托福写作模板 integrated writing(亲测 ..写作25)
托福综合写作模板
托福综合写作模板
托福综合写作模板（中文版）：
第一段：引入
首先，引出综合写作的主题，并简单介绍该主题的重要性或争议性。
同时提供两个观点，即阐述正反两方对该主题的不同看法。
第二段：正方观点
首先，根据阅读材料介绍正方观点的理由和支持论据。
每个理由或论
据都应该扩展为一个独立的句子，并且要使用适当的例子、数据或者
研究结果来支撑观点。
第三段：反方观点
接下来，根据听力材料介绍反方观点的理由和支持论据。
同样，每个
理由或论据都应该成为一个独立的句子，并且要提供适当的例子、数
据或者研究结果来支持观点。
第四段：解决方案
在这一段，可以提出一个综合的解决方案，以平衡正反观点。
这个方
案可以是通过采取某些策略或措施来解决观点之间的冲突或平衡双方
的利益。
第五段：总结
总结以上观点，重申主题的重要性或争议性，并强调解决方案的优势。
最后，可以提出一个建议或展望，进一步发展该主题的研究或实践价值。
注意事项：
1. 尽量避免使用第一人称代词，例如"I think"或"We believe"，而
应该使用一般性的表述，例如"It can be argued that"或"Some people contend that"等。
2. 使用适当的过渡词和连接词将每个段落连接起来，使整篇文章更连贯。
3. 避免出现拼写和语法错误，以及书面语与口语的混用。
托福综合写作模板
【例文1】Writing Sample 1 (OG -- 284)[reading]Altruism is a type of behavior in which an animal sacrifices its own interest for that of another animal or group of animals. Altruism is the opposite of selfishness; individuals performing altruistic acts gain nothing for themselves.Examples of altruism abound, both among humans and among other mammals. Unselfish acts among humans range from the sharing of food with strangers to the donation of body organs to family members, and even to strangers. Such acts are altruistic in that they benefit another, yet provide little reward to the one performing the act.In fact, many species of animals appear willing to sacrifice food, or even their life, to assist other members of their group. The meerkat, which is a mammal that dwells in burrows in grassland areas of Africa, is often cited as an example. In groups of meerkats, an individual acts as a burrows, standing guard and looking out for predators while the others hunt for food or eat food they have obtained. If the sentinel meerkat sees a predator such as a hawk approaching the group, it gives an alarm cry alerting the other meerkats to run and seek shelter. By standing guard, the sentinel meerkat gains nothing—it goes without food while the others eat, and it places itself in grave danger. After it issues an alarm it has to flee alone, which might make it more at risk to a predator, since animals in groups are often able to work together to fend off a predator. So the altruistic sentinel behavior helps ensure the survival of other members of the meerkat’s group.ProfessorYou know, often in science, new findings force us to re-examine earlier beliefs and assumptions. And a recent study of meerkats is having exactly this effect. The study examined the meerkat’s behavior quite closely, much more closely than had ever been done before. And some interesting things were found...like about eating habits...it showed that typically meerkats eat before they stand guard -- so the ones standing guard had a full stomach! And the study also found that since the sentinel is the first to see a predator coming, it’s the most likely to escape...because it often stands guard near a burrow, so it can run immediately into the burrow after giving the alarm. The other meerkats, the ones scattered about looking for food, are actually in greater danger.And in fact, other studies have suggested that when an animal creates an alarm, the alarm call might cause the other group members either to gather together or else to move about very quickly, behaviors that might actually draw the predator’s attention away from the caller, increasing that animal’s own chances of survival.And what about people--what about some human acts that might be considered altruistic? Let’s take an extreme case, uh, suppose a person donates a kidney to a relative, or even to a complete stranger. A selfless act,right? But ...doesn’t the donor receive appreciation and approval from the stranger and from society? Doesn’t the donor gain an increased sense of self worth? Couldn’t such non-material rewards be considered very valuable to some people?Question:Summarize the points made in the lecture you just heard, explaining how they cast doubt on points made in the reading.【例文】The lecture completely refutes the passage. It is said in the lecture that the perceived acts of altruism are nothing more than sneaky methods of gaining advantage for one’s self. （听力观点，听力阅读之间的关系）Contrary to the belief in the passage that sentinels risk their lives for the cause of the whole group, the professor says that the meerkat sentinels are in fact less prone to threats. The alarm sentinels give off causes to group to move rashly which draw the predator’s attention towards them, thus drawing away the attention from the sentinels. （阅读内容+听力驳斥）The lecture refutes the fact that these meerkats are altruistic in the sense that they gain nothing in exchange of their services. In fact, researches have shown that they have a full stomach as they perform this altruism duty and have a better chance of escaping from danger because they witness it first. （阅读内容+听力驳斥）Professor also offers a different underlying motivation that causes people to believe that acts such as donating an organ or sharing food with someone in need are altruistic. She says that people gain appreciation as a results of such acts, which may be deemed by some much more important than materialistic gains. （阅读内容+听力驳斥）【模板1】The lecture completely refutes the passage. It is said in the lecture that _______________.Contrary to the belief in the passage that ___________________________, the professor says that ____________________________.The lecture refutes the fact that ____________________. In fact, researches have shown that _____________.The professor also offers a different underlying motivation that _________________________.