TPO40综合写作听力文本 宋克明
TPO40综合写作听力文本宋克明
Setting up a permanent station on Venus may not be without challenges, but it is certainly possible. One solution that's been proposed is to establish a station that would be floating in Venus's atmosphere, like a balloon, rather than standing on its surface. The station would float about 50 kilometers above Venus's surface. On a station located high in the atmosphere, the problems the reading mentions can be solved.
First, atmospheric pressure. Well, it is a well-known physical fact that high up in the atmosphere, the pressure is much lower than at the surface. So while the pressure at Venus's surface is too high for humans, 50 kilometers up in the atmosphere, the pressure's equal to the normal pressure we're used to here on Earth. There would be no danger of the station getting crushed.
Second, water and oxygen. Well, as you read, Venus's atmosphere contains compounds such as carbon dioxide and sulfuric acid. There are chemical processes that could be used on the station to make water and oxygen out of these compounds. So the water and oxygen necessary for human survival could be produced using chemical materials that can be easily obtained from Venus's atmosphere. It would not be necessary to import them. Third, the light blocking clouds. Well, it is true that there are still clouds 50 kilometers above Venus's surface.
However, clouds above that level are not very thick, so there would be a considerable amount of sunlight filtering through. Moreover, at you read, the clouds reflect sunlight. The station can make use of this reflected light too. In other words, its solar-powered cells could collect both the direct sunlight filtering from above and the sunlight reflected by the clouds below. More than enough electricity could be generated this way to power the station.。
托福听力tpo40 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo40lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture3 (13)原文 (13)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in an art history class.MALE PROFESSOR:Last class I passed out your assignment for your first paper,and today I want to spend some time going over it.Mm…most people never take any art history until they get to college,so many of you have probably never written an art history paper before.I gave you a list of appropriate works of art for you to write about.So your next step in this process needs to be to go look at the work you've selected as your topic.And bring a pencil and a notepad with you,because I don't mean you should just drop by at the museum and glance at it so you can say you've seen it in real life.You need to go and sit in front of the work and really look at it—carefully and slowly.And keep careful notes about what you see—you’ll need them for the kind of art history paper you're going to be writing…it's what we call a formal analysis.A formal analysis of a work of art,any kind of art,is based on its formal qualities, which means qualities related to the form—things like color…texture…line…shapes…proportion…and composition.Probably the closest thing to a formal analysis you might have written is for an English class.If you've…say…written an analysis of a poem,you've used the same skills—you've given an analysis of the poem by describing and analyzing its form and meter.A formal analysis paper in art history is very similar.Now,before you begin writing your formal analysis,you'll want to start with a summary of the overall appearance of the work—a brief description of what you see. Are there figures—people?What are they doing?Or is it a landscape…or an abstract representation of something?Tell what the subject is,and what aspects are emphasized in the painting.This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper—the actual formal analysis—will be the longest and most important section of your paper,where you describe and analyze individual design elements.For this portion of the paper,you're going to rely on the notes you took at the museum,because you should be able to describe in detail the design elements the artist uses,and how they are used.For example,does the artist use harsh lines or soft lines—are the colors bright or muted?Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don't know where to begin,take note of where your eye goes first.Then describe things in the order in which your eye moves around the work.This will help you understand how one part relates to another—the interaction between the different parts of the work.OK,this kind of analysis should occur throughout the main portion of the paper.In the last section of your paper—and this goes beyond formal analysis—you comment on the significance of what you have seen.What details of the work convey meaning?Some significant details will not be apparent to you right away,but if you look long enough,you realize how important they are for your interpretation of the work.Many years ago,I was writing a formal analysis of a painting of a little boy.In the painting,a little boy was standing in his nursery,and he was holding a toy bird in his hand,and there were more toys around him in the background of the painting. Because of the bird he was holding,I assumed at first that the painting was about the innocence of children.But as I looked at the painting longer,I realized that the boy's eyes looked sad even though there was no discernable expression on his face.And then it dawned on me that,even though he was surrounded by toys,he was all alone in his nursery.The boy's eyes were a significant detail in the painting,that I didn't notice at first.题目1.What point does the professor make about the writing of a formal analysis in art history?A.Its objective is to identify common features of several works of art.B.Its most important part is the explanation of an artwork's significance.C.Several styles of writing a formal analysis are used by art historians.D.A particular approach is required to present Information about an artwork.2.According to the professor,what will students need to do before writing the art history paper?A.Look at examples of formal analysis in textbooksB.Take notes on the artwork they will write aboutC.Go to different museums before selecting a topic for the paperD.Study the historical context of the artwork they will write about3.Why does the professor mention an English class?A.To explain the difference between visual language and written languageB.To explain that students need good writing skills for their assignmentC.To point out similarities between a poetry paper and the students'assignmentD.To point out that many art historians become writers4.What does the professor recommend as a way to understand the relationship between different parts of an artwork?A.Looking for lines that connect different parts of the workB.Examining the artwork from several different anglesC.Looking for similar colors the artist used throughout the workD.Determining how the viewer's eyes move around the work5.Why does the professor talk about his own experience analyzing the painting of a little boy?A.To point out a common misconception about formal analysisB.To stress the importance of looking at an artwork thoroughlyC.To show why a formal analysis should not emphasize small detailsD.To provide an example of an artwork that is easy to analyze6.The professor describes three sections the art history paper should contain.Place them in the order in which they should appear in the paper.Click on a phrase.Then drag it to the space where it belongs.A.Analysis of the design elements the artist usesB.Discussion of the meaning of the artworkC.Summary of the appearance of the artwork答案D B C D B CAB译文旁白：下面听一段艺术史课程的片段。
