托福TPO48口语Task6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TPO48口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO48口语Task6听力文本：
Listen to part of a lecture in a business class.
Okay. So we have been discussing how companies use advertising to help sell their products. Now although advertisements can benefit companies, there are people who are critical of advertising because of certain environmental problems it can cause. So let's talk about two ways advertising can be seen to negatively affect the environment.
One way is by wasting natural resources, like trees, by advertising to consumers who do not have a need for the product or service. The advertisement is irrelevant or useless for them. For instance, a piece of mail I got advertising a kitchen renovation service. A whole big booklet, lots of paper, about different ways to remodel your kitchen: changing the floors, adding new cupboards or appliances, but this was all a lot of wasted paper, wasted trees because I don't even own my place.
I rent an apartment. So a kitchen renovation service is irrelevant to me. I can't use it. And I'm sure that booklet was mailed to lots of other people who also rent and who just threw the booklet into trash because they have no need for a kitchen renovation.
Now, additionally, advertising can have a negative effect on the natural beauty of the environment. People are often less able to enjoy the beauty of the natural surroundings if there are large advertisements blocking their view of the landscape or distracting them from the natural beauty around them. Let's face it. No matter how beautiful an area of nature is to begin with, its beauty is damaged by visible advertisements. So...like, for example, this happens with big advertisements on the side of roads, huge billboards. Say there's a road passing through a beautiful area in the mountains, but there are all these big billboards advertising restaurants and products along the side of the road. The land is naturally very beautiful, but you can't fully appreciate it. The big billboard advertisements get in the way.
托福TPO48口语Task6题目：
Using the points and examples from the lecture, explain two ways that advertising can negatively affect the environment.
托福TPO48口语Task6满分范文：
The lecture talks about two negative impacts of advertising on the environment. The first drawback refers to the waste of natural resources. For example, I received
a whole bunch of booklets promoting various ways of kitchen renovation service. But this was irrelevant to me and a total waste of trees because the apartment I lived was rented and many people would throw the advertising mails into dustbin just as I did. The second shortcoming concerns the natural beauty of the environment. Huge billboards advertising restaurants and products along the side of the road will block the view of the landscape or distract people from the natural beauty.
以上是给大家整理的托福TPO48口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
tpo46口语范文答案
tpo46口语范文答案Task 1.题目：Talk about a special event or occasion that you have participated in with your family. Describe what you did and why it was special to you.答案：Well, I gotta say the family reunion we had last year was super special. It was held at my grandparents' big old house in the countryside. You know, we don't get to see all the relatives that often. So when we got there, it was like a big party.We started off by helping the old folks cook all the traditional family dishes. I was in charge of making the dumplings. It was a lot of fun, though my dumplings were kind of wonky some big, some small. But everyone was so nice and just laughed it off.After that, we all sat down in the huge yard under the big old tree. The kids were running around playing games, and the adults were chatting, sharing stories about the good old days. It was really heart warming.What made it so special was that it was a time when we all came together as a family. In our daily lives, everyone is so busy with work or school. But at that reunion, we could just relax, be ourselves, and feel the strong family bond. It was like a recharge for our family spirit, you know?Task 2.题目：Some people think that materials printed on paper, such as books and newspapers, will one day be replaced by electronic versions of those materials. Others believe that printed materials will always be popular. Which point of view do you agree with? Explain why.答案：I think printed materials will always be popular. I mean, there's just something about holding a book in your hands. It's like a friend, you know? You can flip through the pages, smell that new book smell or the old book musty smell, which is kind of nostalgic.Sure, e books are convenient. You can carry a whole library on one device. But think about it, when you're at the beach, do you really want to risk getting your expensive e reader all sandy or wet? A paperback book, on the other hand, is perfect for that. You can just toss it in your beach bag.Also, a lot of people like to collect books. It's a hobby. There's no way an e book can give you that sense of building a collection on your bookshelf. Newspapers too. Some people like to spread out the newspaper in the morning, have their coffee, and read it. It's a routine that's hard to replace with swiping on a screen. So, printed materials are here to stay.Task 3.题目：阅读部分：学校计划给学生提供更多的户外活动空间，将一块大草坪改造成学生可以自由使用的休闲区，包括设置一些桌椅、烧烤架等设施。
托福TPO46口语Task6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TPO46口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO46口语Task6听力文本： Listen to part of a lecture in a psychology class. When we think about the past, when we try to remember the past, we remember somethings better than others. Why is that? Well, there are a few different explanations. One explanation is that we remember something better if we already have some previous knowledge about it, some previous understanding of it. For example, let's say you are going to go to a classical music concert. If you don't know anything about classical music before you go to the concert, you probably won't remember many details of the concert later on. For example, if somebody asks you about the concert a year later, you probably won't remember what pieces the orchestra played, what order they played them in and so on. On the other hand, if you already know a lot about classical music before you go to the concert, for example, if you've been studying and playing classical music for many years, it's probably going to be much easier for you to recall the details of the concert later on. Another explanation is that we remember better when there's something unusual ordifferent about what we are trying to remember. For example, let's say you are in aclass at a university, a big class with over a hundred students in it. A year later, which of those a hundred students are you mostly likely to remember? Probably the ones who were unusual or different in some way, maybe a man who was exceptionally tall, or a woman who was exceptionally intelligent. The fact that these students were somehow different from the other students will make them easier to remember. 