托福TPO39口语Task4阅读文本+听力文本+题目+满分范文
托福口语task4真题及解析-智课教育旗下智课教育
智 课 网 托 福 备 考 资 料托福口语task4真题及解析-智课教育旗下智课教育托福口语task4该怎样解题呢？答案和题目之间有什么关系呢？现在就跟着智课教育小编一起来学习吧！在托福口语 考试中，task4是比较难的题目，你知道这类话题该怎样解答吗?我们又应该怎样做才能在托福口语考试中取得高分呢?这类话题中的范文又应该怎样组织呢?现在就跟着智课教育小编一起来看看这则托福口语范文解析吧!Reading Part:Experimenter EffectOne objective of any experiment is, of course, to obtain accurate results. Sometimes, however, problems occur that lead to in accurate results. One such problem is the experimenter effect. ①The experimenter effect occurs when are searcher’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment.Listening Part:Now listen to part of a lecture on this topic in a psychology class.(male professor) ②For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box. And he was told to record how many hours it took to train each monkey to learn to do this.③Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, there was no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn’t know that. Hethought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that.④ On average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? ⑤Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them but with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite optimistic.Question:Explain how the example from the professor ’s lecture illustrates the experimenter effect.一.范文The professor talks about experimenter effect which occurs when a researcher’s expectation affect the outcome of an experiment. In the study, researcher was asked to train two groups of monkeys. He was told that one group of monkey was smarter than the other, although they are equally intelligent. It turned out monkeys from the first group took two hours less to train on average. The reason was that the researcher expected the smarter group to be easier to train so he smiled to those monkeys and encouraged them a lot during the training. But he didn’t work as hard with the monkeys from the other group.二.重点词汇1. objective：adj. 客观的;目标的;宾格的Our main objective was the recovery of the child safe and well.2. invalidate：vt. 使无效;使无价值An official decree invalidated the vote in the capital.3. encouragement：n. 鼓励Friends gave me a great deal of encouragement.4. enthusiastic：adj. 热情的;热心的;狂热的Tom was very enthusiastic about the place.三.重点句型1. ①when引起了时间状语从句，这句话给实验者效应下定义，实验者的期望有时候会影响实验的结果。
托福TPO39独立写作题目文本+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO39独立写作题目文本+满分范文，希望对大家备考有所帮助。
托福TPO39独立写作题目原文： Do you agree or disagree with the following statement? In the past it was easier to identify what type of career or job would lead to a secure, successful future. Use specific reasons and examples to support your answer. 托福TPO39独立写作满分范文： Some people hold the viewpoint that it was easier to distinguish a secure and successful job in the past instead of in the present. However, as far as I am concerned, finding a job which obtains both security and a bright future is always a tough task. My arguments are testified in two aspects: On the one hand, predicting the future becomes more and more impossible because the world changes at a rapid speed. The fast development of science and technology lead to a constantly changing conditions in human society. For example, last century witnessed the thriving of typewriters. Men who worked as a typewriter repairman earned not only rich payment but also high social reputations. However, after computer was invented, old typewriter soon was out our life. Consequently, all of those skillful typewriter repairmen lost their job. What’s worse, large proportion of them did not have a second skill which could support their living. In their mind, there was a deeply-rooted conviction that the job as a typewriter repairman would be everlasting secure. New inventions come up every day. It is really unpredictable for us to stick to one occupation in our whole life. On the other hand, in most cases it is impossible to get security and success at the same time. Good reputation and satisfying salaries will always be linked with high risk and hard work, while security and relaxation related to boring and unchallenging experience. What you pay is always equal to what you can get. Take stock trading and assembly line worker as contrast. We all know that stock market contains lots of uncertain factors which make it hard for traders to make profits but much easier to lose it. However, a small portion of investors attain sudden wealth in this gambling market. Just as financial textbook says: High risk, high return. Look at another instance: the assembly line worker. Their routine work merely contains simply repetitive effort which is easy to learn but only worth poor salaries. There is no risk for them to take while no promising future to expect. From above, we can see that it is almost impossible for security and success to appear at the same time. To summarize, for one thing, the ever-changing society eliminate the possibility for us to predict the prospect of certain career; secondly, high salary always meansequivalent hard work and risk assumption. Thus enlightens us that we should keep learning and adapt ourselves to future changes. (412 words) 以上是给大家整理的托福TPO39独立写作题目文本+满分范文，希望对你有所帮助!。
托福口语范文task4
托福口语范文task4Task4的题目流程和Task3是一样的，是Read/Listen/Speak三者结合，属于integrated speaking题型的。
不过是关于an academic topic。
总的来说，Task4比Task3的难度更加提升了一些下面是我为您整理的关于〔托福〕口语范文task4，希望对你有所帮助。
托福口语范文task4模板In the lecture， the professor mainly talked about the theory that_______.To reinforce the theory， the professor gave two examples / reasons in his speech. The first one is that_______. The other one is that______.And thats the two examples / reasons the speaker presented to explain his/her idea. (The conclusion is optional. ) 托福口语Task4听力题目及满分范文托福综合口语Task4听力原文Chaining BehaviorMany everyday human behaviors are made up of a sequenceof several simpler behaviors. In order to teach children to perform these complex behaviors, parents sometimes use a technique called chaining. First, parents identify each of the simpler component behaviors and determine the order in which these simpler behaviors are performed. Parents then start with the first task in the chain. When the child has mastered that element, parents then teach the second element together with the first and reinforce this effort. When these are performed 〔sat〕isfactorily, they move on to elements one, two, and three and so on, adding one behavior at a time. The behaviors are not taught in isolation; hence the term "chain.'托福综合口语Task4听力题目Question：Using the example of washing hands, explain the concept of chaining behavior.托福综合口语Task4满分范文：Chaining behavior is a technique used by parents to teach children a sequence of complex behaviors. For example, professor taught his daughter how to wash her hands. He divided this complex behavior into 5 steps, and taught hisdaughter one step at a time. He first showed his daughter step 1 and practiced it with her for a couple of days. When she has mastered this action, he showed her step 2 and let her practice both steps for another few days until she can do both by herself. Then he added the third step after, and also let her practice for a while until she can do them all. For the last two steps, he did the same thing as the previous three steps. Finally she could finish the hand washing all by herself.托福口语task4分析丨阅读文本：Reference GroupsOur thinking and behavior are often influenced by other people. When we admire and respect someone, we naturally try to imitate their behavior and attitudes. Groups of people whom we admire and whose behavior and attitudes we tend to imitate are known as reference groups. Reference groups provide a model a frame of reference that can shape how we think and behave. Over the course of a lifetime, we may beinfluenced by many different reference groups. As we grow older, or encounter new circumstances, our reference groups may change, and our attitudes and behavior may change accordingly.我们不难发现，定义句是第三句话，此外还有一句关键信息句即最后一句，表示我们的参照人群是会变化的。