TPO4O综合写作
The reading passage puts forward three arguments to state that it is impossible to establish permanent human presence on Venus. However, the professor contradicts all of them.First of all, the reading suggests that the atmospheric pressure at Venus’ surface is so high that spacecrafts and people may be crushed. However, the professor challenges this idea by stating that the station can be established 50 kilometers up in the atmosphere a bove the surface where the atmospheric pressure is equal to that on Earth, floating in the atmosphere like a balloon.Besides, the author maintains that there is no water and oxygen on Venus and they have to be supplied from Earth, which is impractical in the extreme. On the contrary, the professor refutes it by claiming that the chemicals in the atmosphere such as carbon dioxide and sulfuric acid can be processed to make water and oxygen, so there is no need to import from Earth.Third, the reading argues that there is very little sunlight reaching the surface to generate the electricity to power the equipment because of the thick clouds reflecting sunlight and a dense layer of carbon dioxide blocking sunlight. By contrast, the professor insists that in fact the clouds are not that thick so there is sunlight on the planet. Besides, the station can make use of both the reflected sunlight and the direct sunlight to generate electricity.The reading mainly talks about there is no way we could maintain a human life on Venus due to the extreme and inhospitable environment. However, the listening challenges what are stated in the passage by providing three strong reasons.Firstly, in the reading, it is said that the atmospheric pressure of Venus’ surface is too greater than Earth’s so that human can’t land on it. In contrast, the listening holds a view that high up in the atmosphere, the pressure is much lower than at the surface. To state it more clearly, 50 kilometers up in the atmosphere, the pressure is equal to the normal pressure on earth. So we won’t get crushed.Secondly, the passage asserts that there is no water, oxygen or any water vapor on Venus. However, the professor maintains an opposite opinion that the basic elements for human survival such as water and oxygen can be produced through chemical process. That is, there are carbon dioxide and sulfuric acid in the Venus’s atmosphere. So we don’t need to worry about that we can’t survive there.Finally, the author of reading passage believes that there’s only a few sunlight could r each the Venus’s surface. On the other hand, the professor disagrees it with the point that clouds above 50 kilometers Venus’s surface are thin, so there would be some sunlight filtering through. What’s more, the cloud could reflect sunlight, so its solar-powered cells could collect both the direct sunlight and the reflected ones. There will be enough electricity generated to power the station.。
TPO40-48全部分托福独立写作文本题目汇总
TPO40-48全部分托福独立写作文本题目汇总对于托福考试，相信大家对于TPO托福模考软件都不陌生，现在市面上可以下载到免费的TPO模考软件。
虽然TPO模考软件里的题目是不会出现在考试中，但是考生可能通过它了解托福考试的题型以、考试模式及题目的难易度掌握，所以TPO托福模考软件对考生十分的重要。
最近TPO托福模考软件更新了40-48套题，这也是ETS为了考生适应未来考试而放出的题目，所以练习这几套题十分重要。
这里小编为大家整理了TPO40-48全部托福独立写作文本题目，希望对大家托福写作备考有帮助，快来看看吧。
TPO40独立写作题目文本Independent WritingDirectionsRead the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Essay TopicSome parents offer their school-age children money for each high grade (mark) they get in school. Do you think this is a good idea?Use specific reasons and examples to support your answer.TPO41独立写作题目文本Independent WritingDirectionsRead the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Essay TopicDo you agree or disagree with the following statement?Teacher were more appreciated and valued by society in the past than they were nowadays.Use specific reasons and examples to support your answer.TPO42独立写作题目文本Independent WritingDirectionsRead the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Essay TopicWorkers are more satisfied when they have many different types of tasks to do during the workday than when they do similar tasks all day long.Use specific reasons and examples to support your answer.TPO43独立写作题目文本Directions: Read the question below You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect In your opinion, which of the following is the best thing to do?-Interrupt and correct the mistake right away-Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leade-Say nothingUse specific reasons and examples to support your answer.TPO44独立写作题目文本Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is bestto use that time doing things together that are related to schoolwork. Which of the two approaches do you prefer?Use specific reasons and examples to support your answer.TPO45独立写作题目文本Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question:Do you agree or disagree with the following statement?In the past, young people depended too much on their parents to make decisions for them; today young people are better able to make decisions about their own lives.Use specific reasons and examples to support your answer.TPO46独立写作题目文本Directions: Read the question below. You have 30 minutes to plan, write, and revise your essay. Typically, an effective response will contain a minimum of 300 words.Question: Do you agree or disagree with the following statement?The opinions of celebrities, such as famous entertainers and athletes, are more important to younger people than they are to older people.Use specific reasons and examples to support your answer.TPO47独立写作题目文本Do you agree or disagree with the following statement?It is important to know about events happening around the world, even if it is unlikely that they will affect your daily life.Use specific reasons and examples to support your answer.TPO48独立写作题目文本Do you agree or disagree with the following statement?Because modern life is very complex, it is essential for young people to have the ability to plan and organize.Use specific reasons and examples to support your answer.以上就是小编为大家整理的TPO40-48全部托福独立写作题目，大家可以现在就用来复习。