托福TPO46口语Task6题目： Using points and examples from the lecture, give two explanations for why we may remember some things better than others. 托福TPO46口语Task6满分范文： In the lecture, the professor talks about a psychology phenomenon that when we think about or try to remember the past, we remember some things better than others and illustrates two explanations for this. One explanation is that we remember something better if we already have some previous knowledge about or understanding of it. For example, if you don’t know anything about classical music before going to the concert, you probably won’t remember many details of the concert later on. On the contrary, if you already know a lot or you’ve been studying and playing classicmusic for many years, it’s probably going to be easier to recall the details later on. Another explanation is that we remember better when there’s something unusual or different about what we are trying to remember. For example, you will probably only remember the ones who were unusual or different in a big class with over a hundred students a year later. 以上是给大家整理的托福TPO46口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
托福口语Task6 模板及高分答案
TOEFL Speaking Task6
题目类型及答题要点
题目类型
第6题是学术讲座，题目主要包括2个部分：
➢LISTENING PART
在听力部分中，一名教授会讲授某个学术的定义，概念，现象或过程，并举例说明。
听力的长度约为230-280词，听力时间为90到120s不等，此时考生需要根据对听力内容的理解进行笔记。
➢ANSWERING PART
在答题部分中，首先是20s的准备时间，然后60s的答题时间。
此时考生需要:
审题—确定答题重点。
浏览笔记—标记答题重点，划掉冗余部分。
整理思路—快速理清答题重点的逻辑顺序。
话题类型
Task 6 和Task 4一样，涉及学术话题。
涵盖的领域很广，不过最高频的话题是
那第六题说白了，就是一个复述题目。
同学们复述的重点是两个子标题以及例
从参考答案中，大家可以看出来第一句话改写题目是多么容易操作！Frontier前沿教育Esther 老师托福口语独家资料qq：397862712。
托福TPO45口语Task6听力文本题目满分范文
托福TPO45口语Task6听力文本题目满分范文在托福 TPO45 的口语 Task6 中，我们所听到的听力文本主要探讨了两个有趣且实用的概念。
第一个概念是关于动物的伪装策略。
以变色龙为例，它能够根据周围环境的颜色变化来调整自身的肤色，从而达到隐藏自己的目的。
这不仅仅是简单的颜色改变，更是一种精妙的生存技巧。
变色龙的皮肤中含有特殊的细胞，这些细胞能够感知周围环境的色彩，并迅速做出反应。
这种能力使变色龙在面对潜在的捕食者时，能够悄然融入背景之中，增加生存的机会。
另一个概念则是植物的防御机制。
有些植物为了防止被动物啃食，会发展出特殊的防御手段。
比如，某些带刺的植物，其尖刺不仅能够直接阻止动物的靠近，还能对试图啃食它们的动物造成伤害。
此外，还有一些植物会产生有毒的化学物质。
当动物食用这些植物时，可能会感到不适甚至中毒，从而让动物记住并远离这些植物。
动物的伪装策略和植物的防御机制，这两个概念看似不同，实则都反映了生物在自然界中为了生存和繁衍所做出的适应性改变。
变色龙的肤色变化，是对环境的主动适应，以便在捕食者的眼皮底下“消失”；而植物的尖刺和有毒化学物质，则是它们被动但有效的自我保护方式，防止被过度啃食而影响生存。
从更广泛的角度来看，这些现象也揭示了自然界中生物之间相互作用和相互影响的复杂性。
动物需要寻找食物，而植物需要防止被过度消耗，这种微妙的平衡在漫长的进化过程中逐渐形成。
对于我们人类而言，研究这些生物现象具有重要的意义。
在军事领域，动物的伪装技术启发了人们研发更先进的迷彩服和隐形装备，以提高士兵在战场上的隐蔽性。
在农业方面，了解植物的防御机制可以帮助农民更好地保护农作物，减少害虫和动物对庄稼的损害。
此外，这些生物现象也让我们更加深刻地认识到自然界的神奇和美妙。
每一种生物都有其独特的生存之道，都在为了适应环境而不断进化和改变。
这不仅让我们对生命的多样性充满敬畏，也激励着我们不断探索和学习，从自然界中获取更多的智慧和灵感。
托福TPO47口语Task6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TPO47口语Task6听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO47口语Task6听力文本： Listen to part of a lecture in a history class. When early humans wanted to eat meat, they hunted wild animals. That's how humans got meat for thousands of years. But then around 10,000 years ago, humans began to domesticate animals, that is, they began to control animals, to feed them, to raise them. And the domestication of animals had a number of benefits for early humans. Let's talk about a couple of these benefits. One benefit of animal domestication was that it provided early humans with a more consistent and reliable source of meat. When early humans hunted wild animals, sometimes they were able to find and catch the animals, but other times they weren't. So wild animals were not a reliable source of meat. But with domesticated animals, meat was always available. For example, goats were one of the first animals to be domesticated. They were easily controlled and organized into herds led by a person, a shepherd. So they could accompany groups of people as they moved from place to place. And whenever the people needed meat, they could eat the goats. They were always available. Another benefit of animal domestication was that domesticated animals could supply a variety of foods other than meat. When early humans hunted wild animals, the only kind of food they got was meat. But domesticated animals were able to supply, in addition to meat, other kinds of food products. For example, let's take a look again at domesticated goats. Live goats produce milk, so early humans could collect the milk and drink it. And they could also process the milk and turn it into other kinds of food, like yogurt and cheese, which could be stored. 托福TPO47口语Task6题目： Using the example of goats from the lecture, explain the two benefits of animal domestication for early humans. 托福TPO47口语Task6满分范文： The lecture talks about two benefits of animal domestication for early humans.The first advantage was that it offered early humans with a more constant source of meat. For example, goats were tractable, so they could move from one place to another with human migration. The goats were available to eat whenever and wherever the people needed meat whereas it relied more on luck to hunt wild animals. The second merit was that domesticated animals could supply a variety of foods besides meat. For instance, early humans could gather the goat milk and make it into other kinds of food such as yogurt and cheese, which could be preserved. By contrast, wild animals could furnish nothing but meat. 以上是给大家整理的托福TPO47口语Task6听力文本+题目+满分范文，希望对你有所帮助!。
tpo6口语答案范文