托福TPO4口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO4口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO4口语Task3阅读文本： Evening Computer Classes May Be Added The computer department is considering offering evening classes in the fall. The proposal to add the classes is a response to student complaints that day time computer classes have become increasingly over crowded and there are no longer enough computers available. The department has decided that despite some added expense, the most cost-effective way of addressing this problem is by adding computer classes in the evening. It is hoped that this change will decrease the number of students enrolled in day classes and thus guarantee individual access to computers for all students in computer classes. 托福TPO4口语Task3听力文本： Now listen to two students discussing the article. (man) I just don’t think this will work. (woman) Why not? (man) Because it’s not gonna solve the problem. Students are busy at night, I mean, we have jobs, families, clubs, social events. Most of us already have something to do every single night of the week. (woman) I see your point. I sure couldn’t fit anything into my schedule during the week. I’ve got swimming practice most nights. (man) Right! And as far as expense goes, I think they’re going about it the wrong way. I mean, it cost money to hire more teachers and keep the academic building open later, which is a lot more expensive than simply just buying more computers. (woman) More computers? (man) That’s right! Computer prices have come way down the past few years. So the department won’t have to spend as much now as they did in the past. Besides, the computer department classrooms, you know, the rooms themselves, they are actually very big, there’s plenty of space to add more computers. 托福TPO4口语Task3题目： The computer department is considering a scheduling change. Explain the man’s opinion of the change and the reasons he gives for holding that opinion. 托福TPO4口语Task3满分范文： The school is planning to start offering evening computer classes due to it’s popularity and it will be cost effective. In the conversation the man disagrees with the school’s plan for the following reasons. First of all, many students are busy at night doing other activities. For example, they might have jobs, families, clubs and social events to attend to. He also thinks that the school should buy more computers to meet the needs instead of opening up more classes. Computer prices decreased a lot during the years, they have become very cheap. Hiring more teaching staff is going to be more expensive for the school in the long run, plus there will be enough space for the new equipment. 以上是给大家整理的托福TPO4口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
tpo39三篇托福阅读TOEFL原文译文题目答案译文背景知识
tpo39三篇托福阅读TOEFL原文译文题目答案译文背景知识阅读-1 (2)原文 (2)译文 (5)题目 (8)答案 (15)背景知识 (16)阅读-2 (18)原文 (18)译文 (21)题目 (24)答案 (33)背景知识 (33)阅读-3 (37)原文 (37)译文 (40)题目 (43)答案 (53)背景知识 (53)阅读-1原文Early Writing Systems①Scholars agree that writing originated somewhere in the Middle East, probably Mesopotamia, around the fourth millennium B.C.E. It is from the great libraries and word-hoards of these ancient lands that the first texts emerged. They were written on damp clay tablets with a wedged (or V-shaped) stick; since the Latin word for wedge is cunea, the texts are called cuneiform. The clay tablets usually were not fired; sun drying was probably reckoned enough to preserve the text for as long as it was being used. Fortunately, however, many tablets survived because they were accidentally fired when the buildings they were stored in burned.②Cuneiform writing lasted for some 3,000 years, in a vast line of succession that ran through Sumer, Akkad, Assyria, Nineveh, and Babylon, and preserved for us fifteen languages in an area represented by modern-day Iraq, Syria, and western Iran. The oldest cuneiform texts recorded the transactions of tax collectors and merchants, the receipts and bills of sale of an urban society. They had to do with things like grain, goats, and real estate. Later, Babylonian scribes recorded thelaws and kept other kinds of records. Knowledge conferred power. As a result, the scribes were assigned their own goddess, Nisaba, later replaced by the god Nabu of Borsippa, whose symbol is neither weapon nor dragon but something far more fearsome, the cuneiform stick.③Cuneiform texts on science, astronomy, medicine, and mathematics abound, some offering astoundingly precise data. One tablet records the speed of the Moon over 248 days; another documents an early sighting of Halley's Comet, from September 22 to September 28, 164 B.C.E. More esoteric texts attempt to explain old Babylonian customs, such as the procedure for curing someone who is ill, which included rubbing tar and gypsum on the sick person's door and drawing a design at the foot of the person's bed. What is clear from the vast body of texts (some 20,000 tablets were found in King Ashurbanipal's library at Nineveh) is that scribes took pride in their writing and knowledge.④The foremost cuneiform text, the Babylonian Epic of Gilgamesh, deals with humankind's attempts to conquer time. In it, Gilgamesh, king and warrior, is crushed by the death of his best friend and so sets out on adventures that prefigure mythical heroes of ancient Greek legends such as Hercules. His goal is not just to survive his ordeals but to make sense of this life. Remarkably, versions of Gilgamesh span1,500 years, between 2100 B.C.E and 600 B.C.E., making the story the epic of an entire civilization.⑤The ancient Egyptians invented a different way of writing and a new substance to write on -papyrus, a precursor of paper, made from a wetland plant. The Greeks had a special name for this writing: hieroglyphic, literally "sacred writing". This, they thought, was language fit for the gods, which explains why it was carved on walls of pyramids and other religious structures. Perhaps hieroglyphics are Egypt's great contribution to the history of writing: hieroglyphic wiring, in use from 3100 B.C.E. until 394 C.E., resulted in the creation of texts that were fine art as well as communication. Egypt gave us the tradition of the scribe not just as educated person but as artist and calligrapher.⑥Scholars have detected some 6,000 separate hieroglyphic characters in use over the history of Egyptian writing, but it appears that never more than a thousand were in use during any one period. It still seems a lot to recall, but what was lost in efficiency was more than made up for in the beauty and richness of the texts. Writing was meant to impress the eye with the vastness of creating itself. Each symbol or glyph - the flowering reed (pronounced like V), the owl ("m"), the quail chick ("w"), etcetera -was a tiny work of art. Manuscripts werecompiled with an eye to the overall design. Egyptologists have noticed that the glyphs that constitute individual words were sometimes shuffled to make the text more pleasing to the eye with little regard for sound or sense.译文早期书写体系①学者们一致认为，书写起源于大约在公元前4000年左右的中东的某个地区，很有可能是美索不达米亚。
托福听力tpo39 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo39lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (23)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Since Earth formed,some four and a half billion years ago,the number of minerals here has increased dramatically,from a few dozen relatively simple minerals early on…to over4,300kinds of minerals we can identify today—many of them wonderfully complex.A basic question of geology is how all these new minerals came into being.Well,recent studies have turned to biology to try to explain how this happens.Now,much of biology is studied through the lens of evolution.And the theory of evolution suggests that,as environments change—and inevitably they do—some organisms will have characteristics that allow them to adapt to those changes successfully…characteristics that help these organisms develop and survive and reproduce.And when environments become more complex—as tends to happen over time—those earlier adaptations,those variations…become the basis of yet other combinations and variations…and lead to ever more diverse and complex forms of life.So from fewer,simpler,and relatively similar forms of life billions of years ago,life on Earth has now become a dazzling array of diversity and complexity.Well,some geologists now want to apply this concept to explain mineral diversity too. The conditions that minerals are under are not constant.Conditions like temperature or pressure or chemical surroundings—these change—often in cycles,increasing and decreasing slowly over time.And as conditions change,minerals sometimes break down and their atoms recombine into totally new compounds,as part of a process some call mineral evolution.Now,minerals are not alive,of course,so this is not evolution in quite the same sense you'd have in living organisms.But there do appear to be some parallels.Living organisms not only adapt to their environment but also affect it—change theenvironment within which other organisms may then develop.Likewise,each