托福TPO40-48听力阅读答案口语写作部分介绍
1-3CBA4BD5DConversation21A2BC3-4CD5BC附TPO-40托福听力题目（lecture部分）答案：Lecture11-5DBCDB6CABLecture21-6DBDBACLecture31C2BC3AC4-6DBBLecture41-2CD3AC4-6BACTPO40托福第一篇阅读答案阅读一:C14.CDFTPO-40托福第二篇阅读答案：阅读二：1-5CABBC6-10ABCBD11-13ADA14.ADCTPO-40托福第三篇阅读答案：阅读三：1-5CDDDB6-10ACBCD11-13CBC14DBCTPO-40托福口语题目文本——独立部分；内容预览：TPO-40TASK1Independent Speaking,Personal PreferenceTalkabout a country or culture that you would like to learn more about.What is thecountry or culture and why would you like to learn more about it.TASK2Independent Speaking,Paired ChoiceSomepeople think that materials printed on paper,such as books and newspapers,will one day be replaced by electronic versions of those materials.Othersbelieve that printed materials will always be popular.Which point of view doyou agree with?Explain why.TASK3University to Create a Lounge for Commuter StudentsMany students at our university do not live in dormitories These students live in town or in the suburbs and travel to campus every day The university has decided to provide these commuter students with a special lounge in the student center—with couches, chairs,and a television.University officials hope that this lounge—a place to socialize and relax—will give commuter students some of the same advantages that dormitory residents now have.An important additional feature of the lounge will be a bulletin board on the wall for posting and sharing information that may be especially useful to commuter students and their particular needs.The woman expresses her opinion about the university’s plan.Briefly summarize the plan. Then state her opinion about the plan and explain the reasons she gives for holding that opinion.TPO-40托福综合写作独立写作题目文本；内容预览：Reading:Many scientists believe it would be possible tomaintain a permanent human presenceon Mars or the Moon.On the other hand,conditions on Venus are so extreme and inhospitable that maintaining a humanpresence there would be impossibleFirst,atmospheric pressure at Venus’surface is atleast90times greater than the pressure at Earth’s surface This means that aforce of100kilograms is pressing downon every square centimeter of surfaceAll spacecraft that have landed on Venus have been crushed by this extremepressure within an hour of landing.Almost anything humans might land on Venuswould be crushed as well.。
TPO40听力文本
TPO 40 听力文本Conversation 1Listen to a conversation between a student and a business professor.Stu: Thanks for seeing me, professor Jackson.Pro: Sure, Tom. What can I do for you?Stu: I'm goanna do my term project on service design. Oh, what you see as a customer, the physical layout of the building, the parking lot. And I thought I’d focus on various kinds of eateries. Restaurants, coffee shops, cafeterias... So I’d also analyze where you order you food, where you eat, and so on.Pro: Wait, I thought you were goanna come up with some hypothetical business plan for an amusement park. Isn’t that what you emailed me last week?Stu: Um....Pro: I could have sworn. Oh I’m thinking of a Tom from another class, Tom Benson. Sorry, sorry.Stu: No problem. I did email you my idea too, though.Pro: Oh, that’s right, I remember now. Restaurants, yeah.Stu: So, here’s my question, I read something about service standard that kind of confused me. What’s the difference between service design and service standard?Pro: Service standard refers to what company, employees, are ideally supposed to do in order for everything to operate smoothly, the protocols to be followed.Stu: Oh, OK.Pro: Um, so backing up, service design is, um, think of the cafeteria here on campus. There are several food counters, right? All with big clear signs to help you find what you’re looking for. Soups, salads, desserts. So you know exactly where to go to get what you need. And when you’ve finished picking up your food, where do you go?Stu: To the cash registers.Pro: And where are they?Stu: Umm... Right before you get to the sitting areas.Pro: Exactly. A place that you would logically move to next.Stu: You know, not every place is like that. This past weekend was my friend’s birthday, and I went to a bakery in town to pick up a cake for her party. And layer of the place was weird. People were all in each others’ ways, standing in the wrong lines to pay, to place their orders. Oh, and another thing, I heard this bakery makes really good apple pie, so I wanted to buy a slice of it, too.Pro: Okay.Stu: There was a little label that said “apple pie”, where it was supposed to be, but there wasn’t any left.Pro: And that is what’s called service gap. Maybe there wasn’t enough training for the employees, or maybe they just ran out of pie that day. But something is wrong with process and service standard wasn’t being met.Stu: OK, I think I get it. Anyway, since part of the requirements for the term project is to visit an actual place of business, do you think I could use our cafeteria? They seem to have a lot of the things I’m looking for.Pro: Well, campus businesses like the cafeteria or book store don’t quite follow the kinds of service models we were studying in class. You should go to some other local establishments I’d say.Stu: I see.Pro: But just call the manager ahead of time so they aren’t surprised.Conversation 2Listen to part of a conversation between a student and a university librarian.Stu: Mr. Reese, I’m Jennifer Lee. I worked on the photography exhibition last year, the one that was commemorating the university’s 100th anniversary. I helped select in the display photos for the exhibit.I helped set it all up, remember?Lib: Oh, Sure. You are the photography student that Professor Ryan sent to us. How’ve you been?Stu: Good, thanks. And I....uh....well, I was hoping I can talk to you about a job, actually.Lib: Oh the job here in the library archives? Ha, that was fast, we just posted it yesterday.Stu: Oh, no. Actually it’s for a photography job, in the Portrait Studio at the mall.Lib: Taking portrait photos? Sounds like a great job for photography student. Then how can I help?Stu: Well, I went for an interview, but I still need to give them professional references from people I’ve worked for. And, well, I don’t have a lot of work experience, but you know, you’ve seen how I helped plan and carry a project through, and showed up on time and everything. So I was kind of hoping I...you know that I can give them your