2018年10月27＆28日托?？荚嚶犃︻A(yù)測機經(jīng)（版本合集！）

本周末將迎來本月最后兩場托?？荚?/a>，相信各位考生已經(jīng)做好了充分的準(zhǔn)備。臨考前來看看兩場考試的預(yù)測機經(jīng)，緩解一下緊張的心情吧。以下是兩場考試聽力預(yù)測機經(jīng)。

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對話一：

女生在學(xué)微積分，然后發(fā)現(xiàn)很難，然后找了tutor help。老師說tutor很緊缺的。女生又說我現(xiàn)在這個tutor不好，剛上課的內(nèi)容我全都懂的。老師解釋到：因為每個tutor都有自己的expertise。然后給了學(xué)生兩個解決方案。一是加入同班別的study group。這樣可以一起討論問題。第二個解決方案是去help room，那里一直是open的所以時間很方便。但是缺點是有可能會wait別的同學(xué)以及不能一對一指導(dǎo)。

對話二：

學(xué)生要做一個報告，然后需要做一個survey。但是學(xué)生不知道如何做survey?；蛘哒f how to select people。教授說首先要確保樣本具有代表性。舉了個例子，而且考到了，就是 葡萄干蛋糕。如果你做葡萄干蛋糕，然后你把所有葡萄干都放在一邊，然后切了另一邊的蛋糕。那吃另一邊蛋糕的人肯定不會覺得這個是葡萄干蛋糕。所以說選取樣本的時候一定要涵蓋全鎮(zhèn)的人。學(xué)生說可以用打電話的辦法去做這個調(diào)查，寫郵件很多人可能根本不會回你。那如何打電話，能打給全鎮(zhèn)的人呢?教授舉了個例子，說他們家電話的區(qū)號是256，所以你只需要打不同區(qū)號的電話可以聯(lián)系到整個鎮(zhèn)的人。

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講座一：

文學(xué)

一個是autobiography，另一個是memoir。講了自傳的定義后教授開始重點講了回憶錄。差別在于：前者比較客觀，后者比較主觀，舉例VA，她有一本回憶錄就僅僅記錄了她的母親，差不多就是圍繞這個主題。

講座二：

環(huán)境

和global warming 進行類比比較。接著，文章解釋global dimming導(dǎo)致溫度降低對原因：大氣和space中存在的小顆粒可以將陽光反射回去，從而導(dǎo)致降溫，而這些小顆粒則是由自然和人為兩方面因素共同產(chǎn)生，如火山灰、燃燒所產(chǎn)生的灰燼；最后，文章還到某個a開頭的關(guān)鍵詞會對云的數(shù)量產(chǎn)生影響。

講座三：

文學(xué)

本篇文章主要介紹一個科幻小說作家的經(jīng)歷。該作家因博覽全書而擁有極其廣泛的知識面，故其書中的技術(shù)情節(jié)描寫十分生動，讓人感覺仿佛已在日常生活中得到實現(xiàn)。但是這個作家起初比較悲觀，對未來并沒有很多信心，直到遇到一個伯樂出版商，其對生活的態(tài)度才開始變得積極起來。

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10月27日

題目

1. Why does the student go to see the professor?

A. To find out why the mining industry in the western United States declined in the 1800s

B. To find out how to improve the first draft of a paper she is writing

C. To ask the professor to recommend sources of information for a research paper

D. To get advice about a possible topic for a research paper

2. What aspect of the history of Park City, Utah, interests the student?

A. The reasons Park City went through periods of economic hardship and success

B. The reasons Park City became a destination popular among skiers

C. How Park City became the main source of silver in the United States

D. Why Park City recovered from a national recession more quickly than other towns did

3. What does the professor say were two important factors in the decline in silver mining in Park City, Utah? Click on 2 answers.

A. The increasing cost of extracting silver

B. A decline in the price being paid for silver

C. The higher wages being paid to miners in other places

D. A national downturn in economic activity

4. Why does the professor mention the town of Bodie, California?

A. To emphasize the economic problems in the mining industry during the early 1900s

B. To illustrate the wide appeal of skiing in the United States in the early 1900s

C. To give an example of a former mining town that survived without becoming a ski resort

D. To give an example of a town that remained a mining town well into the 1900s

5. What do the student and professor agree that the student should do as part of her research? Click on 3 answers.

A. Try to find firsthand accounts of life in mining towns

B. Investigate in detail the events in a few specific towns

C. Consider the role of flooding in the decline of Bodie, California

D. Determine why most failed mining towns did not recover economically

E. Look at the history of mining towns in the context of the history of the United States as a whole

聽力文本

Narrator: Listen to a conversation between a student, and an American History professor.

Karen: Professor Farrington? I have a quick question. Uh- about something you said in class yesterday?

Professor: Sure, Karen.

Karen: You mentioned that um, about how Park City in Utah went from a Boom Town in the 1800s to a Ghost town, and then became prosperous again. I was - Well, that’s an interesting cycle, and well, maybe for my research paper, I…

Professor: Yeah, that might make a good topic! Since similar things happened in other mining towns.

Karen: So, comparing them might be interesting? Professor: Yup. Absolutely.

Karen: So what triggered the downward turn in Park City?

Professor: Well, in 1870, there were fewer than few hundred people living in the Park City Area. After silver was discovered there, the population grew very quickly! I think it reached about..10,000? By 1900s. But, soon after that, the silver that was close to the surface had all been mined. So they had to dig deeper and deeper. Which reduced the profit margin, not-not just because it’s time consuming, but going deeper led to problems of flooding. It’s time consuming and expensive to pump water out mud. So,that was the big thing! I think. I mean, there are other factors that contributed, too. Like, the recession and a stock market panic in 1907, if you do write about this, you have to get into that.

