托福阅读TPO怎么使用
托福TPO16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TPO16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TPO16口语Task3阅读文本： Student Health Services Need Improvement The situation at the health center is unacceptable: you sit in a crowded waiting room for hours waiting to get treatment for minor ailments. Then when it’s your turn, you get about three minutes with an overworked doctor. I have two suggestions: first, the heath center needs to hire more doctors so that each patient receives quality treatment. And as far as the wait time issue is concerned, the health center is currently open Monday through Fridays, which means that people who get sick over the weekend wait until the following week to get treatment. So, opening the health center on weekends should solve that problem too. Sincerely, Megan Finch 托福TPO16口语Task3听力文本： Now listen to two students discussing the letter. Woman: Did you read that letter in the paper? Man: Sure, and though she's right about the problems, I don't think what she proposes will do much good. Woman: Really? Man: Yeah. Take her first suggestion: I mean, have you seen the health center Woman: Of course! Why? Man: Well…it's tiny, right?. It suffers from lack of space, so, unless they build more treatment rooms or offices or something… Woman: Oh, I see… Man: And also, her second suggestion. Woman: It seems like that'll help things out… Man: Well…not necessarily…I mean…think about it. A lot of students aren't even here on the weekends. Woman: That's true. Man: They leave town and get away; there's not a lot of people here. Woman: Yeah, like me, I got home probably…at least twice a month. Man: Right, and a lot of us leave campus for the weekend even more often than that. So there's just not a lot of demand for treatment then. See what I mean? 托福TPO16口语Task3题目： The man expresses his opinion about the student’s suggestions that are made in the letter. State the man’s opinion and explain the reasons he gives for holding that opinion. 托福TPO16口语Task3满分范文： Well, the man disagrees with the suggestions in the letter for two major reasons. First of all, he thinks that hiring more doctors won't solve the problem simply because the health center is tiny and therefore wouldn't support more doctors or patients. So he believes that there should be more room before hiring more doctors. Secondly, he says that opening the health center on weekends wouldn't fix the problem either, since students are generally away on weekends—there won't be many students there. Opening the health center on weekends makes no point at all. So the man disagrees with the suggestions in the letter. (104 words) 以上是给大家整理的托福TPO16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TPO1阅读真题原文及答案翻译part3
托福TPO1阅读真题原文及答案翻译part3相信备考托福的同学都知道托福TPO的重要性，为了方便大家备考，下面小编给大家整理出托福TPO1阅读真题原文及答案翻译，希望大家喜欢。
托福TPO1阅读真题原文Part3Timberline Vegetation on MountainsThe transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.The upper timberline, like the snow line, is highest in the tropics and lowest in the Polar Regions. It ranges from sea level in the Polar Regions to 4,500 meters in the dry subtropics and 3,500-4,500 meters in the moist tropics. Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas, however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.At the upper timberline the trees begin to become twisted and deformed. This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach their greater heights in the valleys. This is because middle- and upper- latitude timberlinesare strongly influenced by the duration and depth of the snow cover. As the snow is deeper and lasts longer in the valleys, trees tend to attain greater heights on the ridges, even though they are more exposed to high-velocity winds and poor, thin soils there. In the tropics, the valleys appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline. Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy them. Late-lying snow reduces the effective growing season to the point where seedlings cannot establish themselves. Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor. Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently to survive the winter months.Above the tree line there is a zone that is generally called alpine tundra. Immediately adjacent to the timberline, the tundra consists of a fairly complete cover of low-lying shrubs, herbs, and grasses, while higher up the number and diversity of species decrease until there is much bare ground with occasional mosses and lichens and some prostrate cushion plants. Some plants can even survive in favorable microhabitats above the snow line. Thehighest plants in the world occur at around 6,100 meters on Makalu in the Himalayas. At this great height, rocks, warmed by the sun, melt small snowdrifts.The most striking characteristic of the plants of the alpine zone is their low growth form. This enables them to avoid the worst rigors of high winds and permits them to make use of the higher temperatures immediately adjacent to the ground surface. In an area where low temperatures are limiting to life, the importance of the additional heat near the surface is crucial. The low growth form can also permit the plants to take advantage of the insulation provided by a winter snow cover. In the equatorial mountains the low growth form is less prevalent.Paragraph 1: The transition from forest to treeless tundra on a mountain slope is often adramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.托福TPO1阅读真题题目Part31. The word "dramatic" in the passage is closest in meaning to○gradual○complex○visible○striking2. Where is the lower timberline mentioned in paragraph 1 likely to be found?○In an area that has little water○In an area that has little sunlight○Above a transition area○On a mountain that has on upper timberline.3. Which of the following can be inferred from paragraph 1 about both the upper and lower timberlines?○Both are treeless zones.○Both mark forest boundaries.○Both are s urrounded by desert areas.○Both suffer from a lack of moisture.Paragraph 2: The upper timberline, like the snow line, is highest in the tropics and lowest in the Polar Regions. It ranges from sea level in the Polar Regions to 4,500 meters in the dry subtropics and 3,500-4,500 meters in the moist tropics. Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas, however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.4. Paragraph 2 supports which of the following statements about deciduous trees?○They cannot grow in cold climates.○They do not exist at the upper timberline.○They are less likely than evergreens to survive at the upper timberline.○They do not require as much moisture as evergreens do.Paragraph 3: At the upper timberline the trees begin to become twisted and deformed. This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach theirgreater heights in the valleys. This is because middle- and upper- latitude timberlines are strongly influenced by the duration and depth of the snow cover. As the snow is deeper and lasts longer in the valleys, trees tend to attain greater heights on the ridges, even though they are more exposed to high-velocity winds and poor, thin soils there. In the tropics, the valleys appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.5. The word "attain" in the passage is closest in meaning to○require○resist○achieve○en dure6. The word "they" in the passage refers to○valleys○trees○heights○ridges7. The word "prone" in the passage is closest in meaning to○adapted○likely○difficult○resistant8. According to paragraph 3, which of the following is true of trees in the middle and upper latitudes?○Tree growth is negatively affected by the snow cover in valleys○Tree growth is greater in valleys than on ridges.○Tree growth on ridges is not affected by high-velocity winds.○Tree growth lasts longer in those latitudes tha n it does inthe tropics.Paragraph 4：There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline. Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy them. Late-lying snow reduces the effective growing season to the point where seedlings cannot establish themselves. Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor. Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently to survive the winter months.9. Which of the sentences below best express the essential information in the highlighted sentence in the passage? In correct choices change the meaning in important ways or leave out essential information.○Because of their deformed shapes at high altitudes, trees are not likely to be seriously harmed by the strong winds typical of those altitudes.○As altitude increases, the velocity of winds increase, leading to a serious decrease in the number of trees found at high altitudes.○The deformed shapes of trees at high altitu des show that wind velocity, which increase with altitude, can cause serious hardship for trees.○Increased wind velocity at high altitudes deforms the shapes of trees, and this may cause serious stress for trees.10. In paragraph 4, what is the author's main purpose in the discussion of the dramatic cessation of tree growth at the upper timberline?○To argue that none of several environment factors that are believed to contribute to that phenomenon do in fact play a role in causing it.○To argue in support of one particular explanation of that phenomenon against several competing explanations ○To explain why the primary environmental factor responsible for that phenomenon has not yet been identified ○To present several environmental factors that may contribute to a satisfactory explanation of that phenomenon Paragraph 6: The most striking characteristic of the plants of the alpine zone is their low growth form. This enables them to avoid the worst rigors of high winds and permits them to make use of the higher temperatures immediately adjacent to the ground surface. In an area where low temperatures are limiting to life, the importance of the additional heat near the surface is crucial. The low growth form can also permit the plants to take advantage of the insulation provided by a winter snow cover. In the equatorial mountains the low growth form is lessprevalent.11. The word "prevalent" in the passage is closest in meaning to○predictable○widespread○successful○developed12. According to paragraph 6, all of the following statementsare true of plants in the alpine zone EXCEPT:○Because they are low, they are less exposed to strong winds.