name as someone they could talk to.Lib: Of course. We all thought you did a great job. Ha, I remembered saying that to Professor Ryan andhe thought so too. I suppose you’ve already asked him for a recommendation?Stu: I have. He’s actually the one who convinced me to apply for it. I wasn’t sure I should, I mean, having real photography experience would be great for my resume. But...hmm, I’m a little concern about the hours. It’s 10 hours a week, which is fine. But they’re all during the daytime. I’d have to schedule several classes for the late afternoon in evening. I’m not sure I’ll be able to do that.Lib: Yeah, I see how that could be a problem. Well, maybe you should consider the job I mentioned. We just got a grant to hire a part-time library assistant for our photography archives. It doesn’t involve taking pictures, but it does involve working with pictures of filling requests for specific photos from students and professors. And it’s in the evenings, from 6 to 9, 3 days a week.Stu: Hmm. Well the hours are definitely better, but I really do want to find out about that job at the Studio first, I’m sure you understand.Lib: Of course, but if it doesn’t work out, keep us in mind.Lecture 1Listen to part of the lecture in an art history class.Pro: Last class, I passed out your assignment for your first paper, and today I want to spend some time going over it. Umm, most people never take any art history until they get to college, so many of you have probably never written an art history paper before. I gave you a list of appropriate works of art for you to write about. So your next step in this process needs to be to go look at the work you’ve selected as your topic, and bring a pencil and a notepad with you because I don’t mean you should just drop by at the museum and glance at it so you can say you’ve seen it in real life.You need to go and sit in front of the work and really look at it, carefully, and slowly, and keep careful notes about what you see. You need them for the kind of art history paper you are going to be writing. It’s what we call a formal analysis. A formal analysis of work of art, any kind of art, is based on its formal qualities which means quality is related to the form. Things like color, texture, line, shapes, proportion and composition. And probably the closest thing to formal analysis you might have written is for an English class, if, you say, written an analysis of a poem, you’ve used the same skills, you’ve given an analysis of the poem by describing and analyzing its form and meter. A formal analysis paper in art history is very similar.Now, before you begin writing your formal analysis, you want a start with the summary of the overall appearance of the work, a brief description of what you see, how the figures, people, what are they doing, or is it a landscape, or an abstract representation of something. Tell what the subject is, and what aspects that are emphasized in a painting. This will give your reader an overview of what the work looks like before you analyze it.The next part of your paper, the actual formal analysis, will be the longest and most important section of your paper，where you describe and analyze individual design elements. For this portion of the paper, you are going to rely on the notes you took in the museum, because you should be able to describe in detail the design elements the artist uses and how they are used. For example, does the artist use harsh lines or soft lines? Are the colors bright or muted? Focus on the design elements that you feel are most strongly represented in that particular work of art. And if you don’t know where to begin, take note of where your eye goes first. Then describe things in the order in which your eye moves around the work. This will help you understand how one part relates to another, the interaction between the different parts of the work. OK? This kind of analysis should occur through out the main portion of the paper. In the last section of your paper, and this goes beyond formal analysis, you comment on the significance of what you see. What the details of the work convey meaning, some significant details will not be apparent to you right away.But if you look long enough, you’ll realize how important they are for your interpretation of the work. Many years ago, I was writing a formal analysis of a painting of a little boy. In the painting, a little boy was standing in this nursery and he was holding a toy bird in his hand. And there were more toys around him in the background of the painting. Because of the bird he was holding, I assumed at first that the painting was about the innocence of the children. But as I looked at the painting longer, I realized that the boy’s eyes look sad, even though there was no discern of the look expression on his face. And then it donned on me that even though he was surrounded by toys, he was all alone in this nursery. The boy’s eyes were significant detail in the painting that I didn’t notice it first.Lecture 2Listen to part of the lecture in the environmental conservation class.Pro: Next I want to talk about the collapse of the North American cod population. Let’s look at Cape Cod, in the north eastern United States. The area was named Cape Cod, because there were so many cod fish in the waters just off its shores, so many that the first Europeans who fish there in the 17th century reported it was better than in Newfoundland Canada. At the time, Newfoundland’s cod fishery was so rich that people said it was possible just to lower a bucket in the water, pulling it out, and it will be full of cod. But Cape cod was even better. So the fishing industry there did great until after the 1940s, um…there were simply too many fishing vessels, sophisticated vessels, competing for fewer and fewer fish. In the 1940s, there were still about 400 million pounds of fish caught in Cape Cod every year. Just 50 years later, though. By the 1990s, commercial cod fishing there had become unprofitable, the annual catch that’d gone down to about 5% of its 1940s level. And here is what’s so fascinating as more and more fishing vessels with better and better fishing technology were competing for cod. This competition was causing changes to the biology of the fish, and these changes were making it more and more difficult for the cod population to sustain itself.Stu: Changes to the biology of the fish?Pro: Well, if a cod fish could reproduce earlier than usual, didn’t it have a better chance of passing on its genes to the next generation before being caught, right? And sure enough, biologists noticed that around Cape Cod, the cod were beginning to mature at an earlier age than normal. Prier’s