【例文2】Writing Sample 2 (OG -- 255)The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened for real. （阅读观点，听力阅读之间的关系）First, some members got free rides. That is some didn’t work hard but got recognition for the success nonetheless. This also indicates that people who worked hard was not given recognition they should have got. In other words, they weren't given the opportunity to shine. This directly contradicts what the passage indicates. （听力内容+驳斥阅读）Second, groups were slow in progress. The passage says that groups are more responsive thanindividuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in decision making. Groups needed more time for meetings, which are necessary procedures in decision making. This was another part where experience contradicted theory. （听力内容+驳斥阅读）Third, influential people might emerge, and lead the group towards glory or failure. If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might be less flexible in thinking. They might become one-sided, and this fails to succeed. （听力内容+驳斥阅读）【模板2】The lecturer talks about research conducted by a firm that ____________________. He says that ____________________.First,_________________________________. This directly contradicts what the passage indicates.Second,_____________________. The passage says that_______________. However, the speaker talks about _________________________________.This was another part where experience contradicted theory.Third,_______________________________________.【例文3】The first point the professor makes that casts doubt on the reading is his point about the behavior of stags. The professor shows how the actions of animal can be interpreted in different ways. For example, some people interpret the stag’s actions as being for the “good of the species,” but the professor shows that the stag is actually acting in self-interest. This casts doubt on the reading because it appears that the crickets’ behavior can be interpreted as helping only individual crickets and not the group as a whole. The professor then talks about the results of the experiment, which seems to indicate the crickets are acting only in self-interest.Another point the professor makes that casts doubt on the reading is his point about the intelligence of animals and insects. As he states, it would seem to require a lot of intelligence to evaluate how a behavior will affect an entire species. This makes the explanation in the reading seem less likely; a cricket is probably unable to think of the consequences of its actions. It is more likely that the cricket is only acting out of self-preservation, as the professor indicates.【模版3】The first point the professor makes that casts doubt on the reading is his point about ____________.The professor shows that________________________.For example, ______________________, but the professor shows that________________________.This casts doubt on the reading because it appears that_________________________________. The professor then talks about_______________, which seems to indicate that__________________.Another point the professor makes that casts doubt on the reading is his point about ______________.As he states, it would seem to___________________________. This makes the explanation in the reading seem less likely;_____________________________.It is more likely that________________________, as the professor indicates.【模板4】The points made in the lecture counters arguments made by points of the reading passage. The author concludes that ________________. The lecturer refutes the argument by claiming that ___________________.First, the lecture states that ________________. This undermines the reading’s claim that _____________.Second, the lecture argues that ___________-. This challenges the reading’s statement that _______________.Third, the lecture says that ____________. This is contrary to the argument in the passage _________.【模板5】In this set of material, the reading passage __________ whereas the listening passage __________. The listening passage weakens the reading.Firstly, it is said in the passage that __________. However, the lecture suggests the opposite. The speaker says that _________.Secondly, the passage indicates that __________. In contrast, the lecture suggests otherwise. It says that ___________.Thirdly, the passage states that__________. The lecture claims a different picture in this case as well. It argues that _____________.