○Because they are low, the winter snow cover gives them more protection from the extreme cold.○In the equatorial mountains, they tend to be lower than in mountains elsewhere.○Their low growth form keeps them closer to the ground, where there is more heat than further up.Paragraph 5: Above the tree line there is a zone that is generally c alled alpine tundra. █Immediately adjacent to the timberline, the tundra consists of a fairly complete cover of low-lying shrubs, herbs, and grasses, while higher up the number and diversity of species decrease until there is much bare ground with occasional mosses and lichens and some prostrate cushion plants. █Some plants can even survive in favorable microhabitats above the snow line. The highest plants in the world occur at around 6,100 meters on Makalu in the Himalayas. █At this great height, rocks, wa rmed by the sun, melt small snowdrifts. █13. Look at the four squares [█] that indicate where the following sentence could be added to the passage.This explains how, for example, alpine cushion plants have been found growing at an altitude of 6,180 meters.Where would the sentence best fit?14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.At the timberline, whether upper or lower, there is a profound change in the growth of trees and other plants.●●●Answer choices○Birch is one of the few species of tree that can survive in the extreme environments of the upper timberline.○There is no agreement among scientists as to exactly why plant growth is sharply different above and below the upper timberline.○The temperature at the upper timberline is probably more important in preventing tree growth than factors such as the amount of snowfall or the force of winds.○The geographical location of an upper timberline has an impact on both the types of trees found there and their physical characteristics.○High levels of ultraviolet light most likely play a greater role in determining tree growth at the upper timberline than do grazing animals such as the ibex.○Despite being adjacent t o the timberline, the alpine tundra is an area where certain kinds of low trees can endure high winds and very low temperatures托福TPO1阅读真题答案Part3答案：1. ○42. ○13. ○24. ○35. ○36. ○27. ○28. ○19. ○310. ○411. ○212. ○313. ○414. There is no agreeme nt among…Despite being adjacent …The geographical location of…托福TPO1阅读真题Part3原文翻译山上树带界线的植被通常从山坡上的森林到没有树的苔原是一种非常戏剧化的转变。
托福TPO34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TPO34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TPO34口语Task3阅读文本： Program to Provide Free Tutoring The university has announced that starting with the fall semester, free tutoring will be available to all new students for their entire first year. The academic dean, James Maxwell, commented, “The university is aware of the academic problems that many first-year students face when making the transition from high school to college.”The new tutoring program, he said, is designed to assist first-year students who want or need additional support with their academic course work. The program will also be organized so that individual students can arrange to work with tutors majoring in their own chosen field of study. 托福TPO34口语Task3听力文本： (man) Hey, did you read about this plan? (woman) Yeah, and I think it's really a great idea. (man) Why's that? (woman) Well, a lot of new students really need this, I mean, it's not just about getting extra help with the course material, they'll probably also get information about things like taking notes or the best way to study for exams.(man) Yeah, I barely even knew how to do those things when I first came here.(woman) Neither did I. So these are things most students wind up having to learn on their own at first. That's why so many of them have a hard time.(man) And it's probably good that they can work with somebody who has the same interests. (woman) Right, that will be a real advantage: to get information about the classes you're gonna need to take from somebody who's already taken those classes. And they could recommend professors and tell you who the best advisers in the department are, things like that.(man) I see what you mean, so new students could get access to information about the program from another student’s point of view. (woman) Exactly! 托福TPO34口语Task3题目： The woman expresses her opinion about the university’s plan. Briefly summarize the plan. Then state her opinion about the plan and explain the reasons she givesfor holding that opinion. 托福TPO34口语Task3满分范文： Well, according to the plan, the university is offering free tutoring to all new students for the entire first year to help the students who need additional support for their academic course work, and help from tutors in the same major. Accordingly, the woman agrees with the plan for two main reasons. Firstly, she believes that the students will not only get extra help with the course material, but also information like ideas or strategies for cracking exams. Therefore it'll be a lot easier for the freshmen to get their study started. Secondly, the woman thinks it will be a real advantage for the freshmen because they could receive information from the tutors who have already taken the classes, about past learning experience, such as recommended professors or best advisers and things like that. All in all, the woman agrees with the plan for the reasons stated above. (146 words) 以上是给大家整理的托福TPO34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!。
TPO6托福阅读文本Part3答案解析
TPO6托福阅读文本Part3答案解析TPO对于我们的托福备考非常有用，大家还在苦于找不到资料吗？下面小编给大家带来TPO6托福阅读文本Part3答案解析，希望可以帮助到你们。
托福TPO6阅读文本Part3Infantile AmnesiaWhat do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults' memories of the next few years also tend to be scanty. Most people remember only a few events-usually ones that were meaningful and distinctive, such as being hospitalized or a sibling's birth.How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation-that infants do not form enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression-or holding back-of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical forremembering particular episodes in ways that can be retrieved later. Demonstrations of infants' and toddlers' long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll's mouth, or pulling apart two pieces of a toy. The brain's level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions.A second explanation involves the influence of the social world on children's language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.This view is supported by a variety of factors that can createmismatches between very young children's encoding and older children's and adults' retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctor's office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.These three explanations of infantile amnesia are not mutually exclusive; indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations-physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events-seem likely to be involved in overcoming infantile amnesia.Paragraph 2: How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation-that infants do notform enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression-or holding back-of sexually charged episodes explain thephenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.托福TPO6阅读题目Part31. What purpose does paragraph 2 serve in the larger discussion of children's inability to recall early experiences?○To argue that theories that are not substantiated by evidence should generally be considered unreliable○To argue that the hypotheses mentioned in paragraph 2 have been more thoroughly researched than have the theories mentioned later in the passage○To explain why some theories about infantile amnesia are wrong before presenting ones more likely to be true ○To explain why infantile amnesia is of great interest to researchers2. The word "plausible" in the passage is closest in meaning to○flexible○believable○debatable○predictable3. The word "phenomenon" in the passage is closest in meaning to○exception○repetition○occurrence○idea4. All of the following theories about the inability to recall early experiences are rejected in paragraph 2 EXCEPT: ○The ability to recall an event decreases as the time after the event increases.○Young children are not capable of forming memories that last for more than a short time.○People may hold back sexually meaningf ul memories.○Most events in childhood are too ordinary to be worth remembering.Paragraph 3: Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants' and toddlers' long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll's mouth, or pulling apart two pieces of a toy. The brain's level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions.5. What does paragraph 3 suggest about long-term memory in children?○Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions.○Young children may form long-term memories of actions they see earlier than of things they hear or are told.○Young children have better long-term recall of short verbal exchanges than of long ones.○Children's long-term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions.Paragraph 4: A second explanation involves the influence of the social world on children's language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.6.According to paragraph 4, what role may storytelling play in forming childhood memories?○It may encourage the physiological maturing of the brain.○It may help preschool children tell the difference between ordinary and unusual memories.○It may help preschool children retrieve memories quickly.