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!。

为了帮助大家高效备考托福，为大家带来托福TPO39听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO39听力Conversation2文本 Narrator: Listen to a conversation between a student and an employee in the university career services center. Employee: Hi. Can I help you? Student: One of my sociology professors suggested that I come to the career services center and talk to you. She thought there was going to be a career fair soon where I could talk to different companies about a possible summer job. Employee: Well, these are classroom-to-cooperation career fair. That's our largest fair every year. We get representatives from over 100 companies and they actually conduct interviews right here on campus. Student: Great! What kinds of companies? Employee: This year we'll have representatives from all the major technology companies in the area. Student: Oh. Then I don't know how helpful that will be. I'm a sociology major. Employee: Well, that's fine. Sociology students often get jobs in marketing, administration, human resources. Tech companies have openings in those areas. Student: Well, I’m mainly interested in working with people, in human services. Employee: Well, in that case, we do have a smaller fair coming up, with smaller companies and some public service organizations. This one might be a better fit for you. Student: Yeah. I think that was the one my professor was talking about. Employee: Most likely. Now, have you been to a fair like this before? Student: Not really, but I just show up and talk to different companies, right?I don't have to register or anything, do I? Employee: No, you don't have to register, but I highly recommend that you come prepared. Student: Prepared? Employee: You should dress professionally and have copies of your resume with you. Student: Copies of my resume? Do I really need that? Employee: Well, it's not a requirement, but a lot of students come to our career fairs. Plus, we've opened up these fairs to the public, to people in the neighboring communities. So anything you can do to make yourself look more...well...look more professional. That's gonna set you apart from the other job applicants. Student: Um..I don't even have a resume. I’ve never written one before. Employee: Oh, that's not a problem at all. Have you been to our new website? It has all sorts of information about how to write a resume. And once you've written it, you can make an appointment to bring it in to us at the career services center and have someone look at it with you. Student: Okay. So I really need to have a resume just to get a summer job? Employee: That depends on the company, but it's a good idea to have one. Student: Okay. I guess I’ll need to have one sooner or later anyway. Employee: Oh, and we'll be adding other information to our website eventually. Like we'll have a list of the companies that are going to be at the career fair by the end of the week. You should check it out and then maybe do some research on the companies. That should help you when you talk to them too. 托福TPO39听力Conversation2题目 1.What is the conversation mainly about? A. How to register for an upcoming job fair. B. The woman's career goals. C. How the woman should prepare for an upcoming event. D. Possibilities for summer jobs on campus. 2.Why does the woman think she will prefer the smaller job fair?。

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。

为了帮助大家高效备考托福，为大家带来托福TPO39口语Task5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Task5听力文本： Listen to a conversation between two students. W: How's it going Tom? M: So so. I've got a problem. W: What's up? M: Well, the theater club's going to be doing this play I really want to try out for. A production of Hamlet. It's my favorite Shakespeare play. W: OK. M: And I thought the auditions were next week but it turns out they are tomorrow morning. So I haven't prepared at all. W: Prepared what? M: Well, to audition, you have to perform a monologue. You choose a small part of the play, like two or three minutes, and you perform it for the director. And based on that, the director chooses which actors will get parts in the play. W: Oh OK. But you still have tonight to prepare. M: Well the problem is, I promised a friend I'd help him study for a big physics test tonight. He's not doing well in the class, and I got an A in that class last semester. W: OK. M: I mean I could just cancel, you know, just tell him sorry I can't help you tonight. W: Could he find someone else to study with?M: Yeah, he probably could, but I did promise him. W: Hmm. M: Another option would be, I can help my friend study for his exam, and thenafter we finish, I can just stay up late. All night if necessary, and prepare for the audition. W: That will still leave you enough time to prepare? M: Yes, I think so. I mean, it'll definitely be better to have more time, but... W: And you might not perform very well if you are tired. M: Yeah, hmm. 托福TPO39口语Task5题目： Briefly summarize the problem the speaker are discussing. Then state which of the two solutions from the conversation you would recommend. Explain the reasons for your recommendation. 托福TPO39口语Task5满分范文： In the conversation, the man is facing a problem. He wants to act in a play which needs him to memorize a monologue. However, the date of the play is changed to tomorrow so he only has one night to prepare. Unfortunately, he has already promised his friend to help him with physics. It will cost lots of time tonight, too. The man has two solutions now. First solution is he could ask his friend to study with someone else. Second solution is he could first tutor his friend then stay up late to prepare his monologue. If so, he probably won’t perform well because he will be too tired. I suppose the latter solution is better because a person should stick to his promise. And it may be difficult for his friend to find another A student in that course. 以上是给大家整理的托福TPO39口语Task5听力文本+题目+满分范文，希望对你有所帮助!。