【模板6】The passage says that _______________. However, the lecturer doubts whether ___________.While the author claims that ____________, the lecturer points out the fact that ___________.Whereas the author argues that ___________, the lecturer holds an opposing view. The lecturer says that _____________.The final point on which the author and the lecturer disagree with each other is whether __________. The lecturer reasons that _____________.【模板7】The passage discusses________________. However, the lecturer casts doubts on the authro’s view through citing a recent study.First, it turns out that _________________, which is quite opposite to the author’s explanation.Furthermore, contrary to the author’s claim ___________, the lecturer points out that _______.Finally, the lecturer points out that fact that __________, which is not anticipated by the author.【模板8】In the lecturer, the professor makes several points about___________. The professor argues that ___________. The points made by the professor are consistent wit h___________. In fact, the examples used by the professor support _________________.The first point that the professor uses to strengthen the reading is that __________. According to the professor, ________________. _________ supports the reading, which contends that _______________. The point made by the professor supports the reading because.Moreover, the professor supports the reading by stating that ___________. The professor claims that _____________. This point aligns with the reading, which maintain that ______________. ____________ demonstrates the truth of the reading because ___________.Finally, the professor bolsters the reading by claiming that ______________. Specifically, __________. This point agrees with the reading, which argues that __________, again reinforcing what the reading indicates.模版9The speaker in the lecture doubts the view that early retirement is a good choice for older staffs, stated in the reading passage.First of all, the speaker thinks that if the government and companies had offered various training across different departments, employees would still be able to keep their skills fresh and up to date. In contrast, the reading passage believes that many years of work make the old staff feel bored and bored. So, the lecture totally disagrees with the view made in the reading.Besides, the speaker explains that if a group consists of both older and younger, it would help the staffs performing better,contradicting what is illustrated in the reading that the old workers and young workers can hardly get along well.Finally, the lecturer raises the issue that i f the older generations retire completely, it will be a big loss for their employers. This point disagrees that the senior employees can not catch up with the younger, demonstrated in the reading.To sum up, the contents in the reading passage are completely challenged by the speaker and the speaker has entirely different views mentioned in reading materials.。
托福综合写作经典模板范例汇总
托福综合写作经典模板范例汇总在托福备考过程中，托福综合写作都是让备考学生一项非常头疼的难题，在这里店铺为大家搜集整理的一些新托福考考试写作的经典模板，希望大家能在灵活运用经典模板的基础上创作出具有个人特色的优秀托福作文。
托福综合写作经典模板范例(1)The lecture and the reading discuss ( ). The lecturer puts forward 3 pioints and effectively contradicts the opinions of the reading.First of all, the reading says that ( ). In contrast, the lecture claims that ( ). By this way, the lecture contradicts the first opinion of the reading.Second, the reading claims that ( ), while according to the lecture, this is not the case. The lecturer says that ( ). By casting doubt on an important peice of evidence of the reading, the lecture contradicts the second claim of the reading.Finally, the reading states that ( ), while the lecture claims that ( ). Thus the lecture refutes the last claim of the reading.托福综合写作经典模板范例(2)The lecture apparently refutes the points illustrated in the reading material. According to the professor, ________________.On the contrary, the reading contends an opposite stand that_____.The first point the professor uses to cast doubt on the reading is that___________, which differs from the statement in the reading that_____.Another evidence the speaker adopts to contradict the passage is________. However, the reading states that_________.In the conclusion, the point made in the lecture contrasts with what is presented in the reading. As the professor claims,________whereas the reading material holds that________.托福综合写作经典模板范例(3)The readi ng passage contends that… (详细的写) The listening material completely refutes the reading passage . It is pointed in the listening that ……(写出main idea 就行)First, the point, stated in the reading passage, is that … In contrast, the listening passage holds the opposite opinion and believes that ……Second, the reading passage contends that …… But the speaker in the listening says that …Third, the author, in the reading passage, believes that …… However, the lecturer in the listening argues that ……怎样合理使用托福写作模板第一，强大自己的英语基本功。
TOEFL-WRITING-托福写作PPT课件
• 同根异形
• solve →
• find a solution to ... (补充：pay attention to ...the reason for...)
• Try :在过去的二十年中，花在食物上的钱逐渐减少了。
• In the last two decades ,there has been a gradual decrease
• in the amount of money that is spent on food.
.
20
• e.g. Where there is a will ,there is a way.
.
