托福TPO6口語(yǔ)Task5加task6題目文本及參考答案

　　TPO托福模考軟件相信是大家用的最多的工具了，對(duì)于托福成績(jī)的提升是非常有幫助的。托福口語(yǔ)可以說(shuō)是整個(gè)托福考試當(dāng)中比較重要的一個(gè)部分，如何利用現(xiàn)有資料TPO模考軟件來(lái)提升大家的托福成績(jī)呢?今天小編在這里整理了托福TPO6口語(yǔ)Task5加task6題目文本及參考答案來(lái)分享給大家，希望對(duì)大家托福口語(yǔ)備考有幫助。

　　托福TPO6口語(yǔ)task5題目 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 focused 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 semester, Sara. You can start if off and then, perhaps, someone else can take over.

　　托福TPO6口語(yǔ)task5題目 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口語(yǔ)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 hard 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口語(yǔ)task5 范文：

　　The woman’s problem is that everyone jokes around and talks 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口語(yǔ)task6題目 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 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 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 the frog is still there your students will be interested.

　　托福TPO6口語(yǔ)task6題目 Question:

　　Using points and examples from the talk, explain the difference between active and passive attention.

　　托福TPO6口語(yǔ)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 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口語(yǔ)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.

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