tpo6口语答案范文Task 1.题目：Talk about a photograph or painting you have seen that was memorable. Explain what you liked or disliked about it.答案：Well, there's this one painting that I saw in an art gallery that has really stuck with me. It was a Van Gogh, "Starry Night". Oh man, where do I start? I just love the way he used all those swirling lines. It's like the sky is alive and the stars are dancing. The colors are also super cool. The deep blues and the bright yellows create this really dreamy and sort of other worldly feeling. It makes me feel like I'm looking at a view from another planet or something. And I like how he painted the village in the foreground. It's so small compared to the huge sky, which gives you this sense of how vast the universe is and how tiny we humans are. There'sreally nothing I dislike about it. Every time I look at it, either in person or in a book, I get lost in it for a few minutes. It's like a little escape into a beautiful, crazy world.Task 2.题目：Some people have one career throughout their lives. Other people do different kinds of work at different points in their lives. Which do you think is better? Explain why.答案：Well, you know, I think doing different kinds of work atdifferent points in life can be really awesome. It's like having a whole bunch of different adventures. I mean, if you have just one career all your life, it can get kind of boring, right? You're just doing the same old thing day in and day out. But if you switch it up, you get to learn all kinds of new skills. For example, you could start off as a teacher, andthen later on decide to become a graphic designer. You get to meetdifferent people in different fields, and you have a lot more stories to tell. It's like living several different lives in one. On the other hand, having one career can give you a lot of stability and you can become an expert in that one area. But I still think the variety of changing careersis more exciting. It's like trying different flavors of ice cream insteadof just sticking to vanilla all your life.Task 3.题目：Reading: The university is planning to close the campus coffee shop because not many students use it. Also, it has been losing money for the past two years.Listening: The man disagrees. He says that the coffee shop is in a bad location. If it was moved to the student center, more students would go there. Also, he says that the coffee shop is losing money because it hasold equipment. If they bought new equipment, they could make better coffee and drinks faster, which would attract more customers.答案：Well, I don't think the university should close the campus coffee shop. The man in the conversation has some really good points. First of all, the location of the coffee shop is just all wrong. It's like they put it in a corner where no one can find it. If they moved it to the student center, that's like the heart of the campus. Everyone is always there, chatting, studying, or just hanging out. So of course more students would stop by for a cup of joe. And second, the old equipment is really a bummer. I mean, who wants to wait forever for a cup of coffee? If they got some new, shiny equipment, they could whip up those lattes and cappuccinos in no time. And the coffee would probably taste a whole lot better too. So instead ofclosing it down, the university should just give it a little makeover and anew location. It could be a really cool place for students to relax and get their caffeine fix.Task 4.题目：Reading: Concept of "emotional intelligence", which is theability to understand and manage one's own emotions and also to besensitive to others' emotions.Listening: The professor gives an example of a manager in a company. This manager was really good at her job in terms of getting work done. But she had a problem. She was always so stressed out and would get angryeasily at her employees. As a result, her employees were afraid of her and didn't want to work with her. Then she went to a workshop on emotional intelligence. She learned how to recognize when she was getting stressed and how to control her anger. She also became more aware of her employees' feelings. After that, the work environment improved a lot. Her employees were happier and more productive.答案：So, this emotional intelligence thing is really important, you know. Take that manager in the example. At first, she was like a ticking time bomb. She could get things done, but she was so bad with her emotions. She was stressed all the time and would just blow up at her employees. I bet those employees were walking on eggshells around her. But then she went to that workshop and learned about emotional intelligence. It was like she got a superpower. She could see when she was about to lose it and stop herself. And she started to care about how her employees were feeling too. That's when things got better. The employees were no longer scared and they could actually focus on their work. They were more productive because they were happy. So emotional intelligence is not just some fancy term. It can really make a difference in the workplace or in any situation where youhave to deal with people. It's like having a magic key to get along with others better.Task 5.题目：The woman's problem is that she has a really important group project due next week, but she also has a chance to go on a weekend trip with her friends which she has been looking forward to for a long time.Listening: One solution is that she could skip the trip and focus on the project. Another solution is that she could go on the trip and then work really hard on the project when she gets back.答案：Man, this is a tough situation for the girl. If I were her, I'd be so torn. I mean, on one hand, the group project is super important. If she skips the trip and focuses on it, she can make sure it's really good. She won't have to worry about rushing through it when she gets back. And her group members will probably be really happy that she's so dedicated. But on the other hand, that trip with her friends! She's been waiting forit for ages. It would be such a bummer to miss out. If she goes on the trip and then works hard when she gets back, she could still get the project done. But she might be really tired from the trip and stressed out trying to finish the project in a short time. I think I would probably go on the trip. I mean, life is short and we need to have some fun too. But I would make sure to bring my laptop and do a little bit of work on the project during the trip if I could, like maybe research some stuff. And then when I get back, I'd lock myself in my room and work like crazy on it.Task 6.题目：The lecture is about two ways that animals protect themselves from predators. One way is by using camouflage, and the other way is by having aposematic coloration (warning coloration).Listening: For camouflage, the professor gives the example of a stick insect. It looks exactly like a stick. So when a predator is looking for food, it's really hard to spot the stick insect. It blends in with its environment so well that it can just sit there and the predator will think it's just part of the scenery. For aposematic coloration, the example is a poison dart frog. It has really bright colors like red, blue and yellow. These bright colors are a warning to predators that it's poisonous. Predators learn to avoid these brightly colored animals because they know that if they eat them, they'll get sick or even die.