TPO18 听力文本 lecture2

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托福TPO18口语文本

小编给考生们带来了托福TPO18口语文本，希望大家多做题，多积累、多研究，有针对性的规划考试。

Task1Imagine your life ten years in the future. Talk about one way you thinkyour life will be different in ten years than it is now. Use details to explainyour answer.Task2Do you agree or disagree with the following statement? It is important tolearn about other cultures.Task3University Choir to Enter Off-Campus Singing CompetitionsCurrently, the university choir gives singing concerts only on campus. Nextyear, however, the choir will add competitive events at other locations to itsschedule. The choir ’s new director feels that entering singing competitionswill make the quality of the choir ’s performance even better than it is now.“Competitions will motivate students in the choir to pursue a higher standard ofexcellence in singing.” He said. In addition, it is hoped that getting the choiroff campus and out in the public will strengthen the reputation of theuniversity ’s music program. This in turn will help the program grow.The man expresses her opinion about the change described in the article.Briefly summarize the change. Then state her opinion and explain the reasons shegives for holding that opinion.Task4Relict BehaviorIn general, animals act in ways that help them to survive within theirspecific habitats. However, sometimes an animal species may display a behavior that no longer serves a clear purpose. The original purpose for the behavior may have disappeared long ago, even thousands of years before. These behaviors, known as relict behaviors, were useful to the animal when the species’ habitat was different: but now, because of changed conditions, the behavior no longer serves its original purpose. Left over from an earlier time, the behaviorremains as relict, or remnant, long after the environmental circumstance that influenced its evolution has vanished.Using the example of the pronghorn and lion, explain the concept of arelict behavior.Task5Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend and explain the reasons for yourrecommendation.Task6Using points and examples from the lecture, explain how the characteristics of target customers influence marketing strategy for products.以上就是小编为大家带来关于托福TPO口语资料供大家阅读参考，托福资料频道将第一时间为考生发布最全、最新、最专业的托福资讯及托福考试资料及机经.。

托福TPO18综合写作阅读原文+听力原文+满分范文

¡¡¡¡ÎªÁË°ïÖú´ó¼Ò¸ßÐ§±¸¿¼ÍÐ¸££¬Îª´ó¼Ò´øÀ´ÍÐ¸£TPO18×ÛºÏÐ´×÷ÔÄ¶ÁÔ-ÎÄ+ÌýÁ¦Ô-ÎÄ+Âú·Ö·¶ÎÄ£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡ÍÐ¸£TPO18×ÛºÏÐ´×÷ÔÄ¶ÁÔ-ÎÄÎÄ±¾£º¡¡¡¡In the 1950s Torreya taxifoha, a type of evergreen tree once very common in the state of Florida, started to die out. No one is sure exactly what caused the decline, but chances are good that if nothing is done, Torreya will soon become extinct. Experts are considering three ways to address the decline of Torreya. The first option is to reestablish Torreya in the same location in which it thrived for thousands of years. Torreya used to be found in abundance in the northern part of Florida, which has a specific microclimate. A microclimate exists when weather conditions inside a relatively small area differ from the region of which that area is a part. Northern Florida's microclimate is very favorable to Torreya's growth. This microclimate is wetter and cooler than the surrounding region's relatively dry, warm climate. Scientists have been working to plant Torreya seeds in the coolest, dampest areas of the microclimate. The second option is to move Torreya to an entirely different location, far from its Florida microclimate. Torreya seeds and saplings have been successfully planted and grown in forests further north, where the temperature is significantly cooler. Some scientists believe that Torreya probably thrived in areas much further north in the distant past, so by relocating it now, in a process known as assisted migration, humans would simply be helping Torreya return to an environment that is more suited to its survival. The third option is to preserve Torreya in research centers. Seeds and saplings can be moved from the wild and preserved in a closely monitored environment where it will be easier for scientists both to protect the species and conduct research on Torreya. This research can then be used to ensure the continued survival of the species.¡¡¡¡ÍÐ¸£TPO18×ÛºÏÐ´×÷ÌýÁ¦Ô-ÎÄÎÄ±¾£º¡¡¡¡You've just read about three ways to save Torreya taxifolia. Unfortunately, none of these three options provides a satisfactory solution.About the first solution-reestablishing Torreya in the same location-that's unlikely to be successful, because of what's happening to the coolest dampest areas within torreya's micro-climate. These areas are being strongly affected by changes in the climate of the larger region. This could be because global warming has contributed to an increase in overall temperatures in the region or because wetlands throughout Florida have been drained. Either way, many areas across the region are becoming drier, so it's unlikely that Torreya would have the conditions it needs to survive anywhere within its original Florida micro-climate.Now about the second solution, relocating Torreya far from where it currently grows, well, let's look at what happened when humans helped another tree, the black locust tree, move north to a new environment. When they did this, the black locust tree spread so quickly that it killed off many plants and trees in the new environment, and some of these plants and trees were themselves already in dangerof becoming extinct. So assisted migration can have unpredicted outcomes for the new environment.Third, research centers are probably not a solution either. That's because the population of Torreya trees that can be kept in the centers will probably not be able to resist diseases. For a population of trees to survive a disease, it needs to be relatively large and it needs to be genetically diverse. Tree populations in the wild usually satisfy those criteria but research centers would simply not have enough capacity to keep a large and diverse population of Torreya trees, so trees in such centers will not be capable of surviving diseases in the long term.¡¡¡¡ÍÐ¸£TPO18×ÛºÏÐ´×÷Âú·Ö·¶ÎÄ1£º¡¡¡¡The professor in the lecture totally disagrees with the three solutions mentioned in the reading passage. In fact, she believes that these solutions won¡¯t lead to satisfactory consequences at all. Firstly, the professor mentions that help the Torreya reestablish in its original habitat is unlikely to success. She claims that the coolest and dampest area of the microclimate is strongly influenced by many worldwide climate effects such as the global warming, thus it is impossible for Torreya to thrive again in the same place. This strongly opposes the first method in the reading passage. Secondly, the professor claims that moving Torreya to a totally different location is also unrealistic. She takes Black Locus as an example. Black Locus thrives quickly after entering a new habitat and endangers many scarce species. The professor points out the disastrous consequence and opposes the second method raised in the reading passage. Last but not least, the professor claims that keeping Terroya in research center won¡¯t be a good method either. Trees preserved in the center cannot resist diseases in the long run. The professor again opposes the last method in the reading passage.¡¡¡¡ÍÐ¸£TPO18×ÛºÏÐ´×÷Âú·Ö·¶ÎÄ2£º¡¡¡¡In the passage the author describes three ways to address the decline of Torreya. However, the professor doubts the passage by stating that none of the three ways will work. T o begin with, the professor points out that the first option mentioned in the passage, reestablishing Torreya, will not succeed. Why? Because many areas within Florida¡¯s microclimate region are turning drier for either global warming, or the disappearing wetlands. Consequently, this region fails to meet the condition Torreya needs to survive. Additionally, the professor claims that the second option, relocating Torreya, will definitely result in vain. To illustrate this argument the example of another tree, which was moved to a new environment and then quickly spread to kill off other plant species, including some already endangered ones, is introduced. F inally, the professor argues against the third option in the reading, preserving Torreya in research centers. The population of Torreya, she explains, has to be genetically diverse in order to resist diseases. Nevertheless, research centers, different from the wild, are not capable of maintaining such a size. For all the above analysis, the solutions in the reading lose their values.。

