托福TPO54口语Task3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TPO54口语Task3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TPO54口语Task3阅读文本：
Community Service Requirement
A university education should encourage students to engage with the world around them, but I see less and less of that engagement on campus today. I propose, therefore, that the university make community service, such as working with the local children in town, a mandatory activity for all university students before they graduate. Creating a community service requirement is a good idea because it would strengthen the relationship between our school and the town. Additionally, in fulfilling the requirement, many students would discover a love of service that would inspire them to a lifetime of volunteer work in their future communities.
Sincerely,
Sarah Brown
托福TPO54口语Task3听力文本：
Woman: So what do you think about letter?
Man: Well, it might sound like a good idea, but I really don’t think it’s going to have any of the benefits that the letter writer says it will.
Woman: So you don’t agree with it?
Man: No, if anything, it’s going to hurt our relationship with our town, I mean forcing students to volunteer, it’s gonna make them see it as a chore, a nuisance, and so they are not going to put their hearts into it, which is going to make the university look bad.
Woman: You are saying that students doing volunteer work in town will be unenthusiastic? And…
Man: Right, it would be obvious they don’t want to be there. That should not going to make things better, you know, in terms of how we are regarded by people in the local community.
Woman: But maybe students would learn to like it.
Man: I really doubt it. The whole idea that this is going to encourage students
to do more volunteering in the future is just ridiculous. A lot of students are likely to come away from the experience with negative feelings about it.
Woman：Yeah, especially if their studies suffer from being forced to spend time away from them.
Man：All the students I know already complain about not having enough time as it is. So this extra work is going to be a bad experience, the hardly inspiration for them to pursue more volunteer work after they graduate.
托福TPO54口语Task3题目：
The man expresses his opinion of the student's proposal in the letter. State the man's opinion and explain the reasons he gives for holding that opinion
托福TPO54口语Task3满分范文：
Well, the man disagrees with the reasons and points made in the letter for two reasons. First of all, he believes that school-town relationship will be hurt by forcing students to do volunteer service since students won't put their hearts into the work and will just regard it as a nuisance. Second, he believes that the idea of creating community service requirement to encourage students to do more volunteering in the future is just ridiculous, since students do not have extra time for doing such things. As a result, it will only leave students negative feelings about it, let alone inspiring them to do more volunteering in the future. In a word, the man disagrees with the letter for the reasons stated above.
以上是给大家整理的托福TPO54口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福阅读tpo54R-3原文+译文+题目+答案+背景知识
tpo54 阅读-3 Elements of Life原文 (1)译文 (2)题目 (3)答案 (8)背景知识 (10)原文Elements of Life①The creation of life requires a set of chemical elements for making the components of cells. Life on Earth uses about 25 of the 92 naturally occurring chemical elements, although just 4 of these elements—oxygen, carbon, hydrogen, and nitrogen—make up about 96 percent of the mass of living organisms. Thus, a first requirement for life might be the presence of most or all of the elements used by life.②Interestingly, this requirement can probably be met by almost any world. Scientists have determined that all chemical elements in the universe besides hydrogen and helium (and a trace amount of lithium) were produced by stars. These are known as heavy elements because they are heavier than hydrogen and helium. Although all of these heavy elements are quite rare compared to hydrogen and helium, they are found just about everywhere.③Heavy elements are continually being manufactured by stars and released into space by stellar deaths, so their amount compared to hydrogen and helium gradually rises with time. Heavy elements make up about 2 percent of the chemical content (by mass) of our solar system, the other 98 percent is hydrogen and helium. In some very old star systems, which formed before many heavy elements were produced, the heavy-element share may be less than 0.1 percent. Nevertheless, every star system studied has at least some amount of all the elements used by life.Moreover, when planetesimals—small, solid objects formed in the early solar system that may accumulate to become planets—condense within a forming star system, they are inevitably made from heavy elements because the more common hydrogen and helium remain gaseous.Thus, planetesimals everywhere should contain the elements needed for life, which means that objects built from planetesimals—planets, moons, asteroids, and comets-also contain these elements. The nature of solar-system formation explains why Earth contains all the elements needed for life, and it is why we expect these elements to be present on other worlds throughout our solar system, galaxy, and universe.④Note that this argument does not change, even if we allow for life very different from life on Earth. Life on Earth is carbon based, and most biologists believe that life elsewhere is likely to be carbon based as well. However, we cannot absolutely rule out the possibility of life with another chemical basis, such as silicon or nitrogen. The set of elements (or their relative proportions) used by life based on some other element might be somewhat different from that used by carbon-based life on Earth. But the elements are still products of stars and would still be present in planetesimals everywhere. No matter what kinds of life we are looking for, we are likely to find the necessary elements on almost every planet, moon, asteroid, and comet in the universe.⑤A somewhat stricter requirement is the presence of these elements in molecules that can be used as ready-made building blocks for life, just as early Earth probably had an organic soup of amino acids and other complex molecules. Earth's organic molecules likely came from some combination of three sources: chemical reactions in the atmosphere, chemical reactions near deep-sea vents in the oceans, and molecules carried to Earth by asteroids and comets. The first two sources can occur only on worlds with atmospheres or oceans, respectively. But the third source should have brought similar molecules to nearly all worlds in our solar system.⑥Studies of meteorites and comets suggest that organic molecules are widespread among both asteroids and comets. Because each body in the solar system was repeatedly struck by asteroids and comets during the period known as the heavy bombardment (about 4 billion years ago), each body should have received at least some organic molecules. However, these molecules tend to be destroyed by solar radiation on surfaces unprotected by atmospheres. Moreover, while these molecules might stay intact beneath the surface (as they evidently do on asteroids and comets), they probably cannot react with each other unless some kind of liquid or gas is available to move them about. Thus, if we limit our search to worlds on which organic molecules are likely to be involved in chemical reactions, we can probably rule out any world that lacks both an atmosphere and a surface or subsurface liquid medium, such as water.译文生命的元素①生命的出现需要一系列化学元素来构成细胞的组成部分。
托福TPO52口语Task3阅读文本+听力文本+题目+满分范文
托福TPO52⼝语Task3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TPO52⼝语Task3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TPO52⼝语Task3阅读⽂本：Graduation speaker should be a business leaderI think the university should invite a business leader to speak at this year's graduation ceremony - perhaps an executive from one of the large corporations in the area. For students, business leaders are excellent role models because they represent the meaning of professional success. They influence people every day, make important decisions, and have achieved impressive salaries. Furthermore, inviting a business executive will help reinforce to the community that our business program is the biggest and best one in the state. Prospective students will read about the speech and will remember that our university has a strong and attractive business program.Sincerely,Ryan Brown托福TPO52⼝语Task3听⼒⽂本：Now listen to two students discussing the letter.Man: Hey, Kala, did you see Ryan’s letter in the paper?Woman: Yeah. But I have to say I disagree with his proposal.Man: Oh, yeah?Woman: You know, it seems like it’s always business people who speak at graduation, at least every year I’ve been here, it’s always business person speaking.Man: Think we could do some variety?Woman: I think other professions can be considered, influential and successful, like say teachers.Man: Teachers are certainly influential and have an important role in the community.Woman: Yeah. The school should consider having someone from another profession speak since business leaders always do it.Man: Yeah. But what about his point about it being good for the business program?Woman: Well, like Ryan said, that program is already quite big and well-known. It doesn’t really need the extra attention or free advertising that a graduation speaker would bring.Man: En…That’s true.Woman: I think our education program could really benefit from the free publicity. It’s a great teacher training program but it’s not as well-known. It’d be great if local teachers could draw attention to it, which would definitely happen in a speech like that.托福TPO52⼝语Task3题⽬：The woman expresses her opinion of the idea expressed in the newspaper. State her opinion and explain the reasons she gives for holding that opinion.托福TPO52⼝语Task3满分范⽂：In the reading, a student proposes that the school should invite a business leader to speak at graduation ceremony because business leaders are good role models for students. What’s more, inviting a business leader can remind people that their university has a strong and excellent business program. In the listening, the woman disagrees with his proposal because of two reasons. First, it has always been a business person speaking at the graduation ceremony and the school should betterconsider someone from other professions to speak, like a teacher. They are very influential and have essential roles in the community as well. Second, the business program in the university is already well-known and it doesn’t need extra attention. What needs free publicity is the school’s education program, which is not as well-known as the business one. Therefore, by giving out these two reasons, the woman disagrees with the proposal in the letter.以上是给⼤家整理的托福TPO52⼝语Task3阅读⽂本+听⼒⽂本+题⽬+满分范⽂，希望对你有所帮助!。
