TPO6听力解析

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托福TPO6口语Task5加task6题目文本及参考答案

托福TPO6口语Task5加task6题目文本及参考答案TPO托福模考软件相信是大家用的最多的工具了，对于托福成绩的提升是非常有帮助的。

托福口语可以说是整个托福考试当中比较重要的一个部分，如何利用现有资料TPO模考软件来提升大家的托福成绩呢?今天小编在这里整理了托福TPO6口语Task5加task6题目文本及参考答案来分享给大家，希望对大家托福口语备考有帮助。

托福TPO6口语task5题目 Listening Part:Now listen to a conversation between a professor and the student.(man) Hi, Sara, to what do I owe this pleasure of this office visit?(woman) It’s my study group, Professor Wilson. We are not getting much studying done, and, you know, none of us did very well on your last quiz.(man) Hmmm, what’s the problem?(woman) Well, we’ve all become good friends and we joke around a lot instead of studying.(man) Hmmm. Sara, let me ask you this. When do you meet?(woman) Every Friday afternoon.(man) Have you thought about changing to another day? By the time Friday afternoon rolls around, all of you are probably exhausted and all you want to do was relax and unwind. It’s hard to stay focused at the very end of the week.(woman) Good point, although things have gotten so out of hand that I’m not sure changing days would help. And we’d lose one or two people if we change days, Friday afternoon is the only time everyone’s available, but it’s worth considering.(man) OK. But just a second, another possibility is, does your group have a leader?(woman) No?(man) Well, if you h ad a leader that would help enormously. Someone to set an agenda in advance, email it to everyone before the meeting and then make sure when you meet that you stay focus ed on your goals. And since you’ve seemed to be concerned enough about the problem to have come see me, I think that someone might be you.(woman) I guess I can take on that role. But it sounds like work.(man) You don’t have to do it for the whole semeste r, Sara. You can start if off and then, perhaps, someone else can take over.托福TPO6口语task5题目 Question:The professor proposes two solutions to the problem the woman describes. Briefly summarize the problem then state which solution you recommend and explain why.托福TPO6口语task5 答案解析：1. Listening key(1.1) Problem: people joke around instead of studying during study meeting(1.2) Solution 1: change the meeting time(1.2.1) Pro: everyone’s exhausted on the weekend, they can’t concentrate with a week of h ard work wearing them off(1.2.2) Con: lose one or two people(1.3) Solution 2: appoint a team leader, the woman can be it first(1.3.1) Pro: set an agenda before, email it to all members, make sure the discussion stays on topic(1.3.2) Con: too much work托福TPO6口语task5 范文：The woman’s problem is that everyone jokes around andtalks a lot during study meetings instead of studying. She’s got two possible solutions, the first is to change the study meeting from Friday afternoon to some other time. The second solution is to appoint a leader to the group. I think it’d better if she bite the bullet and take on the role of leader. First of all, it is very important for everyone to study during a study meeting or it’s a waste of time. The presence of a leader can keep the discussion on topic. Second, she mentions that Friday night is when everyone is free to meet, so changing the meeting schedule would mess things up for many group members.托福TPO6口语task6题目 Listening Part:Now listen to part of a talk in an Education class.(female professor)One of the hardest parts of teaching is keeping your students’ attention. Now, the key to doing this is understanding the concept of attention. Basically, there are two types of attention. The first type is active, active attentio n is voluntary. It’s when you intentionally make yourself focus on something. And since it requires effort, it’s hard to keep up for long a time. OK, so, um, let’s say you are teaching a Biology class. And today’s topic is frogs. All right? You’re standing in front of the room lecturing: a frog is a type of animal known as an amphibian…, well, this isn’t necessarily going to keep the students’ interest. But most of them will force themselves to pay active attention to your lecture. But it’s only a matter of time before they get distracted.Now, the other type of attention is passive attention, when it’s involuntary. Passive attention requires no effort because it happens naturally. If something is really interesting students don’t have to force themselves to pay attention to it. They do it without even thinking about it. So back to our Biology lecture,you start talking about frogs and then you pull a live frog out of your briefcase. You’re describing it while holding it up. Show the students how long its leg s are, and how they’re used for jumping, for example. Then maybe even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected, something more engaging, you can tap into their passive attention. And it can last much longer than active attention. As long as the frog is still there your students will be interested.托福TPO6口语task6题目 Question:Using points and examples from the talk, explain the difference between active and passive attention.托福TPO6口语task6 答案解析：1. Listening key(1.1) Main idea: active and passive attention(1.2) Active attention: forced(1.2.1) Example:(1.2.1.1) A teacher teaches a class by only reading from textbooks(1.2.1.2) Students will get bored, yet they’d still try to focus(1.2.1.3) But they will get distracted soon because this attention is forced(1.3) Passive attention: happens naturally(1.3.1) Example:(1.3.1.1) A teacher teaches with a live frog, let it jump arounda bit(1.3.1.2) Students get interested in what’s happening, their concentration happens naturally(1.3.1.3) As long as the frog is on the table, students will have no problem focusing on the lecture托福TPO6口语task6 范文：The professor talks about two kinds of attention in the lecture. The first type is active attention which is voluntary. For example, if a biology teacher teaches a class by only reading from a textbook, the class can become fairly boring. Most students would force themselves to focus, but sooner or later, the students will be distracted. The second type of attention is passive attention, let’s say instead of reading from a textbook, the teacher pulls a live frog out of his bag, then the lecture becomes really interesting. As long as the frog is on the table, the students will be able to focus on the lecture.。

