托福TPO39综合写作阅读原文+听力原文+满分范文
托福TPO39独立写作题目文本+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO39独立写作题目文本+满分范文，希望对大家备考有所帮助。
托福TPO39独立写作题目原文： Do you agree or disagree with the following statement? In the past it was easier to identify what type of career or job would lead to a secure, successful future. Use specific reasons and examples to support your answer. 托福TPO39独立写作满分范文： Some people hold the viewpoint that it was easier to distinguish a secure and successful job in the past instead of in the present. However, as far as I am concerned, finding a job which obtains both security and a bright future is always a tough task. My arguments are testified in two aspects: On the one hand, predicting the future becomes more and more impossible because the world changes at a rapid speed. The fast development of science and technology lead to a constantly changing conditions in human society. For example, last century witnessed the thriving of typewriters. Men who worked as a typewriter repairman earned not only rich payment but also high social reputations. However, after computer was invented, old typewriter soon was out our life. Consequently, all of those skillful typewriter repairmen lost their job. What’s worse, large proportion of them did not have a second skill which could support their living. In their mind, there was a deeply-rooted conviction that the job as a typewriter repairman would be everlasting secure. New inventions come up every day. It is really unpredictable for us to stick to one occupation in our whole life. On the other hand, in most cases it is impossible to get security and success at the same time. Good reputation and satisfying salaries will always be linked with high risk and hard work, while security and relaxation related to boring and unchallenging experience. What you pay is always equal to what you can get. Take stock trading and assembly line worker as contrast. We all know that stock market contains lots of uncertain factors which make it hard for traders to make profits but much easier to lose it. However, a small portion of investors attain sudden wealth in this gambling market. Just as financial textbook says: High risk, high return. Look at another instance: the assembly line worker. Their routine work merely contains simply repetitive effort which is easy to learn but only worth poor salaries. There is no risk for them to take while no promising future to expect. From above, we can see that it is almost impossible for security and success to appear at the same time. To summarize, for one thing, the ever-changing society eliminate the possibility for us to predict the prospect of certain career; secondly, high salary always meansequivalent hard work and risk assumption. Thus enlightens us that we should keep learning and adapt ourselves to future changes. (412 words) 以上是给大家整理的托福TPO39独立写作题目文本+满分范文，希望对你有所帮助!。
托福TPO39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TPO39听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO39听力Conversation2文本 Narrator: Listen to a conversation between a student and an employee in the university career services center. Employee: Hi. Can I help you? Student: One of my sociology professors suggested that I come to the career services center and talk to you. She thought there was going to be a career fair soon where I could talk to different companies about a possible summer job. Employee: Well, these are classroom-to-cooperation career fair. That's our largest fair every year. We get representatives from over 100 companies and they actually conduct interviews right here on campus. Student: Great! What kinds of companies? Employee: This year we'll have representatives from all the major technology companies in the area. Student: Oh. Then I don't know how helpful that will be. I'm a sociology major. Employee: Well, that's fine. Sociology students often get jobs in marketing, administration, human resources. Tech companies have openings in those areas. Student: Well, I’m mainly interested in working with people, in human services. Employee: Well, in that case, we do have a smaller fair coming up, with smaller companies and some public service organizations. This one might be a better fit for you. Student: Yeah. I think that was the one my professor was talking about. Employee: Most likely. Now, have you been to a fair like this before? Student: Not really, but I just show up and talk to different companies, right?I don't have to register or anything, do I? Employee: No, you don't have to register, but I highly recommend that you come prepared. Student: Prepared? Employee: You should dress professionally and have copies of your resume with you. Student: Copies of my resume? Do I really need that? Employee: Well, it's not a requirement, but a lot of students come to our career fairs. Plus, we've opened up these fairs to the public, to people in the neighboring communities. So anything you can do to make yourself look more...well...look more professional. That's gonna set you apart from the other job applicants. Student: Um..I don't even have a resume. I’ve never written one before. Employee: Oh, that's not a problem at all. Have you been to our new website? It has all sorts of information about how to write a resume. And once you've written it, you can make an appointment to bring it in to us at the career services center and have someone look at it with you. Student: Okay. So I really need to have a resume just to get a summer job? Employee: That depends on the company, but it's a good idea to have one. Student: Okay. I guess I’ll need to have one sooner or later anyway. Employee: Oh, and we'll be adding other information to our website eventually. Like we'll have a list of the companies that are going to be at the career fair by the end of the week. You should check it out and then maybe do some research on the companies. That should help you when you talk to them too. 