托福TPO54听力原文+题目及答案解析+PDF下载
托福考试前很多考生通过TPO练习来提高自己的托福解答能力，目前TPO也已经更新到54了，今天上海学校托福小编给为大家分享TPO54听力原文及题目答案解析，方便大家做考前练习!托福暑期班已上线，报暑期优惠多多!托福TPO听力54原文及题目:STORY THEATER_故事剧院Listen to a conversation between a student and a professor of her theaterclass.Student:So, Professor Baker, about our next assignment you talked about inclass.Professor:Yes, this time you'll be in groups of three, each of you willhave a chance to direct the other two in a short scene from a play you've chosenyourself.Student:Right, and, well, I've been reading about story theater, and…Professor:Ah, story theater, tell me about what you've read.Student:Well, it's a form of theater where folk or fairy tales are actedout.It was…eh, introduced, by the director Paul Sills in the 1960s.In Sills'sapproach, an actor both narrates, and acts out a tale.So, like someone willappear on stage, and then will start narrating a tale, about…say a king, andthen the same person will immediately switch to and start acting out the role ofthe king, with no props or scenery.Professor:Sills, you know I actually saw his first story theater productionin 1968, he did the fairy tale ‘the blue light'.Student:Really, so whatever gave him the idea to produce that?Professor:Well, as you know, back in the late 1960s, lots of people in theUnited States were disillusioned with the government.Sills was grappling withhow to produce theater that was relevant in such times.Then he happened to read‘the blue light', and he realized that it had just the message he wanted. See, in the story, a man has lost all hope as a result of the unfortunate events in his life, completely turns his life around, with the help of a magical blue light. So,the blue light in the story symbolizes a way out of seemingly unsolvable human problems.And for Sills, that light symbolized an answer to the political turmoil in the US.Student:But weren't you…um, audiences bother that the actors wereperforming on a bare stage?Professor:Well, story theater is a departure from traditionaldramatictheater with its realistic elaborate props and scenery, but Sills could make us see, say a big tall mountain through the facial expressions and body movements of the actors, and they're telling of the story.We were all swept up, energized by such an innovative approach to theater, even if one or two of the critics weren't as enthusiastic.Student:Cool, so, anyway.What I really wanted to ask, I'd love to try doing story theater for my project instead of just a scene from a traditionalplay.Professor:Um, that's possible.A short tale can be about the same length asa single thing.Which fairy tale would you do?Student:Actually, I was reading about another director of story theater,Rack Stevenson.You know, he produces plays based on folk tales as well.Maybe I could direct one of those.Professor:Okay, yes, Rack Stevenson.Now, Stevenson's style's story theateris a little different from Sills's.He'll use simple props, a chair will represent a mountain, but the significant difference is with the narrator.The narrator will play only that role.Let's talk about why.题目：1.Why does the student go to see the professor?A. To learn about the background of a director who was discussed inclassB. To ask permission to use a specific type of theater for her class assignmentC. To discuss the symbolism in a play she wants to use for herassignmentD. To find out what scenery she is allowed to use in presenting her assignment2.Why does the professor discuss the political environment in the United States in the 1960s?A. To compare events at that time to events that occurred in one of Stephenson’s playsB. To suggest that the woman do additional research on that period ofUnited States historyC. To point out why political themes are common in folk and fairy talesD. To explain Sills's inspiration for his first story theatreproduction3.According to the professor, what does the blue light in the fairy tale called "The Blue Light" represent?A. A plan that is impossible to followB. A conflict between two opposing forcesC. A solution to complex problemsD. A question that has no clear answer4.What is the professor's opinion about Sills's production of The BlueLight?A. He thinks that it was an inventive and powerful performance.B. He believes that the use of some props would have enhanced theperformance.C. He thinks that the theme is even more relevant today than it was in the1960s.D. He believes that it was less effective stylistically than some ofStephenson's plays.5.According to the professor, what is the most important difference betweenStephenson's and Sills's style of story theatre?A. The actor who plays the role of the narrator plays only that role inStephenson's productions.B. The actors wear elaborate costumes in Stephenson's productions.C. The stage settings are realistic in Stephenson's productions.D. Political themes are avoided in Stephenson's productions.(由于篇幅太长，答案和解析我们将以pdf提供给大家下载)索取“托福TPO听力54原文+题目+答案解析”PDF电子版，请加COCO老师微信(shnc_2018)，发送暗号“优化+TPO54”托福TPO听力54原文+题目:Migration of Zooplankton浮游动物的迁移Listen to part of the lecture in the marine biology class.And the sea is teaming with tiny organisms, but they don't get as muchpopular attention as say, whales.Microscopic algae just aren't as exciting I suppose.And yet those organisms are the foundation of the bulk of the marine food chain.Without plankton which is the global term for these tiny organisms, there will be no whales.Plankton is found both in fresh water and marine environments.Again it's a term we use for any small organisms that float along with the current, either because they are too small or weak to swim against it, or because they don't have any capacity at all to move by themselves.Plants and plant-like plankton are called phytoplankton while animals and animal-like plankton are called zooplankton.For over a century now, researchers have been trying to solve the mystery about zooplankton.You see some species of zooplankton migrate are……um…… not the way birds do when the seasons change.But daily, in the phenomenon we call Diel Vertical Migration or DVM, in the Diel Vertical Migration, sole plankton swim up near the surface of the water during the night and swim down to deeper water during the day.Depending on the species and region, this can be a round trip of between 100 and 400 meters.For a tiny microscopic organism, that's a huge distance. Remember now, zooplankton can't swim very well and DVM requires a lot of energy.So there must be an important benefit to these daily up-and-down commuting.We're not exactly sure what this benefit is.Though there are several compelling theories.I'll talk about them in a moment, but first I want to talk about what we do know or rather what we are pretty sure we know.So researchers generally agree that the stimulus for zooplankton DVM islight.Zooplankton tend to swim away from sunlight into deeper water where the sun's rays barely penetrate.At night, when the sun no longer illuminates shallower water, zooplankton head back toward the surface.Now why would light cause zooplankton to expend all that energy inmigrate?One popular theory is that zooplankton are hiding during the day fromvisual predators, eh……those animals that hunt by sight, the darkness provides safety during the day.Then at night after migrating upward, they have an opportunity to feed on phytoplankton that float at the surface.Make sense, doesn't it?But what do we do with the data showing that many kinds of zooplanktondon't dive deep enough during the day to become invisible to predators or that others dive deeper than it's necessary to escape hunters' eyes.And some zooplankton are bioluminescent, which means they have special organs that ligh up and make them visible even at great depth.Well, despite all these, we believe predator avoidance is a possible explanation because of studies done in fresh water lakes.It turns out there is a correlation between the presence or absence of vertical migration, and the presence or absence of fish that find their prey by sight.But what are some other possible explanations?Some researchers suggest that zooplankton migrate to avoid the sun'sultra-violet light.That would explain why some zooplankton are found at such great depth.Visible light may not penetrate very far down, but ultra-violet light can.And we know that some zooplankton have special pigments that protect them from the damage ultra-violet light can cause.That could be why some zooplankton are able to stay closer to the surface during daylight hours.And there is a third theory.Although it takes a lot of energy for the zooplankton to migrate, they conserve energy while floating in deeper colder water.So while they're not feeding, they are quietly digesting in cooler water.But remember, zooplankton consist of any number of different organisms.From microscopic worms to crab larvae to tiny fish, and they are found in a large range of marine habitats, cold water, warm water, shallow water, deep water. So there may be different reasons for different species.