○It may provide an ordered structure that facilitates memory retrieval.Paragraph 5: A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlierencoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.7. The word "critically" in the passage is closest in meaning to○ fundamentally○ partially○ consistently○ subsequently8. The word "perspective" in the passage is closest in meaning to○ system○ theory○ source○ viewpointParagraph 6: This view is supported by a variety of factors that can create mismatches between very young children's encoding and older children's and adults' retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctor's office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.9. The phrase "This view" in the passage refers to the belief that○ the ability to retrieve a memory partly depends on the similarity between the encoding and retrieving process ○ the process of encoding information is less complex for adults than it is for young adults and infants○ infants and older children ar e equally dependent on discussion of past events for the retrieval of information ○ infants encode information in the same way older children and adults do10. According to paragraphs 5 and 6, one disadvantage very young children face in processing information is that they cannot ○ process a lot of information at one time○ organize experiences according to type○ block out interruptions○ interpret the tone of adult languageParagraph 7: These three explanations of infantile amnesia are not mutually exclusive; indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations-physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events-seem likely to be involved in overcoming infantile amnesia.11. 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.○ Incomplete physiological development may partly explain why hearing stories does not improve long-term memory in infants and toddlers.○ One reason why preschoolers fail to comprehend the stories they hear is that they are physiologically immature.○ Given the chance to hear stories, infants and toddlers may form enduring memories despite physiological immaturity.○ Physiologically mature children seem to have no difficulty remembering stories they heard as preschoolers.12. How does paragraph 7 relate to the earlier discussion of infantile amnesia?○It introduces a new theory about the causes of infantile amnesia.○It argues that particular theories discussed earlier in the passage require further research.○It explains how particular theories discuss ed earlier in the passage may work in combination.○It evaluates which of the theories discussed earlier is most likely to be true.Paragraph 1: What do you remember about your life before you were three? █Few people can remember anything that happened to them in their early years. █Adults' memories of the next few years also tend to be scanty. █Most people remember only a few events-usually ones that were meaningful and distinctive, such as being hospitalized or a sibling's birth. █13.Look at the four squ ares [█] that indicate where the following sentence could be added to the passageOther important occasions are school graduations andweddings.Where would the sentence best fit?14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.There are several possible explanations why people cannot easily remember their early childhoods.●●●Answer Choices○Preschoolers typically do not recall events from their first year.○Frontal lobe fu nction of the brain may need to develop before memory retrieval can occur.○Children recall physical activities more easily if they are verbalized.○The opportunity to hear chronologically narrated stories may help three-year-old children produce long-lasting memories.○The content of a memory determines the way in which it is encoded.○The contrasting ways in which young children and adults process information may determine their relative success in remembering托福TPO6阅读答案Part3参考答案：1. ○32. ○23. ○34. ○45. ○26. ○47. ○18. ○49. ○110. ○211. ○112. ○313. ○414. Frontal lobe functionThe opportunity to hearThe contrasting ways in托福TPO6阅读翻译Part3参考翻译：婴幼儿期记忆缺失三岁前生活中发生事情你还记得多少?很少有人能记得婴幼儿时期曾经发生在他们身上的事情。
托福TPO40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TPO40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TPO40口语Task3阅读文本： University to Create a Lounge for Commuter Students Many students at our university do not live in dormitories. These students live in town or in the suburbs and travel to campus every day The university has decided to provide these commuter students with a special lounge in the student center - with couches, chairs, and a television. University officials hope that this lounge - a place to socialize and relax - will give commuter students some of the same advantages that dormitory residents now have. An important additional feature of the lounge will be a bulletin board on the wall for posting and sharing information that may be especially useful to commuter students and their particular needs. 托福TPO40口语Task3听力文本： Now listen to two students discussing the article. Woman：Hey, it's nice that they're gonna do this. Man：It's not a bad idea, but do you think it'll accomplish what they're hoping? Woman：Sure. I mean, the dormitories all have their own lounges, and think about how much time students spend there, and how many people they meet. Man：Yeah. I got to know a lot of people in my dorm during my first semester just watching TV and taking study breaks in the lounge. Woman：Right. Those dorm lounges are really central to student life. And I met people there that really helped me with my schoolwork too. Students who live off campus don't have anything like that. Man：That's true. Woman：Plus, I like the idea of posting stuff. You know, things like notices from students who want to get together with other students to share car rides to campus. Man：Yeah. Rideshare information could be helpful. Woman：Absolutely! If students knew about rideshares, they could save money getting to campus cuz a few of them could travel in one car. 托福TPO40口语Task3题目： The woman expresses her opinion about the university’s plan. Briefly summarize the plan. Then state her opinion about the plan and explain the reasons she gives for holding that opinion. 托福TPO40口语Task3满分范文： The school has implemented a new policy that create a lounge for the commuter students. And the woman holds a positive view towards the announcement. The first reason she gave is that the lounge is very central to student life, and the people there could actually help her with her school work. Students who live off campus don’t have anything like that. And the second one is based on the fact that the woman likes the idea of posting stuff. Things like notices from students who want to get together with other students to share car rides to campus. And it could save a lot of money for students because a few of them could travel in one car. Therefore, she agrees with that opinion. 以上是给大家整理的托福TPO40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TPO36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TPO36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TPO36口语Task3阅读文本： Allow Laptops in Class Though most of us own laptop computer, we are currently not allowed to use them during class. I think this policy should be changed. Since most of us type faster than we write by hand, taking notes on a computer would be quicker and easier, so we could pay more attention to professor's lectures. Also, since laptop computers have internet access, professors could direct students to view Web sites with useful information while lectures are going on. They could look up useful facts and background information on a topic or view different photographs or illustrations of something the professor is describing. This would help students gain a more complete understanding of lecture topics. Sincerely Jodie Smith 托福TPO36口语Task3听力文本： Now listen to two students discussing the letter. Woman: Did you see this letter in the paper? Man: Yeah but I don't think it's a good idea. Woman: Why not? Man: 'Cause I think students will pay even less attention to the professor, not more. I think it'd be too much distraction. Woman: How so? Man: Well maybe some students would actually use laptops to take notes. Woman: I would. Man: OK, you would. But a lot of people, most people would be too busy playing around instead. You know, surfing the internet, emailing friends, playing computer games, that kind of stuff. Woman: Huh, so you really think they pay less attention. Man: Yeah, I think that's what would happen. Woman: Alright, but what about her second point? Don't you think if students have them in class, the professor would be able to use the internet as a teaching tool? Man: Well the problem with that is that not everyone has a laptop computer, only some people have one. Woman: True. Man: So you see, not everyone would be able to follow along. It wouldn't be useful as a teaching tool if only some students could follow along but not others. Woman: I see what you mean. 托福TPO36口语Task3题目： The man expresses his opinion of the proposal the student makes in the letter. State his opinion and explain the reasons he gives for holding that opinion. 托福TPO36口语Task3满分范文： The letter supposes that students should be allowed to use laptops in class. One reason it gives is students can type faster than write by hand when they need to take notes, so they can put more attention on what professor is teaching. The second reason in the letter is students can look for multimedia information in class with a laptop and gain a more comprehensive understanding of their topic. But the man in the track disagree with this letter. He thinks that on the one hand, most students will use laptops to email friends, surf the Internet or play games instead of taking notes. Thus will lead to their distraction. On the other hand, he proposes that not everyone has a laptop, so if it becomes necessary for students to look at pictures on their computer, some students will not be able to do it. It is not fair to them. 以上是给大家整理的托福TPO36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!。
托福备考托福阅读34套TPO样题+解析+译文17--3 Symbiotic Relationships
