2025年托?？谡Z(yǔ)模擬測(cè)試卷：寒假寫作測(cè)試考試時(shí)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(tīng)對(duì)話，理解核心信息：男士認(rèn)為今年的藝術(shù)展很棒（impressive），因?yàn)橛歇?dú)特的作品（uniquepieces）。2.注意關(guān)鍵詞：impressive,uniquepieces,localstudentartistssection。3.理解問(wèn)題：?jiǎn)柲惺康挠^點(diǎn)。男士的觀點(diǎn)直接體現(xiàn)在他對(duì)藝術(shù)展的積極評(píng)價(jià)中。4.組織答案：整合男士的積極評(píng)價(jià)詞語(yǔ)，點(diǎn)明原因（獨(dú)特作品、本地學(xué)生區(qū)），形成完整觀點(diǎn)陳述。Part2Thepersoninthepictureissettingupatentinaforestclearing.Theyareholdingasmallbackpackandplacingthetentpolesintotheringsonthetentfloor,whichisspreadoutonthegrass.Theyappeartobefollowingamanual.Thissuggeststheymightbeonacampingtripinthewildernessoraforest.解析思路：1.觀察圖片，識(shí)別核心元素：人物、帳篷、背包、草地、樹(shù)木、可能的手冊(cè)。2.分析人物動(dòng)作：正在組裝帳篷（放置帳篷桿）。3.推斷場(chǎng)景：結(jié)合人物動(dòng)作（組裝帳篷）、地點(diǎn)（森林空地）、物品（背包），推斷出這是一個(gè)戶外活動(dòng)場(chǎng)景，如露營(yíng)。4.組織答案：描述人物（正在組裝帳篷）、地點(diǎn)（森林空地）、動(dòng)作細(xì)節(jié)（拿背包、裝帳篷桿、看手冊(cè)），并基于此推斷可能的場(chǎng)景（露營(yíng)）。Part3Theprofessormentionedthatusingflashcardsisaneffectivestudymethodformemorizinginformation.Flashcardshaveaquestionortermononesideandtheanswerontheother.Thekeybenefitisthattheyallowforself-testing,whichforcesstudentstoactivelyretrieveinformationfromtheirmemory.Thisprocessofretrievalpracticestrengthensmemoryovertimeandimproveslong-termretention,makingflashcardsmoreeffectivethansimplyre-readingnotes.解析思路：1.聽(tīng)講座和讀文章，識(shí)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(guān)要點(diǎn)：講座中教授強(qiáng)調(diào)閃卡用于自我測(cè)試（self-testing）、主動(dòng)檢索（activelyretrieve）、鞏固記憶（strengthensmemory）、長(zhǎng)期保持（long-termretention）。3.對(duì)比信息：文章也支持閃卡通過(guò)自我測(cè)試促進(jìn)記憶的觀點(diǎn)。4.組織答案：概括閃卡的有效性，說(shuō)明其結(jié)構(gòu)（問(wèn)題/術(shù)語(yǔ)-答案），重點(diǎn)闡述其核心優(yōu)勢(shì)（自我測(cè)試促進(jìn)主動(dòng)檢索），并提及其效果（鞏固長(zhǎng)期記憶），與被動(dòng)閱讀對(duì)比。Part4Sarah'sdilemmaischoosingaresearchprojectforDr.Johnson'sclassfromseveralinterestingoptions.Sheisconsideringfactorssuchasherowninterestsandexistingbackgroundknowledge.Forexample,therenewableenergyprojectinterestsherduetoitsrelevanceandpriorknowledge,butshefindstheancienttraderoutesprojectcomplexyetpotentiallyrewarding,whiletheliteratureprojectseemsfocusedbuttime-consuming.Shealsoconsidersthedemandsofeachprojectintermsoftimeandresourcesneededforresearch.解析思路：1.聽(tīng)對(duì)話和讀文章，識(shí)別核心問(wèn)題：Sarah在選擇研究項(xiàng)目時(shí)感到困難（dilemma）。2.確定選擇范圍：有多個(gè)選項(xiàng)，都很有趣（interestingoptions）。3.提取Sarah考慮的因素：*個(gè)人興趣（renewableenergyinterestsher）。*現(xiàn)有知識(shí)背景（backgroundknowle