new mineral also enriches the chemical environment from which lots of other,even more complex new minerals may be formed in the future.Beyond these similarities,though,what's really fascinating about mineral evolution is the way minerals apparently coevolve with living organisms.Uh,what do I mean by that?Well,it's maybe a billion years after Earth’s formation that we first see evidence of life.Of course,early life-forms were primitive—just tiny,single-celled microbes—but over time,they had a profound effect.Huge numbers of these microbes began producing food by photosynthesis,which,of course,also freed up enormous amounts of oxygen.And lots of that oxygen interacted with the atoms of existing minerals,creating rust out of iron,for instance,…reacting with a whole range of different metals to create lots of new minerals.Now,living organisms rely on minerals.But they not only take in some minerals as nutrients,they also excrete others as waste products...including what we call biominerals—minerals that form with the help of biological life.We can see geologic evidence of biomineral production in what are called stromatolites.Stromatolites look like wavy layers of sedimentary rock.But they're really fossils—fossils of the waste from microbial mats.Microbial mats are vast colonies of one-celled organisms…that were once the most prevalent form of life on Earth.And the study of stromatolites indicates that these ancient microbial mats interacted with minerals in the environment and left behind new compounds as waste products—biominerals like carbonates,phosphates,and silica.In fact,we’ve grown microbial mats in the laboratory,and,over time,they too have produced some of the same sorts of minerals found in stromatolites.Uh,you don't need to know the details of the process right now—we’re still figuring out just how it works,ourselves.But you might be interested to know that this concept of mineral evolution is being used in the search for evidence of life on other planets.The thinking is that if certainminerals occur here on Earth as a result of a biological process,and if we also find those same minerals on another planet,…this would suggest that life may have once existed there.But—just because a particular mineral is found on say,Mars or Venus—uh,we really shouldn't assume that whatever caused it to turn up there…must be the same process that formed that mineral here on Earth.题目1.What is the main purpose of the lecture?A.To explain how geologists identified the minerals present during Earth's formation.B.To explain why living organisms require certain minerals to survive.C.To explain the differences between simple and compound minerals.D.To explain a recent theory about mineral formation.2.What point does the professor make about the minerals present during Earth's formation?A.They were comparatively few of them.B.They were more complex than minerals formed on other planets.C.Most were not affected by temperature and pressure changes on early Earth.D.Some of them are no longer being formed naturally on Earth.3.What similarities does the professor point out between minerals and living organisms?[Click on2answers.]A.Both first appeared on Earth at approximately the same time.B.They both can be formed only in the presence of oxygen.C.They both have become more diverse and complex over time.D.Not only are they both shaped by their environment,but both also affect it.4.What are stromatolites?A.Fossils remains of microbial mats.yered deposits of iron-based minerals.yers of rock that indicate changes in Earth's pressure and temperature.D.Rock formations created when oxygen interacts with certain metals.5.Why does the professor talk about microbial mats?A.To explain why organisms tend to colonize near certain minerals.B.To describe how minerals can be created by living organisms.C.To illustrate the effects of geological processes on living organisms.D.To emphasize that evolving life depended on the presence of oxygen.6.What does the professor think about using evidence of minerals on another planet to determine whether life has existed there?A.He believes it is the most promising way to search for life on another planet.B.He doubts that complex minerals will ever be found on another planet.C.He is cautious about assuming that certain minerals indicate the presence of life.D.He is surprised that the technique was not suggested until recently.答案D A CD A B C译文旁白：请听一段地质学讲座的节选片段。
托福TPO39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TPO39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TPO39综合写作阅读原文文本： At the end of the Triassic period 200 million years ago, there was a mass-extinction event that caused the extinction of more than half of all living species. It was this extinction event that allowed dinosaurs to become the dominant species for the next 145 million years. We do not know exactly what happened that eliminated so many species in a relatively short period of time, but there are several possible explanations.One theory involves the decline of sea levels. Near the end of the Triassic period, sea levels were fluctuating. When sea levels fall, the habitats for ocean populations that live in the shallows and land species that live on the coast are destroyed. The destruction of coastal and shallow-ocean species would have had a profound effect on food chains worldwide, leading to mass extinctions.Another theory involves massive climate cooling. The end of the Triassic period was marked by widespread volcanic activity. The volcanoes released large amounts of sulfur dioxide (S02). A rise in atmospheric S02 is known to cause a lowering in global temperatures. Such climate change could have devastated many species and led to the extinctions.The third theory involves an asteroid strike. Asteroids (objects from outer space) occasionally collide with Earth. When an asteroid hits Earth’s surface, it often displaces large amounts of soil and crushed rock, leaving behind a depression, or crater. The displaced debris is thrown up into the atmosphere where it can block out sunlight for many months or even a few years. A sufficiently massive asteroid impact at the end of the Triassic period may have blocked sunlight long enough for most plants to die and many animal species to then starve. 托福TPO39综合写作听力原文文本： Well the theories given in the reading may sound plausible, none of them is a good explanation for the massive extinction at the end of the Triassic period. First, sea level change. Well scientists agree that the sea level fluctuated at the end of the Triassic period often going down. This isn’t a good explanation for the extinctions. Coastal and shallow water ecosystems are usually capable of adapting to environmental changes that happen gradually. The falling sea level at the end of the Triassic period was quite gradual, taking place over several million years. The change would have to be much more sudden to have a widespread negative impact on the species in those ecosystems.Second, global cooling. It’s true that sulfur dioxide can lower global temperatures, but that can only happen during a relatively short period, when the sulfur dioxide that’s been released by volcanoes is actually still present in the atmosphere. In a matter of a few years, the excess SO2 is usually cleared out of the atmosphere. Basically, the SO2 combines with water in the atmosphere, and falls back on earth as rain. It doesn’t seem likely, therefore, that even if there was a lot of volcanic SO2 released at the end of the Triassic, it stayed in theatmosphere long enough to cause mass distinctions.Third, very few scientists believe the asteroid theory because we haven’t found any asteroid crater the side where the asteroid hit that can be dated to the time when the mass distinction occurred. We did find a crater, but it dates to about 12 million years before the extinction. That’s just too long before the extinction to have anything to do with it. 托福TPO39综合写作满分范文： This set of material focus on the debate over explanations about mass-extinction event. The author proposes three possible theories but the speaker retorts them one by one. First, the passage says that the decline of sea level will cause coast species to distinct and thus lead to the elimination of other species. However, the lecturer indicates that sea level indeed fluctuates during this period, but it actually goes down at a very low speed. This change takes millions of years. The period is so long that it is certainly enough time for earth species to adapt themselves to it. Therefore, the first idea of the essay is rebutted. Second, the author demonstrated that frequent volcanic activity will release too much sulfur dioxide which can lead to earth cooling. Nevertheless, the speaker argues that sulfur dioxide presents for few years in earth’s atmosphere, but it can combine with water and become rain. Consequently, the sulfur dioxide leaves the air so it is impossible for it to stay long enough in the atmosphere and cause apparent temperature drop. Third, the writer holds that asteroids collide with the earth produces large amounts of debris which block sunlight, finally leading to the death of plantations and the starvation of animals. While the speaker says that it is found the asteroid strike happened about 12 million years before the mass-extinction. It is too long before the sudden elimination of earth species so probably has nothing to do with this great collision. Thus overturns the third viewpoint in the essay. (254 words) 以上是给大家整理的托福TPO39综合写作阅读原文+听力原文+满分范文，希望对你有所帮助!。