托福考试 复习托福阅读TPO17(试题+答案+译文)第3篇:Symbiotic Relationships托福阅读原文【1】A symbiotic relationship is an interaction between two or more species in which one species lives in or on another species. There are three main types of symbiotic relationships: parasitism, commensalism, and mutualism. The first and the third can be key factors in the structure of a biological community; that is, all the populations of organisms living together and potentially interacting in a particular area.【2】Parasitism is a kind of predator-prey relationship in which one organism, the parasite, derives its food at the expense of its symbiotic associate, the host. Parasites are usually smaller than their hosts. An example of a parasite is a tapeworm that lives inside the intestines of a larger animal and absorbs nutrients from its host. Natural selection favors the parasites that are best able to find and feed on hosts. At the same time, defensive abilities of hosts are also selected for. As an example, plants make chemicals toxic to fungal and bacterial parasites, along with ones toxic to predatory animals (sometimes they are the same chemicals). In vertebrates, the immune system provides a multiple defense against internal parasites.【3】At times, it is actually possible to watch the effects of natural selection in host-parasite relationships. For example, Australia during the1940 s was overrun by hundreds of millions of European rabbits. The rabbits destroyed huge expanses of Australia and threatened the sheep and cattle industries. In 1950, myxoma virus, a parasite that affects rabbits, was deliberately introduced into Australia to control the rabbit population. Spread rapidly by mosquitoes, the virus devastated the rabbit population. The virus was less deadly to the offspring of surviving rabbits, however, and it caused less and less harm over the years. Apparently, genotypes (the genetic make-up of an organism) in the rabbit population were selected that were better able to resist the parasite. Meanwhile, the deadliest strains of the virus perished with their hosts as natural selection favored strains that could infect hosts but not kill them. Thus, natural selection stabilized this host-parasite relationship.【4】In contrast to parasitism, in commensalism, one partner benefits without significantly affecting the other. Few cases of absolute commensalism probably exist, because it is unlikely that one of the partners will be completely unaffected. Commensal associations sometimes involve one species' obtaining food that is inadvertently exposed by another. For instance, several kinds of birds feed on insects flushed out of the grass by grazing cattle. It is difficult to imagine how this could affect the cattle, but the relationship may help or hinder them in some way not yet recognized.【5】The third type of symbiosis, mutualism, benefits both partners in therelationship Legume plants and their nitrogen-fixing bacteria, and the interactions between flowering plants and their pollinators, are examples of mutualistic association. In the first case, the plants provide the bacteria with carbohydrates and other organic compounds, and the bacteria have enzymes that act as catalysts that eventually add nitrogen to the soil, enriching it. In the second case, pollinators (insects, birds) obtain food from the flowering plant, and the plant has its pollen distributed and seeds dispersed much more efficiently than they would be if they were carried by the wind only. Another example of mutualism would be the bull's horn acacia tree, which grows in Central and South America. The tree provides a place to live for ants of the genus Pseudomyrmex. The ants live in large, hollow thorns and eat sugar secreted by the tree. The ants also eat yellow structures at the tip of leaflets: these are protein rich and seem to have no function for the tree except to attract ants. The ants benefit the host tree by attacking virtually anything that touches it. They sting other insects and large herbivores (animals that eat only plants) and even clip surrounding vegetation that grows near the tree. When the ants are removed, the trees usually die, probably because herbivores damage them so much that they are unable to compete with surrounding vegetation for light and growing space.【6】The complex interplay of species in symbiotic relationships highlights an important point about communities: Their structuredepends on a web of diverse connections among organisms.托福阅读试题1.Which of the following statements about commensalism can be inferred from paragraph 1?A.It excludes interactions between more than two species.B.It makes it less likely for species within a community to survive.C.Its significance to the organization of biological communities is small.D.Its role in the structure of biological populations is a disruptive one.2.The word derives in the passage (paragraph 2) is closest in meaning toA.DigestsB.ObtainsC.ControlsD.Discovers3.According to paragraph 2, which of the following is true of the action of natural selection on hosts and parasites?A.Hosts benefit more from natural selection than parasites do.B.Both aggression in predators and defensive capacities in hosts are favored for species survival.C.The ability to make toxic chemicals enables a parasite to find and isolate its host.rger size equips a parasite to prey on smaller host organisms.4.The word devastated in the passage (paragraph 3) is closest in meaning toA. InfluencedB.InfectedC.strengthenedD.destroyed5.Which of the following can be concluded from the discussion in paragraph 3 about the Australian rabbit population?A.Human intervention may alter the host, the parasite. and the relationship between them.B.The risks of introducing outside organisms into a biological community are not worth the benefits.C.Humans should not interfere in host-parasite relationships.anisms that survive a parasitic attack do so in spite of the natural selection process.6.According to paragraph 3, all of the following characterize the way natural selection stabilized the Australian rabbit population EXCEPT:A.The most toxic viruses died with their hosts.B.The surviving rabbits were increasingly immune to the virus.C.The decline of the mosquito population caused the spread of the virus to decline.D.Rabbits with specific genetic make-ups were favored.7.The word inadvertently in the passage (paragraph 4) is closest in meaning toA.IndefensiblyB.SubstantiallyC.UnintentionallyD.Partially8.According to paragraph 5, the relationship between legumes and bacteria benefits the soil byA.adding enriching carbohydratesB.speeding the decay of organic matterC.destroying enzymes that pollute itD.contributing nitrogen to it9.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 5)? Incorrect choices change the meaning in important ways or leave out essential information.A.The relationship between flowering plants and pollinators provides pollinators with food and flowers with efficient reproduction.B.In some cases birds obtain food from the seeds that are dispersed in the wind.C.The wind not only helps the flowers distribute their seeds but enablesbirds to find more food.D.Animals and insects are more effective in distributing pollen and seeds than the wind.10.According to paragraph 5, which of the following is NOT true of the relationship between the bull's horn acacia tree and the Pseudomyrmex ants?A.According to paragraph 5, which of the following is NOT true of the relationship between the bull's horn acacia tree and the Pseudomyrmex ants?B.The acacia trees are a valuable source of nutrition for the ants.C.The ants enable the acacia tree to produce its own chemical defenses.D.The ants protect the acacia from having to compete with surrounding vegetation.11.The word highlights in the passage (paragraph 6) is closest in meaning toA.DefinesB.EmphasizesC.ReflectsD.Suggests12.What is the main purpose of paragraph 6?A.To explain the concept of symbiosis by expanded descriptions of its principal typesB.To make a comparison between human relationships and symbiotic interactions in the natural worldC.To demonstrate the unforeseen benefits of natural processes that at first seem wholly destructiveD.To argue that parasitism is a problem that can be solved by scientific intervention13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? This massive population began a century earlier as a mere twelve pairs of imported rabbits that reproduced quickly and developed into a major problem.At times, it is actually possible to watch the effects of natural selection in host-parasite relationships. For example, Australia during the 1940 s was overrun by hundreds of millions of European rabbits. ■【A】The rabbits destroyed huge expanses of Australia and threatened the sheep and cattle industries. ■【B】In 1950, myxoma virus, a parasite that affects rabbits, was deliberately introduced into Australia to control the rabbit population. ■【C】Spread rapidly by mosquitoes, the virus devastated the rabbit population. ■【D】The virus was less deadly to the offspring of surviving rabbits, however, and it caused less and less harm over the years. Apparently, genotypes (the genetic make-up of an organism) in the rabbit population were selected that were better able to resist theparasite. Meanwhile, the deadliest strains of the virus perished with their hosts as natural selection favored strains that could infect hosts but not kill them. Thus, natural selection stabilized this host-parasite relationship.14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Symbiotic relationships involve the interaction of two or more organisms acting as partners.A.Parasitic relationships involve the interplay of aggression by the parasite and resistance and adaptation by the host.B.Mutualism ordinarily involves an interaction between two members of the same species.C.Mutualism is unique among symbiotic relationships in that it r benefits both partners involved in the relationship.D.Parasitic damage to Australian rabbits was never reversed because the rabbits were unable to adapt to the parasites' attacks.E.The rarity of commensal relationships stems from the difficulty of finding relationships that benefit one species without affecting the other.F.The structure of biological communities depends on the types ofrelationships that exist among the species within.托福阅读答案1.以commensalism做关键词定位至第二句，说有三种类型，第一种和第三种很重要，根据对比，也就是说第二种commensalism不重要，所以答案是C。
托福备考托福阅读34套TPO样题+解析+译文17--1 Europe's Early Sea Trade with Asia