2023年6月六级听力原文及答案解析

2023年6月六级听力原文及答案解析Part III Listening ComprehensionSection ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.11.W: Did you hear that Anna needs to stay in bed for 4 weeks?M: Yeah. She injured her spine in a fall and a doctor told her to lie flat on her back for a month so it can mend.Q: What can we learn from the conversation?【答案】A) The injury will confine Anna to bed for quite a while.【解析】细节题。

托福TPO6听力Conversation1文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO6听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO6听力Conversation1文本 Narrator: Listen to a conversation between a student and an employee in the university’s career services office. Student: Hi, do you have a minute? Employee: Sure, how can I help you? Student: I have a couple of questions about the career fair next week. Employee: OK, shoot. Student: Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me. Employee: No, no, the career fair is opened to all our students and we encourage anyone who’s interested to go check it out. Student: Well, that’s good to know. Employee: You’ve seen the flyers and posters around campus, I assume. Student: Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend. Employee: Actually they do, but it’s in the small print. Uh, we should probably make that part easier to reach, shouldn’t we? I’ll make a note of that right now. So, do you have any other questions? Student: Yes, actually I do now. Um ...since I’d only be going to familiarize myself with the process – you know, check it out. I was wondering if there is anything you recommend that I do to prepare. Employee: That’s actually a very good question. Well, as you know, the career fair is generally an opportunity for local businesses to recruit new employees, and for soon-to-be graduates to have interviews with several companies they might be interested in working for. Now, in your case, even though you wouldn’t be looking for employment right now, it still wouldn’t hurt for you to prepare much like youwould if you were looking for a job. Student: You mean, like get my resume together and wear a suit? Employee: That’s a given. I was thinking more along the lines of doing some research. The flyers and posters list all the businesses that are sending representatives to the career fair. Um ...what’s your major or do you to have one yet? Student: Well, I haven’t declared a major yet, but I’m strongly considering accounting. See, that’s part of the reason I wanna go to the fair, to help me decide if that’s what I really want to study. Employee: That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending. You can learn a lot about companies from their internet websites. Then prepare a list of questions. Student: Questions, hmm… so, in a way, I’ll be interviewing them? Employee: That’s one way of looking at it. Think about it for a second. What do you want to know about working for an accounting firm? Student: Well, there is the job itself, and salary of course, and working conditions. I mean, would I have an office, or would I work in a big room with a zillion other employees, and…and maybe about opportunities for advancement. Employee: See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to. Student: Wow, I’m glad I came by here. So, it looks like I’ve got some work to do. Employee: And if you plan on attending future career fairs, I recommend you sign up for one of our interview workshops. Student: I’ll do that. 托福TPO6听力Conversation1题目 Question 1 of 5 Why does the student go to the career services office?。