14
2、4分标准:
4分的文章能够较好地完成任务，但是有些观点阐述地不够详细； 总体上组织论证不错，使用恰当的解释，举例和细节；
文章整体内容连贯统一,但是可能含有冗余，离题和不清晰的连接; 语言使用较熟练，有较为丰富的词汇和语法结构，但是也可能有较 为明显的小错误，但不影响总体理解。
.
15
3、3分标准:
• 6）我们的观点要不要得到考官青睐？ • 不需要！ETS的阅卷老师经过训练，要求必须能接受所 • 有观点，只要言之有理。
.
12
7）要不要模板? •形成自己的套路。 •准备基本必要的例证，针对话题对例证进行修改。
.
13
IBT独立写作评分标准
1. 5分标准: ★Effectively addresses the topic and task ★ Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details ★ Displays unity, progression, and coherence ★ Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors. 5分的文章能够有效地完成任务，文章的组织清晰，有恰当的解释， 举例和细节；文章内容连贯，统一；语言运用熟练，词汇丰富， 用词得当，尽管可能出现稍许词汇和语法错误。
托福英语综合作文模板
托福英语综合作文模板英文回答：Integrated Writing Task Template。
Step 1: Read the prompt carefully。
Identify the question or topic that the prompt asksyou to address.Note any specific instructions or requirementsprovided in the prompt.Step 2: Analyze the source text。
Determine the main point or purpose of the source text.Identify the key arguments, evidence, and examples presented in the text.Consider the author's perspective and tone.Step 3: Develop a thesis statement。
Formulate a clear and concise statement that expresses your position on the topic.Ensure that your thesis statement is supported by evidence from the source text.Step 4: Organize your response。
Divide your response into logical paragraphs that support your thesis statement.Use topic sentences to introduce each paragraph and provide a smooth transition between ideas.Step 5: Write your response。
新托福满分作文范文
手把手教你打造托福满分作文模板对于新托福考试，作文模板成了很多考生热捧的东西之一，而满分作文模板更是倍受欢迎。
自从大学开始，英语就成了每一个人的必修课。
但是与高中不同，在大学一部分学会了荒废，一部分人学会了执着。
但是不管你是要荒废还是要执着，每个人都必须看一眼头上的达摩克利斯之剑——大学四六级考试。
虽然现在很多大学对于四六级已经没有了硬性要求，但是学习的最终目的还是为了就业，当就业单位还在拿着这把宝剑的时候，每个人就还只能转过身去，去找解决四六级考试的方法。
不知何时，“模板”这个词进入到了我们的眼帘。
太中国风！太分数至上了！而一个优秀的模板，考友们会想：不用担心老师会给我们的。
这个时候太多的人实在是太相信众多教育机构老师的精力了，别说每一个人做一个新模板，哪怕是每一个班级做一个新的模板都是不可能的，原因很简单：没那个时间！那么我们就只有求助于网络了，但是网络的传播性实在是太广了！一个模板刚刚出现，有可能明天就有100个人在用了，你想想当考官看到100个人写出来的作文都用同样的开头的时候，他将会是什么情景^_^当然这里指的是国外的考官。
国内的考官看到的时候可是很爽的，太棒了！又造出来一帮一模一样的学生，加分点明确，可以给分了！^_^当面对重重阻力的时候，很多人不禁产生了怀疑。
我们是否应该使用模板？使用模板是否会导致低分？我们到底该用什么模板？其实答案很简单，模板应该用，必须用，大胆用！但是有一个十分重要的前提性条件，那就是模板一定是要原创的！原创的？！开玩笑，我们这辈子从来就没自己思考过，一直都是老师喂到我们嘴里的！是的，这就是你一直咒骂中国式教育的起点。
其实很多托福满分作文都是使用了模板，但是由于使用的十分之精巧，同时再加上是原创模板，因此连考官也拿他没有办法，人家写的就是棒吗！OK，先来看两段例子！第一段是不好的例子，第二段是好的例子。
Nowadays, thanks to the development of Internet, we are exposed to a vast ocean of information. Some argue that so much information brings a great benefit to our life and study. But for me, the experience with surfing Internet leads me to believe that accessing much information cause more problems than it solves。
托福作文新题型模板及范文
托福作文新题型模板及范文英文回答：Integrated Writing Task。
Task:Read the following text and listen to the lecture. Then, write an essay in which you explain how the lecture either supports, modifies, or contradicts the text. Use specific evidence from both the text and the lecture to support your analysis.Text:The primary goal of a university education is to prepare students for the workforce.Universities should focus on teaching students theskills and knowledge they need to succeed in their careers.A liberal arts education is not as valuable as a vocational education because it does not provide students with the specific skills they need to get a job.Lecture:The primary goal of a university education is to prepare students to be critical thinkers and problem solvers.Universities should provide students with a broad education that will help them adapt to the changing needs of the workforce.A liberal arts education is valuable because it teaches students how to think critically, communicate effectively, and solve problems, which are skills that are essential for success in any career.Thesis Statement:While the text argues that the primary goal of a university education is to prepare students for the workforce and that a liberal arts education is not as valuable as a vocational education, the lecture modifies this view by emphasizing the importance of criticalthinking and problem solving and the value of a liberalarts education.Body Paragraph 1:Discuss the text's claim that the primary goal of a university education is to prepare students for the workforce.Explain how the lecture modifies this claim by arguing that the primary goal of a university education is to prepare students to be critical thinkers and problem solvers.Provide evidence from the lecture to support this claim.Body Paragraph 2:Discuss the text's claim that a liberal arts education is not as valuable as a vocational education.Explain how the lecture modifies this claim by arguing that a liberal arts education is valuable because it teaches students how to think critically, communicate effectively, and solve problems.Provide evidence from the lecture to support this claim.Conclusion:Summarize