Karen: Okay! And it was… what, tourism that brought it back up again?

Professor: Basically, yes. The ski industry kind of stopped and started about the same time. In the 1920s. At first it was only a few folks hiking up to the top of the mountain and then skiing down, as the sport became popular, so did the mountains around Park City. By the 1960s, it was a major ski resort, with thousands of skiers.

Karen: And the same with the other abandoned mining towns? Professor: Well, some. But some became tourist attractions not because of skiing, but because people were interested in their history. Um, one old mining town in the middle of the Californian desert, it’s called Bodie. That’s now State park. It’s popular because the buildings have been preserved as they were in the 1940s.

Karen: Wow. So maybe I could choose a couple of towns that went through that whole cycle and talk about them in some depth, as a way of illustrating the general boom and bust phenomenon? Maybe find some firsthand accounts?

Professor: Well, for this, yes - it’d better to go into some depth about specific towns. Rather than talking about a lot of them in broad terms. And yeah! Definitely, give it a shot!But, you probably won’t be able to find many diaries or personal accounts. Not many people who lived in mining towns could read or write. Oh, and also, remember the impact of National Events.

Karen: Right. The local AND the national. Okay. Thanks!

10月28日

題目

1. Why does the woman go to see the professor?

A. To ask his opinion regarding a debate about the origins of the Berber people

B. To get feedback on a paper that she recently submitted

C. To propose an alternative topic for a paper she is working on

D. To clarify a point that the professor made in class

2. According to the woman, what error did she make in writing her original paper?

A. She did not follow the advice of the professor's graduate assistant.

B. She forgot to include information about the ancient Romans and Egyptians in the paper.

C. She began writing the paper before completing all the necessary research.

D. She did not provide citations for all the sources she used to write the paper.

3. How does the professor respond when the woman tells him that she wrote a new proposal?

A. He suggests that the woman's original proposal was stronger than the new proposal.

B. He indicates that he could have helped the woman find suitable material for her original proposal.

C. He expresses disappointment that he did not have an opportunity to suggest a new topic for the woman.

D. He suggests possible sources of information about the woman's new topic.

4. What topic is covered in the woman's new proposal?

A. The difference between civilizations that have writing and those that do not

B. The ways in which international organizations interact with contemporary African governments

C. The role of education in premodern Berber societies

D. The ways in which children in some modern-day nomadic communities are educated

5. What is the professor's opinion of the woman's new topic?

A. It is preferable to her original topic.

B. It meets the assignment's requirements.

C. It is too broad to be covered adequately.

D. It is not relevant to current events.

聽力文本

Narrator: Listen to a conversation between a student and her anthropology professor.

Student: You know the topic I submitted for my research proposal, the historical origins of the Berber people of North Africa? Well, I started writing and it just wasn’t working for me. I’m pretty much going nowhere with the research.

Professor: I’m sorry to hear that. It was such an original choice. What happened?

Student: Well, I found plenty of information about Berber’s society in present day North Africa. But even though the evidence points to Berber civilization probably dating back five thousand years, there’s no real scholarly consensus about their ancestry.

Professor: That’s true. We don’t have a consensus. Feelings about their origins range from parts of Europe to the Middle East. Part of the problem is that the Berber language wasn’t traditionally a written one so there aren’t any historical records written by the Berbers themselves that we can trace back to antiquity. As a result, it’s hard to find any direct evidence of their origin.

Student: Yeah. The ancient Egyptians and Romans mentioned them a bit. I thought it was great when the graduate assistant, Raymond, recommended this topic to me. But along with the opposing theories, the main thing is that I just don’t feel I will get enough material to base a paper on. Maybe I should have talked to you first, but I went ahead and wrote a totally new proposal. I hope that’s okay.

Professor: Yes, of course. But I wish we would’ve had this talk before you veered off into this new direction. You know, even though historians haven’t come to a consensus, we could’ve worked together and I’m sure you haven’t written a good paper acknowledging of course that disagreements about the Berber’s origin exist.

Student: Oh, okay.

Professor: And I also would have directed you to Anthro topics as a place to look.

Student: Anthro topics? It rings a bell.

Professor: I’m sure I mentioned it in class. It’s a good website for scholarly sources on anthropological classes. Check it out. Maybe you could come back to the Berbers for your second paper.

Student: Okay. I will think about it.

Professor: But in the meantime, you said you have something else? Student: Yes, it’s about nomadic populations and schooling in parts of Africa like how the whole issue of children attending school is being addressed in modern nomadic communities.

Professor: That’s certainly is a timely topic. In fact, I just read a recent study on this subject. African governments and international agencies are struggling to figure out how to deal with this issue.

Student: I’ve brought you a copy of the proposal and this time I went ahead and did some research first so I know the material is there. It’s not a historical topic. Is that a problem?

Professor: Well, the assignment was to write on an anthropological problem related to an African community. The topic doesn’t necessarily have to be historical.

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任何關(guān)于托福考試問題，比如托福聽力考試有哪些注意事項，2018托福聽力評分標(biāo)準(zhǔn)、托福考試注意事項、美國大學(xué)對托福成績要求是多少等問題，大家都可以在線咨詢或持續(xù)訪問該欄目的其它相關(guān)文章。

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