题目：1.What does the professor mainly discuss?A. The importance of zooplankton in the marine food chainB. The interdependence of two types of tiny marine organismsC. A physical feature of zooplankton that makes them well adapted for swimmingD. A phenomenon observed in some species of zooplankton2.Why does the professor conclude that zooplankton must derive an important benefit from diel vertical migration?A. Diel vertical migration uses up a lot of energy.B. Diel vertical migration exposes zooplankton to predators.C. Diel vertical migration prevents zooplankton from being able to digest phytoplankton.D. Diel vertical migration forces zooplankton populations to livepermanently in cold water.3.What does the professor imply about bioluminescent zooplankton?A. Their food source is different from that of other zooplankton.B. They probably do not rely on diel vertical migration to avoidpredation.C. They migrate deeper than other zooplankton species do.D. Most species are found in very cold water.4.Why does the professor mention fish that live in freshwater lakes?A. To point out that many aquatic species exhibit diel verticalmigrationB. To give an example of a species of fish that feeds on bioluminescent zooplanktonC. To make a comparison between fish and zooplanktonD. To support one of the theories explaining why zooplankton migrate5.Avoiding predators is one possible explanation for why zooplankton diveso deeply in the ocean. What two other explanations for this phenomenon does the professor offer?Click on 2 answersA. To avoid ultraviolet lightB. To avoid strong ocean currentsC. To digest in colder watersD. To find abundant food sources6.What does the professor imply about the reasons for diel verticalmigration in zooplankton?A. No single explanation for all species can account for thisphenomenon.B. Researchers have not been able to propose plausible theories to explain this phenomenon.C. All individual organisms have several reasons for migrating.D. Researchers were able to agree on an explanation for this phenomenonafter many years of investigation.托福TPO听力54原文:Benefits of Muon Detectors介子探测器的好处Listen to part of a lecture in an archaeology class.Professor: A popular misconception about archaeology, some people imaginewe just go out into the field with a shovel and start digging, hoping to find something significant.Well, while there is an element of luck involved, we have an array ofhigh-tech tools to help us figure out where to concentrate our efforts.One of the newer tools actually relies on particle physics, talk aboutinter-disciplinary.Here is a machine that brings together two very different sciences.This machine is called a muon detector.Muons are subatomic particles that result from cosmic rays.OK, let me start over.Cosmic rays aren't actually rays.They are basically protons zipping through outer space at close to light speed.And, when they collide with the atoms in earth's atmosphere, they break up into smaller particles -- muons.Now these muons are still highly energized, so they can easily pass on downto the earth's surface.In fact, they can pass through solid matter, so they can also penetrate deep into the surface.And it's this property of muons that archaeologists are taking advantage of.Let me explain, with the right kind of equipment, scientists can use muonsto create a kind of picture of the structures they are studying.Let's say we are studying a Mayan pyramid in central America.And we are interested in finding out if there are burial chambers or other roomsinside.Well, a muon detector will show a greater number of muons passing through the less dense areas inside the pyramid.Yes, Andrew?Andrew: Um…I'm not sure I get how this muon detector works exactly. Professor: Well, muons lose energy as they pass through dense material,like the stone walls of the Mayan pyramid.So more muons and more energetic muons will be passing through empty spaces.The muon detector can differentiate the areas where more muons are passing through -- the empty spaces, as well as where there are fewer muons, the walls and dense areas.These empty spaces will show up as darker, so we wind up with a kind ofpicture of the pyramid, and its internal structure.Andrew: A picture?Professor: Sort of like an X-ray image.Andrew: Ok, so if we see darker areas inside the pyramid, we assume it's an empty space with more muons.Professor: Exactly, with this technology, we can see what's inside the structure before we dig, so we know exactly where to explore and we can minimize the damage excavation can cause.Even a little damage could result in us losing vital informationforever.Now, muon detectors have been around for some time, but they have been improved upon since archaeologists started using them.In 1967 a physicist placed a muon detector beneath the base of one of the Egyptian pyramids of Giza.And he was looking for burial chambers.Now it happened that the muon detector found none.But he did demonstrate that the technique worked.Unfortunately the machine he used was so big that many archaeologistsdoubted muon detection could be practical.How could they get a massive piece of equipment into, say, the jungle of Belize?Then there was the issue of range.The machine used in 1967 could only scan for muons directly above it, notfrom the sides.So it actually had to be put underneath the pyramid, so it could look up.That meant if you wanted to find out what was inside an ancient structure, you first had to bury the detector beneath it.There's been a lot of work on these machines since then.And these problemshave been solved by and large.That's not to say the technology is perfect, it would be nice for example, to have a system that didn't take 6 months to produce an image.I suppose that's better than the year it took for the 1967 study to get results.But still...well, there is good reason to believe that with better equipment, we're going to see muon detectors used much more frequently.They are already being used in other areas of science, for example Japanese scientists studying the interior of volcanoes, and there are plenty of archaeologists who would love to use this technology.托福TPO听力54题目：1.What is the lecture mainly about?A. Misconceptions about muon detectorsB. An investigation of an Egyptian pyramid using a muon detectorC. The collaboration between physicists and archaeologists in thedevelopment of the muon detectorD. Benefits that muon detectors can provide to archaeologists2.What aspect of muons is most useful to archaeologists?A. Their ability to carry information from outer spaceB. Their ability to break down cosmic rays into smaller particlesC. Their ability to pass through solid matterD. Their ability to change the color of some surfaces3.According to the professor, what information can a muon detector provide about an ancient structure?A. The internal temperature of the structureB. The location of rooms within the structureC. The age of the structureD. The materials used to build the structure4.Why does the professor discuss damage to archaeological sites?A. To indicate a benefit of using muon detectors in archaeologicalresearchB. To describe an accident with a muon detector during a pyramidexcavationC. To explain how muon detectors are useful in reconstructing damagedsitesD. To explain why muon detectors were not often used in the past5.In what ways are modern muon detectors different from muon detectors used in 1967?Click on 3 answersA. Modern detectors are less expensive.B. Modern detectors use less energy.C. Modern detectors are not as large.D. Modern detectors take less time to produce an image.E. Modern detectors can scan in more than one direction.6.What is the professor's opinion about the newer muon detectors?A. She appreciates the help they provide despite the time they take to produce images.B. She fears that many archaeologists will be unwilling to learn to use them.C. She feels that they have greater potential in areas of science otherthan archaeology.D. They provide more accurate information about the age of objects thanolder detectors did.