新托福突破口TPO（1-33+纸质版4、5）综合作文阅读、听力原文（文本）全集+满分范文综合写作是作文部分，必不可少的一部分。

但是在此之前，我们很多考友都将这一部分给忽略了，我们总是将独立作文放在了第一位，但是实际上，综合作文也是占到了作文总分30分里面的50%的分值。

我们很多考友都是在分数出来之后，才发现综合作文的limited或者fair极大的影响了自己的分数。

其实我们之所以综合作文分数不高，很大程度上是受我们的听力实力的影响，换句话说，当我们很多考友的听力分数只有15分上下的时候，我们对于综合作文的听力妥妥的是束手无策，而且很多考友还感觉自己都听懂了，那也只能说明你听懂了大意，但是听力里面要的是每一个细节！请注意，是每一个细节！因此，你就需要今天的，《新托福突破口TPO（1-33+纸质版4、5）综合作文阅读、听力原文（文本）全集+满分范文》包含2个部分，分别是TPO1-30综合作文部分的阅读和听力文本全集，与1篇综合作文的满分作文，以及满分作文的解析。

力图给各位考友一个写作的目标，也就是给自己一个提高的方向。

毕竟，如果自己的综合作文分数如果可以很给力的话，就已经搞定了15分的分数，可以极大地缓解独立作文的压力。

至于很多考友不知道纸质版TPO为何物，其实很简答，纸质版TPO就是ETS在中国大陆出版的一本真题集，一共只有5套，前3套与TPO 现有的内容重复，但是第四套和第五套是全新的试题。

每每提到的纸质版4、5套就指的是这两套题。

那么如何使用这个文件呢？首先，就是在自己做模考之后，可以根据这里面的听力的文本，来检验自己的听力内容是否抓的足够好，尤其是要看写的够不够全！很多时候，我们的综合作文之所以分低，就是因为听力写的不全！第二点，也可以用于很多考友在考前来做跟读，因为很多考友，都是在感叹自己的口语实力不够，那么做跟读，仔细地来模仿ETS官方素材，是一个很好的提高自己口语的方式。

