问答题Which challenge do you think is the most difficult for university students: being far away from their families, finding time to relax, or making new friends? Please include specific details in your explanation.

问答题Inthissectionofthetest,youwillbeaskedtochoosebetweentwoopinions.Youwillneedtoanswerthequestionbysupportingyourchoicewithexamples.Afterthequestion,youwillhave15secondstoprepareand45secondstospeak.Someuniversitystudentschoosetostudyavarietyofsubjectsinordertohaveabroadereducation.Otherstudentsfocusononesubjectinordertohaveagreaterunderstandingofaparticulartopic.Whichstyleofeducationdoyouthinkisbetterforstudentsandwhy?Question3ReadingInthisquestion,youwillreadashortpassageaboutacampussituationandthenlistentoatalkonthesametopic.Thenyouwillansweraquestionusinginformationfromboththereadingandthetalk.Afterthequestion,youwillhave30secondstoprepareyourresponseand60secondstospeak.Readthefollowingannouncementabouttheuniversity'splantochangethestudents'mealplan.Youwillhave45secondstoreadtheannouncement.Beginreadingnow.ChangestotheMealProgramTheuniversityhasdecidedtoeliminatebreakfastfromitsstudentmealplan.Thisisbeingdoneasacost-savingmeasure.Thecafeteriawaspreparingbreakfastforallthestudentswhosignedupfortheplan,butfewerthansixtypercentofthestudentswereeatingthemeals.Inthepast,thecostofthemealplanincludedthreemealsperday.However,breakfastwillnowonlybeofferedonapay-as-you-gobasis.Thepriceofthemealplanwillreflectthesechangesimmediately.ListeningQuestionThemanexpresseshisopinionoftheuniversity'splantoremovebreakfastfromthestudentmealplan.Statehisopinionandexplainhisreasonsforholdingthatopinion.

问答题阅读：orientation program/ development 要让大二大三大四的同学加入和新生一起：因为可以结识大一年级的别的学员，还能够增加school touring的次数 听力：男的同意 理由一：大家住在不同的地方，很少有机会一起聊天，如果orientation提供机会，有利于大家认识同学 理由二：增加school touring可以让同学更好的了解校园。

问答题Emotion Display Rules Emotion display rules are the unwritten and often unformulated "rules" guiding the show of emotion in different cultures. They help determine which emotion can be shown in what way by whom and in what situation. Research has shown that not only deliberate but even spontaneous shows of emotion follow rules that vary with culture. Often, what emotion may be displayed and in what way change depending on the agent's age, gender, social status etc. One presently unpopular corollary to the existence of such rules is the implication that cultural stereotypes may, indeed, have a basis in fact. Question Explain how the example of the professor's four-year-old daughter demonstrates the concept of emotion display rules in the reading passage. Now hear a talk on the same subject.

问答题Using points and examples from the talk, explain how the two types of tears help protect the eyes.

问答题List one of the advantages for living abroad and explain the advantage with details. Include reasons and details to support your response.

问答题Question: summarize the lecture and describe the two types of carnivorous plants.

问答题Listentoaquestionthatasksyouropinionaboutafamiliartopic.

问答题For this task, you will write a response to a question about a reading passage and a lecture. You may take notes, and you may use your notes to help you write your response. Your response will be scored on the quality of your writing and on how well you connect the points in the lecture with points in the reading. Typically, an effective response will have 150 to 225 words. Earthworms have a beneficial effect on the physical and chemical properties of soil. Earthworms change the structure of the soil and improve its ability to cycle nutrients. The burrowing of earthworms aerates the soil and improves water drainage. As earthworms dig through compacted soil, they ingest the soil and grind it up. They move organic matter from the surface and mix it deeper into the soil. In the forest, this organic matter is called duff, mostly litter from fallen leaves and decaying branches. Earthworms benefit plants in every conceivable way. Their burrowing creates channels through which plant roots may more easily penetrate the soil. Earthworms aid in the formation of humus, the organic matter in soil. A high level of humus is associated with soil fertility, so worms are beneficial to forests, agriculture, and gardens. Worm excretions are a valuable source of nitrogen, which assists in plant growth. The bodies of earthworms are rich in proteins, minerals, and vitamins, and when worms die these nutrients are released into the soil. Earthworms are an important link in the food web because they are a food source for numerous species of animals. They are preyed upon by many species of birds, snakes, and mammals, as well as invertebrates such as beetles and snails. Earthworms are also used as bait in sports fishing and as animal feed in poultry farming. With the help of gardeners and sports fishermen, earthworm populations continue to spread, sometimes at the speed of ten meters a year. Wherever they go, earthworms are a positive force in the ecosystem. Now listen to the recording. When you hear the question, begin your response. You may look at the reading passage during the writing time. Summarize the points made in the lecture, being sure to explain how they refute specific points made in the reading passage.