托福备考托福阅读34套TPO样题+解析+译文18--2 The mystery of yawning

托福考试复习托福阅读TPO18(试题+答案+译文)第2篇:The mystery of yawning托福阅读原文【1】According to conventional theory, yawning takes place when people are bored or sleepy and serves the function of increasing alertness by reversing, through deeper breathing, the drop in blood oxygen levels that are caused by the shallow breathing that accompanies lack of sleep or boredom. Unfortunately, the few scientific investigations of yawning have failed to find any connection between how often someone yawns and how much sleep they have had or how tired they are. About the closest any research has come to supporting the tiredness theory is to confirm that adults yawn more often on weekdays than at weekends, and that school children yawn more frequently in their first year at primary school than they do in kindergarten.【2】Another flaw of the tiredness theory is that yawning does not raise alertness or physiological activity, as the theory would predict. When researchers measured the heart rate, muscle tension and skin conductance of people before, during and after yawning, they did detect some changes in skin conductance following yawning, indicating a slight increase in physiological activity. However, similar changes occurred when the subjects were asked simply to open their mouths or to breathe deeply. Yawning did nothing special to their state of physiological activity.Experiments have also cast serious doubt on the belief that yawning is triggered by a drop in blood oxygen or a rise in blood carbon dioxide. Volunteers were told to think about yawning while they breathed either normal air, pure oxygen, or an air mixture with an above-normal level of carbon dioxide. If the theory was correct, breathing air with extra carbon dioxide should have triggered yawning, while breathing pure oxygen should have suppressed yawning. In fact, neither condition made any difference to the frequency of yawning, which remained constant at about 24 yawns per hour. Another experiment demonstrated that physical exercise, which was sufficiently vigorous to double the rate of breathing, had no effect on the frequency of yawning. Again the implication is that yawning has little or nothing to do with oxygen. 【3】A completely different theory holds that yawning assists in the physical development of the lungs early in life, but has no remaining biological function in adults. It has been suggested that yawning and hiccupping might serve to clear out the fetuses airways. The lungs of a fetus secrete a liquid that mixes with its mother's amniotic fluid. Babies with congenital blockages that prevent this fluid from escaping from their lungs are sometimes born with deformed lungs. It might be that yawning helps to clear out the lungs by periodically lowering the pressure in them. According to this theory, yawning in adults is just a developmental fossil with no biological function. But, while accepting that not everything inlife can be explained by Darwinian evolution, there are sound reasons for being skeptical of theories like this one, which avoid the issue of what yawning does for adults. Yawning is distracting, consumes energy and takes time. It is almost certainly doing something significant in adults as well as in fetuses. What could it be?【4】The empirical evidence, such as it is, suggests an altogether different function for yawning—namely, that yawning prepares us for a change in activity level. Support for this theory came from a study of yawning behavior in everyday life. Volunteers wore wrist-mounted devices that automatically recorded their physical activity for up to two weeks: the volunteers also recorded their yawns by pressing a button on the device each time they yawned. The data showed that yawning tended to occur about 15 minutes before a period of increased behavioral activity. Yawning bore no relationship to sleep patterns, however. This accords with anecdotal evidence that people often yawn in situations where they are neither tired nor bored, but are preparing for impending mental and physical activity. Such yawning is often referred to as "incongruous" because it seems out of place, at least on the tiredness view: soldiers yawning before combat, musicians yawning before performing, and athletes yawning before competing. Their yawning seems to have nothing to do with sleepiness or boredom—quite the reverse—but it does precede a change in activity level.托福阅读试题1.Which of the sentences below best expresses the essential information in the highlighted sentence in passage 1? Incorrect choices change the meaning in important ways or leave out essential information.A.It is the conventional theory that when people are bored or sleepy, they often experience a drop in blood oxygen levels due to their shallow breathing.B.The conventional theory is that people yawn when bored or sleepy because yawning raises blood oxygen levels, which in turn raises alertness.C.According to conventional theory, yawning is more likely to occur when people are bored or sleepy than when they are alert and breathing deeply.D.Yawning, according to the conventional theory, is caused by boredom or lack of sleep and can be avoided through deeper breathing.2.In paragragh1, what point does the author make about the evidence for the tiredness theory of yawning?A.There is no scientific evidence linking yawning with tiredness.B.The evidence is wide-ranging because it covers multiple age-groups.C.The evidence is wide-ranging because it covers multiple age-groups.D.The evidence is questionable because the yawning patterns of children and adults should be different.3.The word “flaw” in passage 2 is closest in meaning toA.fault.B.aspect.C.confusion.D.mystery.4.In the paragraph 2, why does the author note that there were physiological changes when subjects opened their mouths or breathed deeply?A.To present an argument in support of the tiredness theory.B.To cast doubt on the reliability of the tests that measured heart rate, muscle tension and skin conductance.C. To argue against the hypothesis that yawning provides a special way to improve alertness or raise physiological activity.D.To support the idea that opening the mouth or breathing deeply can affect blood oxygen levels.5.The word “triggered” in passage 2 is closest in meaning toA.removed.B.followed.C.increased.D.caused.6.Paragraph 2 answers all of the following questions about yawning EXCEPTA.Does yawning increase alertness or physiological activity?B.Does thinking about yawning increase yawning over not thinking about yawning?C.Does the amount of carbon dioxide and oxygen in the air affect the rate at which people yawn?D.Does the rate of breathing affect the rate at which people yawn?7.The word “periodically” in passage 3 is closest in the mean ing toA.continuously.B.quickly.C.regularly.D.carefully.8.According to the developmental theory of yawning presented in paragraph 3, what is the role of yawning?A.It caused hiccups, which aid in the development of the lungs.B.It controls the amount of pressure the lungs place on other developing organs.C.It prevents amniotic fluid from entering the lungs.D.It removes a potentially harmful fluid from the lungs.9.Paragraph 3 supports which of the following statements about the development theory of yawning?A.The theory is attractive because it explains yawning from the perspective of Darwinian evolution.B.The theory is unsatisfactory because it cannot explain the lung deformities of infants.C.The theory is questionable because it does not explain why a useless and inconvenient behavior would continue into adulthood.D.The theory is incomplete because it does not explain all the evolutionary stages in the development of yawning.10.The word “empirical” in passage 4 is closest in meaning toA.reliable.B.based on common sense.C.relevant.D.based on observation.11.The study of yawning behavior discussed in paragraph 4 supports which of the following conclusions?A.Yawning is associated with an expectation of increased physical activity.B.Yawning occurs more frequently when people are asked to record their yawning.C.People tend to yawn about fifteen minutes before they become tired or bored.D.Mental or physical stress tends to make people yawn.12.Why does the author mention “soldiers yawni ng before combat, musicians yawning before performing, and athletes yawning before competing”(in paragraph 4)?A.To argue that just the expectation of physical activity can make some people feel tired.B.To explain how the view that people yawn because they are tired accounts for yawning before stressful situations.C.To support the view that yawning helps prepare a person for mental or physical exertion.D.To provide anecdotal evidence that conflicts with the experience of the volunteers in the study.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? This, however, was not the case Another flaw of the tiredness theory is that yawning does not raise alertness or physiological activity, as the theory would predict.When researchers measured the heart rate, muscle tension and skin conductance of people before, during and after yawning, they did detect some changes in skin conductance following yawning, indicating a slight increase in physiological activity. However, similar changes occurred when the subjects were asked simply to open their mouths or to breathe deeply. Yawning did nothing special to their state of physiological activity. Experiments have also cast serious doubt on the belief that yawning is triggered by a drop in blood oxygen or a rise in blood carbon dioxide. ■【A】Volunteers were told to think about yawning while they breathed either normal air, pure oxygen, or an air mixture with an above-normal level of carbon dioxide. ■【B】If the theory was correct, breathing air with extra carbon dioxide should have triggered yawning, while breathing pure oxygen should have suppressed yawning. ■【C】In fact, neither condition made any difference to the frequency of yawning, which remained constant at about 24 yawns per hour. ■【D】Another experiment demonstrated that physical exercise, which was sufficiently vigorous to double the rate of breathing, had no effect on the frequency of yawning Again the implication is that yawning has little or nothing to do with oxygen.14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THERR 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.The tiredness theory of yawning does not seem to explain why yawning occurs.A.Although earlier scientific studies strongly supported the tiredness theory, new evidence has cast doubt on these findings.B.Evidence has shown that yawning is almost completely unrelated to amount of oxygen in the blood and is unrelated to sleep behavior.C.Some have proposed that yawning plays a role in the development of the lungs before birth but that it serves no purpose in adults.D.Fluids in the lungs of the fetus prevents yawning from occurring, which disproves the developmental theory of yawning.E.New studies, along with anecdotal evidence, have shown that the frequency of yawning increases during extended periods of inactivity.F.There is some evidence that suggests that yawning prepares the body and mind for a change in activity level.托福阅读答案1.原文说yawn是因为bored or sleepy，并且能够起到提神的作用，所以B正确。

托福TPO1-30听力原文文本全集18 版整理

智课网TOEFL备考资料托福TPO1-30听力原文文本全集18 版整理摘要：托福TPO听力1-30听力原文文本全集1.8 版整理!大家都知道托福听力TPO试题都来源于历年考试机经，对于该试题内容的权威性和仿真性自不用说，为方便大家更深入的研究小编特给出了托福TPO听力1-30听力原文文本全集1.8 版资料，同学们可以好好练习一下。

托福 TPO听力1-30听力原文文本全集1.8 版整理!大家都知道托福听力 TPO试题都来源于历年考试机经，对于该试题内容的权威性和仿真性自不用说，为方便大家更深入的研究小编特给出了托福TPO听力1-30听力原文文本全集1.8 版资料，同学们可以好好练习一下。

1.Why does the student go to see the librarian? #To sign up for a seminar on using electronic sources for research #To report that a journal is missing from the reference area #To find out the procedure for checking out journal articles #To ask about how to look for resources for a class paper #2.What does the librarian say about the availability of journals and articles in the library? #They are not easy to find if a professor put them on reserve #Most of them are accessible in an electronic format #Most of them can be checked out for three weeks #Printed versions from the past three years are located in the reference section #3.What does the librarian suggest the student should do to save time? #Choose an easier research topic#Concentrate on five journals#Read the summaries of the articles first#Install a new program on her home computer#4.What can be inferred about why the woman decides to use the computer in the library?#She thinks she might need additional help from the man#She does not have a computer at home#She has to hand in her assignment by the end of the day#She will be meeting a friend in the library later on#5.Why does the woman say this #She had forgotten about the information#She is surprised she was not aware of the information#She is annoyed that the information was published only recently#She is concerned that the librarian gave her incorrect information针对大家托福听力提分困难的复习处境，小马有开发出模拟托福听力考场环境的托福听力APP,小马托福听力APP中涵盖了TPO1-34听力真题全部内容的，答案解析应有尽有。