毕竟口语最终考的，是口语本身说的是否足够流畅，要想在考试的时候说的很流畅，就是要在平时张口多说，只有多说，我们才能够做到足够的流利。

小编为托福考生们准备了托福阅读TPO39原文,希望各位考生们在TPO真题里能够得到锻炼，祝广大托福考生能够取得理想成绩。

Origins of the MegalithsSince the days of the earliest antiquarians, scholars have been puzzled bythe many Neolithic (~4000 B.C.~2200 B.C.) communal tombs known as megalithsalong Europe's Atlantic seaboard. Although considerable variations are found inthe architectural form of these impressive monuments, there is a generaloverriding similarity in design and, particularly, in the use of massivestones.The construction of such large and architecturally complex tombs byEuropean barbarians struck early prehistorians as unlikely. The Bronze Ageseafaring civilizations that lived in the region of the Aegean Sea (~ 3000 B.C.~ 1000 B.C.), among whom collective burial and a diversity of stone-built tombswere known, seemed a probable source of inspiration. It was suggested thatAegean people had visited Iberia in southwestern Europe in search of metal oresand had introduced the idea of collective burial in massive tombs, which thenspread northward to Brittany, Britain, North Germany, and Scandinavia.Radiocarbon dates for a fortified settlement of megalith builders at LosMillares in Spain appeared to confirm this picture, though dates for megalithsin Brittany seemed too early. When calibrated, however, it became clear thatradiocarbon dates were universally too early to support a Bronze Age Aegeanorigin. It is now clear that the megaliths are a western and northern Europeaninvention, not an introduced idea. Even so, they are still a subject ofspeculation and inquiry. What induced their builders to invest massive effortsin erecting such monumental tombs How was the necessary labor force assembled What underlies their striking similaritiesOne answer to the last question was proposed by Professor Grahame Clark,one of Britain's greatest prehistorians. Investigating the megaliths of southern Sweden, he noted that one group was concentrated in coastal locations from which deep-sea fish such as cod, haddock, and ling could have been caught in winter. Historically, much of the Atlantic was linked by the travels of people who fished, and this could well have provided a mechanism by which the megalith idea and fashions in the style of tomb architecture spread between coastal Iberia, Brittany, Ireland, western England and Scotland, and Scandinavia. The high concentrations of megaliths on coasts and the surprising number of megaliths found on small islands may support a connection with fishing.Professor Colin Renfrew of the University of Cambridge, England, however, views the similarities as similar responses to similar needs. At the structural level, the passage that forms a major element of many graves could have been devised independently in different areas to meet the need for repeated access to the interior of these communal tombs. Other structural resemblances could be due to similarities in the raw materials available. In answer to the question of why the idea of building monumental tombs should arise independently in a number of areas, he cites the similarities in their backgrounds.Most megaliths occur in areas inhabited in the postglacial period byMesolithic hunter-gatherers (~20000 B.C. ~ 18000 B.C.). Their adoption of agriculture through contact with Neolithic farmers, Renfrew argues, led to a population explosion in the region and consequent competition for farmland。

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!。

为了帮助大家高效备考托福，为大家带来托福TPO39听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO39听力Conversation1文本 Narrator: Listen to a conversation between a student and a theater professor. Student: Hi, Professor Johns. Professor: Hey, didn't I see you at the performance of Crimes of the Heart last night? Student: Yeah. Actually my roommate had a small part in it. Professor: Really? I was impressed with the performance. There sure are some talented people here. What did you think? Student: You know, Beth Henley is an okay playwright. She has written some decent stuff, but it was a little too traditional, a little too ordinary, especially considering the research I'm doing. Professor: Oh, what's that? Student: On the Polish theater director Jerzy Grotowski. Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about. I had a question about our essay and presentation. Professor: Okay. Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. Professor: Interesting idea. And what happens to the essay? Student: Well, I will do the best I can with that, but supplement it with a performance. You know, bring it to life. Professor: Alright. But what exactly are we talking about here? Grotowski, as I’m sure you know, had several phases in his career. Student: I'm mainly interested in his idea from the late 1960's: poor theater. You know, a reaction against a lot of props, light, fancy costumes, and all that. So it would be good for the classroom. I wouldn't need anything special. Professor: Yes. I'm sure a lot of your classmates are unfamiliar with Grotowski. This would be good for them. 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. Professor: You know, I saw a performance several years ago. It really threw me for a loop. You know, you are 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. 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. 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. Student: No. I think I can fit it into the regular time for the presentation. Professor: Okay. I think this will provide for some good discussion about these ideas and other aspects of the audience and their relationship to theatrical productions. 托福TPO39听力Conversation1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.。