TPO6托福口语Task3加task4题目解析

TPO6托福口语Task3加task4题目解析托福TPO6口语task3题目Reading Part:History Seminars Should Be ShorterCurrently,all of the seminar classes in the history department are three hours long. I would like to propose that history seminars be shortened to two hours. I make this proposal for two reasons. First, most students just cannot concentrate for three hours straight.I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts that long, people stop concentrating and stop learning, so the third hour of a three-hour seminar is a waste of every one's time. Two-hour seminars would be much more efficient.托福TPO6口语task3题目Listening Part:Now listen to two students discussing the letter.(woman) I totally disagree with Tim’s proposal.(man) Why?(woman) Well, look, Tim’s my friend but he’s not your typical student. He stays up late partying ever y night, week nights, too.(man) If he parties every night no wonder he can’t pay attention.(woman) Yes, and most students aren’t like that. They come to class prepared and rested and they can concentrate.(man) So, you’re saying that problem is really Tim.(woman) Yes. He was in one of my classes last year and whenever I looked at him he was actually sleeping.(man) I guess if he was sleeping, he can’t really know what’s happening, what other people in class are doing.(woman) Right! And you want to know what does happen in that last hour of seminar? In a lot of seminars that I’ve been in, that’s when things get interesting.(man) Really?(woman) Yes, that’s usually when students get really involved in the discussion and start ex changing important ideas, and if the History department actually did what Tim suggests, well if they did that, what would happen is you’d lose what might be the most worthwhile part of the seminar.托福TPO6口语task3题目Question:The woman expresses her opinion about the proposal that her friend Tim made in his letter to the newspaper. State her opinion about his proposal and explain the reason she gives for her opinion.托福TPO6口语task3答案解析：1. Reading tip(1.1) Proposal: the history department should shorten history seminar from 3 hours long to 2 hours(1.2) Reason 1: too long for students to concentrate(1.3) Reason 2: last hour of the seminar is useless2. Listening key(2.1) Woman disagrees with it(2.2) Reason 1: problem is Tim, not the class(2.2.1) Details: Tim partys all the time, week nights too; other students are doing just fine; they come prepared and rested; they can concentrate(2.3) Reason 2: last hour of the class in the most important(2.3.1) Details: people have discussion and exchange important ideas; that’s when people start to learn important things托福TPO6口语task3范文：The author of the letter suggests that the history department to shorten the seminars from three hours long to two hours, because it’s too long for students to concentrate and the last hour of class is a waste of time. In the conversation, the womandisagrees with the suggestion. First of all, she thinks that Tim can’t pay attention in class because he stays up late partying every night, not that the seminars are too long for students to stay focused. Other students are doing fine. And the second reason is that the last hour of the class is the most interesting because students start to have discussions and exchange ideas. That’s when they really get involved and learn important things.托福TPO6口语task4题目Reading Part:Explicit Memories and Implicit MemoriesIn everyday life, when people speak of memory, they are almost always speaking about what psychologists would call explicit memories. An explicit memory is a conscious or intentional recollection, usually of facts, names, events, or other things that a person can state or declare. There is another kind of memory that is not conscious. Memories of this kind are called implicit memories. An individual can have an experience that he or she cannot consciously recall yet still display reactions that indicate the experience has been somehow recorded in his or her brain.托福TPO6口语task4题目Listening Part:Now listen to part of a lecture on this topic in a psychologyclass.(male professor) OK, um, the first kind of memory, we’re all very familiar with this, right? You probably remember what you had for dinner last night. You have a conscious memory of last night’s dinner so, um, if I ask you what did you eat last night, you could tell me.But these other kinds of memories, implicit memories, they work differently. Let’s take an example from the world of advertising. When you are driving along a highway, you see plenty of billboards, you know, road side advertisements. You certainly don’t remember them all, but they still affect you. Marketing researchers have shown, well to be specific, let’s say ther e’s a billboard on the highway advertising, uh, a car called the Panther. The ad shows a big picture of the car and above the car, in huge letters, is the name of the car, Panther. A lot of people drive by the billboard, but ask those drivers later if they saw any advertisements for cars, and well, they’ll think about it and a lot of them will say no. They honestly don’t remember seeing any. They have no conscious memory of the Panther billboard.So, you ask these same people a different question. You ask, um, OK, you ask them to name an animal starting with a letter P.What do you think they’ll answer? Do they say Pig? Pig is the most common animal that starts with the letter P. But they don’t say Pig. They say Panther! The billboard had an effect, even though the drivers don’t remember ever seeing it.托福TPO6口语task4题目Question:Using the example of the car advertisement, explain what is meant by implicit memory.托福TPO6口语task4答案解析：1. Reading key(1.1) Term: Implicit Memory(1.2) Definition: the kind of memory that is not conscious2. Listening key(2.1) Example: details on billboard(2.1.1) People driving on highway, sees billboard for car ad(2.1.2) The ad has a picture of the car being promoted and above the car i s the name of the car “panther”(2.1.3) Ask those who drive by later, they can’t remember seeing a car ad(2.1.4) Ask them to name an animal with the letter “p”(2.1.5) They say “pig” instead of “panther” although “pig” more commonly known(2.1.6) They remembered “panther” unconsciously托福TPO6口语task4范文：In the lecture, the professor mainly talks about implicit memory which is that sometimes we can remember things without even realizing it. For example, when people see a car ad on the billboard, they can unconsciously remember details in the ad. Say the car in the ad is called panther, people can’t remember that they've seen a car ad on the highway, or anything has to do with panther. But interestingly, when they are asked to name an a nimal whose name starts with a “p”, they’ll say “panther” instead of “pig” which is more commonly known. The billboard had an effect even though the drivers aren't aware of it.。

TPO6综合写作听力文本

READINGCommunal 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 much attention 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.SPEAKERThe communal online encyclopedias will probably never beperfect ,but a small price to pay for what it does offer, the in the criticisms in the reading are largely result of pradetest against and ignores anout how far the online encyclopedia go.First ,errors, it is hardly a fair criticism that said online encyclopedia have errors, traditional encyclopedias have never been closed to perfect accurate. If you are looking for a really comprehensive reference work without any mistakes you are not going to find it, on or off line. The real point is that is easy for errors in factual(0:45) media to be corrected in aonline encyclopedia but in the printed and bounded encyclopedia the errors will remain for decades.Second, hacking, online encyclopedia 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 disabuse ,in the read only format that is a format that no one can make changes to ,that ways you are making sure the crucial facts in the article is reliable. Another strategy that been used is to have special editors who is to all changes to the articles and eliminate those changes that are clearly malicious.Third, what worth knowing about, the problem for traditional encyclopedias is that they have limited so they have to decide what is important and what is not, and in practice, the judgments of the group of academics they make their decisions do not reflect great range of interests that people really have. The spaces definitely not an issue for online encyclopedias , the academic articles are still represented in the online encyclopedias, but there can be a great variety of articles and topics that accurately reflect the great diversity of user’s interests, the great diversity of articles and topics that online encyclopedias offer is one of their strongest advantages.。

2021年6月英语六级第一套解析

2021年6月英语六级第一套解析一、听力部分解析1. 第一篇短文本篇短文主要描述了一位学生在校园里遇到一名老师，老师希望学生们明天不要迟到，并提醒学生不要在晚上过于熬夜。