托福TPO9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TPO9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TPO9口语Task4阅读文本： The Establishing Shot Film directors use different types of camera shots for specific purposes. An establishing shot is an image shown briefly at the beginning of a scene, usually taken from far away, that is used to provide context for the rest of the scene. One purpose of the establishing shot is to communicate background information to the viewer, such as the setting – where and when the rest of the scene will occur. It also establishes the mood or feeling of the scene. Due to the context that the establishing shot provide, the characters and events that are shown next are better understood by the viewer. 托福TPO9口语Task4听力文本： Now listen to part of a lecture on this topic in a film class. (male) The other day I went to this great new movie. And one of the scenes in particular I thought was really set up nicely. At the start of the scene, before the action and talking things started, you saw on the movie screen an image of a city. You could tell it was a big city. There were lots of buildings, tall ones, skyscrapers, and the cars and signs on the city streets looked old fashioned, like they were from the past, like the 1940s. The other thing I noticed right away from this first image, just when the scene started, was that the city seemed gloomy. You couldn't see much because it was, well, it was mostly darkness rather than sunlight. And there was only just little bit of light from street lamps. On top of that, it was raining and kind of foggy.All of these details were together to create a dark, gloomy, mysterious feeling. So then, when the action started and it showed detectives talking to each other in the office, I already knew that the office was located in a tall building, in a big city, sometime in the 1940s. And I had a good idea that the events that’d be taking place would be pretty dark and mysterious because of the shot, the image I saw at the beginning of the scene." 托福TPO9口语Task4题目： Using the professor’s example, explain what an establishing shot is and how it is used. 托福TPO9口语Task4满分范文： "Establishing shot is a far-away image shown at the beginning of a film scene that is used to communicate background information and create mood feelings. The professor takes a film he used to see as an example. At the beginning of the film, he saw an image of a big city, and in the city there were lots of tall buildings, skyscrapers as well as old-fashioned cars and signs. All of these told him that the story took place in the 1940s in a big city. Then he noticed that the city was gloomy, because there wasn't much light, only a bit light from the street lamp. Besides, it rained and fogged. So the whole scene seemed dark, gloomy and mysterious. When the action started and the detectives began to talk, he already knew that the story took place in a tall building, in a 1940s big city, and the story was dark and mysterious because of what he saw in the establishing shot. (163 words)" 以上是给大家整理的托福TPO9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TPO48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TPO48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TPO48口语Task4阅读文本： Optimal Foraging Food provides animals with the energy they need to survive. However, animals also lose energy in the process of obtaining, or foraging, for food. Therefore, in order to conserve energy, many animals behave in ways that minimize the energy they expend in the foraging process while at the same time maximizing their nutritional benefits. This energy-efficient approach to obtaining food is known as optimal foraging. The practice of optimal foraging allows animals to expend the least possible amount of energy while at the same time obtaining prey with high food value that will provide them with necessary nutrients. 托福TPO48口语Task4听力文本： Now listen to part of a lecture from a biology class. All right. So I've got a good example of this. There's a bird, a species of crow, that lives near the water and it feeds on a type of shellfish that has a hard outer shell. In order to eat the shellfish, the bird has to crack open its hard shell. So when this bird feeds, what it does is: it dives down out of the air into shallow water, grabs a shellfish in its mouth, then carries the shellfish up in the air. It then drops the shellfish, lets it fall onto the rocks below. When the shellfish hits the rocks, its shell cracks and splits open and the bird can eat it. Now, this bird, this crow, doesn't just swoop down, grab the first shellfish it sees and then fly up to any height and let it fall. Instead, it does two things. First, it carefully selects only the biggest shellfish. That means it's going to get the biggest possible meal for its efforts. Okay? Second, it carries the shellfish up to a specific height, about five meters, and drops it from there. If the bird dropped the shellfish from a lower height, it would have to pick it p and drop it too many times in order to break the shell. On the other hand, if the bird carried the shellfish up to a higher altitude, an altitude higher than it's necessary to crack the shell, it would be wasting energy. So this bird expends just the right amount of energy - no more no less - that it needs to obtain just the right kind of food. 托福TPO48口语Task4题目： Using the example from the lecture, explain the concept of optimal foraging. 托福TPO48口语Task4满分范文： The reading passage introduces a term called “Optimal Foraging”, which means the energy-efficient approach to gaining food by maximizing food nutrition and minimizing foraging energies. The lecturer further illustrates this term by using the example of a species of crow. Firstly, this bird will dive down into shallow water and choose the biggest shellfish rather than grab the first shellfish it sees so that its efforts will yield greatest harvest. Second, the crow drops the shellfish from about five meters in the air to crack open the shell by the rock below. The height won’t be too little to break the shell at one time and won’t be too much to waste the flying energy. 以上是给大家整理的托福TPO48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TPO35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TPO35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TPO35口语Task4阅读文本： Integrated Farming Many farmers keep animals and raise crops at the same time. While some farmers treat the cultivation of their animals and plants as two separate activities, others integrate the two so that they work together. This is called integrated farming. Integrated farming uses the natural behavior of animals in a way that helps to keep both animals and crops healthy and thriving. By integrating a particular animal with a specific crop, farmers create a system in which both animals and plants provide for each other’s needs. 