问答题Read the sample responses to the writing task in Exercise 4.5.A. Evaluate each response according to the description of the five score levels on page 386. What score should each response receive? Why? Summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage. Response A Score:______ The lecture casts doubt on the main idea of the reading, which states that antibiotics are wonder drugs. The professor discusses resistance to antibiotics. He makes the point that new types of bacteria appeared soon after hospitals started to use antibiotics. There has a rise in hospital infections, which means that antibiotics are not wonder drugs. However, the passage states the antibiotics have made it possible for hospital patients to survive during and after surgery because antibiotic are wonder drugs. The professor explains how bacteria develop resistance to antibiotics. If you use an antibiotic, it will kill the bacteria. However, a few cells will not be killed because they carry a gene, which the bacteria resistant to the drug. However, the passage states that antibiotics are powerful tools to fight disease. They are chemicals with the power to destroy specific microorganisms. Finally, the professor states that resistance has caused several diseases to return. Two examples are pneumonia and tuberculosis. Penicillin is no longer a cure for pneumonia. You can give a patient a large amount of penicillin, but he might die anyway. However, the passage states that just ten thousand units of penicillin four times a day will cure pneumonia in most patients. Response B Score:______ I will describe how the resistance of bacteria to antibiotics. First, it's big problem in the hospitals. Hospitals used antibiotics in 1950, but resistance appearing a problem. The reason is danger of hospital infection is very bad so people had better stay home. Second, penicillin was a wonder drug in the past. You gave a man 10 thousand penicillin and he cured the disease. But today you give 24 millions penicillin but he might die. The reason is resistant so very difficult treat pnemunia. Several people die - because the resistance of the bacteria to antibiotics. Third, how does this happen is you dose a bacteria with antibiotic. The colony killed except a few cells. This is a dangerous problem in a hospital because people may die. Doctors think tuberculosos was a defeated disease but the increase is by 20%. The changes the view of antibiotics as wonder drugs by resistance of bacteria to antibiotics. It's a big problem today and doctors can't find drugs to cure the disease such as tuberculoses. Penicillin and other antibiotic drugs were wonder drugs in 1940s but necessary to have a different view of antibiotics today Response C Score:______ Professor talk about antibiotics. These new drugs as wonder drugs saving many lifes many people who very sick the diseases. Professor he describe penicilin as wonder drug it causing many people cure after sick. The discovery of penicillin and other antibiotic drugs was the most dramatic medical development of the twenteth century quickly become known as 'wonder drugs. Antibiotics given the medical profession powerful tools to fight a wide range of specific diseases. Professor he gave example the antibiotics make to survive during and after surgery. For example, infections, pneumonia and tuberculosis. As a result, reductions in the number of death. Response D Score:______ In general, the lecture contradicts the idea that antibiotics are "wonder drugs" as the reading states. On the contrary, antibiotics are not wonder drugs because the resistance of bacteria to antibiotics. According the lecture, bacteria have developed effective wepons against some drugs, for example, penicillin. They create resistance against antibiotics. It happens when a few cells of bacteria survive because they have the resistance. Then new strains of bacteria appeared. After that, antiboitics may attack but they do not kill all disease infections. This serious problem today is the resistance of bacteria to antibiotics. According to the reading, the discovery of penicillin and other antitiotic drugs saved many lives that were threatened by dangerous diseases such a penumonia and tuberculosis. In the twentieth century, penicillin was first a wonder drug because it can cure pneumonia. In addition, streptomycin is potent against tuberculosis. However, the lecture made the point that this is not true today. Tuberculoss is a major illness again because the new strain of bacteria is resistant to antibiotics. In the past, antibiotic drugs could attack and kill diseases, but this is not true today. Therefore, it is necessary to develop new wonder drugs to fight disease. Response E Score: ______ The resistance of bacteria to antiobiotics changes the view of wonder drugs. One example is penicillin. The discovery of penicillin the foundation for even more powerful drugs, for example, antiobiotics. Another example is streptomycin, against tuberculosis. Many diseases cured by penicillin. The resistance of bacteria to antiobiotics to some of the drugs. First example is pnemonia. In the past penicillin cure him, however today he still die. Second example is tuberculosis. The most effects of antibiotics were reductions in the number of deaths, however, since tuberculosis increase 20 precent deaths. It describes the resistance of bacteria to antiobiotics. In the past, it was no problem, however, today it is serious problem. It's changes the view of antiobitics as wonder drugs which saved so many lives. Because today people can still die in a hospital.