the population collapse, cod usually took about 8-10 years to fully mature to start to reproduce um, and they lived around 40 years total. So cod had about 30 years of active reproductive life. But now cod were beginning to reproduce at the younger age, at 3-4 years old. And they were living shorter lives because they were being caught, so they had fewer years within which to reproduce. Additionally, even though some fish in the population were maturing at an earlier age, none with actually growing faster. No cod has a way of speeding up its rate of growth. So the younger reproductive age actually meant that smaller fish were reproducing. And when you were a small cod reproducing, you produce fewer eggs than a large cod. The smaller cods simply don’t have the body mass to produce as many eggs, the overfishing pressure on the cod population was pushing the cod into an evolutionary corner. They were having a harder and harder time surviving.Stu: But what can be done to prevent other’s areas like this? I mean obviously we need a better way to manage environmental resources.Pro: Well, what you guy suggests, Carrel?Stu: hum, um, maybe privatize the resource, a private owner would want manage the resource efficiently in a sustainable way.Pro: OK. But the problem is, privatization doesn’t necessarily result in better management in environmental resource. Any ideas why wouldn’t?Stu: Well, an individual owner might not properly asses the limits of the resource, so they could be just as prone to over exploiting that resources as a group where lots of people have access to it.Pro: Yes. Well, like in the 1970s, when it was all ready clear that northern American cod population was declining dramatically. The US and Canada declared a two hundred mile exclusive economic zone in the waters around Cape Cod. By declaring in the exclusive economic zone, you see, these two countries were trying to extend their territorial waters. Basically was it they were saying we are the private owners. We own these waters, so we own the rights to the fish in them, too. Essentially, the two countries told fishing vessels, trawlers, from all other nations to get out of the cod fishing area. You think that’ll be good news for the cod because there’ll be less fishing. However, the US and Canada wanted to expel foreign trawlers only in order to increase the numbers of their own fishing fleets. The totally number of fishing trawlers actually increased. Another possible solution, pass laws that regulate use of the resource, but for regulation to be effective, penalties for braking a law have to be large enough to deter violators.Listen to part of the lecture in a environmental science class.Pro: Now, over the next few weeks, we are goanna to focus on carbon and its role in what’s known as the green house effect. Everyone knows what’s that is, right? But let’s make sure anyway. Yes, Karly?Stu: The green house effect is when gases in earth’s atmosphere act like glass in a green house or hot house. They trap in heat which warms up the earth.Pro: Gases like?Stu: Umm, water vapor, carbon dioxide.Pro: Right. Carbon dioxide. We hear a lot about carbon these days, you know? Carbon emissions, carbon burning, leaving a carbon footprint, so it will be easy to assume that any from of carbon burning is necessarily a bad thing. But the fact is, it’s not quite that simple. So, we are goanna to focus today on the differences between good, bad and well, the not so bad, the potentially OK, carbon burning. Okay, good carbon burning, well, we all have a personal stake in this because burning carbon is the basis of life. We wouldn’t be here if we ourselves weren’t burning carbon. Enn, basically, all living things burn carbon to survive. Usually this happens at cellular level, and what’s burned is carbon in the form of sugars, glucose, oxygen gets chemically combined with sugars in our cells, and the energy produced from that reaction is then used to power the cells. So just by breathing, you could say we are all guilty of carbon emission, and contribute to the amount of carbon in atmosphere. Emm, another thing about atmospheric carbon, it keeps us from freezing, because without carbon and other green house gases, our planet would be the same temperature as outer space, around 4 degrees of above absolute zero and there is nothing going on in that temperature, no possibility of life of any sort. So without atmospheric carbon, life couldn’t exist on earth. Now, another thing to remember, is that the carbon is always been removed from the atmosphere. It gets used up, largely it is consumed by plant life through photosynthesis, also it dissolves in the oceans or get stored deep in the ocean, you have selfish that use the CO2 dissolved in the water to make carbonate shells and when they die, they fall to the ocean floor and carbon get sequestered down there. So, with all this carbon constantly is been depleted from the atmosphere, we really need to keep carbon out put up to a certain point. So, why all the bad press for burning carbon? Well, turns out it’s the source of the carbon being burned that’s the key. It’s in fact the burning of what we call fossil carbon that creates imbalance, the fossil fuels that called oil nature gas, these substances are all mined. We have to dig them up, or drill the well to release them. And this is carbon that was in the atmosphere millions of years ago. So what happen is when we burn this carbon, OK, it doesn’t really release a whole lot compared to the amount of its already there in the atmosphere, but, it adds to the pool, and over years, it accumulates. Think of the atmosphere as a big bath tub, it’s basically already filled to the brim with carbon, when we start adding fossil carbon into the mix, it starts to spill over. That being said, there is actually a category that’s in between, what we called biomass fuels, and probably the most common one is wood. Another example, on the north America plains, the native Americans used to collect buffalo droppings to burn. In Ireland, they cut up peat from bogs and they burn that. So what’s the big distinction between this and fossil carbon? Biomass carbon is what we might call current carbon. It’s always going in and out of the atmosphere. So if we burn one of these fuels, w e are putting its carbon into the atmosphere, right? But in a balance system, somewhere else in the world this same amount of the carbon is going back. It gets taken in by growing vegetation. So burning biomass fuel produces sort of not-so-bad carbon. In fact, It can become good carbon if we endeavor as a society as humanity to allow forests to recover this carbon. If we don’t, say, pave over all the