托福TPO35口语Task4听力文本： Now listen to part of the lecture from an environmental science class. Okay, so an example of this is when chickens are used to prepare a field for planting. Farmers who do this have a special kind of little house that they keep their chickens in. This little house has four walls and a roof but it doesn't have any floor. And it has wheels attached to it so it can easily be moved from one location to another. So farmers move this little house to a field where something is going to be planted. Say, bean plants. And then the chickens are placed inside the house, now remember there is no floor in this house and what the chickens do is they walk around inside the house and peck up the soil and eat any weeds or wild plants that they find. And then when the chickens are done eating the weeds in that location, the farmers move the house to the next section of the field. And again the chickens peck up the soil and eat the weeds. So the chickens get to eat a lot of weeds which are good for them. Now this activity is also good for the bean plants that'll be growing in the field, because when the chickens eat the weeds they're improving the quality of the soil. Thanks to the chickens when the bean plants start to grow there won't be any weeds there to compete with them for crucial resources, like sunlight and water. 托福TPO35口语Task4题目： Explain how the example from the lecture illustrate the concept of integrated farming. 托福TPO35口语Task4满分范文： Integrated farming means farmers treat the cultivation of the animals and the plants together in order to create a system in which both animals and plants providefor each other's needs. The professor illustrates the concept of integrated farming by using an example of farmers using chickens to help grow bean plants. In the example, the farmers move a little house that has no floor to some field preparing for growing bean plants. The farmers put the chicken in the little house and the chickens peck and eat up the weeds or plants in the soil, and when the chickens are done eating, the farmers will move to other places. According to the professor, this system is good for both the chickens and the bean plants because the chickens have enough weeds to feed and the quality of the field for the bean plants is improved since there will be no more competing weeds for crucial resources against the bean plants. 以上是给大家整理的托福TPO35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!。
托福口语task4听力文本
托福口语task4听力文本现在大家在进行〔托福〕备考时TPO托福模考软件相信是大家用的最多的工具了，关于托福成绩的提升是非常有帮助的。
托福听力可以说是整个托福考试当中比较重要的一个部分，下面是我为您整理的关于托福口语task4听力文本，希望对你有所帮助。
TPO9托福口语task4阅读文本：The Establishing ShotFilm directors use different types of camera shots for specific purposes. An establishing shot is an image shown briefly at the beginning of a scene, usually taken from far away, that is used to provide context for the rest of the scene. One purpose of the establishing shot is to communicate background information to the viewer, such as the settingwhere and when the rest of the scene will occur. It also establishes the mood or feeling of the scene. Due to the context that the establishing shot provides, the characters and events that are shown next are better understood by the viewer.Using the professors example, explain what an establishing shot is and how it is used.TPO9托福口语task4听力文本：Now listen to part of a lecture on this topic in a film class.(male) The other day I went to this great new movie. And one of the scenes in particular I thought was really set up nicely. At the start of the scene, before the action and talking things started, you saw on the movie screen an image of a city. You could tell it was a big city. There were lots of buildings, tall ones, skyscrapers, and the cars and signs on the city streets looked old fashioned, like they were from the past, like the 1940s.The other thing I noticed right away from this first image, just when the scene started, was that the city seemed gloomy. You couldnt see much because it was, well, it was mostly darkness rather than sunlight. And there was only just little bit of light from street lamps. On top of that, it was raining and kind of foggy.All of these details were together to create a dark, gloomy, mysterious feeling. So then, when the action started and itshowed detectives talking to each other in the office, I already knew that the office was located in a tall building, in a big city, sometime in the 1940s. And I had a good idea that the events thatd be taking place would be pretty dark and mysterious because of the shot, the image I saw at the beginning of the scene.TPO9托福口语task4题目文本：Using the professors example, explain what an establishing shot is and how it is used.TPO9托福口语task4满分范文：Establishing shot is an image shown briefly at the beginning of a scene in order to communicate background information to viewers and establish mood or feeling of the scene. The professor uses a movie he recently watched as an example. At the beginning of the movie, you can see an image of a city with tall buildings, skyscrapers. In the city the cars and signs are old-fashioned. It seems like the city is in the 1940s. Also, before the scene started, the city seemed gloomy. It was mostly darkness, with little light from street lamps and it was raining, kind of foggy. These give viewers a dark, gloomy mysterious feeling. So whendetectives are talking in an office, the professor had already known that the scene is a located in tall building, big city, sometime in the 1940s and the event is dark, gloomy and mysterious.新托福口语Task4题目:广告策略新托福口语Task4题目:ReadingAmbient advertising定义：Ambient advertising refers to an advertising strategy which using creative and unexpected ways to advertise the products.Listening例子：A snack bar make a deal with the train company and post the advertisement on the train, so compared with ads on books and magazines, people are more likely to see these ads and they may come to the snack bar to have something to eat. Snack shop in the train station also prints ads on the train tickets, in this way more customers will come to the shop.新托福口语Task4题目版本二:【名词解释】广告策略【教授举例】让广告不经意出现，比如一个snack在train ticket上做广告，这样上班族下地铁就会到四周的market去购买难度分析及注意事项此题是有关生物自我保护的一篇lecture，听力中的例子并不难，此题属于之前90分班课上讲解的类型之一，是课上必将的经典题目之一。
托福听力tpo39 全套对话讲座原文+题目+答案+译文
托福听力tpo39全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (17)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (30)原文 (30)题目 (33)答案 (34)译文 (35)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor.MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heart last night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatricalproductions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。
托福TPO19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TPO19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TPO19口语Task4阅读文本： Social Learning One way people learn is by watching the behavior of others. Sometimes called social learning, this type of learning involves the process of learning to copy – or not copy – the action of another. By observing the results, or consequences, of another’s behavior, people learn, over time, to either imitate or avoid imitating that behavior. In general, people tend to imitate the behavior of another when they see that it leads to a desirable consequence – hoping to repeat it for themselves. Of course, the opposite is also true – people tend to avoid imitating the behavior of another when they see it result in an undesirable consequence. 托福TPO19口语Task4听力文本： Now listen to part of a lecture in a psychology class. (male professor) OK, so an example to illustrate this, uh, you've often see this happen in families, let's say, there're these two kids, a sister and the brother. Uh, let's say the girl is six and the boy's four, and one day they're all out shopping with their mother, and they're in the store, and the girl sees a toy she wants. She asks her mother to buy, uh, to buy the toy for her but the mother says “no.” So, what does the little girl do? She starts crying and screaming and, you know, “Mommy, I want this!” And, finally, Mom gives in and says, “OK, fine, you can have it,” and buys the girl the toy.Now, don't forget, the little brother's there and he's watching all this happen, and maybe he sees these sorts of thing happen a lot, as mother giving in when his sister cries and screams. What do you think he's going to start doing when he wants something from Mom? He'll probably cry and scream, right?But, what if the opposite happened? Say Mom didn't give in and didn't buy the girl the toy, if fact, say, the Mom instead disciplined the girl for screaming and crying when they got home she didn’t let the little girl watch her favorite TV program. Again, the little boy is watching. Now, what’s the little boy likely to do if he finds himself in a similar situation and he wants Mom to buy him something? Chances are, he’s not gonna cry and scream. Right? 托福TPO19口语Task4题目： Use the examples from the lecture to explain the concept of social learning. 