托福阅读tpo39R-3原文+译文+题目+答案+背景知识原文Forest Fire Suppression①Forest fires have recently increased in intensity and extent in some forest types throughout the western United States.This recent increase in fires has resulted partly from climate change the recent trend toward hot,dry summers and partly from human activities,for complicated reasons that foresters came increasingly to understand about30years ago but whose relative importance is still debated.One factor is the direct effect of logging,which often turns a forest into something approximating a huge pile of kindling(wood for burning):the ground in a logged forest may remain covered with branches and treetops,left behind when the valuable trunks are carted away;a dense growth of new vegetation springs up, further increasing the forest's fuel loads;and the trees logged and removed are of course the biggest and most fire-resistant individuals,leaving behind smaller and more flammable trees.②Another factor is that the United States Forest Service in the first decade of the 1900s adopted the policy of fire suppression(attempting to put out forest fires)for the obvious reason that it did not want valuable timber to go up in smoke,or people's homes and lives to be threatened.The Forest Service's announced goal became"Put out every forest fire by10:00A.M.on the morning after the day when it is first reported."Firefighters became much more successful at achieving that goal after1945,thanks to improved firefighting technology.For a few decades the amount of land burnt annually decreased by80percent.That happy situation began to change in the1980s,due to the increasing frequency of large forest fires that were essentially impossible to extinguish unless rain and low winds combined to help.People began to realize that the United States federal government's fire-suppression policy was contributing to those big fires and that natural fires caused by lightning had previously played an important role in maintaining forest structure.③The natural role of fire varies with altitude,tree species,and forest type.To make Montana's low-altitude ponderosa pine forest as an example,historical records,plus counts of annual tree rings and datable fire scars on tree stumps, demonstrated that a ponderosa pine forest experiences a lightning-lit fire about once a decade under natural conditions(i.e..,before fire suppression began around1910and became effective after1945).The mature ponderosa trees have bark two inches thick and are relatively resistant to fire,which instead burns out the understory-the lower layer-of fire-sensitive Douglas fir seedlings that havegrown up since the previous fire.But after only a decade's growth until the next fire,those young seedling plants are still too low for fire to spread from them into the crowns of the ponderosa pine trees.Hence the fire remains confined to ground and understory.As a result,many natural ponderosa pine forests have a parklike appearance,with low fuel loads,big trees spaced apart,and a relatively clear understory.④However,loggers concentrated on removing those big,old,valuable, fire-resistant ponderosa pines,while fire suppression for decades let the understory fill up with Douglas fir saplings that would in turn become valuable when full-grown.Tree densities increased from30to200trees per acre,the forest's fuel load increased by a factor of6,and the government repeatedly failed to appropriate money to thin out the saplings.When a fire finally does start in a sapling-choked forest,whether due to lightning or human carelessness or (regrettably often)intentional arson,the dense,tall saplings(young trees)may become a ladder that allows the fire to jump into the crowns of the trees.The outcome is sometimes an unstoppable inferno.⑤Foresters now identify the biggest problem in managing Western forests as what to do with those increased fuel loads that built up during the previous half century of effective fire suppression.In the wetter eastern United States,dead trees rot away more quickly than in the drier West,where more dead trees persist like giant matchsticks.In an ideal world,the Forest Service would manage and restore the forests,thin them out,and remove the dense understory by cutting or by controlled small fires.But no politician or voter wants to spend what it would cost to do that.译文扑灭森林火灾①最近，在美国西部的某些森林类型中，森林火灾的强度和程度有所增加。

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!。

智课网TOEFL备考资料托福综合作文听力TPO(1-33)原文全集摘要：今天小编为大家带来的资料是托福综合作文听力TPO(1-33)原文全集，相信这是份非常权威的资料，很多考生都在考试中使用过，准确的运用是对考试很有帮助的，下面我们一起来看看精彩内容吧。

今天小编为大家带来的资料是托福综合作文听力TPO(1-33)原文全集，托福写作是要大家积累很多的备考专业知识，不能错过任何一个备考的细节，下面我们就一起来看看本资料的精彩内容。

Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer.The twentieth century has brought with it many advances. With those advances, human lives have changed dramatically. In some ways life is worse, but mostly it is better. Changes in food preparation methods, for example, have improved our lives greatly.The convenience of preparing food today is amazing. Even stoves have gotten too slow for us. Microwave cooking is much easier. We can press a few buttons and a meal is completely cooked in just a short time. People used to spend hours preparing a home-cooked meal, and now they can use that time for other, better things. Plus, there are all kinds of portable, prepackaged foods we can buy. Heat them in the office microwave, and lunch at work is quick and easy.Food preparation today allows for more variety. With refrigerators and freezers, we can preserve a lot of different foods in our homes. Since technology makes cooking so much faster, people are willing to make several dishes for even a small meal. Parents are more likely to let children be picky, now that they can easily heat them up some prepackaged macaroni and cheese on the side. Needless to say, adults living in the same house may have very different eating habits as well. If they don’t want to cook a lot of different dishes, it’s common now to eat out at resHealthy eating is also easier than ever now. When people cook, they use new fat substitutes and cooking sprays to cut fat and calories. This reduces the risk of heart disease and high cholesterol. Additionally, we can buy fruits and vegetable fresh, frozen or canned. They are easy to prepare, so many of us eat more of those nutritious items daily. A hundred years ago, you couldn’t imagine the process of taking some frozen fruit and ice from the freezer, adding some low-fat yogurt from a plastic cup and some juice from a can in the refrigerator, and whipping up a low-fat smoothie in the blender!Our lifestyle is fast, but people still like good food. What new food preparation technology has given us is more choices. Today, we can prepare food that is more convenient, healthier, and of greater variety than ever before in history.以上就是小编摘取托福综合作文听力TPO(1-33)原文全集的部分内容，大家一定要认真看认真揣摩，这样我们的备考才能达到最大的效果，希望对大家有帮助。

