托福備考時(shí)TPO托福模考軟件對(duì)于托福成績(jī)的提升是非常有幫助的。托?？谡Z(yǔ)可以說(shuō)是整個(gè)托?？荚嚠?dāng)中比較重要的一個(gè)部分，如何利用現(xiàn)有資料TPO?？架浖?lái)提升大家的托福成績(jī)呢?今天小編在這里整理了TPO6托?？谡Z(yǔ)Task3加task4題目解析來(lái)分享給大家，希望對(duì)大家托?？谡Z(yǔ)備考有幫助。

　　托福TPO6口語(yǔ)task3題目 Reading Part:

　　History Seminars Should Be Shorter

　　Currently,all of the seminar classes in the history department are three hours long. I would like to propose that history seminars be shortened to two hours. I make this proposal for two reasons. First, most students just cannot concentrate for three hours straight.I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts that long, people stop concentrating and stop learning, so the third hour of a three-hour seminar is a waste of every one's time. Two-hour seminars would be much more efficient.

　　托福TPO6口語(yǔ)task3題目 Listening Part:

　　Now listen to two students discussing the letter.

　　(woman) I totally disagree with Tim’s proposal.

　　(man) Why?

　　(woman) Well, look, Tim’s my friend but he’s not your typical student. He stays up late partying ever y night, week nights, too.

　　(man) If he parties every night no wonder he can’t pay attention.

　　(woman) Yes, and most students aren’t like that. They come to class prepared and rested and they can concentrate.

　　(man) So, you’re saying that problem is really Tim.

　　(woman) Yes. He was in one of my classes last year and whenever I looked at him he was actually sleeping.

　　(man) I guess if he was sleeping, he can’t really know what’s happening, what other people in class are doing.

　　(woman) Right! And you want to know what does happen in that last hour of seminar? In a lot of seminars that I’ve been in, that’s when things get interesting.

　　(man) Really?

　　(woman) Yes, that’s usually when students get really involved in the discussion and start ex changing important ideas, and if the History department actually did what Tim suggests, well if they did that, what would happen is you’d lose what might be the most worthwhile part of the seminar.

　　托福TPO6口語(yǔ)task3題目 Question:

　　The woman expresses her opinion about the proposal that her friend Tim made in his letter to the newspaper. State her opinion about his proposal and explain the reason she gives for her opinion.

　　托福TPO6口語(yǔ)task3答案解析：

　　1. Reading tip

　　(1.1) Proposal: the history department should shorten history seminar from 3 hours long to 2 hours

　　(1.2) Reason 1: too long for students to concentrate

　　(1.3) Reason 2: last hour of the seminar is useless

　　2. Listening key

　　(2.1) Woman disagrees with it

　　(2.2) Reason 1: problem is Tim, not the class

　　(2.2.1) Details: Tim partys all the time, week nights too; other students are doing just fine; they come prepared and rested; they can concentrate

　　(2.3) Reason 2: last hour of the class in the most important

　　(2.3.1) Details: people have discussion and exchange important ideas; that’s when people start to learn important things

　　托福TPO6口語(yǔ)task3范文：

　　The author of the letter suggests that the history department to shorten the seminars from three hours long to two hours, because it’s too long for students to concentrate and the last hour of class is a waste of time. In the conversation, the woman disagrees with the suggestion. First of all, she thinks that Tim can’t pay attention in class because he stays up late partying every night, not that the seminars are too long for students to stay focused. Other students are doing fine. And the second reason is that the last hour of the class is the most interesting because students start to have discussions and exchange ideas. That’s when they really get involved and learn important things.

　　托福TPO6口語(yǔ)task4題目 Reading Part:

　　Explicit Memories and Implicit Memories

　　In everyday life, when people speak of memory, they are almost always speaking about what psychologists would call explicit memories. An explicit memory is a conscious or intentional recollection, usually of facts, names, events, or other things that a person can state or declare. There is another kind of memory that is not conscious. Memories of this kind are called implicit memories. An individual can have an experience that he or she cannot consciously recall yet still display reactions that indicate the experience has been somehow recorded in his or her brain.

　　托福TPO6口語(yǔ)task4題目 Listening Part:

　　Now listen to part of a lecture on this topic in a psychology class.

　　(male professor) OK, um, the first kind of memory, we’re all very familiar with this, right? You probably remember what you had for dinner last night. You have a conscious memory of last night’s dinner so, um, if I ask you what did you eat last night, you could tell me.

　　But these other kinds of memories, implicit memories, they work differently. Let’s take an example from the world of advertising. When you are driving along a highway, you see plenty of billboards, you know, road side advertisements. You certainly don’t remember them all, but they still affect you. Marketing researchers have shown, well to be specific, let’s say there’s a billboard on the highway advertising, uh, a car called the Panther. The ad shows a big picture of the car and above the car, in huge letters, is the name of the car, Panther. A lot of people drive by the billboard, but ask those drivers later if they saw any advertisements for cars, and well, they’ll think about it and a lot of them will say no. They honestly don’t remember seeing any. They have no conscious memory of the Panther billboard.

　　So, you ask these same people a different question. You ask, um, OK, you ask them to name an animal starting with a letter P. What do you think they’ll answer? Do they say Pig? Pig is the most common animal that starts with the letter P. But they don’t say Pig. They say Panther! The billboard had an effect, even though the drivers don’t remember ever seeing it.

　　托福TPO6口語(yǔ)task4題目 Question:

　　Using the example of the car advertisement, explain what is meant by implicit memory.

　　托福TPO6口語(yǔ)task4答案解析：

　　1. Reading key

　　(1.1) Term: Implicit Memory

　　(1.2) Definition: the kind of memory that is not conscious

　　2. Listening key

　　(2.1) Example: details on billboard

　　(2.1.1) People driving on highway, sees billboard for car ad

　　(2.1.2) The ad has a picture of the car being promoted and above the car is the name of the car “panther”

　　(2.1.3) Ask those who drive by later, they can’t remember seeing a car ad

　　(2.1.4) Ask them to name an animal with the letter “p”

　　(2.1.5) They say “pig” instead of “panther” although “pig” more commonly known

　　(2.1.6) They remembered “panther” unconsciously

　　托福TPO6口語(yǔ)task4范文：

　　In the lecture, the professor mainly talks about implicit memory which is that sometimes we can remember things without even realizing it. For example, when people see a car ad on the billboard, they can unconsciously remember details in the ad. Say the car in the ad is called panther, people can’t remember that they've seen a car ad on the highway, or anything has to do with panther. But interestingly, when they are asked to name an animal whose name starts with a “p”, they’ll say “panther” instead of “pig” which is more commonly known. The billboard had an effect even though the drivers aren't aware of it.

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