托福考试 复习托福阅读TPO17(试题+答案+译文)第1篇:Europe's Early Sea Trade with Asia托福阅读原文【1】In the fourteenth century, a number of political developments cut Europe's overland trade routes to southern and eastern Asia, with which Europe had had important and highly profitable commercial ties since the twelfth century. This development, coming as it did when the bottom had fallen out of the European economy, provided an impetus to a long-held desire to secure direct relations with the East by establishing a sea trade. Widely reported, if somewhat distrusted, accounts by figures like the famous traveler from Venice, Marco Polo, of the willingness of people in China to trade with Europeans and of the immensity of the wealth to be gained by such contact made the idea irresistible. Possibilities for trade seemed promising, but no hope existed for maintaining the traditional routes over land A new way had to be found.【2】The chief problem was technological: How were the Europeans to reach the East? Europe's maritime tradition had developed in the context of easily navigable seas-the Mediterranean, the Baltic, and, to a lesser extent, the North Sea between England and the Continent—not of vast oceans. New types of ships were needed, new methods of finding one's way, new techniques for financing so vast a scheme. The sheer scale of the investment it took to begin commercial expansion at sea reflects theimmensity of the profits that such East-West trade could create Spices were the most sought-after commodities. Spices not only dramatically improved the taste of the European diet but also were used to manufacture perfumes and certain medicines. But even high-priced commodities like spices had to be transported in large bulk in order to justify the expense and trouble of sailing around the African continent all the way to India and China.【3】The principal seagoing ship used throughout the Middle Ages was the galley, a long, low ship fitted with sails but driven primarily by oars. The largest galleys had as many as 50 oarsmen Since they had relatively shallow hulls, they were unstable when driven by sail or when on rough water: hence they were unsuitable for the voyage to the East. Even if they hugged the African coastline, they had little chance of surviving a crossing of the Indian Ocean. Shortly after 1400, shipbuilders began developing a new type of vessel properly designed to operate in rough, open water: the caravel. It had a wider and deeper hull than the galley and hence could carry more cargo: increased stability made it possible to add multiple masts and sails. In the largest caravels, two main masts held large square sails that provided the bulk of the thrust driving the ship forward, while a smaller forward mast held a triangular-shaped sail, called a lateen sail, which could be moved into a variety of positions to maneuver the ship.【4】The astrolabe had long been the primary instrument for navigation, having been introduced in the eleventh century. It operated by measuring the height of the Sun and the fixed stars: by calculating the angles created by these points, it determined the degree of latitude at which one stood (The problem of determining longitude, though, was not solved until the eighteenth century.) By the early thirteenth century. Western Europeans had also developed and put into use the magnetic compass, which helped when clouds obliterated both the Sun and the stars. Also beginning in the thirteenth century, there were new maps refined by precise calculations and the reports of sailors that made it possible to trace one's path with reasonable accuracy. Certain institutional and practical norms had become established as well.【5】A maritime code known as the Consulate of the Sea, which originated in the western Mediterranean region in the fourteenth century, won acceptance by a majority of sea goers as the normative code for maritime conduct; it defined such matters as the authority of a ship's officers, protocols of command, pay structures, the rights of sailors, and the rules of engagement when ships met one another on the sealanes. Thus by about 1400 the key elements were in place to enable Europe to begin its seaward adventure.托福阅读试题1.The word impetus in the passage (paragraph 1) is closest in meaning toA.Return.B.Opportunity.C.Stimulus.D.Obstacle.2.According to paragraph 1, why was it necessary to find a new way for European merchants to reach the East?A.People in China were finally ready to trade with Europeans.B.The European economy was failing because there was no trade with the East.C.Traditional ways of trading with the East had become very costly.mercial routes over land had become blocked because of political events.3.According to paragraph 2, what was the main difficulty Europeans had to overcome in order to develop a new way of trading with the East?A.Europeans were unwilling to invest in large-scale commercial ventures.B.Europeans lacked the means for navigating long distances across oceans.C.Europeans were unwilling to experiment with new business techniques.D.Europeans lacked knowledge about the commercial methods of otherpeoples.4.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 2)? Incorrect choices change the meaning in important ways or leave out essential information.A.The high cost to investors of developing trade by sea between East and West indicates the great size of the profits that such trade could produce.B.The profits that could be created by sea trade between East and West were immense compared with the investment required to develop such trade.C.The increase in commercial activity by using sea routes reflects the importance trade between East and West had for investors seeking great profits.D.Because people made large investments in sea commerce between East and West. They expected to make immense profits.5.The word dramatically in the passage (paragraph 2) is closest in meaning toA.Artificially.B.Greatly.C.Immediately.D.Regularly.6.It can be inferred from paragraph 2 that spices from Asia were desirablein Europe in the Middle Ages because theyA.were easily transported in large quantities.B.could not be produced in European countries.C.could be traded for products such as perfumes and medicines.D.were expected to increase in value over time.7.According to paragraph 3, all of the following statements comparing the caravel with the galley are true EXCEPT:A.The caravel had fewer masts than the galley.B.The caravel had a wider hull than the galley.C.The caravel could carry more cargo than the galley.D.The caravel was more stable in rough water than the galley.8.According to paragraph 3, what did the lateen sail contribute to the caravel as a sailing ship?A.It provided stability for the front part of the ship.B.It made it possible for the hull to be wider and deeper.C.It added considerably to the speed of the wind-driven ship.D.It improved the capacity of the ship to be guided.9.In paragraph 4 Why does the author include the information that Western Europeans had developed and put into use the magnetic compassA.To provide an example of an instrument that was developed after caravels had begun traveling across oceans.B.To provide an example of an improvement that resulted directly from the invention of the astrolabe.C.To identify one of the technological advances that made sea trade with the East possible.D.To explain how the problem of determining longitude was solved.10.The word refined in the passage (paragraph 4) is closest in meaning topleted.B.Improved.C.Drawn.D.Checked.11.The word norms in the passage (paragraph 4) is closest in meaning toA.purposes.B.skills.C.activities.D.rules.12.According to paragraph 4, which of the following is true of the maritime code developed in Europe in the fourteenth century?A.It mapped out lanes in the seas for trading ships to follow.B.It defined the ways in which people should behave at sea.C.It replaced an earlier code that could not be adapted to the sea trade with the East.D.It gave instructions on how to navigate a ship.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? They were highly valued for a couple of reasons.The chief problem was technological: How were the Europeans to reach the East? Europe's maritime tradition had developed in the context of easily navigable seas—the Mediterranean, the Baltic, and, to a lesser extent, the North Sea between England and the Continent—not of vast oceans. New types of ships were needed, new methods of finding one's way, new techniques for financing so vast a scheme. The sheer scale of the investment it took to begin commercial expansion at sea reflects the immensity of the profits that such East-West trade could create. ■【A】Spices were the most sought-after commodities. ■【B】Spices not only dramatically improved the taste of the European diet but also were used to manufacture perfumes and certain medicines. ■【C】But even high-priced commodities like spices had to be transported in large bulk in order to justify the expense and trouble of sailing around the African continent all the way to India and China. ■【D】14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because theyexpress ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Because land routes to Asia had been cut off in the fourteenth century. Europeans had to find a new way to trade with Asia.A.Reports by travelers indicated that people in Asia were interested in renewing trade with Europeans.B.For trade in Asian goods such as spices to be profitable,these items needed to be transported in large quantities by sea.C.European galleys were able to bring Asian goods across with these items needed to be transported in large quantities by Indian Ocean and around the African coastline.D.Wind-driven caravels were developed to carry cargo across the oceans.E.The development of maps, navigational instruments, and a maritime code of conduct provided crucial elements for long-distance navigation.F.Europeans wanted to import spices from Asia in order to improve the taste of food and to make perfumes and medicines.托福阅读答案1.impetus推动，促进，推动力，所以C的stimulus正确。
托福阅读真题 TPO 50 Reading