2018全国二卷英语听力及原文

2018全国二卷英语听力及原文全文共6篇示例，供读者参考篇1The 2018 National English Listening Test Volume 2Hi there! My name is Emma and I'm a 5th grader. I just took the 2018 National English Listening Test Volume 2 and I wanted to share my experience with you.The test was pretty long, but I was excited because I've been practicing my English listening skills a lot this year. My teacher said it's really important to learn to understand spoken English well. She said it will help me communicate better with people from other countries when I'm older.The first part of the test had some simple conversations between two people. One conversation was about a girl named Lily who was looking for her missing pencil case. Another one was about two friends deciding what game to play at recess. I thought those were fairly easy to understand.Then there were some longer conversations that were a little trickier. One was about a brother and sister arguing over whogot to use the computer first after school. Another one was about a mom telling her son the schedule for his activities that week. I had to listen really carefully to catch all the details in those ones.After that, there were some passages that a teacher or narrator read out loud. We had to listen and answer comprehension questions about them. One passage was about how camels are well-adapted for living in the desert with their big humps and oval-shaped red blood cells. That one was fascinating! I love learning about animals.Another passage described the process of how maple syrup is made by tapping maple trees and boiling down the sap. It was kind of like a set of instructions. Those types of passages were pretty difficult because there were a lot of facts and steps to remember.I also remember a story passage about two boys who entered their school's talent show - one played the violin while the other did some comedy routines. The violin player got stage fright at first but his friend helped calm him down. It was an amusing little story.The last section had recordings of people giving directions or providing information. Like when someone explained therules for riding the school bus, or the procedure for checking out library books. Those were pretty straightforward but you had to listen precisely.Overall, I feel like I did pretty well on the test, though I know I probably missed some questions here and there. Listening tests are hard because you only get one chance to hear everything. You can't relisten or reread parts you didn't understand the first time.My favorite part was learning the fun facts about camels and maple syrup production. My least favorite was feeling nervous during the story passage in case I missed any important details about what happened.English listening is such an important skill though. If I want to travel the world someday, I'll need to understand people from England, Australia, America and everywhere else. This test was great practice for that.I'm glad my school and my teachers care about helping us improve our English abilities. With enough hard work and listening practice, I know I can get really good at understanding spoken English. Then I'll be ready to make friends all over the world! Maybe I'll even become an international tour guide when I grow up. Who knows?Well, thanks for reading about my experience. Let me know if you've ever taken an English listening test before and how it went. Study hard and practice listening as much as you can. Before you know it, you'll be an expert listener in English!篇22018 National English Exam Volume 2 Listening TranscriptHi everyone! My name is Lily and I'm going to tell you all about the listening part of the big English test I took last year when I was in 5th grade. It was pretty long but I'll try my best to remember everything!First up was a conversation between a boy and a girl about after-school activities. The boy was asking the girl what fun clubs or sports she does after classes end. The girl said she is part of the art club where they get to paint pictures and make crafts. She said it's a lot of fun and lets her be creative. The boy responded that he takes karate lessons to learn self-defense and stay active. He said karate is cool because you get to break boards with your hands and feet!Next there was a mom talking to her son about summer camp options. The mom listed out a few choices like soccer camp, computer camp, and outdoor adventure camp. Her son seemedmost excited about the outdoor camp where you go hiking, canoeing on lakes, and roast marshmallows around the campfire. The mom reminded him he would have to follow all the safety rules if he wants to go to that camp.After that was a teacher giving instructions to her class before they went on a field trip to a science museum. She said they would first watch an awesome 3D movie about outer space at the planetarium. Then they'd explore exhibits on dinosaurs, the human body, and inventions. The teacher reminded everyone to stay with their small groups and not wander off. She said she couldn't wait to learn cool new facts!The last conversation was between two friends making weekend plans. One friend suggested going to the new trampoline park that just opened up. The other friend didn't seem too excited about that idea, and instead proposed going bowling at the alley in the mall. In the end they agreed to go bowling on Saturday afternoon after the friend's piano lesson was finished.2018 National English Exam Volume 2 Reading PassageHave you ever dreamed of blasting off into outer space and walking on the moon? While most of us will never leave Earth's atmosphere, the astronauts of the Apollo missions lived out thatdream in the late 1960s and early 1970s. Let me tell you all about one of the most famous space journeys in history!On July 16th, 1969, a powerful rocket launched the crew of Apollo 11 from Cape Canaveral in Florida. The three brave astronauts on board were Neil Armstrong, Buzz Aldrin, and Michael Collins. After traveling for four days across the 239,000 miles to the Moon, Armstrong and Aldrin separated from Collins in a small spacecraft called the Eagle. Collins orbited above in the main vessel while Armstrong and Aldrin descended towards the lunar surface.Everyone around the world watched with bated breath as the Eagle slowly lowered onto the dusty ground. With millions listening to the crackling radio transmission, Neil Armstrong famously declared "The Eagle has landed!" A few hours later Armstrong opened the hatch and crawled out to become the first human being to ever set foot on the Moon! He uttered the unforgettable words, "That's one small step for man, one giant leap for mankind." Buzz Aldrin soon followed and joined Armstrong in bouncing around in the low lunar gravity.Over the next few hours, the two astronauts explored the barren moonscape, studying the soil and setting up experiments. They took photographs and even spoke with President Nixon viaa phone-radio transmission! Armstrong and Aldrin collected nearly 50 pounds of moon rocks to bring back for scientists to examine.After more than a day on the surface, it was time for the moon walkers to meet up again with Michael Collins in the orbiting spacecraft. The three astronauts made the long trip back to Earth, splashing down safely in the Pacific Ocean on July 24th. Crowds around the world celebrated the remarkable accomplishment of the Apollo 11 mission. The astronauts were heroes, and their incredible journey proved that seemingly impossible dreams could be achieved through science, perseverance, and bravery.Well, that's all I remember about that listening and reading assignment from last year. English tests can be pretty long but I tried to cover all the key parts! Let me know if you need any other details about the Apollo 11 moon landing or that exam. Thanks for reading!篇3The 2018 National English Listening TestHi there! My name is Lily, and I'm a 10-year-old student in the 5th grade. Today, I want to share my experience with the2018 National English Listening Test. It was a big deal for all of us students, and we had been preparing for it for months!The test was split into two parts: Listening Comprehension and Compound Dictation. Let me tell you about each one.Listening ComprehensionThis part had three sections, and we had to listen to different audio clips and answer questions about them. It was pretty tough, but I did my best!Section 1: ConversationsIn this section, we listened to five short conversations between two people. Each conversation was about something different, like asking for directions, ordering food, or making plans. After each conversation, there were 3-4 questions we had to answer based on what we heard.Here's an example of one of the conversations:Woman: Excuse me, can you tell me how to get to the museum from here?Man: Sure, it's pretty easy. Go straight for two blocks, then turn left onto Main Street. The museum will be on your right, just past the park.Woman: Got it. Thanks for the help!Man: No problem. Enjoy the museum!Then we had to answer questions like "Where does the woman want to go?" and "What should the woman do after turning left onto Main Street?"Section 2: Longer ConversationsIn this section, we listened to two longer conversations between three or more people. These were a bit more challenging because there were more details to keep track of.One conversation was about a group of friends planning a camping trip. They had to decide where to go, what equipment to bring, and who would be responsible for different tasks.Another conversation was between a teacher and her students, discussing a class project they were working on.After each conversation, we had to answer 5-6 questions about the main ideas, details, and the speakers' opinions or feelings.Section 3: PassagesThis was probably the hardest part for me. We listened to two longer passages, like news reports or stories, and then answered questions about them.One passage was about a famous artist and her life story. It talked about her childhood, her inspirations, and how she became successful.The other passage was a report on a new technology that could help reduce plastic waste. It explained how the technology worked and why it was important for the environment.For each passage, we had to answer 7-8 questions about the main ideas, details, and the purpose or tone of the passage.Compound DictationThis part was a bit different. We listened to a short passage, and as we listened, we had to fill in blanks in the written version of the passage. It tested our ability to understand and transcribe what we heard accurately.The passage was about a school trip to a science museum. It described the different exhibits the students saw and the hands-on activities they got to do.As the audio played, we had to fill in the missing words in the written passage. It was challenging because some of the words were quite difficult to spell or understand without context.Overall, the 2018 National English Listening Test was a tough but rewarding experience. It pushed us to use all of our English listening skills, from understanding conversations to transcribing passages accurately.I'm proud of how hard I worked to prepare for the test, and I'm glad I got the chance to challenge myself and see how much I've learned in English class.If you're taking the test next year, my advice would be to practice listening to all kinds of English audio, like movies, songs, and podcasts. It'll help you get used to different accents and speaking styles, and make the test a little less scary!Well, that's my experience with the 2018 National English Listening Test. Let me know if you have any other questions!篇4The Big English Listening TestHi there! My name is Lily and I'm going to tell you all about the big English listening test I had to take last week. It was areally important test for all the students in my grade across the whole country. We had been practicing listening to English conversations and stories for weeks leading up to the test day.On the morning of the test, I was pretty nervous. My stomach had butterflies fluttering around. What if I couldn't understand what they were saying? What if I got all the answers wrong? I took a few deep breaths to calm down before heading to school.When I got to my classroom, the desks were all spread out in rows. The teachers had set up a CD player at the front to play the listening recordings. First, they gave each of us a test booklet with different sections and question types.The first part was just conversations between two speakers. We had to listen carefully and answer questions about things like who was speaking, what they were discussing, and where the conversation took place. Some of the conversations were between friends, while others were more formal talks.Next up were longer stories and passages. I really had to concentrate to catch all the details and facts they mentioned. The stories were about different topics like school life, vacations, hobbies and more. Afterwards, we had to answer comprehension questions about the main ideas and key points.There were also sections testing how well we could understand descriptions of scenes, processes and directions. One part played sounds and we had to identify each noise, like a ringing telephone or a meowing cat. Another section gave us lectures and we had to fill in the blanks on an outline.Towards the end, we moved on to testing conversations that took place in specific situations, like buying something at a shop or checking into a hotel. We had to figure out the context and setting based on the cues and dialogue.Finally, the last section combined all the skills - conversations, passages, sounds, situational talks and more. It was like a big mix of everything we'd practiced! By that point my brain was feeling a little fried from concentrating so hard.When it was all over, I felt both relieved and proud of myself for giving it my best effort. Some parts were pretty tricky, but I tried my best to remember all the listening strategies we'd learned. Fingers crossed I did well!Over the next few weeks, we're all anxiously waiting for our scores and results. I really hope I passed and made it to the next level. Wish me luck! In the meantime, I'm just taking a little break from all that intense English listening practice. Phew!篇5The 2018 National English Listening ExamHi there! My name is Emma and I'm a 5th grader. I wanted to tell you all about the big national English listening exam I took last year in 2018. It was a really important test that all us elementary school kids had to take. I was pretty nervous about it, but I studied really hard beforehand.First off, the exam was held at my regular school, which was good because I didn't have to go anywhere new or unfamiliar. On the morning of the test, my mom made sure I had a good breakfast with lots of brain food like eggs, fruit, and whole grain toast. She knows how important it is to fuel up before a big test!When I got to school, my classroom was all set up different than normal. Instead of having desks, there were just single chairs facing the front in rows. The English listening exam was going to be done all together as a class. My teacher Ms. Roberts was there to supervise and help pass out the test materials.Once everyone was seated, the exam proctors came around and handed each of us a test booklet and an answer sheet. The booklet had all the listening passages printed out, so we could follow along and bubble in our answers as we went. They alsopassed out those funny looking headphones to listen to the audio on.I was so nervous putting those headphones on! The listening tracks started playing after the proctor gave instructions. For the first section, a lady's voice calmly read through some vocabulary words and short sentences. We had to bubble in if we heard the word or not. It wasn't too bad, but I got thrown off a little by one of the words having two meanings.Next up were longer conversations between a couple people. These were harder because the people spoke faster and more naturally, with slang and idioms and stuff. I had to listen super carefully to get the right answer about what they were talking about or saying. Phew, that section made me sweat a little!We got a short break after that, which was nice. The proctors let us stretch and have a sip of water before starting again. I definitely needed that little break to re-energize.The last two sections were my favorites - stories and passages! For these, they played fun little kids' stories and some non-fiction articles. The passages would stop after each paragraph, and we'd have to bubble in answers about what happened or what details were mentioned. Listening to stories was way more interesting than just vocabulary for me.I remember one story was about a brother and sister who got lost in the woods while camping with their family. Another one was non-fiction and taught about the life cycle of butterflies. Even though it was still a test, I enjoyed getting to learn those fun facts.Once we turned in our answer sheets, I was just relieved to have it over with. My teacher said we should get our scores back from the province within a couple of months. I tried not to dwell too much on how I did, since there was nothing I could change at that point anyway.When the scores finally did come back, I was so nervous opening up that letter! I peeked at the grade first...and I got an 88%!! I was over the moon, because that was considered a really good score. My listening skills must have improved a ton from practicing with those English learning apps my parents got me. All that hard work had paid off!The kid who got the top score in my class, Danny, only beat me by 2 percentage points. We were both rewarded with treats and a brand new colorful backpack from the school. My parents took me out for my favorite dinner, pizza, to celebrate. I could tell they were really proud of me.Even though it was a big, important test, I'm glad I didn't stress out too much beforehand. The more relaxed you are, the better you can focus during something like that. My advice is to practice listening as much as you can, get a good night's sleep before the exam, and just try your best! If you prepare well, there's no need to be too nervous.I'm honestly a little sad that was my last big national English listening exam in elementary school. But I know there will be plenty more opportunities to show off my skills through middle school, high school, and beyond. Listening comprehension is just such an important tool to have in our globalized world.Who knows, maybe because of my strong English abilities, I'll end up studying or working abroad somewhere cool like England or Australia someday. Or I could be an interpreter, helping people from different cultures communicate. The possibilities are endless! All I know is I'm going to keep practicing my listening no matter what.篇6My Experience with the 2018 National English Listening TestWhew, what a day! I just finished taking the 2018 National English Listening Test (Second Test), and boy, was it a doozy! Butbefore I tell you all about it, let me introduce myself. Hi there! My name is Lily, and I'm a fifth-grader at Sunshine Elementary School. I love learning English, and I've been studying really hard for this big test.The weeks leading up to the test were super stressful. My teacher, Mrs. Johnson, kept reminding us how important it was to do well on the listening section. She said it would help us become better at understanding spoken English, which is a pretty cool superpower if you ask me! So, I practiced my listening skills every day by watching English cartoons, listening to audiobooks, and even eavesdropping on my parents' conversations (shhh, don't tell them!).Finally, the big day arrived, and I was both excited and nervous. As I walked into the exam room, I couldn't help but feel a little intimidated by all the other students frantically reviewing their notes. But I took a deep breath and reminded myself that I was ready for this.The first part of the test was focused on listening to short conversations and answering questions about them. I remember one conversation was between two friends discussing their plans for the weekend. Another was between a mom and her son about doing chores around the house. I had to listen carefully tocatch all the details and choose the correct answers from multiple choices.Next up was the longer listening passage. This one was about a family's trip to a museum. The narrator described all the different exhibits they saw, like the dinosaur skeletons and the ancient Egyptian artifacts. I had to answer questions about the main idea, specific details, and even make some inferences based on the information provided.During the break, I munched on a granola bar and tried to clear my mind. I knew the second half of the test would be even tougher, but I was determined to give it my all.The third section featured a dialogue between a teacher and her students. They were discussing a class project about environmental conservation. There were a lot of unfamiliar vocabulary words, but I tried my best to understand the context clues and fill in the blanks.Finally, we reached the last part of the test: a lengthy lecture about the history of aviation. I'll be honest; this one had me scratching my head a few times. The speaker talked about the Wright brothers, early aircraft designs, and the technological advancements that made modern air travel possible. I had to payclose attention and take meticulous notes to answer the questions accurately.When the test was over, I felt a mix of relief and exhaustion. But mostly, I was proud of myself for giving it my all and not giving up, even when it got tough.A few weeks later, I received my score report, and I was over the moon! I had performed really well on the listening test, especially in the conversation and dialogue sections. My hard work had paid off, and I felt more confident than ever in my English listening skills.Looking back, the 2018 National English Listening Test was a challenging but rewarding experience. It taught me the importance of perseverance, active listening, and staying focused, even when the material was difficult. And who knows? Maybe one day, I'll use these skills to become an interpreter or a diplomat and help people from different cultures understand each other better.For now, though, I'm just happy to have survived this test and come out on the other side feeling like a true English listening champion! Bring on the next challenge!。