托福TPO39听力Conversation2题目 1.What is the conversation mainly about? A. How to register for an upcoming job fair. B. The woman's career goals. C. How the woman should prepare for an upcoming event. D. Possibilities for summer jobs on campus. 2.Why does the woman think she will prefer the smaller job fair?。
托福听力tpo39 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo39lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (23)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Since Earth formed,some four and a half billion years ago,the number of minerals here has increased dramatically,from a few dozen relatively simple minerals early on…to over4,300kinds of minerals we can identify today—many of them wonderfully complex.A basic question of geology is how all these new minerals came into being.Well,recent studies have turned to biology to try to explain how this happens.Now,much of biology is studied through the lens of evolution.And the theory of evolution suggests that,as environments change—and inevitably they do—some organisms will have characteristics that allow them to adapt to those changes successfully…characteristics that help these organisms develop and survive and reproduce.And when environments become more complex—as tends to happen over time—those earlier adaptations,those variations…become the basis of yet other combinations and variations…and lead to ever more diverse and complex forms of life.So from fewer,simpler,and relatively similar forms of life billions of years ago,life on Earth has now become a dazzling array of diversity and complexity.Well,some geologists now want to apply this concept to explain mineral diversity too. The conditions that minerals are under are not constant.Conditions like temperature or pressure or chemical surroundings—these change—often in cycles,increasing and decreasing slowly over time.And as conditions change,minerals sometimes break down and their atoms recombine into totally new compounds,as part of a process some call mineral evolution.Now,minerals are not alive,of course,so this is not evolution in quite the same sense you'd have in living organisms.But there do appear to be some parallels.Living organisms not only adapt to their environment but also affect it—change theenvironment within which other organisms may then develop.Likewise,each new mineral also enriches the chemical environment from which lots of other,even more complex new minerals may be formed in the future.Beyond these similarities,though,what's really fascinating about mineral evolution is the way minerals apparently coevolve with living organisms.Uh,what do I mean by that?Well,it's maybe a billion years after Earth’s formation that we first see evidence of life.Of course,early life-forms were primitive—just tiny,single-celled microbes—but over time,they had a profound effect.Huge numbers of these microbes began producing food by photosynthesis,which,of course,also freed up enormous amounts of oxygen.And lots of that oxygen interacted with the atoms of existing minerals,creating rust out of iron,for instance,…reacting with a whole range of different metals to create lots of new minerals.Now,living organisms rely on minerals.But they not only take in some minerals as nutrients,they also excrete others as waste products...including what we call biominerals—minerals that form with the help of biological life.We can see geologic evidence of biomineral production in what are called stromatolites.Stromatolites look like wavy layers of sedimentary rock.But they're really fossils—fossils of the waste from microbial mats.Microbial mats are vast colonies of one-celled organisms…that were once the most prevalent form of life on Earth.And the study of stromatolites indicates that these ancient microbial mats interacted with minerals in the environment and left behind new compounds as waste products—biominerals like carbonates,phosphates,and silica.In fact,we’ve grown microbial mats in the laboratory,and,over time,they too have produced some of the same sorts of minerals found in stromatolites.Uh,you don't need to know the details of the process right now—we’re still figuring out just how it works,ourselves.But you might be interested to know that this concept of mineral evolution is being used in the search for evidence of life on other planets.The thinking is that if certainminerals occur here on Earth as a result of a biological process,and if we also find those same minerals on another planet,…this would suggest that life may have once existed there.But—just because a particular mineral is found on say,Mars or Venus—uh,we really shouldn't assume that whatever caused it to turn up there…must be the same process that formed that mineral here on Earth.