问答题Readashortpassageandthenlistentopartofalectureonthesametopic.Nowlistentopartofalectureinabiologyclass.Theprofessoristalkingaboutinsects.

问答题Pleaselistencarefully.

问答题第一篇: 　　地质学，讲的是大气如何形成 　　(注：此篇可结合TPO16的第三篇Planets in our solar system中与大气相关内容阅读) 　　Atmosphere 　　Atmosphere, mixture of gases surrounding any celestial object that has a gravitational field strong enough to prevent the gases from escaping; especially the gaseous envelope of Earth. The principal constituents of the atmosphere of Earth are nitrogen (78 percent) and oxygen (21 percent). The atmospheric gases in the remaining 1 percent are argon (0.9 percent), carbon dioxide (0.03 percent), varying amounts of water vapor, and trace amounts of hydrogen, ozone, methane, carbon monoxide, helium, neon, krypton, and xenon. 　　The mixture of gases in the air today has had 4.5 billion years in which to evolve. The earliest atmosphere must have consisted of volcanic emanations alone. Gases that erupt from volcanoes today, however, are mostly a mixture of water vapor, carbon dioxide, sulfur dioxide, and nitrogen, with almost no oxygen. If this is the same mixture that existed in the early atmosphere, then various processes would have had to operate to produce the mixture we have today. One of these processes was condensation. As it cooled, much of the volcanic water vapor condensed to fill the earliest oceans. Chemical reactions would also have occurred. Some carbon dioxide would have reacted with the rocks of Earth’s crust to form carbonate minerals, and some would have become dissolved in the new oceans. Later, as primitive life capable of photosynthesis evolved in the oceans, new marine organisms began producing oxygen. Almost all the free oxygen in the air today is believed to have formed by photosynthetic combination of carbon dioxide with water. About 570 million years ago, the oxygen content of the atmosphere and oceans became high enough to permit marine life capable of respiration. Later, some 400 million years ago, the atmosphere contained enough oxygen for the evolution of air-breathing land animals. 　　The water-vapor content of the air varies considerably, depending on the temperature and relative humidity. With 100 percent relative humidity, the water-vapor content of air varies from 190 parts per million (ppm) at -40°C (-40°F) to 42,000 ppm at 30°C (86°F). Minute quantities of other gases, such as ammonia, hydrogen sulfide, and oxides of sulfur and nitrogen, are temporary constituents of the atmosphere in the vicinity of volcanoes and are washed out of the air by rain or snow. Oxides and other pollutants added to the atmosphere by industrial plants and motor vehicles have become a major concern, however, because of their damaging effects in the form of acid rain. In addition, the strong possibility exists that the steady increase in atmospheric carbon dioxide, mainly as the result of the burning of fossil fuels since the mid-1800s, may affect Earth’s climate (see Greenhouse Effect). 　　Similar concerns are posed by the sharp increase in atmospheric methane. Methane levels have risen 11 percent since 1978. About 80 percent of the gas is produced by decomposition in rice paddies, swamps, and the intestines of grazing animals, and by tropical termites. Human activities that tend to accelerate these processes include raising more livestock and growing more rice. Besides adding to the greenhouse effect, methane reduces the volume of atmospheric hydroxyl ions, thereby curtailing the atmosphere’s ability to cleanse itself of pollutants. See also Air Pollution; Climate; Smog. 　　The study of air samples shows that up to at least 88 km (55 mi) above sea level the composition of the atmosphere is substantially the same as at ground level; the continuous stirring produced by atmospheric currents counteracts the tendency of the heavier gases to settle below the lighter ones. In the lower atmosphere, ozone, a form of oxygen with three atoms in each molecule, is normally present in extremely low concentrations. The layer of atmosphere from 19 to 48 km (12 to 30 mi) up contains more ozone, produced by the action of ultraviolet radiation from the sun. Even in this layer, however, the percentage of ozone is only 0.001 by volume. Atmospheric disturbances and downdrafts carry varying amounts of this ozone to the surface of Earth. Human activity adds to ozone in the lower atmosphere, where it becomes a pollutant that can cause extensive crop damage. 　　The ozone layer became a subject of concern in the early 1970s, when it was found that chemicals known as chlorofluorocarbons (CFCs), or chlorofluoromethanes, were rising into the atmosphere in large quantities because of their use as refrigerants and as propellants in aerosol dispensers. The concern centered on the possibility that these compounds, through the action of sunlight, could chemically attack and destroy stratospheric ozone, which protects Earth’s surface from excessive ultraviolet radiation. As a result, industries in the United States, Europe, and Japan replaced chlorofluorocarbons in all but essential uses. See Aerosol Dispenser; Ozone Layer; Photochemistry. 　　The atmosphere may be divided into several layers. In the lowest one, the troposphere, the temperature as a rule decreases upward at the rate of 5.5°C per 1,000 m (3°F per 3,000 ft). This is the layer in which most clouds occur (see Cloud). The troposphere extends up to about 16 km (about 10 mi) in tropical regions (to a temperature of about -79°C, or about -110°F) and to about 9.7 km (about 6 mi) in temperate latitudes (to a temperature of about -51°C, or about -60°F). Above the troposphere is the stratosphere. In the lower stratosphere the temperature is practically constant or increases slightly with altitude, especially over tropical regions. Within the ozone layer the temperature rises more rapidly, and the temperature at the upper boundary of the stratosphere, almost 50 km (about 30 mi) above sea level, is about the same as the temperature at the surface of Earth. The layer from 50 to 90 km (30 to 55 mi), called the mesosphere, is characterized by a marked decrease in temperature as the altitude increases. 　　From investigations of the propagation and reflection of radio waves, it is known that beginning at an altitude of 60 km (40 mi), ultraviolet radiation, X rays (see X Ray), and showers of electrons from the sun ionize several layers of the atmosphere, causing them to conduct electricity; these layers reflect radio waves of certain frequencies back to Earth. Because of the relatively high concentration of ions in the air above 60 km (40 mi), this layer, extending to an altitude of about 1000 km (600 mi), is called the ionosphere. At an altitude of about 90 km (55 mi), temperatures begin to rise. The layer that begins at this altitude is called the thermosphere, because of the high temperatures reached in this layer (about 1200°C, or about 2200°F). The region beyond the thermosphere is called the exosphere, which extends to about 9,600 km (about 6,000 mi), the outer limit of the atmosphere. 　　The density of dry air at sea level is about 1/800 the density of water; at higher altitudes it decreases rapidly, being proportional to the pressure and inversely proportional to the temperature. Pressure is measured by a barometer and is expressed in millibars, which are related to the height of a column of mercury that the air pressure will support; 1 millibar equals 0.75 mm (0.03 in) of mercury. Normal atmospheric pressure at sea level is 1,013 millibars, that is, 760 mm (29.92 in) of mercury. At an altitude of 5.6 km (about 3.5 mi) pressure falls to about 507 millibars (about 380 mm/14.96 in of mercury); half of all the air in the atmosphere lies below this level. The pressure is approximately halved for each additional increase of 5.6 km in altitude. At 80 km (50 mi) the pressure is 0.009 millibars (0.0069 mm/0.00027 in of mercury).