托福TPO19口语Task4满分范文： Sometimes people learn by watching the behavior of others, which is called social learning. And according to the professor there're two situations of this. When people realize that the behavior may lead to desirable consequence, they're likely to copy it. For example, a 4-year-old boy goes out shopping with his mother and his 6-year-old sister. And he sees how his sister gets the doll she wants by crying after their mother refuses her request to buy one. So next time the boy wants to get something he likes, he probably will do that, too. However, when people realize that the consequence is undesirable, they will not copy the behavior. Back to the boy, if his sister doesn't get the toy and is even punished later at home, like that their mother doesn't allow her to watch her favorite TV program, the boy probably won't scream or cry the next time he wants something from his mother. This is how social learning influences the boy's behavior. (171 words) 以上是给大家整理的托福TPO19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TPO31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TPO31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TPO31口语Task4阅读文本： Mental Accounting Although they may not realize it, people do not always manage their money in responsible way. In their minds, people tend to divide their money into different categories as if they were putting it into separate mental bank accounts. This tendency is known as mental accounting. People mentally store some money in one account to be saved, while they imagine other money being stored in another account from which money can be taken and freely spent. Mental accounting can lead people to spend more money than they should, which can make it difficult for them to save enough money to achieve their long-term financial goals." 托福TPO31口语Task4听力文本： NarratorNow listen to part of a lecture in a psychology class. ProfessorSo a good example of this is something that happened to me. When I was younger, I had an office job and I worked there every day during the week. And I made a regular salary from that. But also I worked as a waiter at a restaurant each weekend, so I made some money from doing that.Now, around this time, I decided I wanted to buy a house. So every time I got my regular paycheck from my job at the office, I'd save as much of the money from it as I could after I bought the basic stuff I needed. But with the money I made as a waiter that was another story. Somehow I guess that money seemed separate from the money I earned at my regular job. So I used the money I made at the restaurant to go out to dinner, to buy videos or CDs, things I didn't really need.But the thing is, it ended up taking me a really long time to save up all the money I needed to buy the house. And looking back now, I realize I could have bought the house a lot sooner if only I had saved more of the money I made working at the restaurant." " 托福TPO31口语Task4题目： Using the examples from the professor’s lecture, explain the concept of mental accounting. 托福TPO31口语Task4满分范文： Mental accounting is a tendency that people divide their money into different categories in their mind and therefore spend more money than they should have. The professor takes his personal experience. He used to have two jobs. He had an officejob on the weekdays and got regular paycheck from it; also he worked part-time in a restaurant at weekends, which earned him some extra money. He decided to buy a house, so with the regular salary he earned from his office job, he only bought daily necessities and then put aside as much as possible. But with the money earned from the restaurant he wasn't so careful, spending it on dinner and buying unnecessary stuffs like CDs, because through mental accounting, the part-time money was separate from his regular paycheck. As a result, it took him longer time to get enough money for a house than he should have if he didn't spend the restaurant money. (158 words) 以上是给大家整理的托福TPO31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TPO39口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO39口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO39口语Task3阅读文本： Start a Ride-sharing Program Students who live off-campus often get to campus by car. I propose that the university create a student ride-sharing program, where students who live in the same area would form groups of four with each group driving to campus together in one car. The ride-sharing program would benefit students as well as the environment. For the students, they would save money by driving to campus in groups instead of separately. And since there would be fewer cars going and coming from campus, there would be a positive impact on the environment. Sincerely Jim Sears 托福TPO39口语Task3听力文本： Now listen to two students discussing the letter. M: Ellen, you drive to campus, right? Did you see this letter in the paper today? W: Yeah, I did. I think it makes a lot of sense, so it'd be great if the university starts something like that. M: OK... W: Well, now I drive to campus all by myself and buy gas now and then. It isn't much each time I fill the tank, but it adds up. M: I'm sure. W: So, a program like that would really help students. They'd spend less on gas and it’s not just gas either. It’s also the wear and tear on the car. I mean the more you use a car going back and forth all the time, the more you have to do maintenance and repairs. M: Right, but do you think the program would have that other benefit? W: I do because there have been a lot more people coming into this city, so there's much more traffic now than before and all the carbon dioxide that comes from all thosecars on the road is polluting the environment more and more. M: So, with this program... W: Right. There'd be less carbon dioxide pouring out into the air and this would reduce environmental pollution and the air quality would certainly improve. 托福TPO39口语Task3题目： The woman expresses her opinion about the proposal in the letter. Briefly summarize the proposal. Then state her opinion about the proposal and explain the reasons she gives for holding that opinion. 托福TPO39口语Task3满分范文： The letter supposes that university should start a car-sharing program which refers to several students share one car when they need to go to college and return. One reason given by the letter is students can save money by sharing the car-ride. Also, it will be good for the environment because ride-sharing can reduce the frequency of vehicle using. The woman thinks it is a great idea and she explains the benefits in detail. First, she says students will spend less on gas and the wear and tire of car if they can share cars together. Second, she thinks that this change can reduce the traffic. As a result, less carbon dioxide will be pour into air. So the pollution will also decrease and air quality will become better. 以上是给大家整理的托福TPO39口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
托福TPO4口语Task3加task4题目及参考答案
托福TPO4口语Task3加task4题目及参考答案托福备考时TPO托福模考软件对于托福成绩的提升是非常有帮助的。
托福阅读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TPO4口语Task3加task4题目及参考答案来分享给大家，希望对大家托福听力备考有帮助。
托福TPO4口语task3题目 Reading Part:Evening Computer Classes May Be AddedThe computer department is considering offering evening classes in the fall. The proposal to add the classes is a response to student complaints that day time computer classes have become increasingly over crowded and there are no longer enough computers available. The department has decided that despite some added expense, the most cost-effective way of addressing this problem is by adding computer classes in the evening. It is hoped that this change will decrease the number of students enrolled in day classes and thus guarantee individual access to computers for all students in computer classes.托福TPO4口语task3题目 Listening Part:Now listen to two students discussing the article.(man) I just don’t think th is will work.(woman) Why not?(man) Because it’s not gonna solve the problem. Students are busy at night, I mean, we have jobs, families, clubs, social events. Most of us already have something to do every single night of the week.(woman) I see your poin t. I sure couldn’t fit anything into my schedule during the week. I’ve got swimming practice most nights.(man) Right! And as far as expense goes, I think they’re going about it the wrong way. I mean, it cost money to hire more teachers and keep the academic building open later, which is a lot more expensive than simply just buying more computers.(woman) More computers?