题目1.What is the main purpose of the lecture?A.To explain how geologists identified the minerals present during Earth's formation.B.To explain why living organisms require certain minerals to survive.C.To explain the differences between simple and compound minerals.D.To explain a recent theory about mineral formation.2.What point does the professor make about the minerals present during Earth's formation?A.They were comparatively few of them.B.They were more complex than minerals formed on other planets.C.Most were not affected by temperature and pressure changes on early Earth.D.Some of them are no longer being formed naturally on Earth.3.What similarities does the professor point out between minerals and living organisms?[Click on2answers.]A.Both first appeared on Earth at approximately the same time.B.They both can be formed only in the presence of oxygen.C.They both have become more diverse and complex over time.D.Not only are they both shaped by their environment,but both also affect it.4.What are stromatolites?A.Fossils remains of microbial mats.yered deposits of iron-based minerals.yers of rock that indicate changes in Earth's pressure and temperature.D.Rock formations created when oxygen interacts with certain metals.5.Why does the professor talk about microbial mats?A.To explain why organisms tend to colonize near certain minerals.B.To describe how minerals can be created by living organisms.C.To illustrate the effects of geological processes on living organisms.D.To emphasize that evolving life depended on the presence of oxygen.6.What does the professor think about using evidence of minerals on another planet to determine whether life has existed there?A.He believes it is the most promising way to search for life on another planet.B.He doubts that complex minerals will ever be found on another planet.C.He is cautious about assuming that certain minerals indicate the presence of life.D.He is surprised that the technique was not suggested until recently.答案D A CD A B C译文旁白：请听一段地质学讲座的节选片段。
托福TPO39口语Task5听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO39口语Task5听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO39口语Task5听力文本： Listen to a conversation between two students. W: How's it going Tom? M: So so. I've got a problem. W: What's up? M: Well, the theater club's going to be doing this play I really want to try out for. A production of Hamlet. It's my favorite Shakespeare play. W: OK. M: And I thought the auditions were next week but it turns out they are tomorrow morning. So I haven't prepared at all. W: Prepared what? M: Well, to audition, you have to perform a monologue. You choose a small part of the play, like two or three minutes, and you perform it for the director. And based on that, the director chooses which actors will get parts in the play. W: Oh OK. But you still have tonight to prepare. M: Well the problem is, I promised a friend I'd help him study for a big physics test tonight. He's not doing well in the class, and I got an A in that class last semester. W: OK. M: I mean I could just cancel, you know, just tell him sorry I can't help you tonight. W: Could he find someone else to study with?M: Yeah, he probably could, but I did promise him. W: Hmm. M: Another option would be, I can help my friend study for his exam, and thenafter we finish, I can just stay up late. All night if necessary, and prepare for the audition. W: That will still leave you enough time to prepare? M: Yes, I think so. I mean, it'll definitely be better to have more time, but... W: And you might not perform very well if you are tired. M: Yeah, hmm. 托福TPO39口语Task5题目： Briefly summarize the problem the speaker are discussing. Then state which of the two solutions from the conversation you would recommend. Explain the reasons for your recommendation. 托福TPO39口语Task5满分范文： In the conversation, the man is facing a problem. He wants to act in a play which needs him to memorize a monologue. However, the date of the play is changed to tomorrow so he only has one night to prepare. Unfortunately, he has already promised his friend to help him with physics. It will cost lots of time tonight, too. The man has two solutions now. First solution is he could ask his friend to study with someone else. Second solution is he could first tutor his friend then stay up late to prepare his monologue. If so, he probably won’t perform well because he will be too tired. I suppose the latter solution is better because a person should stick to his promise. And it may be difficult for his friend to find another A student in that course. 以上是给大家整理的托福TPO39口语Task5听力文本+题目+满分范文，希望对你有所帮助!。
新托福突破口 综合作文阅读听力原文(文本)全集 满分范文
新托福突破口TPO（1-33+纸质版4、5）综合作文阅读、听力原文（文本）全集+满分范文综合写作是作文部分，必不可少的一部分。
但是在此之前，我们很多考友都将这一部分给忽略了，我们总是将独立作文放在了第一位，但是实际上，综合作文也是占到了作文总分30分里面的50%的分值。
我们很多考友都是在分数出来之后，才发现综合作文的limited或者fair极大的影响了自己的分数。
