2025年托?？谡Z模擬測試卷：寒假寫作測試考試時間：______分鐘總分：______分姓名：______Part1Youwillnowbeaskedaquestionaboutapersonalopinion.First,youwillhearashortconversationbetweentwopeople.Sometimesyouwillhearonlytheconversation.Youwillthenbeaskedaquestionaboutit.Afteryouhearthequestion,youwillhave15secondstorespond.Scenario1W:Hey,areyouplanningtoattendthecampusartexhibitthisweekend?M:Yeah,Iheardtherearesomereallyuniquepiecesthisyear.Iwentlastyear,anditwasprettyimpressive.Haveyouseentheflyer?W:Uh,no,Ihaven'tlookedatityet.Whatkindofartisfeatured?M:Amixofpaintings,sculptures,andevensomedigitalart.Itlookslikethere'sasectiondedicatedtolocalstudentartiststhistime.W:Oh,thatsoundsinteresting.MaybeIwillgotoo.Doyouknowwhattimeitopens?M:Itopensat10AMonSaturdayandSunday,anditrunsuntil5PMeachday.Question:Whatistheman'sopinionofthecampusartexhibit?Part2Youwillnowbeaskedaquestionaboutaplan,apersonalexperience,orathing.Youwillhearashortdescription.Youwillthenbeaskedaquestionaboutit.Afteryouhearthequestion,youwillhave20secondstorespond.Scenario1Youarelookingatapictureofapersonsettingupatentinaforestclearing.Therearetreessurroundingtheclearing,andthepersonisholdingasmallbackpack.Theyareplacingthetentpolesintotheringsonthetentfloor,whichisspreadoutonthegrass.Thepersonappearstobefollowingamanualthatisopentotheirlap.Question:Describethepersoninthepicture.Whataretheydoingandwheremighttheybedoingit?Part3Youwillnowlistentoashortlectureandreadashortpassage.Youwillthenbeaskedaquestionaboutthem.Afteryouhearthequestion,youwillhave20secondstorespond.Lecture(Professorspeaking):Alrightclass,todaywe'regoingtotalkaboutdifferentmethodsstudentscanusetorememberinformationforexams.Manystudentsstrugglewithmemorizingfacts,dates,andconcepts,especiallyforlargehistorycourses.Onecommonstrategyissimplyre-readingnotesortextbooks,butresearchshowsthisisoftennotveryeffective.Instead,let'sdiscussactiverecalltechniques.Thisinvolvesactivelytryingtoretrieveinformationfromyourmemory,ratherthanpassivelyre-readingit.Forexample,afterreadingasection,youcouldclosethebookandsummarizethemainpointsoutloudorwritethemdown.Thisforcesyourbraintoaccessthestoredinformation.Anothereffectivemethodistheuseofflashcards.Thesecanbephysicalcardsordigitalversions.Ononeside,youwriteaquestionorakeyterm,andontheotherside,youwritetheanswerordefinition.Youthentestyourselfbylookingatthequestionandtryingtorecalltheanswerbeforechecking.Thisprocessofretrievalstrengthensyourmemoryovertime.So,insteadofjustreading,tryincorporatingtheseactiverecallmethodsintoyourstudyroutine.Youmightbesurprisedattheimprovement.PassageManystudentsfinditchallengingtomemorizelargeamountsofinformationforhistoryexams.Traditionalstudymethods,suchasre-readingnotesandtextbooks,areoftenemployed.However,researchsuggeststhatthesepassivereadingtechniquesmaynotbethemostefficientforimprovingrecall.Moreeffectivestrategiesinvolveactiveengagementwiththematerial.Twosuchtechniquesaresummarizinginformationafterreadingandusingflashcards.Summarizingrequiresstudentstomentallyorverballyregurgitatethemainideaswithoutreferringtothesource,whichforcesthebraintoaccessstoredknowledge.Flashcards,whichtypicallyfeatureaquestionortermononesideandtheanswerontheother,allowforself-testingandretrievalpractice.Thisactiveprocessofrecallinginformationhasbeenshowntostrengthenmemoryandimprovelong-termretention,particularlywhencomparedtopassivere-reading.Question:Summarizethemainpointstheprofessormadeaboutusingflashcardstostudy.Part4Youwillnowlistentoaconversationandreadashortpassage.Youwillthenbeaskedaquestionaboutthem.Afteryouhearthequestion,youwillhave30secondstorespond.Conversation(Student1):HeySarah,haveyoudecidedwhichresearchprojecttodoforDr.Johnson'sclass?(Student2):Notyet,Mark.I'mstillconsideringmyoptions.Thechoicesareinteresting,butI'mnotsurewhichonewillbethebestfitforme.(Student1):Well,Ichosetheoneaboutrenewableenergysources.Ithoughtitwouldberelevanttocurrentevents,andIhavesomebackgroundknowledgefromapreviouscourse.(Student2):Oh,renewableenergy?Thatdoessoundinteresting.Iwasalsothinkingaboutmaybetheprojectonancienttraderoutes,ortheoneabout19th-centuryliterature.I'mtornbetweenthem.(Student1):Theancienttraderoutesprojectlookscomplex,butmayberewarding.Theliteratureoneseemsmorefocused,butI'mnotsureifI'llhaveenoughtimetoreadallthetexts.(Student2):Exactly!That'smydilemma.IneedtopickonesoonsoIcanstartgatheringsources.(Student1):HaveyoutalkedtoDr.Johnsonyet?(Student2):No,Ihaven'thadachance.MaybeIshouldgotohisofficehoursthisweekandaskforsomeguidance.(Student1):That'sagoodidea.Maybehecanhelpyounarrowdownyourchoices.PassageChoosingaresearchprojectforacoursecanbeachallengingtaskforstudents.Withmultipleoptionsoftenavailable,determiningthebestfitrequirescarefulconsiderationofindividualinterests,existingknowledge,andthedemandsoftheproject.Someprojectsmayofferbroaderscopeandrelevancetocurrentissues,whileothersmightbemorefocusedbutrequireextensivereadingorresearchinaspecificarea.Studentsoftenweighthecomplexityofthetopicagainsttheiravailabletimeandresources.Seekingadvicefromtheinstructor,suchasduringofficehours,canbeveryhelpfulinnarrowingdownthechoicesandmakinganinformeddecision.Question:ExplainSarah'sdilemmainchoosingaresearchproject.Whatarethefactorssheisconsidering?Part5Youwillnowreadashortpassageandlistentoaconversation.Youwillthenbeaskedaquestionaboutthem.Afteryouhearthequestion,youwillhave30secondstorespond.PassageTheuniversitylibraryishostingaseriesofworkshopsthissemestertohelpstudentsimprovetheiracademicskills.Theworkshopscovervarioustopics,includingeffectivenote-taking,timemanagementstrategies,andhowtoconductcredibleonlineresearch.Eachworkshopisledbyexperiencedfacultymembersorgraduateteachingassistants.Studentscanattendthesesessionstogainpracticaltipsandtechniquesthatwillbenefitthemthroughouttheiracademiccareers.Participationintheseworkshopsisoptional,buttheyarehighlyrecommended,especiallyforfirst-yearstudentswhoarestilladaptingtouniversity-levelexpectations.Sign-upsfortheworkshopswillbeginnextweekonthelibrary'swebsite.Conversation(Student1):HeyAlex,haveyousignedupforanyofthelibraryworkshopsthissemester?