(man) That’s right! Computer prices have come way down the past few years. So the department won’t have to spend as much now as they did in the past. Besides, the computer department classrooms, you know, the rooms themselves, they are actually very big, there’s plenty of space to add more computers.托福TPO4口语task3题目 Question:The computer department is considering a scheduling change. Explai n the man’s opinion of the change and the reasons he gives for holding that opinion.托福TPO4口语task3答案解析：1. Reading keys(1.1) Announcement: college will start offering evening computer classes(1.2) Reason 1: not enough classes to meet the needs(1.3) Reason 2: new plan is cost efficient2. Listening keys(2.1) Man disagrees with it(2.2) Reason 1: students are busy at night(2.2.1) Details: families, clubs, social events(2.3) Reason 2: it’s cheaper to buy new computers(2.3.1) Details: computer prices have come way down; expensive to keep the building open late; there’s room for the new equipment托福TPO4口语task3范文：The school is planning to start offering evening computer classes due to it’s popularity and it will be cost effective. In the conversa tion the man disagrees with the school’s plan for the following reasons. First of all, many students are busy at night doing other activities. For example, they might have jobs, families, clubs and social events to attend to. He also thinks that the school should buy more computers to meet the needs instead of opening up more classes. Computer prices decreased a lot during the years, they have become very cheap. Hiring more teaching staff is going to be more expensive for the school in the long run, plus there will be enough space for the new equipment.托福TPO4口语task4题目 Reading Part:Nonverbal LanguagesNonverbal language refers to human emotional expressions without involving verbal statements. Facial expressions and body moments are the two mostly attributed types of nonverbal languages. It is generally believed that nonverbal languages function as the enhancement of emotional expressions when they consist with verbal languages.Under the circumstances that nonverbal languages and verbal languages contradict in the contents they express, nonverbal languages are more likely to release people’s true emotions.托福TPO4口语task4题目 Listening Part:Now listen to part of a lecture on this topic in a psychology course.Professor (male) Last month, my favorite uncle paid me a surprise visit. I hadn’t seen him in many years. The door bell rang, I opened the door and there was uncle Pete. Now, I am sure when I saw him I said something like, “Uncle Pete, what asurprise! How nice to see you.” Anyway, my wife was standing next to me, and according to her, I wasn’t really aware of this, my eyes got really wide and I broke into a huge big smile, she said I was really jumping up and down like a little boy. Well, anyway, later that evening uncle Pete told me how very good he felt when he saw how happy I was to see him.But compared that with this: my daughter, she’s six, we were building a bird house together last week, and I was showing her how to use a hammer and a nail. And, of course, stupid me, I wasn ’t being very careful when I smashed my thumb with the hammer. Boy, it hurt! I almost felt like screaming, but I didn’t want to upset my daughter, so I said, “Don’t worry, honey. It’s nothing.” Meanwhile, I was shaking my hand as if that would stop my thumb from hurting and my face was contorted in pain.My voice was trembling, too. So, even though I told my daughter I was OK, I am sure she didn't believe me, because she kept asking me if I was OK.托福TPO4口语task4题目 Question:Explain how the examples from the professor’s lecture illustrate the relationship between verbal and nonverbal communication.托福TPO4口语task4答案解析：1. Reading key(1.1) Main idea: relationship between verbal and nonverbal communication(1.1.1) Agree with one another: enhance and support each other(1.1.2) Conflict with one another: nonverbal is more accurate2. Listening key(2.1) Example 1:(2.1.1) Uncle visits(2.1.2) Verbal: so happy to see you!(2.1.3) Nonverbal: jumping up and down, huge big smile, eyes got really wideNonverbal signals enhance verbal message(2.2) Example 2:(2.2.1) Teaches daughter how to use a hummer and nail(2.2.2) Verbal: it’s fine, it’s alright(2.2.3) Nonverbal: shakes hand, face full of pain(2.2.4) Nonverbal signals are telling the truth托福TPO4口语task4范文：In the lecture, the professor talks about the relationship between verbal and nonverbal communication. The first example is that his uncle Pete gave him a surprise visit. His eyes got wide, he broke into a huge big smile, and he was jumping up and down like a little boy. His expression enhanced how happy he was to see Uncle Pete. The second example is he hurt his thumb when teaching his daughter how to work with a hammer. Even though he kept saying he’s fine, he was shaking his hand and his face was twisted in pain. Those expressions told his daughter the truth: he was really in a lot of pain.。
托福TPO36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TPO36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TPO36口语Task4阅读文本： The Suspension of Disbelief As members of an audience, we can best enjoy the the performance of a play if we become emotionally involved with the events and characters on stage. But to do this, we need to forget that what we see on stage is only imaginary, and pretend instead—temporarily—that it is real. This ability to temporarily put aside, or suspend, our doubt and believe that the action of a play is real is called the suspension of disbelief. Suspending disbelief enables viewers to become more and more absorbed in the play as they watch the story develop, and to respond emotionally to the events and characters as if they were real. 托福TPO36口语Task4听力文本： Listen to part of a lecture on this topic in a theatre studies class. So for example, back when I was in college, one of my roommates, Richard, was in a play I went to see. And when he first went on stage, I have to admit I was a little distracted. Richard was dressed up like an old man. I could tell that his hair was colored grey and he was pretending, you know, to be older. So he walked more slowly, the way in older person would. But at first, I only saw him as my roommate dressed up to look like an older man. But then as the play went on, I began to think of him less as the guy I live with, and more as this older man who was a father, one who had to work very hard for his family, the family in the play. And in the play, the father gets sick and so he's out of work. Would you know, caused me to become a little sad. And because of the father's lung illness, the family was worried that they wouldn't have enough money to pay the bills. And this made me feel worried too. Well, in the end, what happened was, the family all came together and everyone found job and started working. They all pinch in and help in the time of crisis. So the family gets by and pays the bills. And soon after the father recovered from his illness, And this made me feel relieved. And even rather happy. 托福TPO36口语Task4题目： Explain how the example from the lecture illustrates the suspension of disbelief. 托福TPO36口语Task4满分范文： This passage talks about a concept named suspension of disbelief. That means the process in which the audience gradually forgets that the stage performance isimaginary but believes it to be real. Thus will help one person to absorb in the plot and give emotional response. In the lecture, the professor gives an example about himself in a performance of his roommate Richard. At the beginning of the play, the professor was distracted and he still recognized Richard as his roommate instead of the old man he was playing. However, the play went on and the professor gradually regarded Richard as the old man rather than his roommate. When Richard started to perform as a sick man and got out of work, the professor felt worried. But at the end of play, the families of this old man found job and paid the bills. Also the old man recovered from his illness. This made the professor felt relieved and happy. 以上是给大家整理的托福TPO36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TPO40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TPO40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TPO40口语Task4阅读文本： Agonistic Behavior Within certain animal species, conflicts sometimes arise over resources such as territory or food. To resolve these conflicts, two animals of the same species may engage in agonistic behavior. With this type of aggressive behavior, the animals participate in a physical competition that demonstrates which animal is more powerful. While each animal attempts to prove its strength in the competition, it typically does so without harming the other animal. Once the winner is established, that animal gains access to the desired resources, while the weaker animal surrenders and leaves the area. 