托福tpo18口语

托福tpo18口语〔托福〕口语考试总共有六道题，他们有分为了独立口语和综合口语两部分，因此在备考的时候，也增加了同学们的复习任务。

下面是我为您整理的关于托福tpo18口语，希望对你有所帮助。

托福tpo18口语题目Question:Imagine your life ten years in the future. Talk about one way you think your life will be different in ten years than it is now. Use details to explain your answer.托福tpo18口语答案解析：Tip1.Job2.Having a great job3.Save up some money for a more relaxing life4.Learn stuff and see the world5.Reading all kinds of books6.Expanding knowledge base7.Pick up an musical instrument8.Be able to play a song or two when Im blue9.Appreciate the beauty of the world托福tpo18口语范文一：The life in ten years occurring in my imagination is living in a all new circumstance, being a freelancer, and owning more time to enjoy my life rather than being tied to work day and night. I can read more books, from classic literatures to romantic novels, from historical records to contemporary affairs, expanding my knowledge and broadening my horizon. Besides that I can also take up a musical instrument, at least be capable to playing several songs when I am blue. Music always helps me feel the beauty of the world. This is what I imagine my life will be in ten years.托福tpo18口语范文二：I imagine my life ten years in the future to be free. My life will be different in one way from now that I dont have to be tied to a job. I can travel around the world, go anywhere, see different things, meet different people, broaden my horizon and thus feel the world. I dont have to confine myself to just one place. I can go to France, South Africa, South America and Islands in the Pacific. Inaddition, I can be a freelancer, live on my royalties. I will have plenty of time to write novels and read all the masterpieces. This is what I imagine my life will be in ten years.托福口语通用的题型技巧通用题型技巧(适用于所有task)使用natural pauses。

托福TPO18综合写作阅读+听力原文+满分范文【雷哥托福】

托福TPO18综合写作阅读+听力原文+满分范文【雷哥托福整理】在备考托福写作的过程中，总是将托福的独立作文放在了第一位，但是实际上，综合作文也是占到了作文总分30分里面的50%的分值，不要等到分数出来了，才发现其实是综合作文的limited或者fair极大的影响了自己的分数。

考过的同学会发现托福综合作文分数不高，很大程度上是受我们听力实力的影响，我们很多托福考生的听力分数只有16分上下的时候，对于托福综合作文的听力妥妥的是束手无策，而且很多托福考生还感觉自己都听懂了，那也只能说明你听懂了大意，但是听力里面要的是每一个细节！请注意，是每一个细节！雷哥托福小托君给大家分享TPO1-33综合作文部分的阅读和听力文本全集与综合作文的满分作文，以及满分作文的解析。