其实我们之所以综合作文分数不高，很大程度上是受我们的听力实力的影响，换句话说，当我们很多考友的听力分数只有15分上下的时候，我们对于综合作文的听力妥妥的是束手无策，而且很多考友还感觉自己都听懂了，那也只能说明你听懂了大意，但是听力里面要的是每一个细节！请注意，是每一个细节！因此，你就需要今天的，《新托福突破口TPO（1-33+纸质版4、5）综合作文阅读、听力原文（文本）全集+满分范文》包含2个部分，分别是TPO1-30综合作文部分的阅读和听力文本全集，与1篇综合作文的满分作文，以及满分作文的解析。
力图给各位考友一个写作的目标，也就是给自己一个提高的方向。
毕竟，如果自己的综合作文分数如果可以很给力的话，就已经搞定了15分的分数，可以极大地缓解独立作文的压力。
至于很多考友不知道纸质版TPO为何物，其实很简答，纸质版TPO就是ETS在中国大陆出版的一本真题集，一共只有5套，前3套与TPO 现有的内容重复，但是第四套和第五套是全新的试题。
每每提到的纸质版4、5套就指的是这两套题。
那么如何使用这个文件呢？首先，就是在自己做模考之后，可以根据这里面的听力的文本，来检验自己的听力内容是否抓的足够好，尤其是要看写的够不够全！很多时候，我们的综合作文之所以分低，就是因为听力写的不全！第二点，也可以用于很多考友在考前来做跟读，因为很多考友，都是在感叹自己的口语实力不够，那么做跟读，仔细地来模仿ETS官方素材，是一个很好的提高自己口语的方式。
毕竟口语最终考的，是口语本身说的是否足够流畅，要想在考试的时候说的很流畅，就是要在平时张口多说，只有多说，我们才能够做到足够的流利。
托福TPO阅读39原文+题目
小编为托福考生们准备了托福阅读TPO39原文,希望各位考生们在TPO真题里能够得到锻炼，祝广大托福考生能够取得理想成绩。
Origins of the MegalithsSince the days of the earliest antiquarians, scholars have been puzzled bythe many Neolithic (~4000 B.C.~2200 B.C.) communal tombs known as megalithsalong Europe's Atlantic seaboard. Although considerable variations are found inthe architectural form of these impressive monuments, there is a generaloverriding similarity in design and, particularly, in the use of massivestones.The construction of such large and architecturally complex tombs byEuropean barbarians struck early prehistorians as unlikely. The Bronze Ageseafaring civilizations that lived in the region of the Aegean Sea (~ 3000 B.C.~ 1000 B.C.), among whom collective burial and a diversity of stone-built tombswere known, seemed a probable source of inspiration. It was suggested thatAegean people had visited Iberia in southwestern Europe in search of metal oresand had introduced the idea of collective burial in massive tombs, which thenspread northward to Brittany, Britain, North Germany, and Scandinavia.Radiocarbon dates for a fortified settlement of megalith builders at LosMillares in Spain appeared to confirm this picture, though dates for megalithsin Brittany seemed too early. When calibrated, however, it became clear thatradiocarbon dates were universally too early to support a Bronze Age Aegeanorigin. It is now clear that the megaliths are a western and northern Europeaninvention, not an introduced idea. Even so, they are still a subject ofspeculation and inquiry. What induced their builders to invest massive effortsin erecting such monumental tombs How was the necessary labor force assembled What underlies their striking similaritiesOne answer to the last question was proposed by Professor Grahame Clark,one of Britain's greatest prehistorians. Investigating the megaliths of southern Sweden, he noted that one group was concentrated in coastal locations from which deep-sea fish such as cod, haddock, and ling could have been caught in winter. Historically, much of the Atlantic was linked by the travels of people who fished, and this could well have provided a mechanism by which the megalith idea and fashions in the style of tomb architecture spread between coastal Iberia, Brittany, Ireland, western England and Scotland, and Scandinavia. The high concentrations of megaliths on coasts and the surprising number of megaliths found on small islands may support a connection with fishing.Professor Colin Renfrew of the University of Cambridge, England, however, views the similarities as similar responses to similar needs. At the structural level, the passage that forms a major element of many graves could have been devised independently in different areas to meet the need for repeated access to the interior of these communal tombs. Other structural resemblances could be due to similarities in the raw materials available. In answer to the question of why the idea of building monumental tombs should arise independently in a number of areas, he cites the similarities in their backgrounds.Most megaliths occur in areas inhabited in the postglacial period byMesolithic hunter-gatherers (~20000 B.C. ~ 18000 B.C.). Their adoption of agriculture through contact with Neolithic farmers, Renfrew argues, led to a population explosion in the region and consequent competition for farmland。
托福TPO39口语Task4阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO39口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO39口语Task4阅读文本： Signaling Customers are often willing to pay higher prices for high-quality products, however, without specialized knowledge, it can be difficult to evaluate whether certain items are highly quality. When customers are unsure whether an item is high quality, ad worth the prize, they are less likely to purchase it. This problem can be solved through signaling. The seller of a product finds a way to signal, or demonstrate, to the buyer that the product is high quality. One common signaling strategy is to have a person or company that is not involved in the sale provide an objective, unbiased judgment about the quality of a product. 