为了帮助大家高效备考托福，为大家带来托福TPO39阅读Passage1原文文本+题目+答案解析，希望对大家备考有所帮助。

Origins of the Megaliths 1Since the days of the earliest antiquarians,scholars have been puzzled by the many Neolithic(~4000 B.C.~2200 B.C.)communal tombs known as megaliths along Europe's Atlantic seaboard.Although considerable variations are found in the architectural form of these impressive monuments,there is a general overriding similarity in design and,particularly,in the use of massive stones. 2The construction of such large and architecturally complex tombs by European barbarians struck early prehistorians as unlikely.The Bronze Age seafaring civilizations that lived in the region of the Aegean Sea(~3000 B.C.~1000 B.C.),among whom collective burial and a diversity of stone-built tombs were known,seemed a probable source of inspiration.It was suggested that Aegean people had visited Iberia in southwestern Europe in search of metal ores and had introduced the idea of collective burial in massive tombs,which then spread northward to Brittany,Britain,North Germany,and Scandinavia. 3Radiocarbon dates for a fortified settlement of megalith builders at Los Millares in Spain appeared to confirm this picture,though dates for megaliths in Brittany seemed too early.When calibrated,however,it became clear that radiocarbon dates were universally too early to support a Bronze Age Aegean origin.It is now clear that the megaliths are a western and northern European invention,not an introduced idea.Even so,they are still a subject of speculation and inquiry.What induced their builders to invest massive efforts in erecting such monumental tombs How was the necessary labor force assembled What underlies their striking similarities 4One answer to the last question was proposed by Professor Grahame Clark,one of Britain's greatest prehistorians.Investigating the megaliths of southern Sweden,he noted that one group was concentrated in coastal locations from which deep-sea fish such as cod,haddock,and ling could have been caught in winter.Historically,much of the Atlantic was linked by the travels of people who fished,and this could well have provided a mechanism by which the megalith idea and fashions in the style of tomb architecture spread between coastal Iberia,Brittany,Ireland,western England and Scotland,and Scandinavia.The high concentrations of megaliths on coasts and the surprising number of megaliths found on small islands may support a connection with fishing. 5Professor Colin Renfrew of the University of Cambridge,England,however,views the similarities as similar responses to similar needs.At the structural level,the passage that forms a major element of many graves could have been devised independently in different areas to meet the need for repeated access to the interiorof these communal tombs.Other structural resemblances could be due to similarities in the raw materials available.In answer to the question of why the idea of building monumental tombs should arise independently in a number of areas,he cites the similarities in their backgrounds. 6Most megaliths occur in areas inhabited in the postglacial period by Mesolithic hunter-gatherers(~20000 B.C.~18000 B.C.).Their adoption of agriculture through contact with Neolithic farmers,Renfrew argues,led to a population explosion in the region and consequent competition for farmland between neighboring groups.In the face of potential conflict,the groups may have found it desirable to define their territories and emphasize their boundaries.The construction of megaliths could have arisen in response to this need. 7Renfrew has studied two circumscribed areas,the Scottish islands of Arran and Rousay,to examine this hypothesis more closely.He found that a division of the arable land into territories,each containing one megalith,results in units that correspond in size to the individual farming communities of recent times in the same area.(A)Each unit supported between 10 and 50 people.(B)The labor needed to put up a megalith would probably be beyond the capabilities of a community this size.(C)But Renfrew argues that the cooperation of other communities could be secured by some form of recognized social incentive perhaps a period of feasting at which communal building was one of several activities.(D) 8Most megaliths contain collective burials.Different tombs used different arrangements,but there seems to have been an underlying theme:people placed in these tombs were representative of their society,but their identity as individuals was not important.The tombs belonged to the ancestors,through whom the living society laid claim to their land.This interpretation reinforces Renfrew’s view of the megaliths as territorial markers. 1.The word“collective”in the passage is closest in meaning to A.above ground B.public C.elaborate D.group (第2段)2.According to paragraph 2,early prehistorians thought the Aegean people of the Bronze Age might have influenced megalith building along the Atlantic seaboard because they。

为了帮助大家高效备考托福，为大家带来托福TPO39听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO39听力Conversation1文本 Narrator: Listen to a conversation between a student and a theater professor. Student: Hi, Professor Johns. Professor: Hey, didn't I see you at the performance of Crimes of the Heart last night? Student: Yeah. Actually my roommate had a small part in it. Professor: Really? I was impressed with the performance. There sure are some talented people here. What did you think? Student: You know, Beth Henley is an okay playwright. She has written some decent stuff, but it was a little too traditional, a little too ordinary, especially considering the research I'm doing. Professor: Oh, what's that? Student: On the Polish theater director Jerzy Grotowski. Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about. I had a question about our essay and presentation. Professor: Okay. Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. Professor: Interesting idea. And what happens to the essay? Student: Well, I will do the best I can with that, but supplement it with a performance. You know, bring it to life. Professor: Alright. But what exactly are we talking about here? Grotowski, as I’m sure you know, had several phases in his career. Student: I'm mainly interested in his idea from the late 1960's: poor theater. You know, a reaction against a lot of props, light, fancy costumes, and all that. So it would be good for the classroom. I wouldn't need anything special. Professor: Yes. I'm sure a lot of your classmates are unfamiliar with Grotowski. This would be good for them. 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. Professor: You know, I saw a performance several years ago. It really threw me for a loop. You know, you are 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. 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. 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. Student: No. I think I can fit it into the regular time for the presentation. Professor: Okay. I think this will provide for some good discussion about these ideas and other aspects of the audience and their relationship to theatrical productions. 托福TPO39听力Conversation1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 on 2 answers 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. 托福TPO39听力Conversation1答案解析 Q1题目解析： 正确答案：B 本题的出题点在于： Professor: Grotowski. Yeah, that's a little out of the mainstream. Pretty experimental. Student: That's what I wanted to talk to you about.I had a question about our essay and presentation. ……… Student: Yeah. Some of these ideas, uh, Grotowski's ideas are really hard to understand. They are very abstract, philosophical. And, well, I thought the class would get more out of it if I acted out some of it to demonstrate. 开头这里告诉我们，男生觉得Grotowski的观点比较难以理解，因为太抽象哲学了，所以他想给班里同学表演一下。