答案：So, animals have some really cool ways to protect themselves from those mean predators. Take the stick insect for example. It's like a little master of disguise. It looks just like a stick. I can just imagine a bird flying around looking for a snack and it just passes right over the stick insect because it thinks it's just a twig. It's so amazing how it can blend in like that. And then there's the poison dart frog. Oh man, those bright colors are like a big sign that says "Stay away!". It's like the frog is wearing a neon sign that says "I'm poisonous, don't eat me!". Predators are smart enough to learn that those bright colors mean trouble. So they just leave the frog alone. These two ways are like nature's own little defense mechanisms. One is all about hiding and the other is about scaring off the bad guys.。
【必备资料】托福TPO6口语Task6题目文本及答案解析
【必备资料】托福TPO6口语Task6题目文本及答案解析在托福口语备考中，想要快速提升自己的托福口语能力，除了不断的累积自己的词汇和句型之外，从TPO练习入手也不失为一个不错的方法。
那么，在以下内容我们就为大家带来托福口语TPO的题目和答案解析。
托福TPO6口语task6题目 Listening Part:Now listen to part of a talk in an Education class.(female professor)One of the hardest parts of teaching is keeping your students’ attention.Now, the key to doing this is understanding the concept of attention. Basically,there are two types of attention. The first type is active, active attention isvoluntary. It’s when you intentionally make yourself focus on something. Andsince it requires effort, it’s hard to keep up for long a time. OK, so, um,let’s say you are teaching a Biology class. And today’s topic is frogs. Allright? You’re standing in front of the room lecturing: a frog is a type ofanimal known as an amphibian…, well, this isn’t necessarily going to keep thestudents’ interest. But most of them will force themselves to pay activeattention to your lecture. But it’s only a matter of time before they getdistracted.Now, the other type of attention is passive attention, when it’s involuntary. Passive attention requires no effort because it happens naturally. If something is really interesting students don’t have to force themselves to pay attention to it. They do it without even thinking about it. So back to our Biologylecture, you start talking about frogs and then you pull a live frog out of your briefcase. You’re describing it while holding it up. Show the students how long its legs are, and how they’re used for jumping, for example. Then maybe even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected, something more engaging, you can tap into their passive attention. And it can last much longer than active attention. As long as thefrog is still there your students will be interested.托福TPO6口语task6题目 Question:Using points and examples from the talk, explain the difference betweenactive and passive attention.托福TPO6口语task6 答案解析：1. Listening key(1.1) Main idea: active and passive attention(1.2) Active attention: forced(1.2.1) Example:(1.2.1.1) A teacher teaches a class by only reading from textbooks(1.2.1.2) Students will get bored, yet they’d still try to focus(1.2.1.3) But they will get distracted soon because this attention isforced(1.3) Passive attention: happens naturally(1.3.1) Example:(1.3.1.1) A teacher teaches with a live frog, let it jump around a bit(1.3.1.2) Students get interested in what’s happening, their concentration happens naturally(1.3.1.3) As long as the frog is on the table, students will have no problem focusing on the lecture托福TPO6口语task6 范文：The professor talks about two kinds of attention in the lecture. The first type is active attention which is voluntary. For example, if a biology teacher teaches a class by only reading from a textbook, the class can become fairlyboring. Most students would force themselves to focus, but sooner or later, the students will be distracted. The second type of attention is passive attention, let’s say instead of reading from a textbook, the teacher pulls a live frog out of his bag, then the lecture becomes really interesting. As long as the frog is on the table, the students will be able to focus on the lecture.本文部分信息来源于新东方在线。
tpo48
FEMALE EMPLOYEE: Hi, can I help you?MALE STUDENT: I hope so. My name's Mark Whitman, I'm--FEMALE EMPLOYEE: Don't I remember you from last year? You worked in uh…where was it, the art library?MALE STUDENT: Yeah. You're good. That was me. And I really enjoyed the work.FEMALE EMPLOYEE: Right. Yeah, your supervisor gave us some really great feedback at the end of the year. “Oh, he’s so organized, always on time,helpful...”MALE STUDENT: Really? Well, I'm glad. It was a good job.FEMALE EMPLOYEE: Well, we usually try to match students' jobs with their academic interests... MALE STUDENT: Yeah, I'm not exactly sure what career I'm headed for, but librarian is a possibility. It was a great experience to learn how it works and, and meet some people working in the field. But for this year...well, that’s what I wanted to ask about.FEMALE EMPLOYEE: Oh. How come you waited so long to come in? You know how fast campus jobs fill up. If you’d come in earlier, you could probably have gotten the library job again-- I mean, since you have the experience from last year, you don't need the training and all... but it's been filled now.MALE STUDENT: Yeah, I know. But I'd planned to get a job working at a restaurant off-campus this year.I really need to make more money than I did last year, and working as a waiter, there's always the tips. But…I've tried a ton of places and I haven't found anything. I know it’s really late, but well, uh, I was wondering… if maybe there was some job that hadn't been taken? Or maybe, umm, someone started a job and, ya know, had to drop it or something?FEMALE EMPLOYEE: Well, I doubt you'll find..MALE STUDENT: Could you, could you possibly check? I know it's a long shot but … My friend Suzanne, she takes photography classes in Harrison Hall. And, um, she sort of thought there might be an opening in the janitorial staff.FEMALE EMPLOYEE: Um, why does your friend, the photography student, think she has information about a janitorial staff opening? I'm pretty sure those jobs're filled. In fact, I remember taking lots of applications for them. Let me double check it online…MALE STUDENT: She said the whole studio arts building and especially the photo lab have been kind of, uh…sort of messy lately? I mean, she says there's, uh, chemicals and stuff left out and, ya know, it's like no one's been cleaning up. But that could just be, ya know, students using the lab after hours or something. Like, after it's been cleane.FEMALE EMPLOYEE: Hmm…hang on. There's…uh…there is um… an asterisk…uh, next to one of the job numbers here. There's a note. Let's see… Huh!