学生在得知老师的建议后表示十分感激。

2. 第二篇短文这篇短文主要介绍了一位女士对自己新家的布置和装饰进行调整的情况。

她先是换了一个据说十分舒适的沙发，然后又用了50美元在网上买了些壁纸。

接下来她打算打造一个长桌供客人们用餐时使用。

二、阅读部分解析1. 第一篇阅读理解本文主要讨论了用户在购物商品时对品牌与功能的选择。

研究表明，当用户在购物产品时，通常会优先考虑品牌的声誉和知名度，而忽视产品的真实功能和性能。

这对于企业经营和产品营销都提出了一定的挑战。

2. 第二篇阅读理解这篇文章主要描述了一种新型的太阳能发电技术——纳米天线。

这种技术通过利用纳米天线从太阳光中提取能量，并将其转换为电力，以满足家庭和工业的能源需求。

这项技术的发展不仅可以提高能源利用效率，还有望为环境保护和可持续发展做出贡献。

三、写作部分解析1. 短文改错本次短文改错考察了学生对英语语法和拼写的掌握程度。

文章中出现了一些常见的错误，如动词时态的误用、单词拼写错误、主谓一致等。

考生需要对这些常见错误加以重视，平时多练习，加强记忆。

2. 作文本次作文题目是“the Importance of Confidence”。

这是一个重要的话题，对于学生来说，自信是成功的一大关键。

作文要求考生谈谈对自信的理解，并举例说明自信对学业和工作的重要性。

考生可以结合自己的实际经历和观点，展开论述，提出自己的见解。

总结：本次英语六级考试涵盖了听力、阅读和写作三个方面，题材广泛，内容丰富。

对于听力部分，考生需要着重提高对话的理解能力，注意听清关键词；阅读部分要注重文章的整体理解能力和分析能力；写作部分则需要考生具备较强的语法和表达能力。

希望考生们通过对本次考试的解析能够找到自己的不足之处，加以改进，为下一次的考试做好充分准备。

托福TPO6听力Conversation2文本+题目+答案解析

为了帮助大家高效备考托福，为大家带来托福TPO6听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO6听力Conversation2文本 Narrator: Listen to a conversation between a student and a professor. Student: Professor Martin? Professor: Uh, hi, Lisa, what can I do for you? Student: Well, I’ve been thinking about, you know, what you were saying in class last week, about how we shouldn’t wait until the last minute to find an idea and get started working on our term paper. Professor: Good, good, and have you come up with anything? Student: Well, yeah, sort of. See, I’ve never had a linguistics class before, so I was sort of, I mean, I was looking over the course description and a lot of the stuff you described there. I just don’t know what it is talking about, you know, or what it means. But there was one thing that really did jump out at me. Professor: Yes? Student: The section on dialects, ‘cause…like, that’s the kind of thing that’s always sort of intrigued me, you know? Professor: Well, that’s certainly an interesting topic. But you may not realize, I mean, the scope... Student: Well, especially now, ‘cause I’ve got like one roommate who is from the south and another one from New York. And we all talk like totally different, you know. Professor: Yes, I understand. But… Student: But then I was noticing, like, we don’t really get into this till the end of the semester, you know. So I… Professor: So, you want some pointers where to go for information on the subject? Well, you could always start by reading the chapter in the book on sociolinguistics. That will give you a basic understanding of the key issues involved here. Student: Yeah, that’s what I thought. So I started reading the chapter, you know,about how everyone speaks some dialect of the language. And I’m wondering like, well, how do we even manage to understand each other at all? Professor: Ah, yes, an interesting question. You see… Student: So then I read the part about dialect accommodation. You know, the idea that people tend to adapt their speaking to make it closer to the speech of whomever they’re talking to, and I’m thinking, yeah, I do that when I talk with my roommates, and without even thinking about it or anything, you know. Professor: OK, all right. Dialect accommodation is a more manageable sort of topic. Student: So I was thinking like, I wonder just how much other people do the same thing. I mean, there are students here from all over the place. Does everyone change the way they talk to some degree depending on whom they are talking to? Professor: You’d be surprised. Student: So, anyway, my question is, do you think it’d be OK if I did a project like that for my term paper? You know, find students from different parts of the country, record them talking to each other in different combinations, report on how they accommodate their speech or not, that kind of thing? Professor: Tell you what, Lisa, write me up a short proposal for this project – how you’re going to carry out the experiment and everything – a design plan. And I think this’ll work out just fine. 托福TPO6听力Conversation2题目 Question 1 of 5 Why does student go to see the professor? A. She is having trouble finding topic for the term paper. B. She needs his help to find resource materials. C. She wants to ask him for an extension on a paper. D. She wants him to approve her plans for a term paper. Question 2 of 5。

【必备资料】托福TPO6口语Task6题目文本及答案解析

【必备资料】托福TPO6口语Task6题目文本及答案解析在托福口语备考中，想要快速提升自己的托福口语能力，除了不断的累积自己的词汇和句型之外，从TPO练习入手也不失为一个不错的方法。