The reading passage lists three explanations for mass extinction at the end of Triassic period. However,the professor totally disagrees with the reading passage. And in the lecture, he uses three specific points to support his idea.First, even though the reading passage suggests that the decline of sea level will lead to the elimination of many species,t he professor argues in the lecture that the change of sea level isn’t a good explanation for mass extinction, because the process of environmental change is slow and cannot cause harm unless it happened suddenlyMoreover, despite the statement in the reading that frequent volcanic activity will release too much sulfur dioxide ，which can lead to earth cooling, the professor contends that SO2 can only lower the temperature for a certain period of time.SO2 will return earth as rain by combining with water,so SO2 couldn’t stay for a long time in atmosphere to cause the mass extinction.Finally, whereas the author of the reading claims that asteroids hit the earth and block sunlight, finally leading to the death of plantations and the starvation of animals,the professor asserts that few scientists believe the asteroid theory, because they didn’t find any crater behind asteroid. However,they found a crater which caused before the massive extinction。

托福阅读tpo39R-1原文+译文+题目+答案+背景知识原文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 some3,000years,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 ter,Babylonian scribes recorded the laws 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 over248days;another documents an early sighting of Halley's Comet,from September22to September28,164B.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 (some20,000tablets 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 span1,500years,between2100B.C.E and600B.C.E.,making the storythe 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 from3100 B.C.E.until394C.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 some6,000separate 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 were compiled 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。

为了帮助大家高效备考托福，为大家带来托福TPO39阅读Passage2原文文本+题目+答案解析，希望对大家备考有所帮助。

Effects of the Commercial Revolution 1In the third and the second millennia B.C.,long-distance trade supposedly had the character of an expedition.By the start of the last millennium B.C.,however,a new approach to engaging in such trade emerged.Based on the principle of colonization,it was pioneered by the Phoenicians and Greeks,who established colonies along the Mediterranean Sea.The new approach to long-distance trade,known as the commercial revolution,led to changes in a number of political and economic patterns. 2For the first time,the planting of colonies in distant lands became possible.The Phoenician settlements in the central and western Mediterranean,such as Carthage,and the slightly later establishment of Greek colonies are early examples,while the settlement of south Arabians in Eritrea around the middle of the last millennium marks the subsequent spread of this sort of commercial consequence to the Horn of Africa.In the third or second millennia B.C.,a state such as Egypt might colonize areas outside its heartland,such as Nubia.But this colonization comprised military outposts and ethnic settlements that were planted to hold the contiguous territories of a land empire,not distant localities far separated from the home country. 3The commercial revolution constructed the economic basis as well for a new kind of town or city,an urban center that above all serviced trade and was home to the crafts and occupational specializations that went along with commercial development.The urban locations of earlier times commonly drew trade simply because their populations had included a privileged elite of potential consumers.Such towns had arisen in the first place as political and religious centers of the society;they attracted population because power and influence resided there and access to position and wealth could be gained through service to the royal or priestly leadership. 4Wherever the effects of the commercial revolution penetrated over the last millennium B.C.,kings and emperors increasingly lost their ability to treat trade as a royally sponsored activity,intended to preserve the commodities of trade as the privileges of immemorial power and position.Instead,their policies shifted toward controlling geographical accessibility to the products of commerce and to ensuring security and other conditions that attracted and enhanced the movement of goods.No longer could kings rely on agriculturally supported and religiously based claims to an ability to protect their lands and people;now they also had to overtly support the material prosperity of their people compared to other societies.And rather than exerting a monopoly over prestige commodities,as had Egyptian kings of the third and second millennia,and redistributing such commodities in ways designed to reinforce the allegiance of their subjects and enhance the awesomeness of their position,rulers turned to the taxation of trade and to the creation and control of currency,more andmore relying on duties and other revenues to support the apparatus of the state.It was no historical accident that the first metal coinage in the world began to be made in eighth-century Anatolia(modern Turkey)and that the use of coins rapidly spread with the expanding commercial revolution.The material bases and the legitimizations of state authority as we know them today had begun to take shape. 5The commercial revolution tended also to spread a particular pattern of exchange.(A)The early commercial centers of the Mediterranean most characteristically offered manufactured goods purple dye,metal goods,wine,olive oil,and so forth for the raw materials or the partially processed natural products of other regions.(B)As the commercial revolution spread,this kind of exchange tended to spread with it,with the recently added areas of commerce providing new kinds of raw materials or new sources for familiar products of the natural world,and the longer established commercial centers which might themselves have lain at the margins of this transformation producing,or acting as the intermediaries in the transmission of,manufactured commodities.(C)India,for instance,had developed by the turn of the era into a major exporter of its own cotton textiles,as well as naturally occurring materials,such as gems of various kinds,and at the same time its merchants were the intermediaries of the silk trade.(D) 1.The word“pioneered”in the passage is closest in meaning to A)adopted B)described C)demonstrated D)introduced (第2段)2.All of the following groups are mentioned in paragraph 2 as establishing distant trading outposts in the last millennium B.C.EXCEPT A)the Greeks B)the Egyptians C)the Phoenicians D)the south Arabians 3.The word“subsequent”in the passage is closest in meaning to A)initial。