TPO 50American RailroadsIn the United States, railroads spearheaded the second phase of the transportation revolution by overtaking the previous importance of canals. The mid-1800s saw a great expansion of American railroads. The major cities east of the Mississippi River were linked by a spiderweb of railroad tracks. Chicago's growth illustrates the impact of these rail links. In 1849 Chicago was a village of a few hundred people with virtually no rail service. By 1860 it had become a city of 100,000, served by eleven railroads. Farmers to the north and west of Chicago no longer had to ship their grain, livestock, and dairy products down the Mississippi River to New Orleans; they could now ship their products directly east. Chicago supplanted New Orleans as the interior of America's main commercial hub.The east-west rail lines stimulated the settlement and agricultural development of the Midwest. By 1860 Illinois, Indiana, and Wisconsin had replaced Ohio, Pennsylvania, and New York as the leading wheat-growing states. Enabling farmers to speed their products to the East, railroads increased the value of farmland and promoted additional settlement. In turn, population growth in agricultural areas triggered industrial development in cities such as Chicago, Davenport (Iowa), and Minneapolis, for the new settlers needed lumber for fences and houses and mills to grind wheat into flour.Railroads also propelled the growth of small towns along their routes. The Illinois Central Railroad, which had more track than any other railroad in 1855, made money not only from its traffic but also from real estate speculation. Purchasing land for stations along its path, the Illinois Central then laid out towns around the stations. The selection of Manteno, Illinois, as a stop of the Illinois Central, for example, transformed the site from a crossroads without a single house in 1854 into a bustling town of nearly a thousand in 1860, replete with hotels, lumberyards, grain elevators, and gristmills. By the Civil War (1861-1865), few thought of the railroad-linked Midwest as a frontier region or viewed its inhabitants as pioneers.As the nation's first big business, the railroads transformed the conduct of business. During the early 1830s, railroads, like canals, depended on financial aid from state governments. With the onset of economic depression in the late 1830s, however, state governments scrapped overly ambitious railroad projects. Convinced that railroads burdened them with high taxes and blasted hopes, voters turned against state aid, and in the early 1840s, several states amended their constitutions to bar state funding for railroads and canals. The federal government took up some of the slack, but federal aid didnot provide a major stimulus to railroads before 1860. Rather, part of the burden of finance passed to city and county governments in agricultural areas that wanted to attract railroads. Such municipal governments, for example, often gave railroads rights-of-way, grants of land for stations, and public funds.The dramatic expansion of the railroad network in the 1850s, however, strained the financing capacity of local governments and required a turn toward private investment, which had never been absent from the picture. Well aware of the economic benefits of railroads, individuals living near them had long purchased railroad stock issued by governments and had directly bought stock in railroads, often paying by contributing their labor to building the railroads. But the large railroads of the 1850s needed more capital than such small investors could generate. Gradually, the center of railroad financing shifted to New York City, and in fact, it was the railroad boom of the 1850s that helped make Wall Street in New York City the nation's greatest capital market. The stocks of all the leading railroads were traded on the floor of the New York Stock Exchange during the 1850s. In addition, the growth of railroads turned New York City into the center of modern investment firms. The investment firms evaluated the stock of railroads in the smaller American cities and then found purchasers for these stocks in New York City, Philadelphia, Paris, London, Amsterdam, and Hamburg. Controlling the flow of funds to railroads, the investment bankers began to exert influence over the railroads' internal affairs by supervising administrative reorganizations in times of trouble.Paragraph 1In the United States, railroads spearheaded the second phase of the transportation revolution by overtaking the previous importance of canals. The mid-1800s saw a great expansion of American railroads. The major cities east of the Mississippi River were linked by a spiderweb of railroad tracks. Chicago's growth illustrates the impact of these rail links. In 1849 Chicago was a village of a few hundred people with virtually no rail service. By 1860 it had become a city of 100,000, served by eleven railroads. Farmers to the north and west of Chicago no longer had to ship their grain, livestock, and dairy products down the Mississippi River to New Orleans; they could now ship their products directly east. Chicago supplanted New Orleans as the interior of America's main commercial hub.1. According to paragraph 1, what effect did the expansion of rail links haveon Chicago?A. Chicago became the headquarters for eleven new railroadsB. Chicago became the most important city east of the Mississippi RiverC. Chicago was transformed from a village into a large cityD. Chicago replaced eastern cities as the main buyer of farm products fromthe regionParagraph 2The east-west rail lines stimulated the settlement and agricultural development of the Midwest. By 1860 Illinois, Indiana, and Wisconsin had replaced Ohio, Pennsylvania, and New York as the leading wheat-growing states. Enabling farmers to speed their products to the East, railroads increased the value of farmland and promoted additional settlement. In turn, population growth in agricultural areas triggered industrial development in cities such as Chicago, Davenport (Iowa), and Minneapolis, for the new settlers needed lumber for fences and houses and mills to grind wheat into flour.2. Paragraph 2 supports the idea that Illinois, Indiana, and Wisconsin wereable to become the leading wheat-growing states by 1860 in large part becauseA. by 1860 there were more railroads in Illinois, Indiana, and Wisconsin thanin Ohio, Pennsylvania, and New YorkB. the expansion of east-west rail lines made transporting Midwesternproducts to East Coast markets relatively fast and easyC. by 1860 states such as Ohio, Pennsylvania, and New York had becomemore interested in industrial development than in agricultureD. most of the farmers who had grown wheat in Ohio, Pennsylvania, or NewYork resettled in the Midwest after the expansion of east-west rail lines3. The word "promoted" in the passage is closest in meaning toA. encouragedB. controlledC. promisedD. predicted4. According to paragraph 2, one effect of the increased agriculturaldevelopment in the Midwest was toA. slow the rate at which population grew in many Midwestern citiesB. increase the demand for industrial products from Midwestern citiesC. encourage the extension of east-west rail lines to the MidwestD. reduce the pressure on Midwestern farmers to get their products to marketfasterParagraph 3Railroads also propelled the growth of small towns along their routes. The Illinois Central Railroad, which had more track than any other railroad in 1855,made money not only from its traffic but also from real estate speculation. Purchasing land for stations along its path, the Illinois Central then laid out towns around the stations. The selection of Manteno, Illinois, as a stop of the Illinois Central, for example, transformed the site from a crossroads without a single house in 1854 into a bustling town of nearly a thousand in 1860, replete with hotels, lumberyards, grain elevators, and gristmills. By the Civil War (1861-1865), few thought of the railroad-linked Midwest as a frontier region or viewed its inhabitants as pioneers.5. The author mentions "Manteno, Illinois" in order toA. give an example of how railroads decided which small towns would beselected for stationsB. illustrate the power of railroads to determine where towns would come intoexistenceC. explain how some railroads were able to make more money from realestate speculation than from railroad trafficD. show how people's view of the Midwest as a frontier region had changedby the Civil War6. The word "bustling" in the passage is closest in meaning toA. commercialB. wealthyC. livelyD. modernParagraph 4As the nation's first big business, the railroads transformed the conduct of business. During the early 1830s, railroads, like canals, depended on financial aid from state governments. With the onset of economic depression in the late 1830s, however, state governments scrapped overly ambitious railroad projects. Convinced that railroads burdened them with high taxes and blasted hopes, voters turned against state aid, and in the early 1840s, several states amended their constitutions to bar state funding for railroads and canals. The federal government took up some of the slack, but federal aid did not provide a major stimulus to railroads before 1860. Rather, part of the burden of finance passed to city and county governments in agricultural areas that wanted to attract railroads. Such municipal governments, for example, often gave railroads rights-of-way, grants of land for stations, and public funds.7. The word "onset" in the passage is closest in meaning toA. possibilityB. fearC. worseningD. start8. According to paragraph 4, how were railroads affected by the economicdepression in the late 1830s?A. They lost important funding from state governmentsB. They began to realize that some of their projects were overly ambitiousC. They had to compete with canals for government supportD. They emerged as the nation's biggest businessParagraph 5The dramatic expansion of the railroad network in the 1850s, however, strained the financing capacity of local governments and required a turn toward private investment, which had never been absent from the picture. Well aware of the economic benefits of railroads, individuals living near them had long purchased railroad stock issued by governments and had directly bought stock in railroads, often paying by contributing their labor to building the railroads. But the large railroads of the 1850s needed more capital than such small investors could generate. Gradually, the center of railroad financing shifted to New York City, and in fact, it was the railroad boom of the 1850s that helped make Wall Street in New York City the nation's greatest capital market. The stocks of all the leading railroads were traded on the floor of the New York Stock Exchange during the 1850s. In addition, the growth of railroads turned New York City into the center of modern investment firms. The investment firms evaluated the stock of railroads in the smaller American cities and then found purchasers