(由于篇幅太长，答案和解析我们将以pdf格式提供给大家下载)索取“托福TPO听力54原文+题目+答案解析”PDF电子版，请加COCO老师微信(shnc_2018)，发送暗号“优化+TPO54”托福TPO听力54原文+题目:Finding Historical Material寻找历史材料Listen to a conversation between a student and an employee in theuniversity's historical library.Employee: Morning, what can I help you find?Student: Well, I saw the internet that the university library has menus andthings from local restaurants, like the Springfield Eatery?Employee: Right, a lot of local businesses have donated materials to ourcollection, including that restaurant.I'm pretty sure we have ten or fifteenboxes of materials from there.Student: Good, I thought you were located in the main library, so I wentthere first and they sent me here.I haven't realized the university has aseparate historical library.I think what you're doing is great，collecting localdocuments and photos, keeping a record of the region.Employee: I'm glad you see the value of it.We've been collecting materialsfor going on seventy years st year we had an exhibition that showcase howthe town square has changed over the past fifty years.So, that got the word out a little, but you're right.A lot of studentsdon't know we exist.Well, unless the major of new history.So, you're looking forsomething for class?Student: Not exactly.My grandmother went to this university, and while shewas here, she worked as a waitress.Employee: At the Springfield Eatery?Student: Yes, and that's where she met my grandfather.So, they'recelebrating their fiftieth anniversary this year.And I noticed online that you have old menus from some of the restaurants.I was thinking I could find one from the year they met and print a copy for them.Employee: What a unique idea!What year you are looking for?Student: Um, 1954.Employee: I know we have a few menus from the 1950s, but you'll have to check.There are some gaps, some years we didn't receive any new materials, and sometimes restaurants go a while without changing their menus.Student: Oh no, I really want to give them something special.Employee: Well, how about this? We also have a lot of photos, so maybe you could find one of your grandmother, or maybe even one with both your grandparents.Student: That would be awesome.Employee: The only thing is most of our materials are still in boxes.Noone's ever taken the time to organize them.So, it …it might require a fair amount of sifting.Student: Um, I have a couple of tests coming up, but I can take a quicklook, if that's okay.I know some libraries have special rules for handling delicate or old materials.Employee: Well, these aren't particularly old.Just the usual rules apply, no food or drinks.Student: Okay, thanks for your help.托福TPO听力54题目：1.Why does the man go to see the woman?A. To ask the woman if she has photographs of local businessesB. To conduct research for a history classC. To try to find a gift for his grandparentsD. To find out how long a local restaurant has been in business2.What does the woman say about an exhibition the library held lastyearA. It was in honor of the town's seventieth anniversary.B. It helped increase awareness of the collection.C. It was arranged by students who study history.D. It mostly included photographs from the 1950s.3.What does the woman imply about the menus?A. Most of the menus in the collection are from the Springfield Eatery.B. All of the menus in the collection are carefully organized in boxes.C. The menu the man is looking for is probably in the main library.D. The man might not find the menu he is looking for.4.What does the woman suggest that the man consider doing?A. Look for a photo of his grandparentsB. Frame a photograph of a menu from a different yearC. Call the restaurant to ask whether they have what he is looking forD. Take a picture of the restaurant5.Why does the man say this:A. To inform the woman that he has handled old materials in the pastB. To inquire whether the library has regulations for handling historicaldocumentsC. To imply that the library should do a better job protecting historicaldocumentsD. To argue that special precautions are not necessary in this case托福TPO听力54原文+题目:William Wheatley and Broadway Theaters威廉?惠特利和百老汇Listen to part of a lecture in a theater history class.One of the things New York city is known for is its Broadway theaters，theproductions of elaborate musicals.A lot of money goes into producing a musicalwith the actors, costumes, scenery and so on.The shows are designed to appeal tolarge audiences, to make the production financially viable.But theater didn’talways appeal to the masses.In the middle of the 19th century, with mostlywealthy residents who were going to Broadway, they would see an opera that wasprobably written and produced in Europe before making its way all over to NewYork.It was a scene for, well, the socially prominent, the upper class, whoattended these functions, perhaps, because they felt obligated rather thanbecause of a genuine interesting theater.But, in the 1860s, something else started to occur.The middle-classpopulation began to grow, and they were looking for a source ofentertainment.Keep that in mind while I talk about the theater owner named William Wigley.In 1866, Willian Wigley had this show, um, and it was different from most shows on Broadway at the time because it wasn’t an opera.And, it was developed right here in the United States, in English, unlike the operas which were typically Italian or French.Wigley also decided to incorporate some fancy production techniques, stage effects.The show also included music to make it more entertaining.And, through a stroke of luck, a world-renown ballet troop became available just as weekly show was about to open.So, he didn’t hesitate to include the ballet dancers in his production.Along the lines of those special affects I mentioned, Wigley redesign the entire stage for the show.Every floor board on the stage could be lifted up or pushed down.They were all moveable.This allowed for trap doors to be placed anywhere on the stage.So, pieces of the set, of the scenery, could easily be stored beneath the stage.And these trap doors also gave performers another less traditional way to enter in exit of the stage.Well, today, we might not think much of it, things like this are standard nowadays，the concept was quite novel at the time of Wigley show.And was one of the things that made the show a hit with audiences.Another innovative element in the show was a scene called the‘transformation scene’, during this scene, the audience watched in amazement that a setting on stage changed from a moonlit cave to a throne room in a palace.Normally to have this type of major scene change, the curtains were closed, the stage crew would remove the previous set and replaced it with the new one, and then, the curtains would open again.In this instance though, the transformation to place in front of the audience using simple machinery.And thisaffect would have the lasting impression on everyone who saw Wigley’sproduction.In fact, those people were probably disappointed when they saw another show that didn’t contain something is, well, as elaborate or exciting.So, look, when it premiered, Wigley show took audiences by surprise, it appealed to largecrowds including the growing middle-class, the show ran for almost two years straight in New York city, and achievement unheard of at the time whenproductions typically lasted weeks or months, not years.It also went on tour visiting different cities across the United States for over 25 years.So, the show was quite a success.And with all that in mind, some people call Wigley show the first musicalon Broadway.Now our current definition of a musical is that it tells a storythrough dialogue and song.In Wigley show the musical sections, well, they didn’tnecessarily integrate well with the story.Giving an overall impression ofsomething more like a variety show, yes, everything was loosely focused aroundthe central scene, so maybe it’s fair to say then that the show gave audiences ahint of a new form of musical theater， that would ultimately appear on Broadway in the decades to follow.题目：1.What is the main purpose of the lecture?A. To describe the influence of opera on Broadway productionsB. To explain how new technology allowed for enhancements to BroadwayproductionsC. To evaluate financial decisions made by theater owner WilliamWheatleyD. To examine elements that set a particular theatrical production apart from earlier ones2.What was typical of theatrical productions in the United States before the 1860s?Click on 2 answersA. The productions originated outside of the United States.B. Only a limited segment of society attended the productions.C. People attended the productions because they were interested in the plots.D. The themes of the productions were typically related to the upperclass3.According to the professor, what was a reason for a change in theatrical productions in the United States during the 1860s?A. A growing middle class was in need of entertainment.B. Wealthy theater advocates provided additional funding for new productions.C. The interest of theatergoers shifted from opera to ballet.D. A new artistic movement was founded by a group of actors4.Why does the professor mention moveable floorboards on the stage in Wheatley's production?A. To explain the reason for an unexpected technical problemB. To highlight one of the production’s innovative features。
托福口语task3回答模板
托福口语task3回答模板
（实用版）
目录
1.托福口语 Task3 简介
2.Task3 的答题技巧
3.Task3 的备考策略
4.结论
正文
托福口语 Task3 是托福考试中一个重要的部分，主要考察考生在听、说、读三个方面的综合能力。
在这部分考试中，考生需要先阅读一篇短文，然后听一段对话，最后根据所读和所听，回答问题。
因此，如何有效地应对这一题型，成为许多考生关注的问题。
首先，我们来了解一下 Task3 的答题技巧。
在阅读部分，考生需要在 45 秒内快速找到文章的重点，了解文章的主题和内容。
在听力部分，考生需要关注对话中的信息，尤其是与阅读材料相关的内容。
在对话中，考生需要注意两个人对于某一问题的观点和态度，以及他们是否存在不同意见。
在回答问题时，考生需要结合阅读和听力的内容，尽可能详细地回答问题。
接下来，我们来探讨一下 Task3 的备考策略。
首先，考生需要熟悉托福口语的题型和考试要求，了解 Task3 的答题技巧和策略。
其次，考生需要进行大量的练习，模拟真实的考试环境，提高自己的应试能力。
此外，考生还可以通过参加培训课程和请教有经验的老师，不断提高自己的口语水平。
总之，托福口语 Task3 是一个综合性很强的题型，考生需要具备良好的阅读、听力和口语能力。
托福听力tpo54 两篇对话精析