(Student2):No,Ihaven'tactually.Isawtheannouncement,butIwasn'tsurewhichoneswouldbemostusefulformerightnow.(Student1):Maybeyoushouldconsidertheoneontimemanagement.Withallyourclassesandassignments,itcouldreallyhelpyoustayorganized.(Student2):Thatdoessoundhelpful.Ioftenstruggletobalancemyschedule.Thenote-takingworkshopmightbeusefultoo,especiallysinceProfessorDavisrecommendedreviewingournotesmoreactivelyinhiscourse.(Student1):Definitely.Andtheresearchworkshoplooksimportantforallofus,especiallyifwehavetermpaperscomingup.It'sprobablywisetoattendatleastoneofthem.(Student2):You'reprobablyright.Ishouldprobablysignupforthetimemanagementsessionandmaybetheresearchoneaswell.I'llcheckthewebsitelatertodayandsignup.Question:Summarizethepointsthetwostudentsdiscussedregardingthelibraryworkshops.試卷答案Part1Themanthinksthecampusartexhibitwillbeimpressive,especiallysincetherearesomereallyuniquepiecesthisyearanditincludesasectiondedicatedtolocalstudentartists.解析思路：1.聽對話，理解核心信息：男士認為今年的藝術展很棒（impressive），因為有獨特的作品（uniquepieces）。2.注意關鍵詞：impressive,uniquepieces,localstudentartistssection。3.理解問題：問男士的觀點。男士的觀點直接體現(xiàn)在他對藝術展的積極評價中。4.組織答案：整合男士的積極評價詞語，點明原因（獨特作品、本地學生區(qū)），形成完整觀點陳述。Part2Thepersoninthepictureissettingupatentinaforestclearing.Theyareholdingasmallbackpackandplacingthetentpolesintotheringsonthetentfloor,whichisspreadoutonthegrass.Theyappeartobefollowingamanual.Thissuggeststheymightbeonacampingtripinthewildernessoraforest.解析思路：1.觀察圖片，識別核心元素：人物、帳篷、背包、草地、樹木、可能的手冊。2.分析人物動作：正在組裝帳篷（放置帳篷桿）。3.推斷場景：結合人物動作（組裝帳篷）、地點（森林空地）、物品（背包），推斷出這是一個戶外活動場景，如露營。4.組織答案：描述人物（正在組裝帳篷）、地點（森林空地）、動作細節(jié)（拿背包、裝帳篷桿、看手冊），并基于此推斷可能的場景（露營）。Part3Theprofessormentionedthatusingflashcardsisaneffectivestudymethodformemorizinginformation.Flashcardshaveaquestionortermononesideandtheanswerontheother.Thekeybenefitisthattheyallowforself-testing,whichforcesstudentstoactivelyretrieveinformationfromtheirmemory.Thisprocessofretrievalpracticestrengthensmemoryovertimeandimproveslong-termretention,makingflashcardsmoreeffectivethansimplyre-readingnotes.解析思路：1.聽講座和讀文章，識別核心主題：講座和文章都討論了記憶方法，特別是閃卡（flashcards）。2.提取閃卡相關要點：講座中教授強調閃卡用于自我測試（self-testing）、主動檢索（activelyretrieve）、鞏固記憶（strengthensmemory）、長期保持（long-termretention）。3.對比信息：文章也支持閃卡通過自我測試促進記憶的觀點。4.組織答案：概括閃卡的有效性，說明其結構（問題/術語-答案），重點闡述其核心優(yōu)勢（自我測試促進主動檢索），并提及其效果（鞏固長期記憶），與被動閱讀對比。Part4Sarah'sdilemmaischoosingaresearchprojectforDr.Johnson'sclassfromseveralinterestingoptions.Sheisconsideringfactorssuchasherowninterestsandexistingbackgroundknowledge.Forexample,therenewableenergyprojectinterestsherduetoitsrelevanceandpriorknowledge,butshefindstheancienttraderoutesprojectcomplexyetpotentiallyrewarding,whiletheliteratureprojectseemsfocusedbuttime-consuming.Shealsoconsidersthedemandsofeachprojectintermsoftimeandresourcesneededforresearch.解析思路：1.聽對話和讀文章，識別核心問題：Sarah在選擇研究項目時感到困難（dilemma）。2.確定選擇范圍：有多個選項，都很有趣（interestingoptions）。3.提取Sarah考慮的因素：*個人興趣（renewableenergyinterestsher）。*現(xiàn)有知識背景（backgroundknowle