the main points of the essay.Restate the thesis statement.Sample Essay:Integrated Writing Task: Education for the Workforce orBeyond?The primary goal of a university education has long been debated, with some arguing that its purpose is solely to prepare students for the workforce, while others emphasize the importance of a broader education. In this essay, we will analyze a text that advocates for the former view and a lecture that modifies this perspective, highlighting the significance of critical thinking and problem-solving skills as well as the value of a liberal arts education.The text maintains that the primary goal of auniversity education is to equip students with the skills and knowledge necessary for immediate employment. It argues that a vocational education is more valuable than a liberal arts education because it provides students with specific job-related skills. However, the lecture challenges this view, asserting that the primary goal of a university education is to cultivate critical thinkers and problem solvers. According to the lecturer, universities should provide students with a broad education that will enablethem to adapt to the constantly evolving demands of the workforce.Furthermore, the lecture refutes the text's claim that a liberal arts education is less valuable than a vocational education. The lecturer argues that a liberal arts education teaches students how to think critically, communicate effectively, and solve problems, which are essential skills for success in any career. By engaging with diverse disciplines, students develop analytical and cognitive abilities that are highly sought after by employers.In conclusion, while the text advocates for a narrow focus on workforce preparation, the lecture offers a more nuanced perspective. The lecture emphasizes the importance of critical thinking, problem solving, and a liberal arts education, arguing that these attributes are crucial for success not only in the workforce but also in life beyond it. Therefore, we can conclude that the lecture modifies the text's position by broadening the scope of a university education's purpose and highlighting the value of aholistic approach to learning.中文回答：综合写作任务。
英语一大小作文多少字
英语一大小作文多少字
在英语考试中，大小作文的字数要求因考试类型和级别而异。
以下是一些常见的英语考试中作文的字数要求：
1. IELTS（雅思）：
- 小作文（Task 1）：通常要求至少150字。
- 大作文（Task 2）：通常要求至少250字。
2. TOEFL（托福）：
- 综合写作（Integrated Writing）：通常要求至少150-225字。
- 独立写作（Independent Writing）：通常要求至少300字。
3. GRE（美国研究生入学考试）：
- 写作部分的Argument任务：通常要求至少400-500字。
- 写作部分的Issue任务：通常要求至少400-500字。
4. GMAT（经企管理研究生入学考试）：
- 分析写作部分的论证分析（Analysis of an Issue）：通常要求至少200字。
- 分析写作部分的论证评估（Analysis of an Argument）：通常要求至少200字。
5. 高中英语考试（如中国的高考）：
- 小作文：通常要求100-120字左右。
- 大作文：通常要求120-150字左右。
请注意，这些数字是大致的指导性要求，具体的字数要求可能会根据
不同的考试机构和考试版本有所变化。
考生在准备考试时应该查阅最新的考试指南，以确保符合具体的字数要求。
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The speaker, on the topic of ___________________, effectively casts doubt on the passage, providing the opposite evidence concerning/ about influences on/from ____________________.Firstly, _____听力结果______. Despite the content from passage that ____阅读结果____, the speaker provides an alternative explanation that ___听力内容_2句_. From this case, the speaker questions the validity of the passage.Secondly, ____听力结果_____. According to the lecture, ____听力内容2句__________. Such information directly challenges the position of the passage that ____阅读结果____.Thirdly, ____听力结果___. The passage states that ___阅读结果____. However, the speaker denies this point and gives the proof that ___听力内容2句______. This is another case where the content from the passage is totally groundless.Fourthly, 听力结果 . The passage states that 阅读结果, which is actually questioned by the speaker, who proposes the proof that 听力内容2句. Therefore, the side of the passage is overthrown by listening material.听力：lecture, speaker, professor, listening material阅读：passage, reading material, author, writerRebut, refute, deny, criticize, attack, question, cast doubt onIntroductionThe speaker, on the topic of American early retirement, effectively casts doubt on the passage, providing the opposite evidence concerning technological requirement, relationship with young staffs, and working pressure.The passage, on the topic against birds’ method of finding direction, has been questioned by the speaker, who brings forward the contradictory proofs concerning the discovery of methanes, geographical crystals, and liquid-form water.The speaker denies the position of passage on the topic of human impacts on bird population. Meanwhile, he also provides the different evidence about influences from the extension of human habitat, agricultural development, and use of pesticide.The speaker denies the passage on the topic that. meanwhileBODY:Topic sentence阅读，然而听力。