如果自己的托福综合作文分数如果可以很给力的话，就已经搞定了15分的分数，可极大地缓解托福独立作文的压力。

文末教你如何使用这个材料。

TPO18 综合写作听力+阅读原文ReadingIn the 1950s Torreya taxifoha, a type of evergreen tree once very common in the state of Florida, started to die out. No one is sure exactly what caused the decline, but chances are good that if nothing is done, Torreya will soon become extinct. Experts are considering three ways to address the decline of Torreya.The first option is to reestablish Torreya in the same location in which it thrived for thousands of years. Torreya used to be found in abundance in the northern part of Florida, which has a specific microclimate. A microclimate exists when weather conditions inside a relatively small area differ from the region of which that area is a part. Northern Florida's microclimate is very favorable to Torreya's growth. This microclimate is wetter and cooler than the surrounding region's relatively dry, warmclimate. Scientists have been working to plant Torreya seeds in the coolest, dampest areas of the microclimate.The second option is to move Torreya to an entirely different location, far from its Florida microclimate. Torreya seeds and saplings have been successfully planted and grown in forests further north, where the temperature is significantly cooler. Some scientists believe that Torreya probably thrived in areas much further north in the distant past, so by relocating it now, in a process known as assisted migration, humans would simply be helping Torreya return to an environment that is more suited to its survival.The third option is to preserve Torreya in research centers. Seeds and saplings can be moved from the wild and preserved in a closely monitored environment where it will be easier for scientists both to protect the species and conduct research on Torreya. This research can then be used to ensure the continued survival of the species.ListeningYou’ve just read about three ways to save Torreya taxifolia. Unfortunat ely, none of these three options provides a satisfactory solution. About the firstsolution-reestablishing Torreya in the same location-that’s unlikely to be successful, because of what’s happening to the coolest dampest areas within torreya’smicro-climate. These areas are being strongly affected by changes in the climate of the larger region. This could be because global warming has contributed to an increase in overall temperatures in the region or because wetlands throughout Florida have been drained. Either way, many areas across the region are becoming drier, so it’s unlikely that Torreya would have the conditions it needs to survive anywhere within its original Florida micro-climate.Now about the second solution, relocating Torreya far from where it currently grows,well, let’s look at what happened when humans helped another tree, the black locust tree, move north to a new environment. When they did this, the black locust tree spread so quickly that it killed off many plants and trees in the new environment, and some of these plants and trees were themselves already in danger of becoming extinct . So assisted migration can have unpredicted outcomes for the new environment.Third, research centers are probably not a solution either. That’s because th e population of Torreya trees that can be kept in the centers will probably not be able to resist diseases. For a population of trees to survive a disease, it needs to be relatively large and it needs to be genetically diverse. Tree populations in the wild usually satisfy those criteria but research centers would simply not have enough capacity to keep a large an diverse population of Torreya trees, so trees in such centers will not be capable of surviving diseases in the long term.首先，就是在自己做托福TPO模考之后，可以根据这里面的听力的文本，来检验自己的听力内容是否抓的足够好，尤其是要看写的够不够全！很多时候，我们的综合作文之所以分低，就是因为听力写的不全！第二点，也可以用于在托福考试前来做跟读，有不少托福考生跟小托君说，自己的口语实力不够，那么做跟读，仔细地来模仿ETS官方素材，是一个很好的提高自己口语的方式。

托福TPO18听力Conversation2文本+题目+答案解析

Professor: Hey, don’t sell yourself short. People your age are a very attractive market for advertisers who promote their products on television. The study is sponsored by a TV network. If enough students don’t like the show, the network may actually reconsider putting it on the air.
Student: Thanks! At first I was afraid all that prep work would be a waste of time.
Professor: Well, especially with a challenging topic like yours: factors leading to the emergence of sociology as an academic discipline. There’s just so much history to consider; you could get lost without a solid outline. So did you have a question?
Student: Oh, well, I have marketing and economics Monday mornings and Thursday.
Professor: OH, you are taking the marketing class? Who’s teaching it?