问答题Listenforaquestionthatasksyouropinionaboutafamiliartopic.

问答题Talk about an organization or a club that you would like to join. Explain why you would like to join this organization or club. Please include reasons and details in your response.

问答题INDEPENDENT 独立写作 话题类别 生活类 考题文字： Do you agree or disagree with the following statement? Young people today are more likely to help others than young people were in the past. Please use specific details and examples to support your opinion.

问答题 AGENTS OF SOCIALIZATION Socialization is the process by which we learn how to view the world and interpret our experiences. As we develop from infant to child to adult, we literally "learn our place," including the positions we will occupy and the roles attached to these positions. Certain people and institutions act as agents of socialization that teach us about the society we live in, including its rules. Agents of socialization transmit the knowledge we need to function as adults. They also give us opportunities to practice the social roles we will eventually acquire. Explain agents of socialization and how the examples given by the professor illustrate the concept. SAMPLE RESPONSE Score:______ "Agents of socialization are the people who teach us important lessons about life. They teach us about our social roles. For example, the professor talks about parents. Parents are the first agents of socialization because they teach us how to behave. They teach us how to see the world and how to treat our family. Parents are role models for how to be an adult. Another example is peers. They are friends and classmates. They teach us the social role of friend. Also, they teach us how to have fun. Parents and peers are different, but both influence our goals. Both parents and peers are important agents of socialization."