3月1日托福考情 托福原題比例大幅提升！

3月1日托福考試落下帷幕考情速遞也已經出爐了！

大麵積的老題，新題比例極低！超多原題！是熟悉的配方~真是個(ge) 出分的好日子

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套 1

Chondrites球狀隕石

第一段：

主要講述了隕石是研究地球和太陽係形成的關(guan) 鍵。盡管從(cong) 外觀上看，許多隕石與(yu) 地球上的岩石並無顯著不同，但深入研究後發現它們(men) 之間存在顯著差異，這些差異揭示了它們(men) 遙遠的起源。最常見的隕石類型——統稱為(wei) “球粒隕石”——包含了關(guan) 於(yu) 構建我們(men) 星球所需材料的線索。

第二段：

進一步指出，球粒隕石隻是多種隕石類型中的一種，所有隕石都古老，但每種都有不同的曆史，並包含有關(guan) 地球和其他行星如何形成和演化的線索。例如，鐵隕石組是由固體(ti) 鐵金屬構成的，其中摻雜了適量的鎳。所有證據都表明，這些隕石與(yu) 行星內(nei) 部的金屬核心相似。

第三段：

主要描述了球粒隕石與(yu) 鐵隕石的不同之處。球粒隕石由多種礦物顆粒組成，其中許多是地球岩石的常見成分，但也包括在地球岩石中不存在的純鐵金屬，以及被稱為(wei) “球粒”的小型大理石狀球形物體(ti) （球粒隕石因此得名）。

球粒隕石的雜亂(luan) 紋理表明它們(men) 是在一個(ge) 過程中隨機聚集不同的成分並粘合在一起形成的。這種紋理也立即揭示了球粒隕石的一個(ge) 重要特性：它們(men) 從(cong) 未被熔化。此外，球粒隕石中的礦物顆粒提供了通過放射性測年法測量到的最古老年齡，這些年齡可以追溯到太陽係的最初時期。

這兩(liang) 個(ge) 特性使得研究這些引人入勝的天體(ti) 的地球化學家得出結論：球粒隕石為(wei) 我們(men) 帶來了在地球或其他隕石種類中無法找到的東(dong) 西——即構成地球和鄰近行星的原始材料的未經處理樣本。

虎哥托福它們(men) 似乎是太陽係中地球形成時漂浮的固體(ti) 物質的未改變樣本，有強有力的證據表明它們(men) 來自從(cong) 未長到足夠大以至於(yu) 像較大物體(ti) 那樣加熱和熔化的小行星。

第四段：

主要闡述了球粒隕石的原始性質對於(yu) 了解地球整體(ti) 化學組成的重要性。人們(men) 可能會(hui) 好奇，為(wei) 什麽(me) 這些來自太空的稀有岩石在地球本身就在我們(men) 腳下可供分析的情況下，仍然扮演著如此關(guan) 鍵的角色。

簡而言之，答案是我們(men) 如果想了解地球是如何達到當前狀態的，就必須了解它最初的整體(ti) 組成。然而，我們(men) 隻能接觸到地球薄薄的外層岩石，這與(yu) 無法觸及的內(nei) 部截然不同。

但是，通過以球粒隕石的信息為(wei) 參考點，將這些數據與(yu) 地表岩石的直接測量數據以及通過遙感方法獲得的內(nei) 部信息相結合，地球化學家已經能夠製定出滿足已獲得的獨立證據（如地球密度）的地球整體(ti) 組成模型。

第五段：

主要介紹了在構建地球和其他類地行星（即太陽係內(nei) 部的岩石行星，包括水星、金星和火星）的組成模型時的一個(ge) 重要概念：這些行星的組成取決(jue) 於(yu) 它們(men) 各自吸收的球粒隕石中主要礦物的比例。

鐵是一個(ge) 很好的例子，由於(yu) 它非常豐(feng) 富且密度大，類地行星之間眾(zhong) 所周知的密度差異幾乎完全可歸因於(yu) 它們(men) 鐵含量的差異。球粒隕石中含有大量的鐵金屬顆粒，但不同的球粒隕石中鐵的含量各不相同。根據這些模型，地球之所以比火星更密集，是因為(wei) 其類似於(yu) 球粒隕石的構造塊恰好含有更多的鐵。