TPO1-18综合写作阅读+听力文本

TPO1ReadingIn the United States, employees typically work five days a week for eight hours each day. However, many employees want to work a four-day week and are willing to accept less pay in order to do so. A mandatory policy requiring companies to offer their employees the option of working a four-day workweek for four-fifths (80 percent) of their normal pay would benefit the economy as a whole as well as the individual companies and the employees who decided to take the option. The shortened workweek would increase company profits because employees would feel more rested and alert, and as a result, they would make fewer costly errors in their work. Hiring more staff to ensure that the same amount of work would be accomplished would not result in additional payroll costs because four-day employees would only be paid 80 percent of the normal rate. In the end, companies would have fewer overworked and error-prone employees for the same money, which would increase company profits. For the country as a whole, one of the primary benefits of offering this option to employees is that it would reduce unemployment rates. If many full-time employees started working fewer hours, some of their workload would have to be shifted to others. Thus, for every four employees who went on an 80 percent week, a new employee could be hired at the 80 percent rate. Finally, the option of a four-day workweek would be better for individual employees. Employees who could afford a lower salary in exchange for more free time could improve the quality of their lives by spending the extra time with their families, pursuing private interests, or enjoying leisure activities.ListeningProfessorOffering employees the option of a four-day workweek won't affect the company profits, economic conditions or the lives of employees in the ways the reading suggests.First, offering a four-day workweek will probably force companies to spend more, possibly a lot more. Adding new workers means putting much more money into providing training and medical benefits. Remember the costs of things like health benefits can be the same whether an employee works four days or five. And having more employees also requires more office space and more computers. These additional costs would quickly cut into company profits.Second, with respect to overall employment, it doesn't follow that once some employees choose a four-day workweek, many more jobs will become available. Hiring new workers is costly, as I argued a moment ago. And companies have other options. They might just choose to ask their employees to work overtime to make up the difference. Worse, companies might raise expectations. They might start to expect that their four-day employees can do the same amount of work they used to do in five days. If this happens, then no additional jobs will be created andcurrent jobs will become more unpleasant.Finally, while a four-day workweek offers employees more free time to invest in their personal lives, it also presents some risks that could end up reducing their quality of life. Working a shorter week can decrease employees' job stability and harm their chances for advancing their careers. Four-day employees are likely to be the first to lose their jobs during an economic downturn. They may also be passed over for promotions because companies might prefer to have five-day employees in management positions to ensure continuous coverage and consistent supervision for the entire workweek.TPO2ReadingIn many organizations, perhaps the best way to approach certain new projects is to assemble a group of people into a team. Having a team of people attack a project offers several advantages. First of all, a group of people has a wider range of knowledge，expertise, and skills than any single individual is likely to possess. Also, because of the numbers of people involved and the greater resources they possess, a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues. Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake. This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong.Taking part in a group process can be very rewarding for members of the team. Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others. Also, the individual team member has a much better chance to “shine”, to get his or her contributions and ideas not only recognized but recognized as highly significant, because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone.ListeningProfessorNow I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people, and make the team responsible for planning the projects and getting the work done. After about six months, the company took a look at how well the teams performed.On virtually every team, some members got almost a "free ride" . . . they didn't contribute much at all, but if their team did a good job, they nevertheless benefited from the recognition the team got. And what about group members who worked especially well and who provided a lot of insight onproblems and issues? Well . . . the recognition for a job well done went to the group as a whole, no names were named. So it won't surprise you to learn that when the real contributors were asked how they felt about the group process, their attitude was just the opposite of what the reading predicts.Another finding was that some projects just didn't move very quickly. Why? Because it took so long to reach consensus; it took many, many meetings to build the agreement among group members about how they would move the project along. On the other hand, there were other instances where one or two people managed to become very influential over what their group did. Sometimes when those influencers said "That will never work" about an idea the group was developing, the idea was quickly dropped instead of being further discussed. And then there was another occasion when a couple influencers convinced the group that a plan of theirs was "highly creative." And even though some members tried to warn the rest of the group that the project was moving in directions that might not work, they were basically ignored by other group members. Can you guess the ending to this story? When the project failed, the blame was placed on all the members of the group.TPO3ReadingRembrandt is the most famous of the seventeenth-century Dutch painters. However, there are doubts whether some paintings attributed to Rembrandt were actually painted by him. One such painting is known as attributed to Rembrandt because of its style, and indeed the representation of the woman’s face is very much like that of portraits known to be by Rembrandt. But there are problems with the painting that suggest it could not be a work by Rembrandt.First, there is something inconsistent about the way the woman in the portrait is dressed. She is wearing a white linen cap of a kind that only servants would wear-yet the coat she is wearing has a luxurious fur collar that no servant could afford. Rembrandt, who was known for his attention to the details of his subjects’ clothing, would not have been guilty of such an inconsistency.Second, Rembrandt was a master of painting light and shadow, but in this painting these elements do not fit together. The face appears to be illuminated by light reflected onto it from below. But below the face is the dark fur collar, which would absorb light rather than reflect it. So the face should appear partially in shadow-which is not how it appears. Rembrandt would never have made such an error.Finally, examination of the back of the painting reveals that it was painted on a panel made of several pieces of wood glued together. Although Rembrandt often painted on wood panels, no painting known to be by Rembrandt uses a panel glued together in this way from several pieces of wood.For these reasons the painting was removed from the official catalog of Rembrandt’s paintings in the 1930s.ListeningProfessor:Everything you just read about "Portrait of an Elderly Woman in a White Bonnet" is true, and yet after a thorough re-examination of the painting, a panel of experts has recently concluded that it's indeed a work by Rembrandt. Here is why.First, the fur collar. X-rays and analysis of the pigments in the paint have shown that the fur collar wasn't part of the original painting. The fur collar was painted over the top of the original painting about a hundred years after the painting was made. Why? Someone probably wanted to increase the value of the painting by making it look like a formal portrait of an aristocratic lady.Second, the supposed error with light and shadow. Once the paint of the added fur color was removed, the original could be seen, in the original painting, the woman is wearing a simple collar of light-colored cloth. The light-colored cloth of this collar reflects light that illuminates part of the woman's face. That's why the face is not in partial shadow. So in the original painting, light and shadow are very realistic and just what we would expect from Rembrandt.Finally, the wood panel. It turns out that when the fur collar was added, the wood panel was also enlarged with extra wood pieces glued to the sides and the top to make the painting more grand and more valuable. So the original painting is actually painted on a singie p:ece of wood, as would be expected from a Rembrandt painting. And in fact, researchers have found that the piece of wood in the original form of "Portrait of an Elderly Woman in a White Bonnet" is from the very same tree as the wood panel used for another painting by Rembrandt, his "Self-portrait with a Hat".TPO4ReadingEndotherms are animals such as modern birds and mammals that keep their body temperatures constant. For instance, humans are endotherms and maintain an internal temperature of 37°C, no matter whether the environment is warm or cold. Because dinosaurs were reptiles, and modern reptiles are not endotherms, it was long assumed that dinosaurs were not endotherms. However, dinosaurs differ in many ways from modem reptiles, and there is now considerable evidence that dinosaurs were, in fact, endotherms.Polar dinosaursOne reason for believing that dinosaurs were endotherms is that dinosaur fossils have been discovered in polar regions. Only animals that can maintain a temperature well above that of the surrounding environment could be active in such cold climates.Leg position and movementThere is a connection between endothermy and the position and movement of the legs. The physiology of endothermy allows sustained physical activity, such as running. But running is efficient only if an animal's legs are positioned underneath its body, not at the body's side, as they are for crocodiles and many lizards. The legs of all modern endotherms are underneath the body, and so were the legs of dinosaurs. This strongly suggests that dinosaurs were endotherms.Haversian canalsThere is also a connection between endothermy and bone structure. The bones of endotherms usually include structures called Haversian canals. These canals house nerves and blood vessels that allow the living animal to grow quickly, and rapid body growth is in fact a characteristic of endothermy. The presence of Haversian canals in bone is a strong indicator that the animal is an endotherm, and fossilized bones of dinosaurs are usually dense with Haversian canals.ListeningProfessor:Many scientists have problems with the arguments you read in the passage. They don't think those arguments prove that dinosaurs were endotherms.Take the polar dinosaur argument. When dinosaurs lived, even the polar regions, where dinosaur fossils have been found, were much warmer than today, warm enough during part of the year for animals that were not endotherms to live. And during the months when the polar regions were cold, the so-called polar dinosaurs could have migrated to warmer areas or hibernated like many modern reptiles do. So the presence of dinosaur fossils in polar regions doesn't prove the dinosaurs were endotherms.Well, what about the fact that dinosaurs have their legs placed under their bodies, not out to the side like crocodiles. That doesn't necessarily mean dinosaurs were high-energy endotherms built for running. There is another explanation for having legs under the body. This body structure supports more weight, so with the legs under their bodies, dinosaurs can grow to a very large size. Being large had advantages for dinosaurs, so we don't need the idea of endothermy and running to explain why dinosaurs evolved to have their legs under their bodies.Ok, so how about bone structure? Many dinosaur bones do have Haversian canals, that's true. The dinosaur bones also have growth rings. Growth rings are thickening of the bone that indicates periods of time when the dinosaurs weren't rapidly growing. These growth rings are evidence that dinosaurs stopped growing or grew more slowly during cooler periods. This pattern of periodic growth, you know, rapid growth followed by no growth or slow growth, and then rapid growth again, is characteristic of animals that are not endotherms. Animals that maintain a constant body temperature year-round as true endotherms do grow rapidly evenwhen the environment becomes cool.TPO5ReadingAs early as the twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their "great houses," massive stone buildings that contain hundreds of rooms and often stand three or four stories high. Archaeologists have been trying to determine how the buildings were used. While there is still no universally agreed upon explanation, there are three competing theories.One theory holds that the Chaco structures were purely residential, with each housing hundreds of people. Supporters of this theory have interpreted Chaco great houses as earlier versions of the architecture seen in more recent Southwest societies. In particular, the Chaco houses appear strikingly similar to the large, well-known "apartment buildings" at Taos, New Mexico, in which many people have been living for centuries.A second theory contends that the Chaco structures were used to store food supplies. One of the main crops of the Chaco people was grain maize, which could be stored for long periods of time without spoiling and could serve as a long-lasting supply of food. The supplies of maize had to be stored somewhere, and the size of the great houses would make them very suitable for the purpose.A third theory proposes that houses were used as ceremonial centers. Close to one house, called Pueblo Alto, archaeologists identified an enormous mound formed by a pile of old material. Excavations of the mound revealed deposits containing a surprisingly large number of broken pots. This finding has been interpreted as evidence that people gathered at Pueblo Alto for special ceremonies. At the ceremonies, they ate festive meals and then discarded the pots in which the meals had been prepared or served. Such ceremonies have been documented for other Native American cultures.ListeningProfessor:Unfortunately none of the arguments about what the Chaco great houses were used for is cFirst, sure, from the outside, the great houses look like later and native American apartment ^ ut the inside of the great houses casts serious doubt on the idea that many people lived there. I'll explain. If hundreds of people were living in the great houses, then there would have to be many fireplaces, where each family did its daily cooking, but there are very few fireplaces. In one of the largest great houses, there were fireplaces for only around ten families. Yet there were enough rooms in the great house for more than a hundred families, so the primary function of the housescouldn't have been residential.Second, the idea that the great houses were used to store grain m£ ; unsupported by evidence. It may sound plausible that large empty rooms were used for storage, but excavations of the great houses have not uncovered many traces of maize or maize containers. If the great houses were used for storage, why isn't there more spilled maize on the floor? Why aren't there more remains of big containers?Third, the idea that the great houses were ceremonial centers isn't well supported either. You know that mound at Pueblo Alto? It contains lots of other materials besides broken pots, stuff you wouldn't expect from ceremonies. For example, there are large quantities of building materials, sands, stones, even construction tools. This suggests that the mound is just a trash heap of construction material, stuff that was thrown away or not used up when a house was being built. The pots in the pile could be regular trash too, leftover from the meals of the construction workers. So the Pueblo Alto mound is not good evidence that the great houses were used for special ceremoniesTPO6ReadingCommunal online encyclopedias represent one of the latest resources to be found on the Internet. They are in many respects like traditional printed encyclopedias collections of articles on various subjects. What is specific to these online encyclopedias, however, is that any Internet user can contribute a new article or make an editorial change in an existing one. As a result, the encyclopedia is authored by the whole community of Internet users. The idea might sound attractive, but the communal online encyclopedias have several important problems that make them much less valuable than traditional, printed encyclopedias.First, contributors to a communal online encyclopedia often lack academic credentials, thereby making their contributions partially informed at best and downright inaccurate in many cases. Traditional encyclopedias are written by trained experts who adhere to standards of academic rigor that nonspecialists cannot really achieve.Second, even if the original entry in the online encyclopedia is correct, the communal nature of these online encyclopedias gives unscrupulous users and vandals or hackers the opportunity to fabricate, delete, and corrupt information in the encyclopedia. Once changes have been made to the original text, an unsuspecting user cannot tell the entry has been tampered with. None of this is possible with a traditional encyclopedia.Third, the communal encyclopedias focus too frequently, and in too great a depth, on trivial and popular topics, which creates a false impression of what is important and what is not. A child doing research for a school project may discover that a major historical event receives as muchattention in an online encyclopedia as, say, a single long-running television program. The traditional encyclopedia provides a considered view of what topics to include or exclude and contains a sense of proportion that online "democratic" communal encyclopedias do not.ListeningProfessor:The communal online encyclopedia wil! probably never be perfect, but that's a small price to pay for what it does offer. The criticisms in the reading are largely the result of prejudice against and ignorance about how far online encyclopedias have come.First, errors. It's hardly a fair criticism that encyclopedias online have errors. Traditional encyclopedias have never been close to perfectly accurate, if you are looking for a realty comprehensive reference work without any mistakes, you are not going to find it, on or off line. The real point is that it's easy for errors in factual material to be corrected in an online encyclopedia But with the printed and bound encyclopedia, the errors remain for decades.Second, hacking. Online encyclopedias have recognized the importance of protecting their articles from malicious hackers. One strategy they started using is to put the crucial facts in the articles that nobody disputes in a read-only format, which is a format that no one can make changes to. That way you are making sure that the crucial facts in the articles are reliable. Another strategy that's being used is to have special editors whose job is to monitor all changes made to the articles and eliminate those changes that are clearly malicious.Third, what's worth knowing about? The problem for traditional encyclopedias is that they have limited space, so they have to decide what's important and what's not. And in practice, the judgments of the group of academics that make these decfsions don't reflect the great range of interests that people really have. But space is definitely not an issue for online encyclopedias. The academic articles are stiii represented in online encyclopedias, but there can be a great variety of articles and topics that accurately reflect the great diversity of users' interests. The diversity of use in topics that online encyclopedias offer is one of their strongest advantagesTPO7ReadingIn an effort to encourage ecologically sustainable forestry practices, an international organization started issuing certifications to wood companies that meet high ecological standards by conserving resources and recycling materials. Companies that receive this certification can attract customers by advertising their products as ecocertified. Around the world, many wood companies have adopted new, ecologically friendly practices in order to receive ecocertification. However, it is unlikely that wood companies in the United States will do the same, for several reasons.First, American consumers are exposed to so much advertising that they would not value or even pay attention to the ecocertification label. Because so many mediocre products are labeled 'new" or improved,'' American consumers do not place much trust in advertising claims in general.Second, ecocertified wood will be more expensive than uncertified wood because in order to earn ecocertification, a wood company must pay to have its business examined by a certification agency. This additional cost gets passed on to consumers-American consumers tend to be strongly motivated by price, and therefore they are likely to choose cheaper uncertified wood products. Accordingly, American wood companies will prefer to keep their prices low rather than obtain ecocertificationThird, although some people claim that it always makes good business sense for American companies to keep up with the developments in the rest of the world, this argument is not convincing. Pursuing certification would make sense for American wood companies only if they marketed most of their products abroad. But that is not the case—American wood businesses sell most of their products in the United States, catering to a very large customer base that is satisfied with the merchandise.ListeningWell, despite what many people say, there is a good reason to think that many American wood companies will eventually seek ecocertification for the wood products.First off, companies in the United States don't treat all advertising the same.They distinguish between advertising claims that companies make about their own products and claims made by independent certification agencies.Americans have a lot of confidence in independent agencies. Thus ecological-minded Americans are likely to react very favorably to wood products ecologically certified by independent organization with a intenational reputation for trustworthiness.Second point ,of course it is true that American consumers care a lot about price ,who doesn't?But studies of how consumers make decisions show that price alone deterimines consumers' decisions only when the price of one competing products is much higher or lower than the other.When the difference between two products is small ,say , less than 5 percent,as is the case with certified wood, American often do choose on factories other than price.And Americans are becoming increasingly convinced of the value of preserving and protecting the environment.And third, US Wood companies should definitely pay attention what is going on in the wood business internationally.Not because of foreign consumers but because of foreign competitors. As I just told you,there is a good chance that many American consumers will be interested in ecocertified products, and guess why? If American companies are slow capturing thoseconsumers,you can be sure that foreign companies will soon start crowding into the American markets ,offering ecocerfied wood that domestic companies don't.TPO8ReadingToward the end of his life, the Chevalier de Seingalt (1725-1798) wrote a long memoir recounting his life and adventures. The Chevalier was a somewhat controversial figure, but since he met many famous people, including kings and writers, his memoir has become a valuable historical source about European society in the eighteenth century. However, some critics have raised doubts about the accuracy of the memoir. They claim that the Chevalier distorted or invented many events in the memoir to make his life seem more exciting and glamorous than it really was.For example, in his memoir the Chevalier claims that while living in Switzerland, he was very wealthy, and it is known that he spent a great deal of money there on parties and gambling. However, evidence has recently surfaced that the Chevalier borrowed considerable sums of money from a Swiss merchant. Critics thus argue that if the Chevalier had really been very rich, he would not have needed to borrow money.Critics are also skeptical about the accuracy of the conversations that the Chevalier records in the memoir between himself and the famous writer V oltaire. No one doubts that the Chevalier and V oltaire met and conversed. However, critics complain that the memoir cannot possibly capture these conversations accurately, because it was written many years after the conversations occurred. Critics point out that it is impossible to remember exact phrases from extended conversations held many years earlier.Critics have also questioned the memoir's account of the Chevalier's escape from a notorious prison in Venice, Italy. He claims to have escaped the Venetian prison by using a piece of metal to make a hole in the ceiling and climbing through the roof. Critics claim that while such a daring escape makes for enjoyable reading, it is more likely that the Chevaliers jailers were bribed to free him. They point out that the Chevalier had a number of politically well-connected friends in Venice who could have offered a bribe.ListeningProfessor:No memoir can possibly be correct in every detail, but still, the Chevalier's memoir is pretty accurate overall, and is, by and large, a reliable historical source Let's look at the accuracy of the three episodes mentioned in the reading.First, the loan from the merchant. Well, that doesn't mean that the Chevalier was poor. Let me explain. We know that in Switzerland, the Chevalier spent huge amounts of money on parties and。

