2025年托?？谡Z模擬測試卷：春季班學(xué)員口語提升試題型考試時間：______分鐘總分：______分姓名：______模擬試題第一部分：獨(dú)立任務(wù)directions:Youwillnowbeaskedaquestionaboutafamiliartopic.Afteryouhearthequestion,youwillhave15secondstothinkaboutyouranswer,then45secondstospeak.Inyourresponse,trytoanswerthequestionascompletelyaspossibleusingdetailsandexamplesfromyourownknowledgeorexperience.Question1:Somepeoplebelievethatgovernmentsshouldspendmoremoneyonimprovingroadsandhighwaysthanonpublictransportation.Othersbelievethatmoremoneyshouldbespentonpublictransportation.Whichopiniondoyouprefer?Explainwhy.第二部分：綜合任務(wù)directions:Nowyouwilllistentoashortlectureandyouwillseeapictureinyourtestbook.Youwillbeaskedaquestionaboutit.First,youwillhave20secondstostudythepictureandthequestion.Then,youwillhearthelectureandthequestionagain.Youwillhave40secondstoanswerthequestion.Afteryouhearthequestiononemoretime,youwillhave40secondstospeakyouranswer.Picture:Astudentislookingatamapofauniversitycampus.Themapshowsseveralbuildings:alibrary,adormitory,acafeteria,andasportscenter.Linespointfromthelibrarytothedormitory,fromthedormitorytothecafeteria,andfromthecafeteriatothesportscenter.Thestudentislookingatthesectionbetweenthelibraryandthedormitory.Question:Thepictureshowsastudentlookingatamapofauniversitycampus.Whatproblemdoesthestudentseeonthemap?Explaintheproblemindetailusinginformationfromthelectureyoujustheard.Lecture:...So,thecampusmapshowswherethemainbuildingsare,butitdoesn'tgivestudentsanyinformationaboutthedistancesbetweenthemorthewalkingtimes.Thisisacommonproblem,especiallyfornewstudents.Forexample,thelibraryisquitefarfromthedormitories.Ifstudentswalkwithoutknowingthedistance,theymightarrivelatefortheirclasses.Also,thepathbetweenthedormitoriesandthecafeteriaisn'tveryclearonthemap.Thereareseveralwaystogo,butsomepathsareverylongorhavealotofstairs.Thestudentinthepictureisprobablyanewstudentwhoistryingtoplanaroutefromthelibrarytothedormitory.Heorshemightbeconfusedabouthowfaritisorwhichpathisthefastest.directions:Youwillnowbeaskedaquestionbasedonashortconversation.Youwillheartheconversationtwice.Afteryouhearthequestion,youwillhave30secondstothinkaboutyouranswerand60secondstospeakyouranswer.Conversation:Astudentistalkingtohisprofessoraboutanassignment.Student:"ProfessorDavis,I'mhavingtroublewiththeresearchpaperassignment.I'vechosenatopic,butI'mnotsurewheretofindgoodsources."Professor:"Well,haveyouusedtheuniversitylibrary'sonlinedatabases?"Student:"Yes,Ispentalotoftimeonthem,butImostlyfoundarticlesthatweretoogeneral.Ineedsomethingmorespecificandacademic."Professor:"Haveyoutriedthelibrary'sreferencedesk?Thelibrarianstherecanhelpyoufindspecializedsources."Student:"That'sagoodidea.Ididn'tthinktoaskthem.Maybetheycandirectmetosomejournalsorbooksrelatedtomytopic."Professor:"Yes,theyareveryhelpful.Youshouldalsotalktootherstudentswhohavedonesimilarpapers.Theymightknowwheretofindgoodresources."Question:Whatproblemdoesthestudenthavewiththeresearchpaperassignment?Whatsolutiondoestheprofessorsuggest?directions:Youwillnowbeaskedaquestionbasedonashortlecture.Youwillhearthelecturetwice.Afteryouhearthequestion,youwillhave30secondstothinkaboutyouranswerand60secondstospeakyouranswer.Lecture:...Manystudentshavedifficultyunderstandingthedifferencebetweenaninformativespeechandapersuasivespeech.Aninformativespeechisdesignedtoconveyinformationorfactsaboutatopic.Thegoalissimplytoinformtheaudience.Forexample,aspeechaboutthehistoryoftheinternetwouldbeinformative.Thespeakerpresentsfactsanddetailswithouttryingtoconvincetheaudiencetochangetheirbeliefsortakeaction.Ontheotherhand,apersuasivespeechisintendedtoconvincetheaudiencetoacceptaparticularviewpointortotakeaspecificaction.Thespeakerusesarguments,evidence,andsometimesemotionalappealstoinfluencetheaudience'sbeliefsorbehavior.Forinstance,aspeechencouragingpeopletorecyclewouldbepersuasivebecausethespeakerwantstheaudiencetostartrecycling.Question:Accordingtothelecture,whatisthemaindifferencebetweenaninformativespeechandapersuasivespeech?Explainthedifferenceusingdetailsfromthelecture.試卷答案第一部分：獨(dú)立任務(wù)Question1:Governmentsshouldspendmoremoneyonpublictransportationthanonroadsandhighways.Thereareseveralreasonsforthispreference.Firstly,investinginpublictransportationreducestrafficcongestion.Whenmorepeopleusebuses,trains,orsubways,therearefewercarsontheroad,whicheasestrafficjamsandmakescommutinglessstressful.Secondly,publictransportationismoreenvironmentallyfriendly.Trainsandbusesproducefeweremissionsperpassengerthanindividualcars,helpingtocombatairpollutionandclimatechange.Finally,improvingpublictransportationenhancesaccessibilityforpeoplewhocannotdrive,suchastheelderly,youngchildren,andindividualswithdisabilities.Itpromotesgreatersocialequitybyprovidingreliabletransportationoptionsforallmembersofthecommunity.Whileroadsareimportant,thelong-termbenefitsofprioritizingpublictransportationmakeitamorejustifiableuseofgovernmentfunds.第二部分：綜合任務(wù)Question2:Theproblemthestudentseesonthemapisthelackofclearinformationaboutthedistancesbetweenbuildingsandthewalkingtimes.Accordingtothelecture,thecampusmapshowsthelocationsofthelibrary,dormitories,cafeteria,andsportscenter,butitdoesnotprovideanydetailsabouthowfarapartthesebuildingsareorhowlongittakestowalkbetweenthem.Thisisacommonissuefornewstudentswhomightnotbefamiliarwiththelayoutofthecampus.Forexample,thelecturementionsthatthepathfromthelibrarytothedormitoriesisquitefar,andstudentsmightarrivelatefortheirclassesiftheyarenotawareoftheactualdistance.Additionally,thepathbetweenthedormitoriesandthecafeteriaisdescribedasunclear,withmultipleoptions,someofwhichareverylongorinvolvealotofstairs.Thestudentinthepictureislikelytryingtoplanaroutefromthelibrarytothedormitoryandisconfusedaboutthedistanceandthebestpathtotakewithoutthiscrucialinformationonthemap.第三部分：綜合任務(wù)(Conversation)Question3:Theproblemthestudenthaswiththeresearchpaperassignmentisfindinggood,specific,andacademicsources.Thestudentmentionsthatwhiletheyhaveusedtheuniversitylibrary'sonlinedatabases,thearticlestheyfoundweretoogeneralandnotdetailedenoughfortheassignment.Thesolutiontheprofessorsuggestsisforthestudenttoconsultthelibrary'sreferencedesk.Theprofessorexplainsthatthelibrariansthereareexpertsandcanhelpthestudentlocatespecializedsources,suchasspecificjournalsorbooks,thataremorerelevanttothetopic.Theprofessoralsoindirectlysuggeststhattalkingtootherstudentswhohavecompletedsimilarpapersmightprovideadditionalleadsonwheretofindusefulresources.第四部分：綜合任務(wù)(Lecture)Question4:Accordingtothelecture,themaindifferencebetweenaninformativespeechandapersuasivespeechliesintheirpurpose.Aninformativespeechaimstoconveyinformationorfactsaboutatopictotheaudi