托福听力tpo54 两篇对话精析Conversation1 (1)原文 (1)题目 (3)答案 (4)译文 (5)Conversation2 (6)原文 (6)题目 (8)答案 (10)译文 (10)Conversation1原文NARRATOR: Listen to a conversation between a student and the professor of her theater class.FEMALE STUDENT: So, Professor Baker…about our next assignment you talked about in.MALE PROFESSOR: Yes, this time you'll be in groups of three. Each of you will have a chance to direct the other two in a short scene from a play you've chosen yourself…FEMALE STUDENT: Right, and, well…I've been reading about story theatre, and…MALE PROFESSOR: Ah, story theatre. Tell me about what.FEMALE STUDENT: Well…it's a form of theater where folk- or fairy tales are acted out. It was, uh…introduced by the director Paul Sills, in the 1960s.In Sills's approach, an actor both narrates and acts out a tale. So, like, someone will appear on stage, and then they'll start narrating a tale about, say, a king. And then the same person will immediately switch to and start acting out the role of the king. With no props or scenery.MALE PROFESSOR: Sills. Y'know, I actually saw his first story theatre production, in 1968. He did the fairy tale "The Blue Light."FEMALE STUDENT: Really? So…whatever gave him the idea to produce that?MALE PROFESSOR: Well…As you know, back in the late 1960s lots of people in the United States were disillusioned with the government. Sills was grappling with how to produce theater that was…relevant in such times. Then he happened to read "The Blue Light," and he realized it had just the message he wanted.See, in the story, a man who's lost all hope as a result of the unfortunate events in his life completely turns his life around…with the help of a magical blue light. So, the blue light in the story symbolizes a way out of seemingly unsolvable human problems. And for Sills, that light symbolized an answer to the political turmoil in the U.S. FEMALE STUDENT: But weren't you…um, audiences…bothered that the actors were performing on a bare stage?MALE PROFESSOR: Well, story theatre is a departure from traditional dramatic theater…with its realistic, elaborate props and scenery. But Sills could make us "see"…say, a big, tall mountain…through the facial expressions and body movements of the actors—and their telling of the story.We were all swept up, energized by such an innovative approach to theater—even if one or two of the critics weren't as enthusiastic.FEMALE STUDENT: Cool. So, uh, anyway…What I really wanted to ask…I'd love to try doing story theatre for my project, instead of just a scene from a traditional play. MALE PROFESSOR: Hmmm…That's possible—a -a short tale can be about the same length as a single scene…Which fairy tale would you do?FEMALE STUDENT: Actually, I was reading about another director of story theatre? Rex You know—he produces plays based on folk tales as well. Maybe I could direct one of those?MALE PROFESSOR: Ohhhhkay, yes—Rex Stephenson. Now, Stephenson's style of story theatre is a little different from Sills's—He'll use simple props…a chair will represent a mountain…but the significant difference is with the narrator…the narrator will play only that role. Let's talk about why…题目1.Why does the student go to see the professor?A. To learn about the background of a director who was discussed in classB. To ask permission to use a specific type of theater for her class assignmentC. To discuss the symbolism in a play she wants to use for her assignmentD. To find out what scenery she is allowed to use in presenting her assignment2.Why does the professor discuss the political environment in the United States in the 1960s?A. To compare events at that time to events that occurred in one of Stephenson's playsB. To suggest that the woman do additional research on that period of United States historyC. To point out why political themes are common in folk and fairy talesD. To explain Sills's inspiration for his first story theatre production3.According to the professor, what does the blue light in the fairy tale called The Blue Lightrepresent?A. A plan that is impossible to followB. A conflict between two opposing forcesC. A solution to complex problemsD. A question that has no clear answer4.What is the professor's opinion about Sills's production of The Blue Light?A. He thinks that it was an inventive and powerful performance.B. He believes that the use of some props would have enhanced the performance.C. He thinks that the theme is even more relevant today than it was in the 1960s.D. He believes that it was less effective stylistically than some of Stephenson's plays.5.According to the professor, what is the most important difference between Stephenson's and Sills's style of story theatre?A. The actor who plays the role of the narrator plays only that role in Stephenson's productions.B. The actors wear elaborate costumes in Stephenson's productions.C. The stage settings are realistic in Stephenson's productions.D. Political themes are avoided in Stephenson's productions.答案B DC A A译文旁白：请听一段学生和教授关于戏剧课的对话。
托福TPO53口语Task3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TPO53口语Task3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TPO53口语Task3阅读文本： University Announces Energy-Saving Plan Out of concern for the environment, the university has announced an effort to reduce energy consumption. The energy saving measures will start at the library. One measure involves the library’s inside lighting: new overhead lights that use less power will be installed throughout the building. Another measure has to do with the temperature level in the library. The air-conditioning will be reduced on hot days, meaning that study areas will be kept somewhat warmer when it is hot outside. 托福TPO53口语Task3听力文本： M: So what do you think of the new policy? W: Well, they’ve got the right idea. But I don’t think it will work out as they planned. M: Really? Why not? W: I just feel they haven’t thought through the consequences. For example, have you seen the new lights? They’ve already been installed in the reference room, they are just not bright enough. M: Oh. W: Yeah. And there are sorts of individual lamps in the study areas. M: The reading lamps? W: Yeah, the reading lamps. Well nobody uses them, nobody turns them on now. But people are gonna start turning them all on if the overhead light is dimmer. So any saving is gonna go away. M: OK, but what about what they are doing with the air conditioning? That’s surly going to save. W: Save energy? You bet. But there is a different problem. Think about what the library’s going to be like on hot days? M: It’s certainly gonna be a lot less comfortable. W: Right now the library is the best place to get studying done. It’s pretty comfortable and it’s quiet. I think now when it is really hot, students will just wind up studying back to their dorm rooms. I know I will. M: Cause the dorms will be still cool on hot days. But they are often so noisy. W: Exactly, loud and busy and bad for my concentration. M: So people won’t have any really good place to study. 托福TPO53口语Task3题目： The woman expresses her opinion of the university's plan. State her opinion and explain the reasons she gives for holding that opinion. 托福TPO53口语Task3满分范文： University is planning to start energy saving plan from library. However, the woman doesn’t agree. Because first the new lights that have already been installed in the reference room are not bright enough, and even though the reading lamps are not being used now, they will be turning on if the overhead light is dimmer by then. So this saving will go away. Plus, the air conditioning will save energy for sure, but it will cause another problem. Right now, library is the best place for students to study, but if the air conditioning is turned off, it will be pretty uncomfortable on hot days. And if so, students will wind up going back to their dorms to study, which is busy, noisy and bad for their concentration. 以上是给大家整理的托福TPO53口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福口语task3题目范文
托福口语task3题目范文TPO〔托福〕模考软件是目前市面上最好用的托福备考资料了，托福考生一般都会拿TPO来进行托福考试的学习。
下面是我为您整理的关于托福口语task3题目范文，希望对你有所帮助。
托福口语task3题目范文TPO2托福综合口语Task3阅读文本：Bus Service Elimination PlannedThe university has decided to discontinue its free bus service for students. The reason given for this decision is that few students ride the buses and the buses are expensive to operate. Currently, the buses run from the center of campus past university buildings and through some of the neighborhoods surrounding the campus. The money saved by eliminating the bus service will be used to expand the overcrowded student parking lots.TPO2托福综合口语Task3听力文本：(Man): I dont like the universitys plan.(Woman): Really? Ive ridden those buses and sometimesthere were only a few people on the bus. It did seem like a kind of a waste.(Man): I see your point, but I think the problem is that the route is out of date. It only goes to the neighborhood that have gotten too expensive for students to live in. It is ridiculous that they have not already changed route, you know, so it goes where most off-campus students live now.I bet if they did that, theyd get plenty of students riding those buses.(Woman): Well, at least they are adding more parking, it has gotten really tough to find a space.(Man): That is the other part I do not like, actually. Cutting back the bus service and adding parking just encourage more students to drive on campus and that just adds to noise around campus and create more traffic. And that II increase the need for more parking spaces.(Woman): Yeah, I guess I can see your point. Maybe it would be better if more students use the buses instead of driving. (Man): Right. And the university should make it easier to do that, not harder.TPO2托福综合口语Task3题目文本：The man expresses his opinion of the universitys plan to eliminate the bus service. State his opinion and explain the reasons he gives for holding that opinion.TPO2托福综合口语Task3满分范文：Well, the man disagrees with the plan for two main reasons. First of all, he believes that the route is out-of-date since it only goes through the neighborhoods that are too expensive for students to live in. If they change the bus route making it go through areas where most off-campus students live now, they will have plenty of students riding those buses. On top of that, the man thinks that the plan will encourage students to drive on campus, which will cause not only more traffic and noise but also deficient parking spaces on campus. So the man disagrees with the plan for the reasons stated above. (110 words)TPO48托福综合口语Task3题目+解析+思路+范文Question:The man expresses his opinion about the letter-writers proposal. Briefly summarize the proposal. Then state the mans opinion and explain the reasons he gives for holding that opinion.1、题目。