那么，在以下内容我们就为大家带来托福口语TPO的题目和答案解析。

托福TPO6口语task6题目 Listening Part:Now listen to part of a talk in an Education class.(female professor)One of the hardest parts of teaching is keeping your students’ attention.Now, the key to doing this is understanding the concept of attention. Basically,there are two types of attention. The first type is active, active attention isvoluntary. It’s when you intentionally make yourself focus on something. Andsince it requires effort, it’s hard to keep up for long a time. OK, so, um,let’s say you are teaching a Biology class. And today’s topic is frogs. Allright? You’re standing in front of the room lecturing: a frog is a type ofanimal known as an amphibian…, well, this isn’t necessarily going to keep thestudents’ interest. But most of them will force themselves to pay activeattention to your lecture. But it’s only a matter of time before they getdistracted.Now, the other type of attention is passive attention, when it’s involuntary. Passive attention requires no effort because it happens naturally. If something is really interesting students don’t have to force themselves to pay attention to it. They do it without even thinking about it. So back to our Biologylecture, you start talking about frogs and then you pull a live frog out of your briefcase. You’re describing it while holding it up. Show the students how long its legs are, and how they’re used for jumping, for example. Then maybe even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected, something more engaging, you can tap into their passive attention. And it can last much longer than active attention. As long as thefrog is still there your students will be interested.托福TPO6口语task6题目 Question:Using points and examples from the talk, explain the difference betweenactive and passive attention.托福TPO6口语task6 答案解析：1. Listening key(1.1) Main idea: active and passive attention(1.2) Active attention: forced(1.2.1) Example:(1.2.1.1) A teacher teaches a class by only reading from textbooks(1.2.1.2) Students will get bored, yet they’d still try to focus(1.2.1.3) But they will get distracted soon because this attention isforced(1.3) Passive attention: happens naturally(1.3.1) Example:(1.3.1.1) A teacher teaches with a live frog, let it jump around a bit(1.3.1.2) Students get interested in what’s happening, their concentration happens naturally(1.3.1.3) As long as the frog is on the table, students will have no problem focusing on the lecture托福TPO6口语task6 范文：The professor talks about two kinds of attention in the lecture. The first type is active attention which is voluntary. For example, if a biology teacher teaches a class by only reading from a textbook, the class can become fairlyboring. Most students would force themselves to focus, but sooner or later, the students will be distracted. The second type of attention is passive attention, let’s say instead of reading from a textbook, the teacher pulls a live frog out of his bag, then the lecture becomes really interesting. As long as the frog is on the table, the students will be able to focus on the lecture.本文部分信息来源于新东方在线。

TPO6听力解析

TPO6 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

（编辑整理By Serene蘑菇）Section 1（注：红色选项为答案）1. why does the student go to the career services office● to confirm the date and time of the career fair● to learn the location of the career fair● to find out he is allowed to attend the career fair● to get advice about interviewing at the career fair解析：（原文中）I have a couple of questions about the career fair next week. Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything.学生想知道是不是只有senior student才可以参加career fairy而他自己不是，因此他的意图就是想要了解他能否被允许参加。

从他自己说出的信息中可以看出他很清楚时间和地点。

因此A错误。

2. why does the student think that companies’ representatives would not beinterested in talking to him● he will not be graduating this year● he is not currently talking business classes● he has not declared a major yet● he does not have a current resume解析：（原文中）I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me.他觉得是自己目前所在年级不是即将毕业因此招聘方不会对他有兴趣。

托福TPO6综合写作阅读+听力原文+满分范文【雷哥托福】

托福TPO6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。

TPO6 综合写作听力+阅读原文ReadingCommunal 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 much attention 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 eliminatethose 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 advantages.TPO6范文：The lecturer addresses each of the three criticisms of communal online encyclopedias mentioned in the reading passage. The lecturer admits that communal online encyclopedias, like any reference book, may contain errors, but she claims that these errors can be corrected much more easily and quickly than those printed in a paper encyclopedia. The reading passage, in contrast, points to the inaccuracy of information in online encyclopedias, presenting the argument that errors in these resources are due to lack of professional knowledge among contributors.The lecturer then gives two strategies that have been proven very effective in protecting online encyclopedias from malicious alteration. She explains that contents that consist of indisputable facts are stored and presented in a read-only format so that nobody can make changes to them. In addition, she says, there are specialists who constantly monitor contents online so that they can quickly remove a suspicious change once it is detected.The lecturer also challenges the final point in the reading regarding the nature of topics covered in online encyclopedias. She says that because of virtually unlimited space on the Internet, there is no need to worry about what is important enough for inclusion in an online encyclopedia.Moreover, the greater variety of topics in online encyclopedias more truly reflects the genuine interests of the general public, even if some of these topics are less serious oracademic than those in traditional encyclopedias.模板整理：The lecturer addresses each of the three criticisms of ________________ mentioned in the reading passage. The lecturer admits that _____________, but she claimsthat______________. The reading passage, in contrast, pointsto_____________________, presenting the argument________________.The lecturer, then __________________. She explains that_________________. In addition, she says, ________________________. The lecturer also challenges the final point in the reading regarding the_______________________. She saysthat_________________.Moreover,…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。