因此，听力有效的驳斥了阅读。
Firstly, the zoos will lead to the decrease of animal’s health. Despite the content from passage that the enough food and water will guarantee the living of animals, the speaker provides an alternative explanation that although animals are protected, the provision results in the laziness. In this condition, animals will lose the opportunity of exercice and suffer from the decline of health. From this case, the speaker questions the validity of the passage.Secondly, . According to the lecture,. Such information directly challenges the position of the passage that .Thirdly, . The passage states that . However, the speaker denies this point and gives the proof that. This is another case where the content from the passage is totally groundless / unwarranted / improper / inappropriate.Fourthly, . The passage states that, which is actually questioned by the speaker, who proposes the proof that. Therefore, the side of the passage is overthrown by listening material.1The speaker, on the topic of self-aware and self-recognition by animals, effectively casts doubt on the passage, providing the opposite evidence concerningfurther research, same routines and social response.Firstly, further research reflected that chimpanzees touch themselves frequently. Despite the content from passage that chimpanzees touched seven timesin a half-hour, the speaker provides an alternative explanation that only one of eleven chimpanzees touched themselves more often. In this condition,the mark test fail to illustrate that chimpanzees possess self-recognition. From this case, the speaker questions the validity of the passage.Secondly, chimpanzees always own the same routines. According to the lecture, the chimpanzees already touched their marked spots many times before lookingat the mirror, which means this behavior has nothing to do with self-recognition. Such information directly challenges the position of the passage that itis because chimpanzees looked at their image that they touch the marked spots.Thirdly, chimpanzees possess social response that they show in the presence of another chimpanzee. The passage states that it is self-aware that leads tothe touch. However, the speaker denies this point and gives the proof that monkeys increase self grooming when seeing another monkey. This is anothercase where the content from the passage is totally groundless.The speaker, on the topic of Thomas Malthus theory, effectively casts doubt on the passage, providing the opposite evidence concerning food increase and population decrease.Firstly, the productivity of food will increase dramatically. Despite the content from passage that food production can't keep pace with population increase, the speaker provides an alternative explanation that Malthus forgot the rapid development of technology, especially to Malthus's age, will boost the output of food. New technology at that time will undoubtedly increase the efficiency of food productivity. In this condition, the food increases at a rate which cansatisfy all the people. From this case, the speaker questions the validity of the passage.Secondly, the increase of population will become stable. According to the lecture, due to the change of living standard, the population will be controlled. Besides, there are also some effective measures, such as education and birth control, giving rise to the lower population increase rate. Such information directly challenges the position of the passage that the population increases at a rate of 1,2,4,8,16, and so on.3The speaker, on the topic of working a four-day week, efficiently casts doubt on the passage that work four days a week enjoys several benefits, providing the opposite evidence concerning company's benefit, social unemployment and employee's life quality.Firstly, working a four-day week policy will force the companies to spend more money. Despite the content from the passage that companies can spend 80 percent of their normal pay to the employees, the speaker provides an alternative explanation that the new policy will require companies to add workers which leads to more money on trainings, medical care. It will also need more office space and computers. From this case, the speaker questions the validity of the passage.Secondly, working four days a week can't provide more job opportunities. According to the lecture, this new policy will motivate the companies to ask employees to work overtime. Besides, companies will raise their expectation that employees can finish five-day-work in four days. Such information challenges the position of the passage that the policy will reduce unemployment rates.Finally, the life quality of individuals can't be improved through this new policy. The