托福TPO40口语Task4听力文本： Now listen to part of a lecture in a biology class. I know some scientists who were observing snakes in the wild. And they witnessed an encounter of this sort between two rattlesnakes. Uh...as you may know, rattlesnakes eat various kinds of small animals. Small animals that live underground, in burrows, in little holes in the ground. And what these scientists saw was these two rattlesnakes had found the same hole and both wanted to eat whatever food was in that hole. So what happened was: The two rattlesnakes faced each other and then they lifted their bodies into an upright position and made themselves as tall as possible. And then they started pushing each other, kind of wrestling with one another, each snake trying to gain control of the other snake. And what's interesting is that during all these pushing and shoving and maneuvering, neither snake ever tried to bite the other snake. Neither snake ever tried to injure the other snake. So...after this went on for a while, one of the snakes finally gained control of the other snake, pushed it to the ground and held it there. At this point, the snake that was on top could have easily bitten the other snake. But it didn't. Instead, it just released the other snake, just let it go. The snake that had lost just slithered away, and the snake that had won went down into the hole to look for food. 托福TPO40口语Task4题目： Explain how the example in the lecture illustrates agonistic behavior. 托福TPO40口语Task4满分范文： In the lecture, the professor mainly talked about the theory about agonistic behavior. To reinforce the theory, the professor gave an example about two rattlesnakes in his speech. In the example, scientists saw two rattlesnakes had found the same hole and both of them wanted to eat the food there. And what happened was the two rattlesnakes faced each other and made themselves as tall as possible. And then they began pushing each other and trying to control one another. But in this process, neither of those two rattlesnakes was trying to hurt each other. And the snake which could have easily bitten the other one, it didn’t, and let it go. Finally, the winner got the food. So this example justify the agonistic behavior which is the certain animals species just simply want to show off the power of themselves in the regard of territory or food and prove their strength in the competition. 以上是给大家整理的托福TPO40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!。
托福口语TPO39文本+题目
小编给考生们带来了托福TPO10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。
托福TPO39口语task1题目:A friend of yours is thinking of taking a year off to work before going toa university. Explain to your friend why this is or is not a good idea.托福TPO39口语task2题目:If you were given the choice of a school or workassignment, would youprefer to write a long reportor give a speech in front of a large group ofpeople?Use details and examples to explain your choice.托福口语TPO39 Task3(听力+阅读+题目):Start a Ride-sharing ProgramReading Part:Start a Ride-sharing ProgramStudents who live off-campus often get to campus by car. I propose that theuniversity create a student ride-sharing program where students who live in thesame area would form groups of four with each group driving to campus togetherin one car. The ride-sharing program would benefit students as well as theenvironment. For the students, they would save money by driving to campus ingroups instead of separately. And since there would be fewer cars going andcoming from campus, there would be a positive impact on the environment.Listening Part：Now listen to two students discussing the letter.M : Ellen, you drive to campus, right? Did you seethis letter in the papertoday?W: Yeah, I did. I think it makes a lot of sense, so it'dbe great if theuniversity starts something like that.M :OK ...W : Well, now I drive to campus all by myself and buy gas now and then. Itisn't much eachtime I fill the tank, but it adds up.M : I'm sure.W : So, a program like that would really help students. They'd spend lesson gas and it 's notjust gas either. It' s also the wear and tear on the car. I mean the more you use a car goingback and forth all the time, the more you have to do maintenance and repairs .M : Right, but do you think the program would have that other benefit ?W : I do because there have been a lot more people coming into this city,so there's much moretraffic now than before and all the carbon dioxide that comes from all those cars on the road ispolluting the environment more and more.M : So, with this program...W : Right. There'd be less carbon dioxide pouring out into the air and this would reduceenvironmental pollution and the air quality would certainly improve.托福口语TPO39 Task4(阅读+题目):SignalingReading Part:SignalingCustomers are often willing to pay higher prices for high-quality products, however, without specialized knowledge, it can be difficult to evaluate whether certain items are highly quality. When customers are unsure whether an item is。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
为了帮助大家高效备考托福，为大家带来托福TPO39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TPO39口语Task4阅读文本：
Signaling
Customers are often willing to pay higher prices for high-quality products, however, without specialized knowledge, it can be difficult to evaluate whether certain items are highly quality. When customers are unsure whether an item is high quality, ad worth the prize, they are less likely to purchase it. This problem can be solved through signaling. The seller of a product finds a way to signal, or demonstrate, to the buyer that the product is high quality. One common signaling strategy is to have a person or company that is not involved in the sale provide an objective, unbiased judgment about the quality of a product.
托福TPO39口语Task4听力文本：
Now listen to part of a lecture from a business class.
So OK here's a good example. A friend of mine owns a small jewelry store where she sells jewelry. And the jewelry she sells, watches, rings, necklaces, is very expensive, thousands of dollars, because it's all real gold, real diamonds, and other precious gemstones. So of course, when customers come into her store, well, if they are considering spending that much money on a piece of jewelry, they want to make sure it's authentic, that the gold is real, the gemstones are real, and not just pieces of glass. But most customers don't actually know how to tell the difference on their own. So in order to reassure her customers, what my friend did is, she had a jewelry expert come in and look at all the jewelry in her store. This expert had, like, twenty years of experience in examining jewelry, so he knew a lot about it. And the expert examined all the precious gemstones and certified that they were authentic, real. And then my friend put up a sign in the store saying that all the jewelry in the store had been certified as authentic by a leading expert. So her customers would see the sign and know that all the jewelry in the store was real. And since the expert didn't work for my friend's store, it didn't matter to him if the jewelry got sold or not. So customers were likely to trust his opinion. The expert was therefore able to provide evidence that the jewelry was worth the high prices.
托福TPO39口语Task4题目：
Explain how the example used in the lecture illustrates the concept of signaling.
托福TPO39口语Task4满分范文：
In the passage, the writer mentions a notion called signaling. This concept means the seller of some expensive product will find a way to make his customers believe that his product is high quality and finally buy it. Usually the seller will invite a not-involved party to give unbiased judgment. In the lecture, the man takes a jewelry store as an example. The owner of this store sells authentic watches or rings which are composed of real gold or diamond. So the price is expensive. However, most of people who walk into the store can’t tell these authentic things from fake ones. So the owner invites an expert of 20 years’ experience to certify that these products are real and writes this on a sign. People who read this sign will believe the expert’s words because he is not involved in the sale. Finally they will probably buy some jewelry.
以上是给大家整理的托福TPO39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!。