surfaces to um…prevent things from going. So whenever we cut down a tree and burn its wood, we have to allow another tree to grow, to keep things in balance. That way, you are carbon neutral.Listen to part of a lecture in a United States government class.Pro: We’ve been talking about the basic services and facilities that an economy needs to function. Roads, bridges, rail systems, water supplies, power grids, and so forth, what we call infrastructure. Now, traditionally, much of a society’s infrastructure, particularly the transportation infrastructure, has been owned and operated by states, by governments. But lately, local and state governments have started to consider, and sometimes actually enter into, various deals to privatize parts of their infrastructure, particularly in the transportation sector. And why is this privatization happening? Well, as you may know, in the 1950s and 60s, there was a tremendous highway-building boom. Governments created a huge interlocking network of highways with associated bridges and tunnels. But these facilities are getting old now. And they are becoming more and more expensive to maintain. Very expensive actually. Tolls and tax revenues don’t often cover all the needed repairs.Stu: So, why don’t the governments just raise tolls and taxes?Pro: Well, that’s not so simple. Government officials are elected by voters. And voters get upset when their taxes go up. And, as for highway tolls, commuters especially don’t like paying higher tolls. Merely proposing increases can damage political careers. So, there is tremendous pressure on governments to find other ways to maintain infrastructure assets. One solution is to sell or lease a part of the infrastructure----a toll bridge, a tunnel, something like that----to a private company, usually a company that specializes in this sort of thing. The idea is, that the company that buys or leases the bridge or a highway or whatever, will find it easier to keep it in good repair.Stu: That would make the commuters happy.Pro: Right. There could be better service. Since they are not government entities, private companies face less political resistance, say to raising tolls in order to provide that better service. But besides that, there is another reason governments like these deals. States often have trouble paying their bills, and they can use money they get from selling or leasing a piece of infrastructure to balance their budgets.Stu: That all sounds good to me.Pro: It does sound good. But a lot of people are very weary of privatizing pieces of infrastructure, and rightly so. For instance, in almost every case that’s far, the first thing private companies do is drastically raise user fees because they say “oh, we must do critical maintenance that’s gone on done for years andyears. And because we’re private companies, we can’t use tax money to do it, our only option is raising tolls. But what’s the impact on people who use a toll road to get to work? What if a private owner doubles or triples the toll overnight?Stu: ers would have to spend a higher percentage of their income on commuting?Pro: And depending on their income, that percentage could be significant.Stu: But if tolls went up, me, I just avoid the toll road and take smaller back roads where there aren’t any tolls.Pro: That’s a good point. Secondary roads would become attractive to lots of other people, too. And private companies know this. They also know that dramatic reduction in traffic would hurt their bottom line. So, market forces do play a role in keeping private companies from raising their tolls too much. But there be a prospect of gastronomical toll hikes is still alarming to governments when they think of selling or leasing parts of an infrastructure. Now, from a business standpoint, infrastructure purchases can be great investments. If a company buys or gets a long term lease on a toll bridge from the government, it’s got an almost guaranteed steady source of revenue for years and years, which means that if the company decides that it want to sell the bridge to another company, say 10 years from now, it will have no problem finding a buyer.Stu: But what if that buyer, this new owner, continues to charge a high toll, but doesn’t do the same amount of maintenance because they wanna squeeze more money out of the assets?Pro: In that case, could the government buy the asset back? To do that, it would have to raise money either by raising taxes or by selling bonds, both of which are politically sensitive. So it’s unclear in a practical sense whether these deals are truly reversible?。
【威学教育】托福口语TPO40综合体听力文本
【威学教育】托福口语TPO40综合体听力文本托福口语TPO40综合体听力文本TPO40Task3Now listen to two students discussing the article.Hey, it's nice that they' regonna do this.It's not a bad idea, but do you think it'll accomplish what they're hoping?Sure. I mean, the dormitories all have their own lounges, and think about how much time students spend there, and how many people they meet.Yeah. I got to know a lot of people in my dorm during my first semester just watching TV and taking study breaks in the lounge.Right. Those dorm lounges are really central to student life. And I met people there that really helped me with my schoolwork too. Students who live off campus don't have anything like that. That's true.Plus, I like the idea of posting stuff. You know, things like notices from students who want to gettogether with other students to share car rides to campus.Yeah. Rideshare information could be helpful.Absolutely! If students knew about rideshares, they could save money getting to campus cuz a few of them could travel in one car.Task4Now listen to part of a lecture in a biology class.I know some scientists who were observing snakes in the wild. And they witnessed an encounter of this sort between tworattlesnakes.Uh...as you may know, rattlesnakes eat various kinds of small animals. Small animals that live underground, in burrows, in little holes in the ground. And what these scientists saw was these two rattlesnakes had found the same hole and both wanted to eat whatever food was in that hole.So what happened was: The two rattlesnakes faced each other and then they lifted their bodies into an upright position and made themselves as tall as possible. And then they started pushing each other, kind of wrestling with one another, each snake trying to gain control of the other snake.And what's interesting is that during all these pushing and shoving and maneuvering, neither snake ever tried to bite the other snake. Neither snake ever tried to injure the other snake. So…after this went on for a while, one of the snakes finally gained control of the other snake, pushed it to the ground