passage states that this option is better for individual employees, which the speaker denies and gives the proof that this option will decrease people's job abilities. Moreover, employees who work four days a week may be substitute by five-day workers and have less chance to get promoted.The speaker, on the topic of whether one painting was painted by Rembrandt, effectively casts doubt on the reading material, providing the opposite evidence concerning fur collar, light and shadow and wood panel.Firstly, the fur collar of the portrait was repainted. Despite the content from the passage that the lux u rious fur collar is inconsistent about the white linen cap, the speaker provides an alternative explanation that the fur collar was changed by someone else hundreds years after Rembrandt, in order to make the portrait more brilliant. From this case, the speaker questions the validity of the passage.Secondly, the original work by Rembrandt enjoyed the perfect light and shadow. According to the lecture, the original color of the fur collar was the light so it is incorrect to say the woman's face should appear partially in shadow. Such information directly challenges the position of the author that the dark fur collar would absorb light rather than reflect it.Finally, it is because the work was enlarged that used wood glued together. The passage states that Rembrandt never paint on panels glued together. However, the speaker refutes this point and gives the proof that people wanted this portrait to be more grand and valuable so the work was enlarged. Besides, the panel used in this painting is the same with another by Rembrandt. This is another case where the content from the passage is totally groundless.5、The speaker, on the topic of dinosaurs are not endotherms, effectively casts doubt on the reading material, providing the opposite evidence concerning polar dinosaurs, leg position and movement and bone structure.Firstly, polar dinosaurs can't maintain their temperature. Despite the content from the passage that only endotherms can be active in such cold climates, the speaker provides an alternative explanation that the dinosaur fossils found in other places are warmer than polar dinosaurs'. Besides, it is impossible for polar dinosaurs to move from cold place to warm areas. From this case, the speaker questions the validity of the passage.Secondly, leg position and movement of dinosaurs are born out of their large scale. According to the lecture, it is the ability of running that makes dinosaurs' legs positioned underneath their bodies. Another reason is its huge weight. Such information directly challenges the position of the author that the same legs with the modern endotherms’ suggest that dinosaurs were endotherms.Thirdly, the bones of dinosaurs also include structured called growsring. The passage states that haversian canals allow dinosaurs to grow quickly, which is a feature of endothermy. However, the listening material denies this point and give the proof that growsring stops dinosaurs growing. Futhermore, dinosaurs can't grow quickly in cooler areas. This is another case where the contentfrom the passage is totally groundless.6、The speaker, on the topic of the three theories of the use of Chaco Canyon, effectively casts doubt on the reading material, providing the opposite evidence concerning the theories of residential, storage and ceremonial centers.Firstly, Chaco Canyon structures were not used for residential due to the inside of the building. Despite the content from the passage that the structures appeared similar to the apartment at Taos, New Mexicao, the speaker provides an alternative explanation that there were few fireplaces which could only afford 10 families, but the space is enough for more 100 families. From this case, the speaker questions the validity of the passage.Secondly, there is no trace to prove the storage for maize. According to the listening material, if Chaco structures were used for storing maize, then there should have lots of big contain e rs. However, the archaeologists found no container to support this theory. Such information directly challenges the opposition of the passage that the Chaco structures were used to store food supplies.Thirdly, the pots were the trash of the structure. The passage states that the houses were used as ceremonial centers due to the discarded pots. However, the speaker denies this point and gives the proof that other materials, such as sand, stone, were found in the houses which may be the trash that not used up during the construction. Under this circumstance, pots are just one of the leaving materials for construction. This is another case where the content from the passage is totally groundless.。