TPO6-listening-lecture2 详解

TPO 6 Lecture 2 BiologyNarratorListen to part of a lecture in a biology class.ProfessorOk, I have an interesting plant species to discuss with you today. Um…it’s aspecies of a very rare tree that grows in Australia, Eidothea hardeniana, but it’sbetter known as the Nightcap Oak.Now, it was discovered only very recently, just a few years ago. Um… it remained hidden for so long because it’s so rare. There are only about 200 ofthem in existence. They grow in a rain forest, in a mountain rage…range in thenorth part of New South Wales which is a…er… state in Australia. So just 200individual trees in all.Now another interesting thing about the Nightcap Oak is that it is…it represents…er…a very old type…er…kind of tree that grew a hundred millionyears ago. Um, we found fossils that old that bear remarkable resemblance tothe tree. So, it’s a primitive tree. A…a living fossil you might say. It’s relic fromearlier times and it has survived all these years without much change. Andit…it’s probably a kind of tree from which other trees that grow in Australiatoday evolved.Just to give you an idea of what we are talking about. Here’s a picture of theleaves of the tree and its flowers. I don’t know how well you can see theflowers. They’re those little clusters sitting at the base of the leaves. Okay, what have we tried to find out about the tree since we’ve discovered it?Hum…or how…why is…is it so rare? That’s one of the first questions. Um…how is it…um…how does it reproduce? This’s another question. Um, maybe those two questions are actually related. Jim?StudentHum …I don’t know. But I can imagine that…for instance, seed disposal mightbe a factor. I mean if the…er…you know, if the seeds cannot really disperse inthe wild area, then, you know, the tree may not colonize new areas. It can’tspread from the area where it’s growing.ProfessorRight. That’s…that’s actually a very good answer. Um, of course, you mightthink there might not be any areas where the tree could spread into, er…because…um…well, it’s very specialized in terms of the habitat. But, that’snot really the case here. Um…the suitable habitat, that is, the actual rainforestis much larger than the few hectares where the Nightcap Oak grows. Now this tree is a flowering tree as I showed you. Um…um…it produces a fruit,much like a plum. On the inci…inside there’s a seed with a hard shell. It…itappears that the shell has to crack open or break down somewhat to allow theseed to soak up water. You know, if the Nightcap Oak remains…if their seedsremain locked inside their shell, they will not germinate. Actually, the seeds…er…they don’t retain the power to germinate for very long, maybe twoyears. So there’s actually quite a short window of opportunity for the seed togerminate. So the shell somehow has to be broken down before this…um…germination ability expires. And…and then there’s a kind of rat thatlikes to feed on the seeds as well. So, given all these limitations, not manyseeds that the tree produces will actually germinate. So this is a possible explanation for why the tree does not spread. It doesn’t necessarily explainhow it became so rare, but it explains why it doesn’t increase. OK, so it seems to be the case that the species, this Nightcap Oak is not verygood at spreading. However, it seems, though we can’t be sure, that it’s verygood at persisting as a population. Um…we…there’s some indications tosuggest that the population of the Nightcap Oak has not declined over the laster…you know, many hundreds of years. So it’s stayed quite stable. It’s not aremnant of some huge population that is dwindled in last few hundred years forsome reason. It’s not necessarily a species in retreat.Ok, so it cannot spread very well, but it’s good at maintaining itself. It’s rare,but it’s not disappearing.Ok, the next thing we might want to ask about the plant like that is what chances does it have to survive into the future. Let’s look at that.题目：12. what topic related to the Nightcap Oak does the professor mainly discuss(2)factors that relate to the size of the area in which it growsthe size of its population over the last few centurieswhether anything can be done to ensure its survivalwhy it did not change much over the last one hundred million years13. according to the professor, what led scientists to characterize the NightcapOak as primitiveit has no evolutionary connection to other trees growing inAustralia todayit has an inefficient reproductive systemits flower are located at the bases of the leavesit is similar to some ancient fossils14. what point does the professor make about the Nightcap Oak’s habitatit is stable despite its limited sizeunlike the habitats of many plants, it is expandingits recent changes have left the Nightcap Oak struggling to adaptits size is much larger than the area where the Nightcap Oak grows15. According to the professor, what are two factors that prevent Nightcap Oakpopulation from spreading(2)The complex conditions required for the trees to produce fruitthe fact that the seed cannot germinate while locked inside the shellthe limited time the seed retain the ability to germinatecompetition with tree species that evolved more recently16. why does the professor mention the size of the Nightcap Oak population overthe last few hundred yearsto explain why it is likely the Nightcap Oak population will increasein the futureto point out that Nightcap Oak’s limited reproductive success hasnot led to a decrease in its populationto present evidence that the Nightcap Oak is able to tolerate major changes in its environmentto point out that the Nightcap Oak is able to resist diseases that have destroyed other tree species。

托福TPO6口语Task4阅读文本+听力文本+题目+满分范文

为了帮助大家高效备考托福，为大家带来托福TPO6口语Task4阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。