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托福TPO39口语Task3阅读文本：Start a Ride-sharing ProgramStudents 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.SincerelyJim 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 backand 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T ask3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。

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TPO39综合写作The continent of Antarctica, centered on Earth’s South Pole, is one of theworld’s coldest areas, supporting a very limited range of plants and animals.Some scientists believe, however, that around 15 million years ago, during thegeologic period called the Middle Miocene, Antarctica was as much as 11C warmerthan it is today, and it supported much richer ecosystems, including much morediverse plant life. They have several arguments to support that claim.Pollen GrainsFirst, there is the evidence of pollen grains, small particles that plantsrelease when they reproduce. Pollen grains from two types of trees dating to 15million years ago have been found on the coast of Antarctica. Trees typicallyrequire much higher temperatures than the plants that currently grow inAntarctica. The presence of trees indicates that the plant life in Antarcticawas much richer during the Middle Miocene, and that the temperature inAntarctica was therefore much higher than it is today.Carbon DioxideThere is also some indication that carbon dioxide (CO2) levels in theatmosphere were elevated during the Middle Miocene. Carbon dioxide is linked toclimate warming because it traps heat. An important source of CO2 is volcanicactivity. There were major volcanic eruptions during the Miocene. That suggeststhat atmospheric CO2 levels were higher than they are today, which would havecontributed to the warming of the Antarctic climate.Deuterium and Increased RainfallThird, high levels of deuterium have been found in the remains of plantsthat grew in Antarctica 15 million years ago. Deuterium is a chemical element present in rainwater. Since plants absorb deuterium when it rains, the amount of deuterium in a plant usually indicates the amount of rainfall: high levels of deuterium in the Antarctic plants from the Middle Miocene indicate high amounts of rainfall. High amounts of rainfall are often caused by increasedtemperatures.TPO39独立写作Do you agree or disagree with the following statement:Many people nowadays spend too much money on their pets (dogs, cats, orother animals), although there are better uses for this money.Use specific reasons and examples to support your answer.以上就是小编为大家带来关于托福TPO写作资料供大家阅读参考，托福资料频道将第一时间为考生发布最全、最新、最专业的托福资讯及托福考试资料及机经.。

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。