for these stocks in New York City, Philadelphia, Paris, London, Amsterdam, and Hamburg. Controlling the flow of funds to railroads, the investment bankers began to exert influence over the railroads' internal affairs by supervising administrative reorganizations in times of trouble.9. Which of the sentences below best expresses the essential information inthe highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A. Private investment in railroads began in the 1850s following the dramaticexpansion of the railroad network, which had been financed by local governmentsB. Railroads' relations with local governments became strained in the 1850s,when railroads turned to private investors for financing to expand their capacityC. Local governments' limited capacity to finance railroad expansion was along-standing problem that railroads solved in the 1850s by turning toward private investmentD. When local governments could not adequately finance the railroads'dramatic expansion in the 1850s, private investment became increasinglyimportant10. Paragraph 5 supports which of the following ideas about people who heldrailroad stock?A. Many of them were not particularly wealthyB. Many of them overestimated the economic benefits of railroadsC. Most of them bought their stock for less than it was worthD. Most of them had been employed by a railroad11. According to paragraph 5, investment bankers were involved in all of thefollowing EXCEPTA. controlling the distribution of funds to railroadsB. finding national and international buyers of railroad stockC. overseeing administrative changes of railroads when neededD. persuading the federal government to reinvest in railroads12. The word "flow" in the passage is closest in meaning toA. promiseB. growthC. movementD. sourceParagraph 1In the United States, railroads spearheaded the second phase of the transportation revolution by overtaking the previous importance of canals. The mid-1800s saw a great expansion of American railroads. The major cities east of the Mississippi River were linked by a spiderweb of railroad tracks. ■Chicago's growth illustrates the impact of these rail links. ■In 1849 Chicago was a village of a few hundred people with virtually no rail service. ■By 1860 it had become a city of 100,000, served by eleven railroads. ■Farmers to the north and west of Chicago no longer had to ship their grain, livestock, and dairy products down the Mississippi River to New Orleans; they could now ship their products directly east. Chicago supplanted New Orleans as the interior of America's main commercial hub.13. Look at the four squares ■ that indicate where the following sentence couldbe added to the passage. Where would the sentence best fit? Click on a square ■ to add the sentence to the passage.Indeed, the network became so dense that by the 1860s the United States had more miles of railroad tracks than did all the rest of the world.14.The Achievement of Brazilian IndependenceIn contrast to the political anarchy, economic dislocation, and military destruction in Spanish America, Brazil's drive toward independence from Portugal proceeded as a relatively bloodless transition between 1808 and 1822. The idea of Brazilian independence first arose in the late eighteenth century as a Brazilian reaction to the Portuguese policy of tightening political and economic control over the colony in the interests of the mother country. The first significant conspiracy against Portuguese rule was organized from 1788-1799 in the province of Minas Gerais, where rigid governmental control over the production and prices of gold and diamonds, as well as heavy taxes, caused much discontent. But this conspiracy never went beyond the stage of discussion and was easily discovered and crushed. Other conspiracies in the late eighteenth century as well as a brief revolt in 1817 reflected the influence of republican ideas over sections of the elite and even the lower strata of urban society. All proved abortive or were soon crushed. Were it not for an accident of European history, the independence of Brazil might have been long delayed.The French invasion of Portugal in 1807 followed by the flight of the Portuguese court (sovereign and government officers) to Rio de Janeiro brought large benefits to Brazil. Indeed, the transfer of the court in effect signified achievement of Brazilian independence. The Portuguese prince and future King Joao VI opened Brazil's ports to the trade of friendly nations, permitted the rise of local industries, and founded the Bank of Brazil. In 1815 he elevated Brazil to the legal status of a kingdom coequal with Portugal. ln one sense, however, Brazil's new status signified the substitution of one dependence for another. Freed from Portuguese control, Brazil came under the economic dominance of England, which obtained major tariff concessions and other privileges by the Strangford Treaty of 1810 between Portugal and Great Britain. The treaty provided for the importation of British manufactures into Brazil and the export of Brazilian agricultural produce to Great Britain. One result was an influx of cheap machine-made goods that swamped the handicrafts industry of the country.Brazilian elites took satisfaction in Brazil's new role and the growth of educational, cultural, and economic opportunities for their class. But the feeling was mixed with resentment toward the thousands of Portuguese courtiers (officials) and hangers-on who came with the court and who competed with Brazilians for jobs and favors. Thus, the change in the status of Brazil sharpened the conflict between Portuguese elites born in Brazil and elites born in Portugal and loyal to the Portuguese crown.The event that precipitated the break with the mother country was the revolution of 1820 in Portugal. The Portuguese revolutionaries framed a liberalconstitution for the kingdom, but they were conservative or reactionary in relation to Brazil. They demanded the immediate return of King Joao to Lisbon, an end to the system of dual monarchy that he had devised, and the restoration of the Portuguese commercial monopoly. Timid and vacillating, King Joao did not know which way to turn. Under the pressure of his courtiers, who hungered to return to Portugal and their lost estates, he finally approved the new constitution and sailed for Portugal. He left behind him, however, his son and heir, Pedro, and in a private letter advised him that in the event the Brazilians should demand independence, he should assume leadership of the movement and set the crown of Brazil on his head.Soon it became clear that the Portuguese parliament intended to set the clock back by abrogating all the liberties and concessions won by Brazil since 1808. One of its decrees insisted on the immediate return of Pedro from Brazil. The pace of events moved more rapidly in 1822. On January 9, urged on by Brazilian advisers who perceived a golden opportunity to make an orderly transition to independence without the intervention of the masses, Pedro refused an order from the parliament to return to Portugal, saying famously, "l remain." On September 7, regarded by all Brazilians as Independence Day, he issued the even more celebrated proclamation, "Independence or death!" In December 1822, having overcome slight resistance by Portuguese troops, Dom Pedro was formally proclaimed constitutional Emperor of Brazil.Paragraph 1In contrast to the political anarchy, economic dislocation, and military destruction in Spanish America, Brazil's drive toward independence from Portugal proceeded as a relatively bloodless transition between 1808 and 1822. The idea of Brazilian independence first arose in the late eighteenth century as a Brazilian reaction to the Portuguese policy of tightening political and economic control over the colony in the interests of the mother country. The first significant conspiracy against Portuguese rule was organized from 1788-1799 in the province of Minas Gerais, where rigid governmental control over the production and prices of gold and diamonds, as well as heavy taxes, caused much discontent. But this conspiracy never went beyond the stage of discussion and was easily discovered and crushed. Other conspiracies in the late eighteenth century as well as a brief revolt in 1817 reflected the influence of republican ideas over sections of the elite and even the lower strata of urban society. All proved abortive or were soon crushed. Were it not for an accident of European history, the independence of Brazil might have been long delayed.1. The word "anarchy" in the passage is closest in meaning toA. uncertaintyB. disorderC. powerlessnessD. violence2. According to paragraph 1, what first caused Brazilians to think seriouslyabout trying to achieve independence from Portugal?A. Portugal's declining interest in having overseas coloniesB. Portugal's moves to gain political and economic control of Brazil for its ownadvantageC. The drive toward independence going on at the time in parts of SpanishAmericaD. The Portuguese reaction to Brazil's efforts to gain control over its economy3. According to paragraph 1, what happened to the 1788-1799 conspiracyagainst Portuguese rule?A. It ended up creating discontent in certain provinces of BrazilB. It increasingly came under the influence of republican ideas from PortugalC. It was crushed before it got beyond the planning stageD. It gradually lost the support of the lower strata of urban societyParagraph 2The French invasion of Portugal in 1807 followed by the flight of the Portuguese court (sovereign and government officers) to Rio de Janeiro brought large benefits to Brazil. Indeed, the transfer of the court in effect signified achievement of Brazilian independence. The Portuguese prince and future King Joao VI opened Brazil's ports to the trade of friendly nations, permitted the rise of local industries, and founded the Bank of Brazil. In 1815 he elevated Brazil to the legal status of a kingdom coequal with Portugal. ln one sense, however, Brazil's new status signified the substitution of one dependence for another. Freed from Portuguese control, Brazil came under the economic dominance of England, which obtained major tariff concessions and other privileges by the Strangford Treaty of 1810 between Portugal and Great Britain. The treaty