and held it there. At this point, the snake that was on top could have easily bitten the other snake. But it didn't. Instead, it just released the other snake, just let it go.The snake that had lost just slithered away, and the snake that had won went down into the hole to look for food.Task5Listen to a conversation between two students.Hey. Sally. How are you doing?Well, okay. But l've got a bit of a problem.Oh, yeah? What's up?Well, I forgot that tonight is the night my theater class is taking a trip to see a play. We're taking abus into the city.Oh, sounds like fun.Yeah. Well, we have to write a paper about the play for class. Cool thing is my professor gotfreetickets for us. He and the director of the play are friends. So the whole class is going for free. Free theater tickets. Excellent! Theater tickets can be expensive.Yeah. Problem is, though, I have a big history test tomorrow morning and I really need to study. l've been putting it off and I kind of forgot that tonight was when the theater class would be going to the play.So you were planning to use tonight to study.Yeah.Well, could you do your studying, you know, study for the history test when you get back from the play tonight?Yeah. It would be late though. I could study some on the bus and stay up late when we get back from the play.Hmm...not exactly ideal study conditions though.Exactly. So I was thinking i could go by myself into the city another night to see the play. The paper we have to write on the play isn't due for a couple of days. So they'd still be time. Then you can get a good night's sleep before the history test.Yup. But l'd have to buy the theater ticket myself. lt's only free if I go with the class tonight. Task6Listen to part of a lecture from a business class.All right. So…um...a good salesperson needs to know how to talk to customers effectively. Sometimes customers looking to buy products will raise concerns, things that may be keeping them from buying the product. And salespeople stand a much better chance of selling their products if they can effectively address these concerns. Let's look at a couple of strategies theyuse to address customers' concerns.Okay. Now one strategy is to point out something special about the product. Something that outweighs the customer's concern, like a special feature. Like, say a customer is in an electronic store, and a salesperson is showing her a portable laptop computer. The customer expresses a concern saying the computer is expensive. Well, that's true. But the salesperson can provide information to outweigh the concern about the price by pointing out how fast the computer is, how much work it can get done in a short time. This special feature may outweigh the customer's concern, convince her that it's worth the price. So she's more likely to buy it.Now another strategy is to demonstrate something about the product, actually use the product in front of the customer in response to a concern. Going back to the electronic store example, saythe customer raises concerns about whether the laptop is portable enough, that it looks like it would be difficult to pack up and carry. Well, the salesperson could address this concern by unplugging the computer, putting it into its carrying case and slinging it over his shoulder, right infront of the customer. That is, he can demonstrate how easy it is to transport. This demonstration may help eliminate the customer's concerns about buying the computer.。
TPO45综合写作听力文本 宋克明
TPO45综合写作听力文本宋克明It's perfectly possible that the nests found inside the fossilized trees were made by bees 200 million years ago. The arguments used by the skeptics are not convincing. First, it's true we have no fossil remains of actual bees that date to 200 million years ago, but maybe the reason for that is that bees could not be preserved as fossils at that time. Fossil bees have typically been preserved in fossilized tree resin, a sticky liquid produced by trees. However, trees with this type of resin were very rare 200 million years ago. Such trees became common much later. So the fact that we have no bee remains that are 200 million years old doesn’t mean that bees did not exist at that time. Maybe bees existed, but since there were almost no trees producing the right kind of resin, the bees could not be preserved.Second, while it's true that bees have a close mutual relationship with flowering plants today, it's quite possible that bees existed before flowering plants appeared on Earth. Those very early bees might have been feeding on non-flowering plants that preceded flowering plants during evolutionary history. The early bees could have fed on non- flowering plants such as ferns or pine trees. Later when flowering plants evolved, bees may have adapted to feeding on them! And this new relationship between bees and flowering plants may have remained stable ever since.Third, even though the fossilized chambers lack spiral caps, there's chemical evidence that supports the theory that bees built the chambers. Modern bees protect their nest chambers against water by using a special waterproofing substance that has a distinctive chemical composition. When the fossilized chambers were chemically analyzed, it turned out that they contain the same kind of waterproofing material that's used by modern bees.。
托福TPO40独立写作题目文本+满分范文
托福TPO40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TPO40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TPO40独立写作题目原文：Some parents offer their school-age children money for each high grade (mark) they get in school. Do you think this is a good idea?托福TPO40独立写作满分范文1：Never before in the history has the problem of education been such salient than today. Since people treat education much more important, parents are likely to create some new methods to encourage their children to become more passionate about study. Recently, the phenomenon that parents give their children money as a reward for getting high mark in school has caused wide public concern. Some people indicate that it will change children’s opinion on study, making them believe only money is the purpose of study. However, I contend that giving some money to children as a reward is a good choice, a choice that its merits weigh out its drawbacks.To start with, giving money to the children as a reward can stimulate children to study harder. When children get feedback of their hard work, the study will become a happy job instead of just a boring duty. We cannot refute that sometimes study could be really boring, doing a lot of exercises, reading passages, working out math problems. So setting a goal for children is necessary for the children to keep their interests. If