托福TPO39口语Task4听力文本： Now listen to part of a lecture from a business class. So OK here's a good example. A friend of mine owns a small jewelry store where she sells jewelry. And the jewelry she sells, watches, rings, necklaces, is very expensive, thousands of dollars, because it's all real gold, real diamonds, and other precious gemstones. So of course, when customers come into her store, well, if they are considering spending that much money on a piece of jewelry, they want to make sure it's authentic, that the gold is real, the gemstones are real, and not just pieces of glass. But most customers don't actually know how to tell the difference on their own. So in order to reassure her customers, what my friend did is, she had a jewelry expert come in and look at all the jewelry in her store. This expert had, like, twenty years of experience in examining jewelry, so he knew a lot about it. And the expert examined all the precious gemstones and certified that they were authentic, real. And then my friend put up a sign in the store saying that all the jewelry in the store had been certified as authentic by a leading expert. So her customers would see the sign and know that all the jewelry in the store was real. And since the expert didn't work for my friend's store, it didn't matter to him if the jewelry got sold or not. So customers were likely to trust his opinion. The expert was therefore able to provide evidence that the jewelry was worth the high prices. 托福TPO39口语Task4题目： Explain how the example used in the lecture illustrates the concept of signaling. 托福TPO39口语Task4满分范文： In the passage, the writer mentions a notion called signaling. This concept means the seller of some expensive product will find a way to make his customers believe that his product is high quality and finally buy it. Usually the seller will invite a not-involved party to give unbiased judgment. In the lecture, the man takes a jewelry store as an example. The owner of this store sells authentic watches or rings which are composed of real gold or diamond. So the price is expensive. However, most of people who walk into the store can’t tell these authentic things from fake ones. So the owner invites an expert of 20 years’ experience to certify that these products are real and writes this on a sign. People who read this sign will believe the expert’s words because he is not involved in the sale. Finally they will probably buy some jewelry. 以上是给大家整理的托福TPO39口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO39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TPO39听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO39听力Conversation1文本 Narrator: Listen to a conversation between a student and a theater professor. Student: Hi, Professor Johns. Professor: Hey, didn't I see you at the performance of Crimes of the Heart last night? Student: Yeah. Actually my roommate had a small part in it. Professor: Really? I was impressed with the performance. There sure are some talented people here. What did you think? Student: You know, Beth Henley is an okay playwright. She has written some decent stuff, but it was a little too traditional, a little too ordinary, especially considering the research I'm doing. Professor: Oh, what's that? Student: On the Polish theater director Jerzy Grotowski. Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about. I had a question about our essay and presentation. Professor: Okay. Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. Professor: Interesting idea. And what happens to the essay? Student: Well, I will do the best I can with that, but supplement it with a performance. You know, bring it to life. Professor: Alright. But what exactly are we talking about here? Grotowski, as I’m sure you know, had several phases in his career. Student: I'm mainly interested in his idea from the late 1960's: poor theater. You know, a reaction against a lot of props, light, fancy costumes, and all that. So it would be good for the classroom. I wouldn't need anything special. Professor: Yes. I'm sure a lot of your classmates are unfamiliar with Grotowski. This would be good for them. Student: Right. And this leads...I think there's overlap between his poor theater phase and another phase of his, when he was concerned with the relationship between performers and the audience. I also want to read more and write about that. Professor: You know, I saw a performance several years ago. It really threw me for a loop. You know, you are used to just watching a play, sitting back, but this performance, borrowing Grotowski's principles, was really confrontational, a little uncomfortable. The actors looked right in our eyes, even moved us around, involved us in the action. Student: Yeah. I hope I can do the same when I perform for the class. I’m a bit worried since the acting is so physical. That there's so much physical preparation involved. Professor: Well, some actors spend their whole lives working on this, so don't expect to get very far in a few weeks, but I'm sure you can bring a couple of points across. And if you need some extra class time, let me know. Student: No. I think I can fit it into the regular time for the presentation. Professor: Okay. I think this will provide for some good discussion about these ideas and other aspects of the audience and their relationship to theatrical productions. 托福TPO39听力Conversation1题目 1.What are the speakers mainly discussing? A. A play by Grotowski that was discussed in class. B. A proposal that the student has for an assignment. C. A play that is currently being performed at the university. D. The main phases in Grotowski's career as a director.。