托福TPO6口语Task4阅读文本： Explicit Memories and Implicit Memories In everyday life, when people speak of memory, they are almost always speaking about what psychologists would call explicit memories. An explicit memory is a conscious or intentional recollection, usually of facts, names, events, or other things that a person can state or declare. There is another kind of memory that is not conscious. Memories of this kind are called implicit memories. An individual can have an experience that he or she cannot consciously recall yet still display reactions that indicate the experience has been somehow recorded in his or her brain. 托福TPO6口语Task4听力文本： Now listen to part of a lecture on this topic in a psychology class. (male professor) OK, um, the first kind of memory, we’re all very familiar with this, right? You probably remember what you had for dinner last night. You have a conscious memory of last night’s dinner so, um, if I ask you what did you eat last night, you could tell me. But these other kinds of memories, implicit memories, they work differently. Let’s take an example from the world of advertising. When you are driving along a highway, you see plenty of billboards, you know, road side advertisements. You certainly don’t remember them all, but they still affect you. Marketing researchers have shown, well to be specific, let’s say there’s a billboard on the highway advertising, uh, a car called the Panther. The ad shows a big picture of the car and above the car, in huge letters, is the name of the car, Panther. A lot of people drive by the billboard, but ask those drivers later if they saw any advertisements for cars, and well, they’ll think about it and a lot of them will say no. They honestly don’t remember seeing any. They have no conscious memory of the Panther billboard. So, you ask these same people a different question. You ask, um, OK, you ask them to name an animal starting with a letter P. What do you think they’ll answer? Do they say Pig? Pig is the most common animal that starts with the letter P. But they don’t say Pig. They say Panther! The billboard had an effect, even though the drivers don’t remember ever seeing it. 托福TPO6口语Task4题目： Using the example of the car advertisement, explain what is meant by implicitmemory. 托福TPO6口语Task4满分范文： Explicit memories are conscious recollections whereas implicit memories are not conscious. But implicit memories still have effects on us. The professor in the lecture uses an example of billboard to explain implicit memory. There are many billboards along the highway and when drivers drive through, they see those billboards. They don’t remember all the billboards but the billboards affect them. Suppose there is a car advertisement with its name panther above its picture. A lot of drivers passed it by. Later, when asked whether they remember seeing any car advertisements, the drivers will say no because they honestly don’t remember. They don’t have conscious memory of the panther billboard. But if asked to name an animal starting with a letter "P", drivers will say "panther". So the car billboard had effect on them. 以上是给大家整理的托福TPO6口语Task4阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

托福TPO6综合写作阅读原文+听力原文+满分范文

托福TPO6综合写作阅读原文+听力原文+满分范文为了帮助大家高效备考托福，为大家带来托福TPO6综合写作阅读原文+听力原文+满分范文，希望对大家备考有所帮助。

托福TPO6综合写作阅读原文文本：Communal 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 createsa 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 much attention 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.托福TPO6综合写作听力原文文本：The communal online encyclopedia will 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, ifyou 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 fortraditional 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 decisions 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 still 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 advantages托福TPO6综合写作满分范文：In the reading passage, the author holds the idea that communal online encyclopedias are less valuable than traditional, printed one. However, the lecturer strongly refutes this idea.The reading passage, the author states that a communal online encyclopedia is often with errors and inaccuracies, which is attributed to unprofessional contributors. However, the lecture contends that there are also some inaccuracies in traditional encyclopedias. And the errors and inaccuracies can be corrected easily in an online encyclopedia, while with traditional encyclopedia, errors might remain for decades.As to the belief in the reading passage that the online encyclopedia gives many chances of fabricating, deleting and corrupting information to unscrupulous users and vandals or hackers, lecturer gives two strategies that have been proven very effective in protecting online encyclopedias from malicious alteration. She explains that contents that consist of indisputable facts are stored and presented in a read-only format so that nobody can make changes to them. In addition, she says, there are specialists who constantly monitor contents online so thatthey can quickly remove a suspicious change once it is detected.。

TPO-6 Reading 1 解析

正确答案：D解析：高亮句指出，水力是那时唯一能够使机器持续运转的唯一资源，在英国一些地区的一些领域中被广泛应用，但是它也有一个很大的不足之处：水的流向是由自然因素决定的，因此，不论适不适合工厂选址，利用水利生产的工厂都必须建造在能够提供水资源动力的岸边。

选项D是对该句内容的合理概括，故为答案。

A和C是对句子中信息的胡乱嫁接，排除。

B偷换了概念，将原句中的water-driven factories偷换成了water-powered grain and textile mills。

Q2正确答案：B解析：第1段后半部分指出了人们利用水力资源的不足之处，第2段则介绍了人们通过改进机器和技术而更高效使用水力的内容，这也解决了第1段中所提到的问题。

因此，B为正确答案。

其余三项都是对这两段关系的曲解，排除。

Q3正确答案：A解析：第2段段首提到，人们很早就了解水这种能源，但是没能成功开发它。

其中的exploited意为“开发”。

选项A. utilized（利用），B. recognized（意识到），C. examined（检查），D. fully understood（完全理解）中，只有A符合exploited 在文中的语义，故为答案。

Q4正确答案：C解析：原文指出，Thomas Savery的搭档Thomas Newcomen极大地改进了这种引擎。

其中的vastly是个程度副词，意为“极大地”。

选项A. quickly（快速地），B. ultimately（最后），C. greatly（极大地），D. initially（最初地）中，只有C符合条件，故为答案。

Q5正确答案：B解析：第2段中间提到，尽管Thomas Newcomen对机器进行了改进，但是它依然运行缓慢而且比较浪费能源。

后来James Watt对机器做了进一步改进，不必在每次活塞运动后都冷却气缸，可见，这个机器以前每次活塞运动后都需要冷却气缸，这无疑会使得机器运行缓慢，故B为正确答案。