… Your friend's right. Seems like one of the student janitors quit a couple weeks ago for some reason…. Well, whatever. It looks like this is your lucky day. MALE STUDENT: Wow! That is so great! So who's the contact person?FEMALE EMPLOYEE: Check with the janitorial office.MALE STUDENT: Fine. Thanks so much.MALE STUDENT: Hi, professor, I was hoping to ask you a few questions about the class you're teaching next semester, the course on Polish Drama? I was thinking of taking it.FEMALE PROFESSOR: Well, that's an upper-division course … You don’t look familiar to me. Are you a student in this department?MALE STUDENT: No, actually, I'm not.FEMALE PROFESSOR: OK. Have you had other classes in the Slavic Languages Department—here or somewhere else?MALE STUDENT: No, that's the thing…I was just wondering how good my Polish would hav e to be, whether the class is taught in Polish or not.FEMALE PROFESSOR: Well, you'd have to have some knowledge of it. By that level a lot of the students are quite fluent, plus there're some native speakers in the department. And we don't plan for it to happen, but it's pretty common for the discussions to kind of move in and out of English and Polish, and it can be difficult to follow, so … uh, how well do you speak Polish?MALE STUDENT: Not so great. It's just that my father's from there, so I'm interested in learning about, you know, Polish history, Polish culture. Plus, I'm studying drama—I'll probably major in it—I love plays. So I thought your course might be perfect.FEMALE PROFESSOR: Hmm, to be honest with you … you have to realize that we'll be watching videos of performances and maybe—if we can swing it—even watch a live performance, and those won't necessarily be in translation … Also, texts—texts are sometimes available in translation, but even then some references will be to the original. I’d hope you’d be fairly confident in reading.MALE STUDENT: To be honest, it sounds totally over my head.FEMALE PROFESSOR: You know what? I believe they'll be offering a survey course… on Polish literature … Let me check here …Yes, I thought it was being offered this time. Professor Jaworski's teaching it… Let's see… It covers the major works—you know, epic romantic poetry, the novels… And it does cover one or two plays.MALE STUDENT: And this is in English?FEMALE PROFESSOR: Yes, you'll be reading mostly English translations, and the discussions will be in English.MALE STUDENT: Hmmm. Novels and poetry…FEMALE PROFESSOR: They'll provide you with a great historical context for the plays, so when you do get to them, you’re going to really have a feel for the times they “lived” in, so to speak. Plus, this course might also give you the impetus to learn more Polish, you know, get it to the level where you'd be ready for the other class.MALE STUDENT: Hmmm …TPO 48 Lecture 1MALE PROFESSOR: So today we're going to continue our discussion of twentieth-century photography in the United States. Last time, we were talking about Alfred Stieglitz, and we saw that one of his goals was to introduce Americans to European art… Uh today we're going to look at another photographer from the early twentieth century—Uh yes, Jennifer. FEMALE STUDENT: Before we get to that, I had a question about Stieglitz …MALE PROFESSOR: Sure.FEMALE STUDENT: Well—Stieglitz was married to Georgia O'Keeffe, right?MALE PROFESSOR: That’s ri ght, Stieglitz was married to her, promoted her work, and actually took some amazing portraits of her when they were married. Uh for anyone who's not familiar with this, we're talking about the American painter Georgia O'Keeffe. FEMALE STUDENT: OK—well—I was wondering, Georgia O'Keeffe—y’know, I've heard her name so many times, and I've seen some of her work, but she's not mentioned in any of our reading about photographers from that time.MALE PROFESSOR: Uh—well—O'Keeffe was really more of a painter …FEMALE STUDENT: I thought she was a photographer too. I mean, I just saw one of her photographs, in a museum, the other day, I think it was called “Red Leaves on White,” or something like that.MALE PROFESSOR: Oh—right … Yes, Large Dark Red Leaves on White is the complete title. It’s a fairly well-known painting by O’Keeffe.FEMALE STUDENT: Oh, oh—OK—whoa, what was I thinking?! I guess I should’ve had a closer look.MALE PROFESSOR: No, no, that's a really good observation. I mean, chronologically, that would be impossible—when she did that painting, color film hadn't even been inventedyet—neither had the right technology to blow pictures up that big, to show that much detail. But that painting, and some of her other paintings, do reveal the-the influence of ph otography … like, she would “crop” her images—she, uh, she would make a “frame” around part of an image—say, just the very center—and then cut off certain parts—the parts outside that “frame”—to create the effect she wanted … the way a photographer does. A nd those paintings are “close-ups”—like you might see today—of a person—or a flower—in a photograph.Now those techniques were certainly around, and being used by photographers then—but just in photographs, which were smaller, not as big as what O'Keeffe was painting. Also, O'Keeffe studied under an artist named Arthur Wesley Dow. That’s Dow, D-O-W—who advocated focusing on simple, basic forms—like the lines of a flower and its petals—and he wanted forms to be isolated from their original settings.He-he believed that by doing that, an artist could reveal an object's—its—its essence. Mmm … Hm he’d do things like—like, have his students take a simple, ordinary form— like a leaf—and explore various ways of fitting all of it into a square—maybe bending it around to make the whole thing fit into the frame. Peter?MALE STUDENT: It sounds like maybe O’Keeffe borrowed most of her ideas—the stuff we might think of as being hers—she just got them from other people… she didn't really have a style of her own.MALE PROFESSOR: Well, virtually artists are influenced by other artists—by their predecessors … by their contemporaries—their teachers … Artists build on what other artists have done, but—if they're talented—they take it in some unique direction—to develop their own