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为了帮助大家高效备考托福，为大家带来托福TPO39综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。
托福TPO39综合写作阅读原文文本： At the end of the Triassic period 200 million years ago, there was a mass-extinction event that caused the extinction of more than half of all living species. It was this extinction event that allowed dinosaurs to become the dominant species for the next 145 million years. We do not know exactly what happened that eliminated so many species in a relatively short period of time, but there are several possible explanations.One theory involves the decline of sea levels. Near the end of the Triassic period, sea levels were fluctuating. When sea levels fall, the habitats for ocean populations that live in the shallows and land species that live on the coast are destroyed. The destruction of coastal and shallow-ocean species would have had a profound effect on food chains worldwide, leading to mass extinctions.Another theory involves massive climate cooling. The end of the Triassic period was marked by widespread volcanic activity. The volcanoes released large amounts of sulfur dioxide (S02). A rise in atmospheric S02 is known to cause a lowering in global temperatures. Such climate change could have devastated many species and led to the extinctions.The third theory involves an asteroid strike. Asteroids (objects from outer space) occasionally collide with Earth. When an asteroid hits Earth’s surface, it often displaces large amounts of soil and crushed rock, leaving behind a depression, or crater. The displaced debris is thrown up into the atmosphere where it can block out sunlight for many months or even a few years. A sufficiently massive asteroid impact at the end of the Triassic period may have blocked sunlight long enough for most plants to die and many animal species to then starve. 托福TPO39综合写作听力原文文本： Well the theories given in the reading may sound plausible, none of them is a good explanation for the massive extinction at the end of the Triassic period. First, sea level change. Well scientists agree that the sea level fluctuated at the end of the Triassic period often going down. This isn’t a good explanation for the extinctions. Coastal and shallow water ecosystems are usually capable of adapting to environmental changes that happen gradually. The falling sea level at the end of the Triassic period was quite gradual, taking place over several million years. The change would have to be much more sudden to have a widespread negative impact on the species in those ecosystems.Second, global cooling. It’s true that sulfur dioxide can lower global temperatures, but that can only happen during a relatively short period, when the sulfur dioxide that’s been released by volcanoes is actually still present in the atmosphere. In a matter of a few years, the excess SO2 is usually cleared out of the atmosphere. Basically, the SO2 combines with water in the atmosphere, and falls back on earth as rain. It doesn’t seem likely, therefore, that even if there was a lot of volcanic SO2 released at the end of the Triassic, it stayed in theatmosphere long enough to cause mass distinctions.Third, very few scientists believe the asteroid theory because we haven’t found any asteroid crater the side where the asteroid hit that can be dated to the time when the mass distinction occurred. We did find a crater, but it dates to about 12 million years before the extinction. That’s just too long before the extinction to have anything to do with it. 托福TPO39综合写作满分范文： This set of material focus on the debate over explanations about mass-extinction event. The author proposes three possible theories but the speaker retorts them one by one. First, the passage says that the decline of sea level will cause coast species to distinct and thus lead to the elimination of other species. However, the lecturer indicates that sea level indeed fluctuates during this period, but it actually goes down at a very low speed. This change takes millions of years. The period is so long that it is certainly enough time for earth species to adapt themselves to it. Therefore, the first idea of the essay is rebutted. Second, the author demonstrated that frequent volcanic activity will release too much sulfur dioxide which can lead to earth cooling. Nevertheless, the speaker argues that sulfur dioxide presents for few years in earth’s atmosphere, but it can combine with water and become rain. Consequently, the sulfur dioxide leaves the air so it is impossible for it to stay long enough in the atmosphere and cause apparent temperature drop. Third, the writer holds that asteroids collide with the earth produces large amounts of debris which block sunlight, finally leading to the death of plantations and the starvation of animals. While the speaker says that it is found the asteroid strike happened about 12 million years before the mass-extinction. It is too long before the sudden elimination of earth species so probably has nothing to do with this great collision. Thus overturns the third viewpoint in the essay. (254 words) 以上是给大家整理的托福TPO39综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。