托福阅读tpo54打印
Elements of LifeThe creation of life requires a set of chemical elements for making the components of cells. Life on Earth uses about 25 of the 92 naturally occurring chemical elements, although just 4 of these elements-oxygen, carbon, hydrogen, and nitrogen-make up about 96 percent of the mass of living organisms. Thus, a first requirement for life might be the presence of most or all of the elements used by life.The word “components” in the passage is closest in meaning to∙parts∙bodies∙combinations∙characteristicsInterestingly, this requirement can probably be met by almost any world. Scientists have determined that all chemical elements in the universe besides hydrogen and helium (and a trace amount of lithium) were produced by stars. These are known as heavy elements because they are heavier than hydrogen and helium. Although all of these heavy elements are quite rare compared to hydrogen and helium, they are found just about everywhere.According to paragraphs 1 and 2, living cells contain which of the following?∙All chemical elements in the universe except lithium∙About 25 different elements∙About 96 percent of all known elements∙Ninety-two naturally occurring elementsHeavy elements are continually being manufactured by stars and released into space by stellar deaths , so their amount compared to hydrogen and helium gradually rises with time. Heavy elements make up about 2 percent of the chemical content (by mass) of our solar system; the other 98 percent is hydrogen and helium. In some very old star systems, which formed before many heavy elements were produced, the heavy-element share may be less than 0.1 percent. Nevertheless , every star system studied has at least some amount of all the elements used by life. Moreover, when planetesimals-small, solid objects formed in the early solar system that may accumulate to become planets-condense within a forming star system, they are inevitably made from heavy elements because the more common hydrogen andhelium remain gaseous. Thus, planetesimals everywhere should contain the elements needed for life, which means that objects built from planetesimals-planets, moons, asteroids, and comets-also contain these elements. The nature of solar-system formation explains why Earth contains all the elements needed for life, and it is why we expect these elements to be present on other worlds throughout our solar system, galaxy, and universe.Why does the author provide the information that _ Heavy elements...stellar deaths _?∙To explain how it is that the elements required for life can be found everywhere∙To provide evidence that our solar system is relatively young∙To argue that some solar systems are more likely to support life than others∙To explain why heavy elements have greater mass than hydrogen and helium∙Paragraph 3 suggests that which of the following may be a difference between very old star systems and newer star systems?∙Older star systems are likely to have fewer planets, moons, asteroids, and comets than newer star systems.∙Newer star systems probably contain more hydrogen and helium than older star systems.∙Newer star systems probably contain more heavy elements than older star systems.∙The process of solar-system formation may have been fundamentally different in older star systems than in newer star systems.∙The word “Nevertheless” in the passage is closest in meaning to∙additionally∙however∙in particular∙on the contrary∙The word “inevitably” in the passage is closest in meaning to∙typically∙unsurprisingly∙necessarily∙naturallyWhich of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.∙Planetesimals may remain in star systems when hydrogen and helium combine with less common heavier elements.∙Planetesimals are composed of heavy elements because hydrogen and helium stay in the form of gases.∙Planetesimals are small, solid objects that condense within a forming star system and may become planets.∙When planetesimals accumulate to form planets, they inevitably contain gaseous as well as heavy elements.Note that this argument does not change, even if we allow for life very different from life on Earth. Life on Earth is carbon based, and most biologists believe that life elsewhere is likely to be carbon based as well. However, we cannot absolutely rule out the possibility of life with another chemical basis, such as silicon or nitrogen. The set of elements (or their relative proportions) used by life based on some other element might be somewhat different from that used by carbon-based life on Earth. But the elements are still products of stars and would still be present in planetesimals everywhere. No matter what kinds of life we are looking for, we are likely to find the necessary elements on almost every planet, moon, asteroid, and comet in the universe. According to paragraph 4, which of the following is true about possible life on other planets?∙It cannot be based on silicon or nitrogen.∙It could not survive on Earth.∙It probably would not be made of elements produced by stars.∙It is likely to have carbon as its chemical basis.A somewhat stricter requirement is the presence of these elements in molecules that can be used as ready-made building blocks for life, just as early Earth probably had an organic soup of amino acids and other complex molecules. Earth`s organic molecules likely came from some combination of three sources: chemical reactions in the atmosphere, chemical reactions near deep-sea vents in the oceans, and molecules carried to Earth by asteroids and comets. The first two sources can occur only on worlds with atmospheres or oceans, respectively. But the third source should have brought similar molecules to nearly all worlds in our solar system.According to paragraph 5, all of the following are true of the organic molecules on early Earth EXCEPT:∙Some of them were probably brought to Earth by asteroids or comets.∙Some of them probably formed in the atmosphere and oceans.∙They were probably significantly different from the organic molecules present on other planets in the solar system.∙They included complex moleculesStudies of meteorites and comets suggest that organic molecules are widespread among both asteroids and comets. Because each body in the solar system was repeatedly struck by asteroids and comets during the period known as the heavy bombardment (about 4 billion years ago), each body should have received at least some organic molecules. However, these molecules tend to be destroyed by solar radiation on surfaces unprotected by atmospheres. Moreover, while these molecules might stay intact beneath the surface (as they evidently do on asteroids and comets), they probably cannot react with each other unless some kind of liquid or gas is available to move them about. Thus, if we limit our search to worlds on which organic molecules are likely to be involved in chemical reactions, we can probably rule out any world that lacks both an atmosphere and a surface or subsurface liquid medium, such as water.The phrase “widespread among” is closest in meaning to∙frequently present in∙widely separated in∙ a significant part of∙found throughout the bodies ofThe Commercialization of LumberIn nineteenth-century America, practically everything that was built involved wood. Pine was especially attractive for building purposes. It is durable and strong, yet soft enough to be easily worked with even the simplest of hand tools. It also floats nicely on water, which allowed it to be transported to distant markets across the nation. The central and northern reaches of the Great Lakes states-Michigan, Wisconsin, and Minnesota-all contained extensive pine forests as well as many large rivers for floating logs into the Great Lakes, from where they were transported nationwide. The word “durable ” in the passage is closest in meaning to∙readily available∙long lasting∙dense∙flexibleAccording to paragraph 1, all of the following characteristics of pine made it a desirable material for building in nineteenth-century America EXCEPT:∙It was long lasting.∙It was relatively easy to transport.∙Its softness made it easy to work with.∙It produced buildings that were especially attractive.By 1860, the settlement of the American West along with timber shortages in the East converged with ever-widening impact on the pine forests of the Great Lakes states. Over the next 30 years, lumbering became a full-fledged enterprise in Michigan, Wisconsin, and Minnesota. Newly formed lumbering corporations bought up huge tracts of pineland and set about systematically cutting the trees. Both the colonists and the later industrialists saw timber as a commodity , but the latter group adopted a far more thorough and calculating approach to removing trees. In this sense, what happened between 1860 and 1890 represented a significant break with the past. No longer were farmers in search of extra income the main source for shingles, firewood, and other wood products. By the 1870s, farmers and city dwellers alike purchased forest products from large manufacturing companies located in the Great Lakes states rather than chopping wood themselves or buying it locally.The word “commodity ” in the passage is closest in meaning to∙product∙problem∙opportunity∙advantageWhat can be inferred from paragraph 2 about timber in America before the year 1860 ?