同樣，類地行星之間的其他差異也可以用不同行星吸收球粒隕石中不同成分的數量差異來解釋。虎哥托福雖然這無疑是對實際情況的過度簡化描述，但這並不妨礙將球粒隕石作為(wei) 理解地球和其他行星組成的一個(ge) 良好起點

套 2

The Nile River Valley 尼羅河

第一段：

盡管尼羅河穀的綠洲與(yu) 其流過的撒哈拉沙漠形成鮮明對比，但這兩(liang) 個(ge) 截然不同的地貌共同促成了非洲農(nong) 業(ye) 和定居人類社會(hui) 發展的主要推動力。撒哈拉沙漠在幹旱期間扮演了抽水泵的角色，將人們(men) 驅趕到周圍地區尋找水源，條件好轉時又吸引他們(men) 返回。

尼羅河則成為(wei) 人們(men) 逃離沙漠的避難所，並在條件改善時成為(wei) 重新定居沙漠地區的水源和資源。

第二段：

尼羅河通常被認為(wei) 是食物作物栽培原則從(cong) 埃及傳(chuan) 播到非洲南部的主要通道。約9000年前，從(cong) 西南亞(ya) 引入的小麥、大麥、豌豆和扁豆等作物，確實維係了沿尼羅河建立的古埃及文明，但它們(men) 是相對較晚引入的，遠遲於(yu) 在更南部地區開始栽培非洲土著植物之後。

第三段：

與(yu) 預期相反，最早表現出對食物生產(chan) 的關(guan) 鍵依賴而非食物采集的證據，並非來自尼羅河的泛濫平原，而是來自今天荒無人煙和缺水的撒哈拉地區。這一發展曆程複雜，涉及到植物和牲畜的馴化、技術創新、村莊的建立以及日益增加的社會(hui) 相互依賴。

第四段：

撒哈拉沙漠在末次冰盛期前廣泛有人居住，但隨著日益幹旱的條件，驅使人類（以及幾乎所有動物）離開其以前富饒的林地、草原環境。移居者大多是遊牧式的，雖然有定居湖泊和其他食物和水源的傾(qing) 向。向東(dong) 進入尼羅河穀的群體(ti) 則采取了明顯的定居生活方式，因為(wei) 在尼羅河兩(liang) 岸僅(jin) 有狹窄的綠洲可以生存。

第五段：

18000年前的尼羅河與(yu) 今天的埃及尼羅河完全不同。當時的尼羅河更小，流速較慢，通過一係列交織的河道在寬闊的高洪泛原上流動，而不是今天的單一大河流。河水攜帶大量的沉積物，沿岸的淤泥不斷提升河流和洪泛平原的水平。

第六段：

那時的尼羅河穀實際上是一個(ge) 狹長的綠洲，從(cong) 蘇丹延伸到現在的開羅，超過800公裏的距離，但寬度從(cong) 未超過幾公裏。這片綠洲的食物資源多樣且營養(yang) 豐(feng) 富，但其數量和可獲得性受季節變化和尼羅河年度洪水的影響。

第七段：

人們(men) 在尼羅河穀狩獵大型哺乳動物獲取肉類和皮革，但環境和領土限製導致隻有少量有限種類的物種可供選擇。在考古遺址上發現的動物遺骸中，大型哺乳動物隻占極小比例，僅(jin) 有三種：狟（hartbeest）、東(dong) 非瞪羚和一種野牛。

鳥類，特別是骨頂雞和遷徙的鵝和鴨，經常被捕捉。然而，魚類是主要的蛋白質來源，尤其是鯰魚。至於(yu) 碳水化合物，尼羅河穀提供了大量多樣的種子、水果和軟質植物組織