distinctive style.MALE PROFESSOR: O’Keeffe liked to create abstract interpretations of real objects— inthe painting Jennifer mentioned, Large Dark Red Leaves on White, in addition to exaggerating the size of the leaf, O'Keeffe juxtaposes it against a silver—or whitish—background, so that's more of an abstract setting for it. And so on.Now O'Keeffe wasn't the first artist to create an abstract interpretation of a real object, but she used that approach to express her experience of the objects she was pai nting … so she presented a vision that people hadn't seen before: It’s unique. It’s compelling.She didn't expect other people to experience the object the way she did—she knew they'd look at her painting and hang their own associations on it—which is true for artwork in general, I think; that's just the way the human brain works—uh, but at least they'd be taking a careful look at something they'd never really paid much attention to.TPO 48 Lecture 3FEMALE PROFESSOR: OK. Today I'd like to spend some time going into more detail about symbiosis. Symbiosis. What is it? Anyone?MALE STUDENT: I thought it's when two organisms are in a relationship that they both benefit from, well, at least that’s what I thought it was until I did the reading la st night. Now I'm kinda confused about it because the book used that definition to describe mutualism. Could you explain the difference?FEMALE PROFESSOR: Good. I was hoping that someone would bring that up. Sometimes scientists working in different fields use the term “symbiosis” to mean slightly different things, and it can get confusing, for example, when “symbiosis” is used as a synonym for “mutualism.” But there are quite a few of us out there who think there should be a clearer distinction made between the two.Ok, where to begin... Um, the original definition of symbiosis is pretty simple. It simply means living together. So, any close relationship between two organisms of different species would be considered a symbiotic relationship, including positive and negative relationships. Mutualism then is a kind of symbiosis, a specific type of symbiotic relationship where both organisms benefit somehow. So, your book is correct.Now, I want to make it clear that, um, the positive result from being in a mutualistic relationship doesn't have to be equal for both organisms. It's not a one-to-one ratio here. Is everyone with me so far? Symbiosis—general term, mutualism—a narrower, more specific kind of symbiosis.Now let's take a closer look at mutualistic relationships. I'll start off by describing a case of mutualism that involves a certain butterfly species found in South Africa and Australia. It’s a good example of how dependence on a mutualistic relationship can vary.OK, there's this butterfly family, and I'll spare you the fancy Latin name because it's not important for our purposes here. I'll call them coppers and blues, well…because most members of this family have blue or copper-colored wings. I think this is one of the most interesting cases of mutualism: These butterflies require the presence of ants to complete their life cycle—their interaction with ants is obligatory.So this is what happens. A female butterfly of these coppers and blues will lay eggs only on vegetation where there’re ants of a particular species. The butterflies can smell…well, ants leave behind pheromones—a special chemical signal. The butterfly recognizes the ants'pheromones on the plant…and then the newly hatched butterflies, the caterpillars, will feed on this plant after they hatch from the eggs. As the caterpillar gets a little older and finds shelter under nearby rocks or stones to protect itself from predators, it’s always attended or escorted by ants. And it always makes its way back to the host plant to feed, guided by the ants—the ant escort service—so to speak.Now why would the ants go through all this trouble? What's their benefit? Mary? FEMALE STUDENT: It's probably related to food …FEMALE PROFESSOR: Uh huh, you’re onto something …FEMALE STUDENT: OK. Ants feed on sweet stuff, right? So the caterpillar must have some kind of special access to honey, or sugars, or something like that. Maybe caterpillars produce honey somehow. On second thought…I'm probably way off.FEMALE PROFESSOR: You're pretty close, actually. Th e caterpillars have a “honey gland”—an organ that secretes an amino acid and carbohydrate liquid. The caterpillar secretes the liquid from the honey gland—rather large quantities—enough to feed several ants. But what makes this relationship obligatory for the caterpillar? Well, if the ants don’t feed regularly on the liquid from the caterpillar’s honey gland, the gland overloads and getsinfected. The infection will kill the caterpillar and it'll never reach its final stage of development—becoming a butterfly. John?MALE STUDENT: OK. I just wanna make sure I'm following here. The caterpillar needs the ants, or it won't make it to the stage where it can become a butterfly. And, the ants do this because they get an easy meal out of it, right? But the ants don't absolutely need the caterpillar for survival 'cuz they can get food from other places, right? So it's still called mutualism even though it seems like the caterpillar's getting way more out of it? [sudden realization] Oh. Wait. You said they don't have to equally benefit. Never mind. Sorry. FEMALE PROFESSOR: Yes, but there is a type of mutualism where the relationship is necessary for both organisms to survive. It's called obligatory mutualism. We'll talk about that in next class.TPO 48 Lecture 2MALE PROFESSOR: OK, we know the Earth's surface—the crust—is made up of tectonic plates … and that these huge slabs of rocky crust are slowly sliding over or under or past each other. And we said that most of the world's volcanoes occur at the boundaries of these tectonic plates, where you have hot, molten rock squeezing up through gaps between the plates.But some volcanoes occur … not at the edges, but in the middle of a continental or oceanic plate. The Hawaiian Islands for example, are thousands of kilometers away from any plate boundary. And yet, you have vast amounts of magma—molten rock or lava—flowing up through the Earth's crust … which means, of course, that volcanic activity there can't be explained simply by plate tectonics. So … how do we explain these volcanic anomalies... these exceptions to the general rule?Well, back in 1963, a geophysicist by the name of Wilson came up with the hot spot theory … to explain how this particular