∙Farmers of the American West earned most of their income by selling timber to newly arrived settlers.∙Timber came primarily from farmers who wished to supplement their income.∙Timber was much more expensive before the year 1860 because it was less readily available.∙Timber came primarily from large manufacturing companies in the EastThe commercialization of lumbering was in part the product of technological change. The early, thick saw blades tended to waste a large quantity of wood, with perhaps as much as a third of the log left behind on the floor as sawdust or scrap. In the 1870s, however, the British-invented band saw , with its thinner blade, became standard issue in the Great Lakes states` lumber factories. Meanwhile, the rise ofsteam-powered mills streamlined production by allowing for the more efficient, centralized, and continuous cutting of lumber. Steam helped to automate a variety of tasks, from cutting to the carrying away of waste. Mills also employed steam to heat log ponds, preventing them from freezing and making possible year-round lumber production.Why doe s the author discuss the “British-invented band saw ”?∙To give an example of how steam power led to technological advancements∙To help explain how the thickness of a saw blade determines how much wood is wasted ∙To explain how competition with other countries benefited the American lumber industry ∙To illustrate the impact of new technology on the lumber industryTh e phrase “allowing for ” in the passage is closest in meaning to∙encouraging∙introducing∙making possible∙emphasizingAll of the following are mentioned in paragraph 3 as resulting from the use of steam in the lumber industry EXCEPT:∙Work became centralized, and many tasks were automated.∙Lumber could be produced more efficiently and on a larger scale.∙Waste materials could be re-used as fuel to power the lumber mills.∙Lumber production could continue throughout the cold winter monthsFor industrial lumbering to succeed, a way had to be found to neutralize the effects of the seasons on production. Traditionally, cutting took place in the winter, when snow and ice made it easier to drag logs on sleds or sleighs to the banks of streams. Once the streams and lakes thawed, workers rafted the logs to mills, where they were cut into lumber in the summer. If nature did not cooperate-if the winter proved dry and warm, if the spring thaw was delayed-production would suffer. To counter the effects of climate on lumber production, loggers experimented with a variety of techniques for transporting trees out of the woods. In the 1870s, loggers in the Great Lakes states began sprinkling water on sleigh roads, giving them an artificial ice coating to facilitate travel. The ice reduced the friction and allowed workers to move larger and heavier loads.The word “facilitate ” in the passage is closest i n meaning to∙expand∙ease∙transform∙permitAccording to paragraph 4, how could a warm, dry winter interfere with lumber production?∙Certain trees would become dry and yield low-quality lumber.∙There would not be enough water in streams and lakes to raft the logs to mills.∙It would be more difficult to transport logs to streams and lakes.∙Rivers would not be full enough in the spring to power millsBut all the sprinkling in the world would not save a logger from the threat of a warm winter. Without snow the sleigh roads turned to mud. In the 1870s, a set of snowless winters left lumber companies to ponder ways of liberating themselves from the seasons. Railroads were one possibility. At first, the remoteness of the pine forests discouraged common carriers from laying track. But increasing lumber prices in the late 1870s combined with periodic warm, dry winters compelled loggers to turn to iron rails. By 1887, 89 logging railroads crisscrossed Michigan, transforming logging from a winter activity into a year-round one.The word “remoteness ” in the pa ssage is closest in meaning to∙decline∙density∙size∙isolationOnce the logs arrived at a river, the trip downstream to a mill could be a long and tortuous one. Logjams (buildups of logs that prevent logs from moving downstream) were common-at times stretching for 10 miles-and became even more frequent as pressure on the northern Midwest pinelands increased in the 1860s. To help keep the logs moving efficiently, barriers called booms (essentially a chain of floating logs) were constructed to control the direction of the timber. By the 1870s, lumber companies existed in all the major logging areas of the northern Midwest.Overkill of the North American Megafauna Thousands of years ago, in North America`s past, all of its megafauna-large mammals such as mammoths and giant bears-disappeared. One proposed explanation for this event is that when the first Americans migrated over from Asia, they hunted the megafauna to extinction. These people, known as the Clovis society after a site where their distinctive spear points were first found, would have been able to use this food source to expand their population and fill the continent rapidly. Yet many scientists argue against this "Pleistocene (the period between about 2.5 million and 11,700 years ago during which humans first appeared on Earth) overkill" hypothesis. Modern humans have certainly been capable of such drastic effects on animals, but could ancient people with little more than stone spears similarly have caused the extinction of numerous species of animals? Thirty-five genera or groups of species (and many individual species) suffered extinction in North America around 11,000 B.C., soon after the appearance and expansion of Paleo-Indiansa group of hunters active in America during the late Pleistocene throughout the Americas (27 genera disappeared completely, and another 8 became locally extinct, surviving only outside North America).The word “proposed” in t he passage is closest in meaning to∙accepted∙obvious∙debatable∙suggestedThe word “distinctive ” in the passage is closest in meaning to∙hidden∙characteristic∙scattered∙rareWhy does the author compare “Modern humans” with “ancient people”?∙To argue that modern people have continued to have drastic effects on animal species ∙To illustrate how people from different historical times treated animals differently∙To question the idea that ancient people could have hunted the megafauna to extinction ∙To emphasize that modern people are more successful hunters than ancient people wereAlthough the climate changed at the end of the Pleistocene, warming trends had happened before. A period of massive extinction of large mammals like that seen about 11,000 years ago had not occurred during the previous 400,000 years, despite these changes. The only apparently significant difference in the Americas 11,000 years ago was the presence of human hunters of these large mammals. Was this coincidence or cause-and-effect?We do not know. Ecologist Paul S. Martin has championed the model that associates the extinction of large mammals at the end of the Pleistocene with human predation. With researcher J. E. Mosimann, he hasco-authored a work in which a computer model showed that in around 300 years, given the right conditions, a small influx of hunters into eastern Beringia 12,000 years ago could have spread across North America in a wave and wiped out game animals to feed their burgeoning population.In using the word “coincidence ” in the passage, the author refers to events that occurred∙after a period of many years∙subsequent to a prediction∙from time to time∙at the same time and by chanceAccording to paragraph 2, what suggests that human activity played a role in the extinction of mammals about 11,000 years ago?∙Climate changes that would have favored human population expansion occurred at the time of the extinctions.∙The presence of human hunters had caused animal extinctions in other time periods.∙There was a pattern of climate change earlier than 11,000 years ago that had not caused animal extinctions.∙Harmful climate changes 11,000 years ago would have required humans to hunt larger numbers of animals for food.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.∙ A computer model was designed to determine how long it would have taken for a small group of hunters to spread across North America.∙ A computer model showed that it was possible for a small group of hunters to spread across North America and kill off game animals in just 300 years.∙According to a computer model, people coming into North America 12,000 years ago had to kill game animals in order to feed their population.∙According to a computer model, about 12,000 years ago conditions enabled a small group of hunters to enter and cross North America in about 300 years.The researchers ran the model several ways, always beginning with a population of 100 humans in Edmonton, in Alberta, Canada, at 11,500 years ago. Assuming different initial North American big-game-animal populations (75–150 million animals) and different population growth rates for the human settlers (0.65%–3.5%), and varying kill rates, Mosimann and Martin derived figures of between 279 and1,157 years from initial contact to big-game extinction.Which of the following best describes the results of the research discussed in paragraph 4 ?∙Scientists used mathematical models to show that most of the extinctions occurred in areas where humans had recently arrived.∙Scientists established that the main population of North Americans who hunted lived in Canada during the time of the megafauna extinctions.