provided for the importation of British manufactures into Brazil and the export of Brazilian agricultural produce to Great Britain. One result was an influx of cheap machine-made goods that swamped the handicrafts industry of the country.4. According to paragraph 2, Brazil gained a significant measure ofindependence early in the nineteenth century primarily as a result ofA. the Portuguese prince's desire to become King of Brazil rather than King ofPortugalB. Brazil's growing industrial and financial importanceC. the flight of the Portuguese court to Rio de JaneiroD. the Strangford Treaty with England5. According to paragraph 2, King Joao did each of the following for BrazilEXCEPTA. establish a national bankB. support Brazilian industriesC. obtain important tariff concessions from EnglandD. encourage trade with a wider range of nationsParagraph 4The event that precipitated the break with the mother country was the revolution of 1820 in Portugal. The Portuguese revolutionaries framed a liberal constitution for the kingdom, but they were conservative or reactionary in relation to Brazil. They demanded the immediate return of King Joao to Lisbon, an end to the system of dual monarchy that he had devised, and the restoration of the Portuguese commercial monopoly. Timid and vacillating, King Joao did not know which way to turn. Under the pressure of his courtiers, who hungered to return to Portugal and their lost estates, he finally approved the new constitution and sailed for Portugal. He left behind him, however, his son and heir, Pedro, and in a private letter advised him that in the event the Brazilians should demand independence, he should assume leadership of the movement and set the crown of Brazil on his head.6. The word "precipitated" in the passage is closest in meaning toA. came beforeB. brought aboutC. resulted fromD. slowed down7. According to paragraph 4, the Portuguese revolutionaries insisted on eachof the following EXCEPTA. King Joao’s immediate return to PortugalB. the creation of a liberal constitution for BrazilC. an end to Brazil's status as a kingdomD. Portuguese control over the Brazilian economy8. The word "Timid" in the passage is closest in meaning toA. FearfulB. AngryC. PoorD. Sickly9. In paragraph 4, why does the author mention that King Joao's courtiers"hungered to return to Portugal and their lost estates"?A. To illustrate how conservative the courtiers wereB. To help explain the position taken by the courtiersC. To give an example of the effects produced by the revolutionD. To show why King Joao advised his son the way he didParagraph 5Soon it became clear that the Portuguese parliament intended to set the clock back by abrogating all the liberties and concessions won by Brazil since 1808. One of its decrees insisted on the immediate return of Pedro from Brazil. The pace of events moved more rapidly in 1822. On January 9, urged on by Brazilian advisers who perceived a golden opportunity to make an orderly transition to independence without the intervention of the masses, Pedro refused an order from the parliament to return to Portugal, saying famously, "l remain." On September 7, regarded by all Brazilians as Independence Day, he issued the even more celebrated proclamation, "Independence or death!" In December 1822, having overcome slight resistance by Portuguese troops, Dom Pedro was formally proclaimed constitutional Emperor of Brazil.10. Paragraphs 4 and 5 support the idea that Brazil's move to declareindependence in 1822 was primarily the result ofA. the revolutionaries' demand that King Joao return to PortugalB. Portugal's apparent intention to return Brazil to the status of a colonyC. King Joao's decision to leave his son Pedro in BrazilD. the growing threat of intervention by the Brazilian masses11. Which of the sentences below best expresses the essential information inthe highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.A. On January 9, 1822, Brazil achieved independence without any involvementby the masses when Pedro, despite the urging of his Brazilian advisers, defied a parliamentary order to return to PortugalB. Following the urging of Brazilian advisers, on January 9, 1822, thePortuguese parliament ordered Pedro to return, but, hoping to avoid conflict with the masses, Pedro declared, "l remain."C. The best opportunity for Brazil to achieve independence without involvingthe masses came on January 9. 1822, but Pedro, saying, "I remain," refused an order to return to PortugalD. Seeing the possibility of an orderly transition to independence, Pedro'sBrazilian advisers urged him to refuse to return to Portugal, and on January 9, 1822, Pedro did refuse, declaring, "I remain."12. According to paragraph 5, Independence Day in Brazil is the date on whichA. Brazil made Dom Pedro its constitutional EmperorB. Dom Pedro refused to comply with the Portuguese parliament's demandthat he return to PortugalC. the Portuguese parliament officially withdrew all formal connection to BrazilD. Dom Pedro publicly declared his position by saying, "Independence ordeath!"Paragraph 2The French invasion of Portugal in 1807 followed by the flight of the Portuguese court (sovereign and government officers) to Rio de Janeiro brought large benefits to Brazil. Indeed, the transfer of the court in effect signified achievement of Brazilian independence. The Portuguese prince and future King Joao VI opened Brazil's ports to the trade of friendly nations, permitted the rise of local industries, and founded the Bank of Brazil. ■In 1815 he elevated Brazil to the legal status of a kingdom coequal with Portugal. ■ln one sense, however, Brazil's new status signified the substitution of one dependence for another. ■Freed from Portuguese control, Brazil came under the economic dominance of England, which obtained major tariff concessions and other privileges by the Strangford Treaty of 1810 between Portugal and Great Britain. ■The treaty provided for the importation of British manufactures into Brazil and the export of Brazilian agricultural produce to Great Britain. One result was an influx of cheap machine-made goods that swamped the handicrafts industry of the country.13. Look at the four squares ■ that indicate where the following sentence couldbe added to the passage. Where would the sentence best fit? Click on a square ■ to add the sentence to the passage.Therefore, although still closely linked to Portugal, Brazil was no longer formally considered a colony.14.。
托福TPO42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TPO42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TPO42口语Task3阅读文本： No More Evening Classes The administration has announced that starting next fall, the university will stop offering evening classes in many departments. According to a university administrator, the decision was prompted by a steady decline in enrollments in evening classes. "Evening classes are just too small," the administrator said. When asked to explain the decline in enrollments, the administrator pointed to the fact that most evening classes are taught by teaching assistants, who are usually graduate students. “Surveys show that students prefer to take classes taught by experienced faculty members,” the spokesperson said, "probably because they simply know more than graduate teaching assistants do." 托福TPO42口语Task3听力文本： Now listen to two students discussing the article. Man：I just don't know about this decision. Woman：It sort of makes sense to me. Man：Not to me. I don't understand their reasoning. I mean, what's wrong with small classes? I think that's what students actually prefer. And it's easy to see why. Woman：Yeah. You do get to participate more. Man：Definitely. You can be more actively involved, get more attention and support. It's just a better way to learn. Woman：Okay. But there is that survey. Man：I don't know what students they asked, but I know a lot of people who feel just the opposite. I mean, what does experience mean anyway? Sometimes it means you have been teaching the same subject for twenty years and you are probably tired of it by now and maybe not very enthusiastic. Woman：Yeah. That does happen. Man：Whereas if it's the first time or maybe second you are teaching a class,well, it's going to be more exciting to you. And you are going to communicate that excitement to the people you are teaching. At least that's how I see it. 托福TPO42口语Task3题目： The man disagrees with the decision announced in the student newspaper. Explain why the university made the decision and why the man disagrees with it. 托福TPO42口语Task3满分范文： The school has implemented a new policy that the university will stop offering evening classes in many departments starting next fall due to the small scale of them and the unexperienced teaching staff. And the man holds a negative view towards the announcement. The first reason he gives is that thanks to the small classes, students can participate more and be more actively involved, get more attention and learn more. And the second one is based on the fact that some experienced teachers are lack of enthusiasm because they may have been teaching the same subject for too long. In contrast, if this is their first or second time teaching a class, it’s going to be so exciting to them and they’ll definitely dedicate more. Therefore, he disagrees with that opinion. 以上是给大家整理的托福TPO42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!。
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托福阅读TPO怎么使用
文都国际小编称，很多在备战托福的考生都有接触过托福阅读TPO，而且托福阅读机经也练
习了很多遍，但其中一部分考生会陷入题海战术，只顾刷题却没有去仔细对答案看解析，虽
然这样可以阅题无数，但实际的托福阅读能力一点也没有帮助。那么，究竟托福阅读TPO
怎么使用?
首先，控制时间，重复学习。很多考生在备考的时候完全随心所欲安排时间，可能把题
目都做对了，但是耗费的时间却很久，导致在正式考试时时间不够用，而且对完了答案也没
有再深入分析，只是修改一下就结束了。环球托福小编在这里建议，要模拟考场时间，锻炼
自己托福阅读的速度，同时做错的题目反复代入正确答案，了解原因分析自己的错误，直到
自己完全弄懂，才能真的吸收进知识。
其次，审题谨慎，看清题目。大部分考生可能都觉得，备考复习的时候不一定要投入太
多，只要到考场上保证高度认真的态度就可以了。但实际上，如果你平时就态度随意、精神
松懈，那么在考场你也很难一下字做到完全仔细、聚精会神。谨慎的审题态度必须要从日常
备考状态中就开始练习，只有平时注重细节，才不会临场因细节丢分。尤其是对于能力不错
但总是因审题不清或者题目不仔细看的考生来说，尤为重要，因为高分往往就是因为这些“小
粗心”而丢掉的。
最后，养成托福“思维”。托福阅读的考试时间对于大部分中国考生来说比较紧张，如
果要在短时间内理清文章架构、内容主旨等等还要保证正确率，那么就一定要有托福“思维”
——顺着西方人的逻辑习惯去思考，在日常备考中去了解TPO文章的架构，分析托福阅读
中常见的问题或内容等等，明确哪些答案一定不用选哪些可以选，在托福阅读考试中会回答
的更得心应手。
关于托福阅读TPO怎么使用，相信考生已心中有数，可以在边练习的时候边做下笔记，
方便自己时不时翻看历史，巩固而知新，通过平日认真端正的态度，文都国际小编相信每一
个考生都能获得好成绩。
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