聽力

C 1

drama

C 2

library的data base暫停使用 無法搜索journal

C 3

選取課程作業(ye) 主題-一種植物泛濫

C 4

music class preapproval學術類 音樂(le) 課報名要求

C 5

university tour guide生活類 實習(xi) 場景

C 6

關(guan) 於(yu) climate change的課題

C 7

和學校的工作人員約rehearsal place for audition of summer internship6. biology professor聊marine life 講了藍鯨為(wei) 啥比恐龍還大

C 8

在這段對話中，一名學生向校園郵件室經理反映他收到了一本錯誤送到的雜誌。經理查看後確認是送錯了地址，並表示會(hui) 處理，但由於(yu) 本周人手不足，可能需要一些時間。學生得知郵件室的全職學生助理Ji Bradford正在休假，直到下周一才會(hui) 回來。學生表示認識J，曾在上學期的英語文學課上與(yu) 她一起上課。

經理提到，J在該課程中表現出色，並且寫(xie) 了一篇關(guan) 於(yu) 17世紀詩人的研究論文，該論文還得到了學術會(hui) 議的認可，並因此得到了前往倫(lun) 敦參加會(hui) 議的機會(hui) 。由於(yu) 這一成就，英語係為(wei) Ji提供了資助，並且她的其他教授也允許她缺席課程。

學生對J的成就感到欽佩，但同時也表示希望她盡快回來，並幽默地詢問經理是否願意替代J工作。經理則笑著回應說，自己無法承擔全職工作和全日製課程的壓力，隻有J能做到這一點。

C 9

一個(ge) 工作麵試 大概講了麵試官的工作經曆和對於(yu) 麵試者的要求

C 10

是一個(ge) 學生的麵試和presentation時間撞了然後去和教授溝通

C 11

社團要和student government association合作收衣服

L 1

北美鯉魚入侵

L 2

天文 free floating star

L 3

社會(hui) 學

L 4

水下考古

L 5

geology，關(guan) 於(yu) historical和physical

L 6

火星上的水和大氣，大概就是現在火星上氣壓很低所以沒有液態水，而之前火星上的大氣比較厚所以可能有水和更高的溫度

L 7

cow boy poems

L 8

中美洲與(yu) 南美洲 交易 製作工藝品

L 9

(真題庫原題)兒(er) 童閱讀教育，一開始是說孩子們(men) 的閱讀分數下降 然後研究調查說老師們(men) 大聲朗讀對孩子們(men) 的學習(xi) 和認知有益。

L 10

online shops對於(yu) 小眾(zhong) 商品的好處

L 11

關(guan) 於(yu) 從(cong) 植物種子中提取蛋白質的好處

口語

TASK 1獨立口語題

Task 1:（套一）

Some people like reading electronic books on computers or on other devices, while some people like reading paper books. Which do you prefer?

Task 1:（套二）

When traveling, some people like to keep a record of their experiences——for example, by keeping a journal or by taking pictures. Other people prefer not to keep such records when traveling. Which do you prefer and why?

Task 1:（套三）

Do you agree or disagree with the following statement: governments should invest money to art museum.

TASK 2校園題

Task 2:（套一）

- Reading: Exercise Videos on Gym Web Page

University should create some videos of the instructors teaching exerciseclasses and post them on the gym’s Web page.

1.busy Ss can have access to the videos on computers, fit in exercise moves when convenient

2.otherclasses Xtoo crowded

- Listening:

Woman agrees

1.They will have time to do other things such as yoga

2.many Ss go to the gym, they can have other options

Task 2:（套二）

- Reading

set up online tutoring system

- 聽力

agrees

1. busy during daytime, because of part-time jobs and assignments.freeat night

2. Students live far from the school, so they are willing to join online program.

Task 2:（套三）

- Reading

The "Welcome to Campus" App

1. many orientation materials, beneficial to students

2. cancel some orientation sessions

- Listening

Woman partly agrees

1.the app is user-friendly, she once couldn’t find some building, then a student told her to download this app which was very helpful

2. but join sessions in person, students can make friends, so shouldn’t cancel the session.