TPO-18 Reading 2翻译

The Mystery of Yawning打哈欠的奥秘According to conventional theory, yawning takes place when people are bored or sleepy and serves the function of increasing alertness by reversing, through deeper breathing, the drop in blood oxygen levels that are caused by the shallow breathing that accompanies lack of sleep or boredom. Unfortunately, the few scientific investigations of yawning have failed to find any connection between how often someone yawns and how much sleep they have had or how tired they are. About the closest any research has come to supporting the tiredness theory is to confirm that adults yawn more often on weekdays than at weekends, and that school children yawn more frequently in their first year at primary school than they do in kindergarten.根据传统理论，当人们无聊或者困倦时就会打哈欠。

伴随睡眠不足或无聊的是浅呼吸，而浅呼吸会降低血液中氧的含量。

托福强化听力-天文学 script

!Practice one: TPO 18 lecture 1!⽣生词栏：Script:!!We are going to start a study of sunspots today, and I think you’ll ﬁnd itrather interesting. Now I’m going to assume that you know that sunspots, inthe most basic terms, are dark spots on the Sun’s surface. That will do fornow.!!The ancient Chinese were the ﬁrst to record observations of sunspots asearly as the year 165. When later European astronomers wrote aboutsunspots, they didn’t believe that the spots were actually on the Sun. That’sbecause of their belief at the time that the heavenly bodies, the Sun, Moon,Stars, and Planets, were perfect, without any ﬂaws or blemishes. So theopinion was the spots were actually something else, like shadows of planetscrossing the Sun’s face. And this was the thinking of European astronomersuntil the introduction of the telescope, which brings us to our old friend,Galileo.!!In the early 1600s, based on his observations of sunspots. Galileo proposeda new hypothesis. He pointed out that the shape of sunspots, well, thesunspots weren’t circular. If they were shadows of the planets, they would becircular, right? So that was a problem for the prevailing view. And he alsonoticed that the shape of the sunspots changed as they seemed to moveacross the Sun’s surface. Maybe a particular sunspot was sort of square,then later it would become more lopsided, then later something else. Sothere is another problem with the shadow hypothesis, because the shape ofa planet doesn’t change. What Galileo proposed was that sunspots wereindeed a feature of the Sun, but he didn’t know what kind of feature. Heproposed that they might be clouds in the atmosphere, the solar atmosphere,especially because they seemed to change shape and there was nopredicting the changes, at least nothing Galileo could ﬁgure out. !!That random shape changing would be consistent with the spots beingclouds. Over the next couple hundred years, a lot of hypotheses were tossedaround.TPO 18 lecture 1!!⽣生词栏：Script ：!The spots were mountains or holes in the solar atmosphere through which thedark surface of the Sun could be seen. Then in 1843, astronomer namedHeinrich Schwa be made an interesting claim, Trobe had been watching theSun every day that it was visible for 17 years, looking for evidence of a newplanet. And he started keeping tracks of sunspots, mapping them, so hewouldn’t confuse them, so he wouldn’t confuse them with any potential newplanet. In the end, there was no planet, but there was evidence that thenumber of sunspots increased and decreased in a pattern, a pattern thatbegan repeating after 10 years, and that was a huge breakthrough. !!Another astronomer named Wolf kept track of the Sun for an even longerperiod, 40 years actually. So Wolf did 40 years of research, and Trobe did 17years of research. I think there is a lesson there. Anyway, Wolf went thoughall records from various observatories in Europe and put together a history ofsunspot observations going back about 100 years. From this information, hewas able to conﬁrm the existence of a pattern, a repeating cycle but Wolfdetected an 11-year cycles.!!Dose that sound familiar to anyone? No? Well, geomagnetic activity, thenatural variations in Earth’s magnetic ﬁeld, it ﬂuctuates in 11-year cycles.Well, we’ll cover this later in this semester, but for now, well, scientists in thelate 19th century were aware of geomagnetic cycles, so when they heard thatthe sunspots’ cycle was also 11 years, well, they just had to ﬁnd out what wasgoing on. Suddenly, everyone was doing studies of the possible relationshipbetween the Sun and the Earth. Did the sunspots cause the geomagneticﬁelds or did the geomagnetic ﬁelds cause the sunspots? Or is there someother thing that caused both? !!And astronomers did eventually ﬁgure out what sunspots had to do withmagnetic ﬁelds. And the fact that sunspots are magnetic ﬁelds accounts fortheir dark appearance. That’s because magnetic ﬁelds reduce the pressureexerted on the gases inside of them, making the spots cooler than the rest ofthe Sun’s surface. And since they are cooler, they are darker.!Practice Two: TPO 13 lecture 4!!Script ：!Narrator:Listen to part of a lecture in an astronomy class. !Professor:!OK, I wanna go over the different types of meteoroids, and what we've learned from them about the formation of earth, and solar system. Uh… the thing is what's especially interesting about meteoroids is that they come from! interplanetary space, but they consist of the same chemical elements that are! in matter originated on earth, just in different proportions. But that makes it! easier to identify something as a meteoroid, as it opposed to…to just a! terrestrial rock. So to talk about where meteoroids come from, we need to talk! about comets and asteroids, which basically...they’re basically made up of!debris left over from the origin of the solar system 4.6 billion years ago.!!Now I'm going a bit out of a boarder here…umm…I'm not going to go into any! depth on the comets and asteroids now, but we'll come back later and do that.!From now, I'll just cover some basic info about them.!!OK, comets and asteroids. It might help if you think of...remember we talked! about the two classes of planets in our solar system? And how they differ in! composition? The terrestrial planets--like Mars and Earth--composed largely of rocks and metals, and the large gas giants, like Jupiter. Well, the solar system also has two analogous classes of objects, smaller than planets—namely, asteroids and comets. Relatively near the sun and inner solar system, between Jupiter and Mars to be precise, we’ve got the asteroid belt, which contains about 90 percents of all asteroids orbiting the sun. These asteroids are…uh…like the terrestrial planets, and they're composed mostlyof rocky materials and metals.!!Far from the sun, in the outer solar system, beyond Jupiter's orbit,! temperatures are low enough to permit ices to form out of water and…and out! of gases like methane and carbon dioxide. Loose collections of these ices and small rocky particles form into comets. So comets are similar in composition to the gas giants. Both comets and asteroids are...typically are smaller than planets.!TPO 13 lecture4Script ：!And even smaller type of interplanetary debris is the meteoroid. And it's from!meteoroids that we get meteors and meteorites. "Roids" are, for the most part! anyway, they are just smaller bits of asteroids and comets. When these bits! enter earth’s atmosphere, well, that makes them so special that they get a! special name. They're called meteors. Most of them are very small, and they! burn up soon after entering earth’s atmosphere. The larger ones that make it! through the atmosphere and hit the ground are called meteorites. So meteorites are the ones that actually make it through.!!Now we've been ﬁnding meteorites on earth for thousands of years, and we’ve analyzed enough of them to learn a lot about their composition, most come from asteroids, though a few may have come from comets. So essentially they are rocks, and like rocks, they're mixtures of minerals. They are generally classiﬁed into three broad categories--stones, stony irons andirons.!!Stone meteoroids, which we refer to simply as, uh, stones, are almost entirely! rock material. They actually account for almost all of the meteorite material that falls to earth. But even so, it's rare to ever ﬁnd one. I mean, it's easier to ﬁnd an iron meteorite or stony iron. Anyone guess why? Look at their names.What do you think iron meteorites consist of?!!Student:!Mostly iron?!!Professor:!Yeah… iron and some nickel, both of which are metals. And, if you're trying to!ﬁnd metal?!!Student:!Oh! Metal detectors!!!Professor:!Right, thank you. At least that's part of it. Stone meteoroids, if they lie around! exposed to the weather for a few years, well, they're made of rock, so they end up looking almost indistinguishable from common terrestrial rocks--once that originated on earth. So it's hard to spot them by eye. But we can use metal detectors to help us ﬁnd the others, and they're easier to spot by eye. So most of the meteorites in collections, uh, in museums, they'll be...they're iron meteorites, or the stony iron kind, even though they only make up about 5 percents of the meteorite material on the ground. !。