they could use the money to buy what they want as a gift, children will pursue the good mark harder. Another reason drives me to indicate is that, financial thinking as an important ability which isuseful to the modern people, meaning that we need to teach our children how to manage their own money. During the method that giving money as a reward, children will have a chance to manage their own money. Parents will benefit children not only to their current life but also to their future. For instance, my mother used to give me some money as a reward when I was young. And I used that money to start my own account in the bank. After that, I would periodically save some money, which has already become a large amount of money nowadays.Admittedly, it is unwise to give much money once a time when children get a good mark, since that the children will seek only for money during their study. The goal we expect is to encourage our children and tell them to pursue more success. However, if we make sure that children will not misunderstand the meaning of the reward and keep a health attitude to the money. It will be fine to do so. Judging from what I’ve mentioned above, I should reinforce my perspective that it is good for parents to give their children money as a reward for getting high mark in school.托福TPO40独立写作满分范文2：It is a tendency that parents pay an increasing attention to the education of their children and they desire to try every possible measure to facilitate children’s learning process. Recently, the phenomenon that parents reward children money for getting each high mark in school has caused public concern. Some people indicate that it will dis tort children’s attitude toward study, leading them to regard money as the ultimate aim of study. However, from my perspective, it is a good way to encourage children to learn with higher efficiency, achieving better school performance.To start with, children now are usually suffering great pressures from school as well their parents. Receiving money for their excellent school performance might lead them to feel a sense of accomplishment, providing them with motivation to persist in hard working. For example, when I was in primary school, my father always rewarded me with 100 RMB for a full mark, 90 for 90 points and etc. By receiving these amount of money, I felt that all the efforts I had made were worthwhile and I was greatly motivated to devote more time to study with high enthusiasm; otherwise, it might be hard for me to keep on pursuing better school performance for a very long time. Obviously, money is an effective stimulus.Moreover, receiving money from parents as rewards provides children with chan ces to manage their little “treasury”, cultivating their financial management capability. Although children can learn some basic math theories in the classroom, seldom to they have the opportunity to put these theories into practice. But if children are given money as encouragement, this situation may change. For instance, once I want to purchase a SONY Walkman which costs more than 800 RMB. After careful thinking, I made a detailed plan: first, trying to gain 300 RMB for high grade; then, deposit these amount of money into bank to get some interests. I seriously followed the plan and at the end of the year, I got 350 RMB in totally for my good school performance and 500 RMB lucky money from my grandparents. It is clearly that children’s financial management capability is highly promoted in this way.Admittedly, it is unwise to give too much money once a time when children get a good mark, since it might cause children to form some kind of misconception of study. However, if parentsreward children with a proper amount of money—just enough to drive the children to keep forward, not too much to trigger some misconceptions—such rewarding brings more benefits than drawbacks.Judging from what I’ve mentioned above, I reinforce my idea that it is good for parents to grand their children money as a reward for getting high mark in school.以上是给大家整理的托福TPO40独立写作题目文本+满分范文，希望对你有所帮助!。
TPO-40托福听力题目文本——对话部分（Conversation）【附答案】
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】托福TPO，英文名为TOEFL Practice Online，中文直译为托福线上练习，TPO都是历年托福真题，对托福备考是非常有帮助的，今天为大家分享的是TPO-40托福听力题目文本——对话部分(Conversation)【附答案】。
TPO-40托福听力题目文本——对话部分(Conversation)【附答案】QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurans托福听力主旨题的答题技巧新托福听力考试总共有六大技巧的测试与考核。
与这六大技巧相对，ETS有六大题型的测试，分别是：主旨题、细节题、句子功能题、态度题、结构题和推论题。
？TPO听力40题目+答案+MP3听力下载
TPO听力40题目+答案+MP3听力下载?? Conversation 1QUESTIONS1. Why does the student go to see the professor?a. To find out all the requirements for a projectb. To discuss a service gap at a restaurantc. To get help understanding concepts relevant to his projectd. To get help with designing a business plan2. Why does the professor mention a student in another class?a. To describe an interesting topic for a projectb. To explain the cause of her initial confusionc. To point out that she has not received e-mails from all her students yetd. To indicate that she has several students doing projects about restaurants3. Why does the professor talk about the cafeteria on campus?a. To give an example of an effective service designb. To illustrate how service standards can inform service designc. To help the man understand a service problemd. To illustrate the concept of a service gap4. What do the speakers imply about the bakery the student went to recently? Click on 2 answers.a. The apple pie he bought there was not as good as it usually is.b. The bakery's service design was inefficient.c. The bakery needs additional employees to fix a service gap.d. The bakery did not meet a service standard.5. What does the professor say the student should do for his project?a. Compare an on-campus service model with an off-campus oneb. Interview the service manager and employees at the cafeteriac. Recommend service improvements at the cafeteria and the bookstored. Analyze the service design of a nearby restaurantConversation 2QUESTIONS1. Why does the woman go to see the man?a. To ask for his help in getting a job off campusb. To apply for job in the library archivesc. To find out if the man has received her letter of referenced. To get help on a project she is doing with a professor2. During the conversation, what surprises the man?Click on 2 answersa. That he does not remember the womanb. That the woman knows the library has a job openingc. That the woman came to him for helpd. That the woman is still interested in photography3. What does the man imply about Professor Ryan?a. Professor Ryan will decide who gets the library assistant job.b. Professor Ryan was in charge of the library’s photography exhibit.。