∙Scientists used numerical models to confirm that a small population of humans could have caused big-game extinctions in a relatively short period of time.∙Scientists used statistics to prove beyond doubt the currently accepted view that human hunters were the main cause of the megafauna extinctionsMany scholars continue to support this scenario. For example, geologist Larry Agenbroad has mapped the locations of dated Clovis sites alongside the distributionof dated sites where the remains of wooly mammoths have been found in both archaeological and purely paleontological contexts. These distributions show remarkable synchronicity (occurrence at the same time).There are, however, many problems with this model. Significantly, though a few sites are quite impressive, there really is very little archaeological evidence to support it. Writing in 1982, Martin himself admitted the paucity of evidence; for example, at that point, the remains of only 38 individual mammoths had been found at Clovis sites. In the years since, few additional mammoths have been added to the list; there are still fewer than 20 Clovis sites where the remains of one or more mammoths have beenrecovered, a minuscule proportion of the millions that necessarily would have had to have been slaughtered within the overkill scenario.Which of the following statements about Larry Agenbroad’s work is implied in the discussion in paragraph 5 ?∙Agenbroad showed that Mosimann and Martin’s estimates of the amount of time needed to drive big-game to extinction were correct.∙Agenbroad’s maps were the first to indicate the ages of the Clo vis sites.∙Agenbroad reinforced the idea that humans could have caused the extinctions.∙Agenbroad’s studies of wooly mammoths l ed to his discovery of Clovis sitesThe word "admitted" in the passage is closest in meaning to∙accepted the truth of∙was unaware of∙was troubled by∙called attention toAccording to paragraph 6, which of the following statements challenges the view that hunting by humans caused the extinctions of North American megafauna?∙The Clovis sites that contain the remains of mammoths were settled by humans long after the extinctions occurred.∙Only a few of the Clovis sites are located near known mammoth habitats.∙Only a few of the Clovis sites are located near known mammoth habitats.∙The number of mammoth remains found at Clovis sites is smaller than would be expected if hunting by humans had caused the extinctions.Though Martin claims the lack of evidence actually supports his model-the evidence is sparse because the spread of humans and the extinction of animals occurred so quickly-this argument seems weak. And how could we ever disprove it? As archaeologist Donald Grayson points out, in other cases where extinction resulted from the quick spread of human hunters-for example, the extinction of the moa, the large flightless bird of New Zealand-archaeological evidence in the form of remains is abundant. Grayson has also shown that the evidence is not so clear that all or even most of the large herbivores in late Pleistocene America became extinct after the appearance of Clovis. Of the 35 extinct genera, only 8 can be confidently assigned an extinction date of between 12,000 and 10,000 years ago. Many of the older genera, Grayson argues, may have succumbed before 12,000 B.C., at least half a century before the Clovis showed up in the American West.。
托福TPO54阅读题目+文本及解析
托福考试前很多考生通过TPO练习来提高自己的托福解答能力，目前TPO也已经更新到54了，今天上海学校托福小编给为大家分享TPO54阅读题目+文本及解析，方便大家做考前练习!托福暑期班已上线，报暑期优惠多多!TPO54阅读题目+文本:木材的商业化_The Commercialization of LumberIn nineteenth-century America, practically everything that was builtinvolved wood.Pine was especially attractive for building purposes.It is【durable 】and strong, yet soft enough to be easily worked with even the simplestof hand tools.It also floats nicely on water, which allowed it to be transportedto distant markets across the nation.The central and northern reaches of theGreat Lakes states—Michigan, Wisconsin, and Minnesota—all contained extensivepine forests as well as many large rivers for floating logs into the GreatLakes, from where they were transported nationwide.By 1860, the settlement of the American West along with timbershortages inthe East converged with ever-widening impact on the pineforests of the GreatLakes states. Over the next 30 years, lumbering became a full-fledged enterprisein Michigan, Wisconsin, and Minnesota. Newly formed lumbering corporationsbought up huge tracts of pineland and set about systematically cutting thetrees. Both the colonists and the later industrialists saw timber as a【commodity】, but the latter group adopted a far more thorough and calculatingapproach to removing trees.In this sense, what happened between 1860 and 1890represented a significant break with the past. No longer were farmers in searchof extra income the main source for shingles, firewood, and other wood products.By the 1870s, farmers and city dwellers alike purchased forest products fromlarge manufacturing companies located in the Great Lakes states rather thanchopping wood themselves or buying it locally.The commercialization of lumbering was in part the product of technologicalchange. The early, thick saw blades tended to waste a large quantity of wood,with perhaps as much as a third of the log left behind on the floor as sawdustor scrap. In the 1870s, however, the 【British-invented band saw】, with itsthinner blade, became standard issue in the Great Lakes states' lumberfactories.Meanwhile, the rise of steam-powered mills streamlined production by 【allowing for 】the more efficient, centralized, and continuous cutting of lumber.Steam helped to automate a variety of tasks, from cutting to the carrying awayof waste. Mills also employed steam to heat log ponds, preventing them fromfreezing and making possible year-round lumber production.For industrial lumbering to succeed, a way had to be found to neutralizethe effects of the seasons on production. Traditionally, cutting took place inthe winter, when snow and ice made it easier to drag logs on sleds or sleighs tothe banks of streams. Once the streams and lakes thawed, workers rafted the logsto mills, where they were cut into lumberin the summer. If nature did notcooperate—if the winter proved dry and warm, if the spring thaw wasdelayed—production would suffer. To counter the effects of climate on lumberproduction, loggers experimented with a variety of techniques for transportingtrees out of the woods. In the 1870s, loggers in the Great Lakes states begansprinkling water on sleigh roads, giving them an artificial ice coating tofacilitatetravel. The ice reduced the friction and allowed workers to movelarger and heavier loads.But all the sprinkling in the world would not save a logger from the threat。
托福TPO49口语Task3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TPO49口语Task3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TPO49口语Task3阅读文本： Make Textbook List Available Earlier Students always have to wait until the beginning of the semester to find out which textbooks they will need for their new courses. But since a lot of students register early for their courses, I think that the list for each course should be available immediately at the time of registration.This would give students more time to shop around to find less expensive textbooks. And it would also allow them to start work on the reading for their new courses early. Alexandra Brown 托福TPO49口语Task3听力文本： Narrator: Now listen to two students discussing the letter. Man: Hey, did you see Alexandra’s letter? Girl: Yeah, what do you think? Man: Well, it’s great. She really makes some good points, like the thing with the university bookstore is, if you buy a brand new textbook, it can be pretty expensive and they usually have only a few used textbooks around. They’re cheaper of course, but they sell out quickly. Girl: That’s true. Man: So this would give students time to look around on their own. You know, maybe they could find the books they need online, get books a few months ahead of time using the internet. Girl: I agree. Man: So this way students might be able to save a little money. Girl: Right, so what do you think about the second point, about the reading assignment? Man: I agree with that, too. It just makes a lot of sense, because things get really busy when the semester first starts and it can be hard to find time to keepup with all of the assignments, but students usually have some free time right before the start of the semester. Girl: So we’d have a good opportunity to do some preparation. Man: Exactly. 托福TPO49口语Task3题目： The man expresses his opinion about the proposal described in the letter. Briefly summarize the proposal. Then state his opinion about the proposal and explain the reasons he gives for holding that opinion. 托福TPO49口语Task3满分范文： In the letter, Alexandra proposes the school to offer the list of textbooks needed for each course earlier. In this way, students can have more time to find cheaper textbooks and start working on their new courses early. In the conversation, the man supports her proposal. The man states that brand new textbooks are usually expensive and the used one, which are much cheaper, sell out quickly. And if the book list are available earlier, students may be able to get textbook online with less money. In addition, the man agree that at the beginning of each semester, students are often quite busy, hard to keep up with all the assignments. If they can have the textbooks earlier, they may have more time to make preparation ahead of the semester. 以上是给大家整理的托福TPO49口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。