新托福听力原文

新托福听力原文TPO 18 Lecture 2 Art HistoryA: Today we’ll continue our examination of ancient Roman sculpture. We’ve already looked at portrait sculpture which are busts created to memorate people who had died, and we’ve looked at relief sculpture, or sculpting on walls. And today we’ll look at yet another category of sculpture-made copies of famous Greek sculptures.B: Why did they do that?A: Well no one knows for sure. You see, in the late4th century B.C., the Romans began a campaign to expand the Roman Empire, and in 300 years they had conquered most of the Mediterranean area and parts of Europe. You know the saying, copies. Roman sculptors often “To the victor belong the spoils”? Well, the Roman army returned to Rome with many works of Greek art. It’s probably fair to say that the Romans were impressed be Greek art and culture and they began making copies of the Greek statues. Now the dominant view in traditional art his that Roman artists lacked creativity and skill especially pared to the Greek artists who came before them. Essentially, the traditional view, a view that’s been prevalent for over 250 years, is that the Romans copied Greek sculptures because they couldn’t create sculpture of their own. But finally some contemporary arthistorians have challenged this view. One is ElaineGazda . Gazda says that there might be other reasons that Romans made copies. She wasn’t convinced that it was because of a lack of creativity. Can anyone think of another possible reason? Well maybe they just admired these sculptures. You know, they liked the way they looked. Yes. That’s one of Gazda’s points. Another is that while nowadays reproduction is easy,it was not so easy in Roman times. Copying statues required a lot of skill, time and effort. So Gazda hypot hesizes that copying didn’t indicate a lack of artistic imagination or skill on the part of Roman artists, but rather the Romans made copies because they admired Greek sculpture. Classical Greek statues represented an idealization of the human body and were considered quite beautiful at the time. Gazda also believes that it’s been a mistake to dismiss the Roman copies as, well, copies for copy’s sake and not to consider the Roman function and meaning of the statues.B: What do you mean the Roman function? W eren’t they just for decoration?A: Well, not necessarily. Under the Emperor Augustus at the height of the Roman Empire, portrait statues were sent throughout the empire. They were supposed to municate specific ideas about the emperor and the imperial family and to help inhabitants of the conquered areas bee familiar with the Roman coins were also distributed throughout the empire. Anybody care to guess what was on them?The emperor’s face? That’s right! The coins were easy to distribute and they allowed people to see theemperor or at least his likes and served as an additional reminder to let them know, well, who was in charge. And the images helped people bee familiar with the emperor. Statues of him in different roles were sent all over the empire. Now, actually some Roman sculptures were original but others were exact copies of Greek statues and some Roman sculptures were binations of some sort. Some bined more than one Greek statue and others bined a Greek god or an athlete with a Roman’s head. At the t ime of Julius Caesar, I wasn’t unmon to create statues that had the body of a god and the head of an emperor. And the Romans were clever. What they did was they made plaster casts from molds of the sculptures. Then they shipped these plaster casts to workshops all over the empire, where they were replicated in marble or bronze. And on some statues the heads were removable. They could put an emperor’s head on different bodies, showing him doing different things. And then later when then time came they could even use the head of the next emperor on the same body.。

[托福听力3大分数段考生阶段性备考建议分享]tpo18听力文本及题

[托福听力3大分数段考生阶段性备考建议分享]tpo18听力文本及题托福听力备考先自测再分阶段练习具体来说，首先要进行自我评估。

找一套TPO真题自测(推荐TPO1-10)把整个听力部分完整做下来，再进行答案校对，这是评判听力水平的一个重要环节。

根据听力分数，同学们可以很快定位自己所处阶段，夯实基础阶段(0-14分)、掌握技巧阶段(15-21分)和提升速度阶段(高于22分)。

分阶段备考策略是一种非常有效率的备考方法，它是根据学生的不同程度来制定的学习方法。

托福听力0-14分考生备考建议分享托福听力在0-14分的同学，重点要进行一些基础能力的练习，如：音义匹配。

练习内容：基础词汇+听写跟读。

先要掌握基础词汇再加上听写跟读训练(建议大家使用老托PartC材料)。

听写跟读步骤：1.裸听几遍原文一直到听懂大意为止(必要前提)。

2.一句一句或者一个意群听写—强化听力能力。

3.对照原文修改，总结错误原因，分析层次结构，积累生单词。

4.跟读训练，先带稿跟读，然后达到脱稿跟读的程度—提高语音语调及语感。

托福听力15-21分考生备考建议分享处于15-21分的同学需学习一些做题技巧，提升判断考点的能力练习内容：学科词汇+TPO精听。

熟知学科词汇，了解解题技巧和听力考点规律，有的放矢的去听，而非均衡用力。

关于TPO精听：1.先听一遍做题，对照笔记画出层次结构。

2.标出错误题号(而非答案)，复听到改对为止(带着问题听，补充笔记)3.对照文本(划出答案对应句，分析考点和错误原因，积累生单词)4.再听，按照题目的提示分析层次结构托福听力22-30分考生备考建议分享对于已经到达22分以上的同学来说，做题速度的提升显得尤为重要。

练习内容：巩固解题技巧，提前预测考点，加快反应速度，强化笔记训练，分析错误原因，做整套模考强化耐受力。

TPO精听精析1听一遍音频，边听边迅速预测考点，并划出层次，听完总结文章主旨内容。

2看题目与预测题目对照并思考差距。

tpo18听力答案

tpo18听力答案【篇一：托福听力tpo18真题原文附带音频】xt>托福听力tpo18真题原文附带音频摘要：备考托福听力所使用的材料尤为重要，而tpo都是ets之前考过的真题，对于考生模拟考试和复习具有很大的价值。

小编在这里为大家分享托福听力tpo18真题原文附带音频，这是tpo听力中的一部分，在接下来的时间里小编还将与大家分享更多。

今天小编为大家准备托福听力tpo18真题原文附带音频资料，此部分小编精编一些常考的题型部分，希望可以帮助大家更好的备考哦，下面我们就一起跟随小编来看看精彩内容。

tpo 18 conversation 2a: well, i’m glad you redid your outline. i fed a few comments, but nothing you have to act on. it’s in good enough shape for you to start writing you paper.b: thanks!at first i was afraid all that prep work would be a waste of time.a: well, especially with a challenging topic like yours: factors leading to the emergence of sociology as an academic discipline. there’s just so much history to consider; you could get lost without a solid outline. so did you have a question? b: yeah, it’s about…you mentioned needing volunteers for a research study?a: yep, it’s not my study. it’s my colleague’s in the marketing department. she needs people to watch various new tv programs that haven’t been broadcast yet, then indicate on a survey whether they liked it, why, if they’d watch another episode. it’d be kind of fun plus participants get a $50 gift certificate....考生们无论备考托福的哪一部分，tpo都是非常适合的材料，我们为大家提供的托福听力 tpo18真题原文附带音频都是经过精编处理过的内容，考生们可以直接下载使用，同时我们也为大家提供了在线下载和移动下载两种方式，方便大家随时随地的备考。