TASK 3學術講座題

Task 3:（套一）

- Reading:If a business has positive social impact, it will receive benefits

- Listening:

coffee shop, used plastic cups, then used recycled material. meanwhile required customersto bring their cups, then, they can get discount. finally,coffee shopbecame popular.

Task 3:（套二）

- Reading:

Vertical migration

Marine animals move up and down in the ocean to avoid predators and obtain food at the same time.

- Listening

There is a type of fish that stays at the bottom of the ocean during the day. It is dark there and it feels safe. At night, it swims to the surface area to get more food while remaining undetected by predators.

Task 3:（套三）

- Reading:

Animals that live in groups feel safer when staying with group members.

- Listening:

Take the example of a pig. When a wild pig is kept in a separate room, it is monitored that the pig's hormones will soar due to nervousness. When it is put together with its companions, it becomes less nervous.

TASK 4 學術講座題

Task 4:（套一）

2 ways that animals protect themselves while sleeping

1. pay attention to environmental factor

Eg.lizard, stay on branch, when predatorapproach, lizardescape.

2. sleep while staying active

Eg. duck. While sleeping, keep one eye open. When predators come, ducks will drive them away.

Task 4（套二）

2 drawbacks of incentive pay

1. People who get rewarded are not those who contribute.

Eg. In a computer store, one employee introduces the product to customers. Then, the customer buys the computer the next day. The other employee gets rewards.

2. Cause negative competition

Eg. To earn the incentive, senior employees may not want to teach new employees useful skills.

Task 4:（套三）

2 strategies that help small businesses

1. promote specifically to target customers

Eg. music store only advertises on music social media, so it can attract people who are into music, like musicians

2. join business

Eg. music store can cooperate with music school.

寫(xie) 作第一套

綜合寫(xie) 作

Cypress knees are unusual growths that stick up from the water around cypress trees. The reading claims that the unusual structures known as cypress knees serve three functions such as oxygen absorption, providing additional stability, and facilitating methane release. However, the lecturer disagrees with each of these proposed functions based on scientific evidence.

First, the passage mentions that cypress knees may help the trees' roots absorb oxygen, especially important in the low-oxygen soil of their watery habitats. In contrast, the listening demonstrates an opposing argument that cypress knees do not absorb oxygen. To be more specific, experiments reported in the lecture involved placing knees in a container filled with oxygen, where no change in oxygen content was observed, indicating that the knees do not function in oxygen absorption.

In addition, the author states that knees could provide additional stability to cypress trees, helping them stand firmly in soft, wet soil. Conversely, the lecturer asserts that the knees do not contribute to the stability of the trees. According to the listening material, the structural roots that provide stability are vertical, whereas the knees grow horizontally and therefore do not aid in stabilizing the tree. This directly challenges the reading's claim about the knees providing additional support.

Last but not least, the article suggests that knees may release methane gas from the trees' roots into the air, supported by the detection of methane above the knees. However, the speaker doubts this function and points out that methane, while useless to the trees, does not harm them, so there is no evolutionary pressure for trees to develop a feature to release it. Moreover, the listening material mentions that many tiny organisms on the roots can expel methane, further suggesting that the knees are not needed for methane release.

學術討論

寫(xie) 作第二套

綜合寫(xie) 作

“Ashen Light” is a yellowish golden glow from the nightside surface of the planet Venus, reported by high-powered telescopes occasionally. However, scientists have not determined its source yet. The reading passage proposes three theories to explain Ashen Light, but the lecturer disagrees with the reading and believes that all the theories the reading proposes have problems.

To begin with, the passage mentions that the glow on Venus is due to chemical reactions in its atmosphere, which are triggered by the Sun’s ultraviolet radiation. This radiation can produce highly reactive oxygen atoms that tend to combine into oxygen molecules, releasing energy as weak light. If these reactions happen on a large enough scale, the light would be visible from Earth. On the contrary, the listening material demonstrates the opposite idea that the chemical reactions on Venus would probably not cause the Ashen Light. When free oxygen atoms combine to form a double oxygen molecule, they would give off light in the green part of the color spectrum. However, most observations of Ashen Light gave off yellow or golden lights.