TPO-6 Reading 3 解析

Q1正确答案：C解析：本文的结构是：第1段先抛出问题，第2段给出几种不靠谱的解释，以便抛砖引玉，第3段往后就开始介绍作者认可的三种解释，最后一段进行小结。

因此C为正确答案。

其余几项都是对文章的结构关系没理清所产生的曲解，故排除。

Q2正确答案：B解析：第2段所介绍的几种解释其实是作者要推翻的，作者在文中也用了一些暗示性的表达，seemingly plausible（看似合理的）就是其中之一。

plausiible意为“合理的”。

选项A意为“灵活的”，B意为“可信的”，C意为“可争辩的”，D意为“可预测的”，只有B符合条件，故为答案。

Q3正确答案：C解析：原文中说，那些认为婴幼儿健忘症反映了孩子们对充满性欲的插曲的压抑或隐藏的假设同样也解释不了这种现象。

其中的phenomenon意为“发生的事情，现象”。

选项A意为“例外”，B意为“重复”，C意为“发生的事情”，D意为“主意”，只有C符合条件，故为答案。

Q4正确答案：D解析：选项A对应原文的adults have excellent recognition of pictures of people who attended high school with them 35 years earlier。

选项B对应原文的infants do not form enduring memories at this point in development。

选项C对应原文的repression — or holding back — of sexually charged episodes。

D是针对该段最后一句设置的干扰项，不是驳斥的对象。

Q5正确答案：B解析：根据题干中的long-memory找到第3段中间的部分。

原文提到，婴幼儿长期记忆的形成，还会涉及到他们之前早期看到的或者自身经历的活动的重复，比如：到黑暗的环境里取东西，把瓶子塞到了洋娃娃的嘴里，或者将玩具撕成两半等。

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TPO6 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

Section 1（注：红色选项为答案）1. why does the student go to the career services office● to confirm the date and time of the career fair● to learn the location of the career fair● to find out he is allowed to attend the career fair● to get advice about interviewing at the career fair解析：（原文中）I have a couple of questions about the career fair next week. Um ...well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything.学生想知道是不是只有senior student才可以参加career fairy而他自己不是，因此他的意图就是想要了解他能否被允许参加。

从他自己说出的信息中可以看出他很清楚时间和地点。

因此A错误。

他确实还没有decleared major 但是老师建议他参加这个活动会对他有所帮助而不是因此不能参加。

所以C错误。

3. what does the woman imply about the small print on the career fair postersand flyers● the information in the small print was incomplete● the print was similar than she expected it to be● the information the small print contains will be updated● the information in the small print will be presented in a more noticeableway解析：（原文中）Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend.Employee : Actually they do, but it’s in the small print. Uh, we should probably make that part easier to rea ch, shouldn’t we?I’ll make a note of that right now.公民人员表示他们应该让海报更为容易被学生注意到一些并随即做了note由此推断small print上的information会更容易被看到。

而并不是会被更新所以C 错误。

4. what does the woman say is a good way for the student to prepare forspeaking to companies’ representatives(2)● take some business classes● familiarize himself with certain businesses beforehand● have questions ready to ask the representatives● talk to people who work for accounting films解析：（原文中）That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending.也就是选项中的familiarize himself with certain businesses beforehandYou can learn a lot about companiesfrom their internet websites. Thenprepare a list of questions.也就是选项中的have questions ready to ask the representatives5. Why does the student say this:● To acknowledge that he cannot go to this year’career fairs● To acknowledge the amount of preparation he will have● To indicate that he has school work he must complete before thecareer fair● To indicate that he needs to go to his job now解析：（原文中）Employee : See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to.Student : Wow, I’m glad I came by here.So, it looks like I’ve got some work to do.学生这么说就是为了表示他已经明白自己的工作量以及有哪些准备工作要做了。

他并不是要找工作而是只想了解信息所以D错误。

6. what is the main purpose of the talk● to show what happens after an economy has experienced a boom-and-bustcycle● to illustrate the conditions needed to produce a boom-and-bust cycle● to demonstrate how boom-and-bust cycles have changed over time● to explain why the boom-and-bust cycle is not a frequent historicaloccurrence解析：（原文中）The boom in t he late 1990s when a ll those new Internet companies sprung up and then sold for huge amounts of money.Then the bust around 2000…2001 when many of those sam Internet companies went out of business. Of course, booms aren’t always followed by busts.教授以时期来划分开始讲解并强调每个时期的不同点说明她就是为了陈述每个时期的boom-and-bust的特点也就是C选项。

虽然有提到它需要发生的条件但是只是用几句话概述不是重点因此B错误。

7. what is the professor’s opinion about the dot-com crash● she thinks that people should have realized it would happen● she does not believe that anything like it will happen again● she is surprised that it did not have more serious consequences● she is confident that people learned a valuable lesson from it解析：（原文中）See, people often create and intensify a boom when they get carried away by some new industry that seems like it will make them lots of money fast. If you think that by the 90s, people would have learned from the past.从教授说人们应该从过去吸取教训得知教授认为人们应该从所总结的规律中推测出或意识到dot-com crash是很有可能发生的。

因此选A。

这里并不是说人们从dot-com crash 学到东西所以D错误。