
托福TPO6口语task6题目 Listening Part:Now listen to part of a talk in an Education class.(female professor)One of the hardest parts of teaching is keeping your students’ attention.Now, the key to doing this is understanding the concept of attention. Basically,there are two types of attention. The first type is active, active attention isvoluntary. It’s when you intentionally make yourself focus on something. Andsince it requires effort, it’s hard to keep up for long a time. OK, so, um,let’s say you are teaching a Biology class. And today’s topic is frogs. Allright? You’re standing in front of the room lecturing: a frog is a type ofanimal known as an amphibian…, well, this isn’t necessarily going to keep thestudents’ interest. But most of them will force themselves to pay activeattention to your lecture. But it’s only a matter of time before they getdistracted.Now, the other type of attention is passive attention, when it’s involuntary. Passive attention requires no effort because it happens naturally. If something is really interesting students don’t have to force themselves to pay attention to it. They do it without even thinking about it. So back to our Biologylecture, you start talking about frogs and then you pull a live frog out of your briefcase. You’re describing it while holding it up. Show the students how long its legs are, and how they’re used for jumping, for example. Then maybe even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected, something more engaging, you can tap into their passive attention. And it can last much longer than active attention. As long as thefrog is still there your students will be interested.托福TPO6口语task6题目 Question:Using points and examples from the talk, explain the difference betweenactive and passive attention.托福TPO6口语task6 答案解析：1. Listening key(1.1) Main idea: active and passive attention(1.2) Active attention: forced(1.2.1) Example:(1.2.1.1) A teacher teaches a class by only reading from textbooks(1.2.1.2) Students will get bored, yet they’d still try to focus(1.2.1.3) But they will get distracted soon because this attention isforced(1.3) Passive attention: happens naturally(1.3.1) Example:(1.3.1.1) A teacher teaches with a live frog, let it jump around a bit(1.3.1.2) Students get interested in what’s happening, their concentration happens naturally(1.3.1.3) As long as the frog is on the table, students will have no problem focusing on the lecture托福TPO6口语task6 范文：The professor talks about two kinds of attention in the lecture. The first type is active attention which is voluntary. For example, if a biology teacher teaches a class by only reading from a textbook, the class can become fairlyboring. Most students would force themselves to focus, but sooner or later, the students will be distracted. The second type of attention is passive attention, let’s say instead of reading from a textbook, the teacher pulls a live frog out of his bag, then the lecture becomes really interesting. As long as the frog is on the table, the students will be able to focus on the lecture.本文部分信息来源于新东方在线。
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TPO6 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。
Section 1（注：红色选项为答案）1. why does the student go to the career services office● to confirm the date and time of the career fair● to learn the location of the career fair● to find out he is allowed to attend the career fair● to get advice about interviewing at the career fair解析：（原文中）I have a couple of questions about the career fair next week. Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything.学生想知道是不是只有senior student才可以参加career fairy而他自己不是，因此他的意图就是想要了解他能否被允许参加。
从他自己说出的信息中可以看出他很清楚时间和地点。
因此A错误。
2. why does the student think that companies’ representatives would not beinterested in talking to him● he will not be graduating this year● he is not currently talking business classes● he has not declared a major yet● he does not have a current resume解析：（原文中）I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me.他觉得是自己目前所在年级不是即将毕业因此招聘方不会对他有兴趣。
他确实还没有decleared major 但是老师建议他参加这个活动会对他有所帮助而不是因此不能参加。
所以C错误。
3. what does the woman imply about the small print on the career fair postersand flyers● the information in the small print was incomplete● the print was similar than she expected it to be● the information the small print contains will be updated● the information in the small print will be presented in a more noticeableway解析：（原文中）Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend.Employee : Actually they do, but it’s in the small print. Uh, we should probably make that part easier to rea ch, shouldn’t we?I’ll make a note of that right now.公民人员表示他们应该让海报更为容易被学生注意到一些并随即做了note由此推断small print上的information会更容易被看到。
而并不是会被更新所以C 错误。
4. what does the woman say is a good way for the student to prepare forspeaking to companies’ representatives(2)● take some business classes● familiarize himself with certain businesses beforehand● have questions ready to ask the representatives● talk to people who work for accounting films解析：（原文中）That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending.也就是选项中的familiarize himself with certain businesses beforehandYou can learn a lot about companiesfrom their internet websites. Thenprepare a list of questions.也就是选项中的have questions ready to ask the representatives5. Why does the student say this:● To acknowledge that he cannot go to this year’career fairs● To acknowledge the amount of preparation he will have● To indicate that he has school work he must complete before thecareer fair● To indicate that he needs to go to his job now解析：（原文中）Employee : See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to.Student : Wow, I’m glad I came by here.So, it looks like I’ve got some work to do.学生这么说就是为了表示他已经明白自己的工作量以及有哪些准备工作要做了。
他并不是要找工作而是只想了解信息所以D错误。
6. what is the main purpose of the talk● to show what happens after an economy has experienced a boom-and-bustcycle● to illustrate the conditions needed to produce a boom-and-bust cycle● to demonstrate how boom-and-bust cycles have changed over time● to explain why the boom-and-bust cycle is not a frequent historicaloccurrence解析：（原文中）The boom in t he late 1990s when a ll those new Internet companies sprung up and then sold for huge amounts of money.Then the bust around 2000…2001 when many of those sam Internet companies went out of business. Of course, booms aren’t always followed by busts.教授以时期来划分开始讲解并强调每个时期的不同点说明她就是为了陈述每个时期的boom-and-bust的特点也就是C选项。
虽然有提到它需要发生的条件但是只是用几句话概述不是重点因此B错误。
7. what is the professor’s opinion about the dot-com crash● she thinks that people should have realized it would happen● she does not believe that anything like it will happen again● she is surprised that it did not have more serious consequences● she is confident that people learned a valuable lesson from it解析：（原文中）See, people often create and intensify a boom when they get carried away by some new industry that seems like it will make them lots of money fast. If you think that by the 90s, people would have learned from the past.从教授说人们应该从过去吸取教训得知教授认为人们应该从所总结的规律中推测出或意识到dot-com crash是很有可能发生的。
因此选A。
这里并不是说人们从dot-com crash 学到东西所以D错误。