In addition, the author states that Ashn Light is the result of violent lightning storms on Venus. The conditions in Venus, featuring a dense atmosphere and thick cloud cover, enable the planet prone to intense lightning storms, which would cause frequent lightning flashes and generate a yellowish glow. In contrast, the lecturer asserts that the lightning storms on the night side of Venus are too weak to cause Ashen Light. To be more specific, lightning storms mentioned in the reading mostly took place on the day side of Venus, but Ashen Light has been reported from the night side of the planet. Thus, the author is heavily challenged by the lecture again.

Last but not least, the article suggests that Ashen Light could be an observational illusion caused by flaws in the telescopes or by atmospheric conditions. To be more specific, telescopes are complex, and small flaws in their design can create artificial optical impressions. Moreover, observers may mistake light distortions from Earth’s atmosphere for space events. However, the speaker is suspicious of the article and asserts that Ashen Light is a real phenomenon on Venus. This is because Ashen Light is often observed by different telescopes in different locations simultaneously. Therefore, the phenomenon is impossibly caused by flaws in telescopes or local atmospheric conditions.

學術討論

寫(xie) 作第三套

綜合寫(xie) 作

Scientists have long been intrigued by the phenomenon of play behavior in animals, seeking to understand the underlying reasons and benefits of such activities. The reading claims that animals play for three main reasons: to expend surplus energy, to practice essential survival skills, and to develop social bonds. However, the lecturer disagrees with the reading and believes that these reasons do not fully explain why animals engage in play, providing evidence that challenges each of the claims made in the reading.

Firstly, the reading suggests that animals play to utilize surplus energy that cannot be stored, making play a necessary activity for energy management. However, the lecture challenges this idea by mentioning observations of young seals who continue to play even when they have low energy reserves during periods when their mothers are away hunting. This indicates that play does not necessarily correlate with the need to expend surplus energy.

Secondly, the reading argues that play serves as instinctual practice for vital survival skills, such as hunting. It cites examples of animals like wolves who play in ways that mimic hunting behaviors. In contrast, the lecture presents a study where two groups of cats were observed: one group engaged in play that simulated hunting and the other did not. The results showed no significant difference in hunting skills as they grew older, suggesting that play may not be as crucial for developing hunting skills as the reading implies.

Lastly, the reading claims that play helps animals develop social bonds, using the example of rats that release pleasure-inducing chemicals in their brains during play. However, the lecture refutes this by noting that rats continue to develop social skills even after they have passed the age at which they typically engage in play. This observation suggests that the ability to develop social relationships is not exclusively dependent on play.

學術討論

不同背景下托福備考策略

國際學校學生

優(you) 勢：

• 閱讀&聽力：基礎水平較好

• 口語&寫作：能夠輸出、速度快

• 詞匯：詞匯豐富，使用靈活

問題：

• 語法基礎弱，輸出質量不足（閱讀+口語+寫作）

• 思路發散性強

• 對於解題技巧不熟悉

建議：

• 前期夯實語法理論基礎，提高語感

• 通過4項練習，定位發散方向

• 掌握題型，提高應試技巧

• 備考周期：1-1.5年

公立學校/公立國際部學生

優(you) 勢：

• 有一定的語法理論基礎，

• 詞匯量掌握較好

• 輸出項目結構思路不錯

• 了解一定解題技巧

問題：

• 輸入項目水平不錯，但仍需加強，

• 有一定輸出、速度和質量但不夠

• 詞匯有，文中使用需要加強

建議：

• 前期提高輸入：聽力+閱讀

• 多進行輸出練習，多說多寫

• 熟練應用所背詞匯，精準使用

• 備考周期：1-1.5年

02不同階段托福備考策略

托福考察核心

基礎夯實階段

技能提升階段

考前衝(chong) 刺階段

• 時間不易過長
• 錯題複盤
• 模考刷題
• 消除頑疾