type of volcanic activity can occur—and can go on for ma ybe tens or even hundreds of millions of years. Wilson’s theory was that hot spots exist below tectonic plates and they’re the cause of these volcanoes. But what causes the hot spots?Hmmm. Well, the most popular theory that's been proposed is the plume hypothesis. According to this hypothesis, lumes—um, basically, columns of extremely hot magma—these plumes well up from deep inside the planet's interior—maybe even as deep as its core—and rise all the way up to melt through the Earth's crust.Imagine a burning candle. And imagine moving a sheet of heavy paper slowly over the flame of the candle—you’re gonna get a series of burned spots in the paper. Well that's just like what's happening with the Hawaiian Islands. But instead of a sheet of paper, you've got atectonic plate, and it's moving over this plume of intensely hot magma. And rather than a series of burned spots in the paper, you're getting a chain of volcanic islands... where the hot plume melts through the crust under the Pacific Ocean at one point after another—with active volcanoes on the younger islands that're now just above the plume, and the other islands … well, the farther away from the plume they are now, the older they are and the longer ago their volcanoes went dormant or extinct.Incidentally, volcanic islands may seem small, but the island known as the Big Island of Hawaii is one of the tallest topographic features on the planet—more than 5 kilometers from the seafloor to the ocean surface, and almost that much again … up to its highest peak. That's nearly 10 kilometers from ocean floor to the highest point on the island, which makes it taller even than Mount Everest. So … you can imagine the huge amounts of magma, or lava, that've flowed up to form even just this one island, much less the whole chain of islands.Now, the plume hypothesis provides a pretty elegant explanation for a volcanic anomaly like the Hawaiian Islands. But, while it's hypothetically attractive, there's very little direct evidence to support the theory because, so far, no one's been able to actually observe what's happening that far beneath the Earth's crust.Some studies've been done—seismographic, geochemical—where the data’s consistent with the model, but they aren't definitive proof. Even the model’s supporters aren’t comfortable claiming that it explains every volcanic anomaly …And—like any popular theory I suppose—it has some determined critics. These critics have put forth a number of alternative theories—all unproven so far—but one well-regarded theory is the crack hypothesis … which assumes that hot spots are created when a piece of the crust gets stretched thinner and thinner, and the resulting stress causes small cracks to open up at weak spots in the crust … and it's through these cracks that magma pushes up toform volcanoes.Proponents of the crack hypothesis consider this a widespread phenomenon … and believe that magma's not coming up from deep within the Earth's interior, but rather from just beneath the surface crust.This hypothesis is attractive because it fits with what we already know about plate tectonics … and it fits what we know about some secondary, smaller hot spots—but how well does it explain the Hawaiian Islands? Could a series of random cracks produce that same particular string of islands that sequence so neatly from old to young? You know, it worries me when a theory depends on coincidence to produce results.TPO 48 Lecture 4FEMALE PROFESSOR: We've been talking about the transformation... the industrialization of the United States economy in the nineteenth century. As the country shifted from an agricultural to an industrial base, political power shifted, too. Businesses became...a lot of power went, went, went, went from the government into, into the hands of business leaders.So, why did this happen? How did an elite group, a few business giants, how did they end up dominating, controlling a number of important national industries in the last quarter of the nineteenth century. How did they get to be so dominant? How did they figure out... how did they take advantage of the new industrialization of American society? Well consider the example of Andrew Carnegie and the steel industry.We've already discussed the development of a national network, a, a national system of railroads. Well, this growth created a tremendous demand for steel; a national railroad system needs a lot of railroad tracks, right? And Carnegie seized the opportunity. He built the world's most modern steel mill. And he came up with a system of business or-organization called vertical integration.Vertical integration just means that all... every single activity of a particular industry's processing is performed by a single company. In the case of the steel industry, this means the mining of iron ore, the transportation used to get ore from the mine to the mill, turning the ore into the steel, the manufacturing process, and sales. Carnegie controlled all of these; he practiced vertical integration on such a large scale that he practically owned the whole steel industry. This of course gave him a lot of political clout. Just a quick sketch, but you get theidea, right? Here’s another example—John D. Rockefeller.Rockefeller owned an oil refinery, but he wanted to expand his business. Since there was lots of competition in the industry, he thought the smart way to go about it would be to buy his competitors' businesses. But, at the time, it was illegal for one corporation to control another. So, what he did was, he created an organizational structure called a trust. A trust is—oh, well, I don't have to go into that now.What matters is that a trust created a single, central management team, and that team directed the activities of what otherwise still appeared to be independent companies. This new, ah, legal entity worked so well that at one point, Rockefeller controlled 90 percent of the country's oil refineries, which again gave him lots of political power.So you've got two different approaches to expanding a business, and both were quite effective. Of course, these weren't the only two examples; a number of big businesses run by powerful individuals developed across, oh, a wide range of industries, like railroads, food processing, electricity but what they all had in common was... the government let them operate pretty much how they wanted to.So why did they do that? Why did the government keep such a low profile and allow individuals to gain so much control of the industries? Well, obviously, they had the wealth and the power to influence political leaders.But also, the truth is that these industry leaders made a significant contribution. Their investments in technologies led to the development of many new production techniques, which strengthened the economy. And, many of them gave lots of money to charity; Andrew Carnegie was particularly admired for his generosity.But there was one thing in particular that gave them power, and that's . . . they were beneficiaries, probably the biggest beneficiaries of, of, of, uh, a theory, a dominant politicaltheory in the nineteenth century, something called laissez-faire doctrine. Laissez-faire roughly means “let it alone,” and that pretty much summarized the theory's philosophy. The idea was that government should leave business alone, allow it to operate unregulated. Legislatures weren't supposed to pass a lot of laws, or worry about regulating business practices. When people did challenge a company's business conduct, I mean, I mean in court cases, well, the few laws that did exist were usually interpreted in favor of business interests.But, over time, it started becoming increasingly obvious, and troubling to the public, that some of these big companies simply had too much control. There were criticisms that owners had too much opportunity to exploit workers, workers and consumers, because they could control prices and wages. And small business owners and small farmers couldn't compete.So there was bad press, bad publicity. Enough that the government eventually felt it had to do something. So it passed two key pieces of legislation. One law was designed to regulate the prices set by the railroads. Another made it illegal for trusts to be used to limit competition. Both were aimed squarely at reducing the exclusive control that existed in some industries.。
TPO48综合写作听力文本宋克明
TPO48综合写作听力文本宋克明None of the methods proposed in the reading offers a practical solution for slowing down the decline in frog populations. There are problems with each of the methods you read about.First, seriously reducing pesticides in agricultural areas with threatened frog populations is not economically practical or fair. Farmers rely on pesticides to decrease crop losses and stay competitive in the market. If farmers in areas that are close to endangered frog populations have to follow stricter regulations regarding pesticide use, then those farmers would be at a severe disadvantage compared to farmers in other areas. They would likely lose more crops and have a lower yield than competing farms.Second, the new treatments against the skin fungus you read about? Let me explain a couple of problems with this plan. The treatments must be applied individually to each frog. And so using them on a large scale is extremely difficult. It requires capturing and treating each individual frog in a population. Moreover, the treatments do not prevent the frogs from passing the fungus onto their offspring. So the treatments would have to be applied again and again to each new generation of frogs. So applying these treatments would be incredibly complicated and expensive. Third, while it's a good idea to protect lakes and marshes from excessive water use and development, that will not save frog populations. You see, water use and development are not the biggest threats to water and wetland habitats. The real threat is global warming. In recent decades, global warming has contributed to the disappearance of many water and wetland habitats, causing entire species to go extinct. Prohibiting humansfrom using water or building near frog habitats is unlikely to prevent the ongoing habitat changes caused by global warming.。
托福TPO49口语Task6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Task6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Task6听力文本： Narrator: Listen to part of a lecture in a biology class. Professor: So of course many animals live in groups with others of their species. And there are benefits to living together in groups. It can help animals survive. But there are also certain disadvantages. So today we are going to talk about two disadvantages of living in groups for animals. One disadvantage is that animals that live in groups may be more visible to predators. If there's a big group of animals, predators are more likely to spot them than they would an individual animal on its own. So sometimes animals in a group may be more vulnerable to being captured by predators. For instance, Sardines, really small fish, swim in groups, and other larger ocean animals, like some kind of whales, eat them. So while a whale probably wouldn’t notice one Sardine, it would see a group of Sardines very easily and thus be able to capture them for food. Another disadvantage has to do with caring for the young. In a large group, there are a lot of young animals around and it can be difficult for animals to find or identify their own young. And they may end up taking care of other animals to young instead. So their own young may not get the care they need. For example, some bats live in caves. And with one type of bat, millions of them live together in the same cave. And with young bats so crowded together in the cave. It's sometimes hard for a mother bat to find her babies. So when a mother bat returns from finding food to feed her babies, she might end up feeding the babies of another mother bat, meaning her own babies don’t get fed. 托福TPO49口语Task6题目： Using points and examples from the lecture, explain two disadvantages of living in groups for animals. 托福TPO49口语Task6满分范文： The lecture is focusing on two disadvantages of living in a group for animals. One disadvantage is that animals living in groups are more visible and vulnerable to predators. Take sardines as an example. They swim in groups and they are prey for some large animals such as whales. Although it may be hard for a whale to notice one little Sardine, it is able to see a group of them and capture them for food. Another disadvantage is that living in groups set great barriers for animals to identify their own young and thus have them in good care. For example, one type of bats live togetherin the same cave with millions of them. With too much bats in the same cave, a mother bat may find it’s hard to find her own baby and she may end up feeding the babies of another mother bat, leaving her own babies with no food. 以上是给大家整理的托福TPO49口语Task6听力文本+题目+满分范文，希望对你有所帮助!。