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托福口语第5题教材Integrating Speaking

2020-06-14

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托福口语考试第5

TOEFL SPEAKING TESTING NO.5Integrated Speaking

Unit 1

 

Please listen carefully

 

Future Plans

 

Now listen to a conversation between two students.

 

Narrator: The two students discuss two possible solutions to the womans problem. Describe the problem. Then state which of the two solutions you prefer and explain why.

 

PREPARATION TIME: 20 SECONDS

PESPONSE TIME:60 SECONDS

 

Unit 2

 

Please listen carefully

 

Choosing a Play

 

Now listen to a conversation between a student and a professor.

 

Narrator: The professor discusses the student's problem. Describe the problem and suggested solution. State your opinion of that solution.

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME: 60 SECONDS

 

Unit 3

 

Please listen carefully

 

Work Shift

 

Now listen to a conversation between two students.

 

Narrator: Briefly describe the problem that the students discuss in this conversation, and give your opinion about the male student's advice. Include your opinion about the female student's way of deciding.

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME: 60 SECONDS

 

Unit 4

 

Please listen carefully

 

Working Holiday or Traveling

 

Now listen to a conversation between two students.

 

Narrator: Briefly describe the problem that the female student discusses in the conversation.What is your opinion on the female student's plans?

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME:60 SECONDS

 

Unit 5

 

Please listen carefully

 

Mountain Climbing Trek

 

Now listen to a conversation between two students.

 

Narrator: Briefly describe the problem that the female student has. Do you think the advice the male student gives is reasonable? What would you do if you were in the female's position, cancel the trip or try the climb?

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME : 60 SECONDS

 

Unit 6

 

Please listen carefully

 

Capital Punishment

 

Now listen to a conversation between two students.

 

Narrator: The students discuss two possible solutions to the debate the woman is discussing. Describe the woman's initial problem. Then state which of the two solutions you prefer and why.

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME: 60 SECONDS

 

Unit 7

 

Please listen carefully

 

 

The Use of Zoos

 

Now listen to a conversation between two students.

 

Narrator: Students discuss the pros and cons of zoos. Describe the main points of the female student's opinion compared to the male student's perspective. You may include your opinion on her perspective.

 

PREPARATION TIME: 20 SECONDS

RESPONSE TIME: 60 SECONDS

 

LISTENING RECORDING

 

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Unit 1

 

Student A:Next month we'll finally be graduating.Have you decided what you'll do upon graduation?

 

Student B: The way I see it. I am currently faced with two choices. Should I continue on with school or do I look for

a job? The hard part is not only deciding what's best for me now, but also for my long-term future.

 

Student A: I agree, and there's that massive student loan to think about, too, What kind of job are you looking for?Student B: I don't know. Actually, I'm not too interested in looking for something full time right now. I guess I should be. I just can't seem to get grad school out of my mind. And, like you said, my school debt is m mounting. If I continue on with school, I'll have to borrow even more money. And I'm not really interested in being saddled with student debt until I retire.

 

Student A: Well, if you are not too interested in looking for work, what were you planning on studying in grad school;Master of Fine Arts?

 

Student B: Yes, that is the plan. I have applied for the program, but I have to wait another week before I know if I'm accepted. I realize that employment opportunities are pretty limited in teaching and in working in an art gallery when I finally finish grad school. And, to be honest I can't really see myself doing either. I just really enjoy learning more about painting. I guess I just love being a student. Now, if I don't get accepted,I'll be forced to look for a job!

 

Student A: So, it sounds to me like you are trying to escape reality, and continue on with graduate school in order to avoid the inevitable; like finding a job! Why not try and look for work now? Who knows? With your general education you may find some interesting work. Once you have made some money and paid off some of your debt, you can always reapply for the Master's program. The way I see it, you will only benefit by gaining some work experience. And who knows your interest may actually change?

 

Student B: I guess you're right. I am a bit of an escapist. Looking for some general employment may be a good idea.At least I won't be racking up more debt. Thanks.

 

Unit 2

 

Student: I have been asked to produce/direct my first play for the "Theatre under the Stars Festival" this season and I don't know which play to choose .

 

Professor: I am unfamiliar with that theatre festival. What kind of plays has the festival produced in the past?

 

Student : It has been an interesting mix of everything really , from the old classics like Shakespeare's A Midsummer Night's Dream to comedies by unknown playwrights commonly found at fringe festivals.

 

Professor: Well, I guess it's really up to you and the audience then. Tell me, what has attracted more ticket sales in the past? Who is your audience? And since it is outdoor venue, what type of play historically works well in an open-air stage?

 

Student: Since I have been volunteering with the festival, I must say the classics have been the big money makers for us. The audience is generally a conservative mix, families and some seniors. People seem to like the" magic " of the outdoors at sunset so it's neat to incorporate this in the lighting and set design .

 

Professor: Well, I think you have answered your own question then. I would go with a Shakespeare play such as The Taming of the Shrew. This play has great comic moments, a sure crowd pleaser. Maybe next year, try experimenting with a new playwright.

 

Student: Your advice sounds good; you don't think people will think I'm too boring if I pick such a tried and true play?

Professor: They may. But if it makes money for the festival, they will ask you back. And if your first attempt at directing was a money loser you may not get a second chance.

 

Student: O.K. you have convinced me! Thanks for your ideas.

 

Professor: You're welcome. And good luck.

 

Unit 3

 

Student A: I hear you got that job that was posted on the department employment-board.

 

Student B: Yes, I did. I start next Monday. I'm really happy with all the terms and conditions, but I have one important decision to make.

 

Student A:Well congratulations,so what's the big decision?

 

Student B: Well, it's really not a big problem; however my employer wants to know during my first week what schedule I want to work for the rest of the summer.

 

Student A:O.K.so what are your options?

 

Student B: They are two very different schedules and because of the length there will be no rotations. So, after my orientation I must decide which schedule I prefer. Here are my choices: either ten days in a row followed by five days off , or the standard five days in a row Monday to Friday with weekends and every second Wednesday off.

 

Student A : Well , they both sound great to me . They have even worked in two extra days off a month , I know which one I'd choose. Definitely the ten days, on five days off. If you want to do any camping or traveling this summer that shift is ideal!

 

Student B : I know that shift sounds really great . It's just I hear the job is pretty grueling . I don't know if I can handle ten days straight. I tend to like the regular Monday to Friday shift with those extra Wednesdays off. With that schedule I only ever have to work five days straight then I get a break every second Wednesday. I am worried that if I choose the ten day schedule I will be so tired by day nine I won't have the energy to do anything on those five days off .

 

Student A : You have a point . Maybe you should see how tough the work is during the first couple of days . It's better to follow your instincts on this one . If you pick your work schedule around summer fun , your job may suffer and you could spoil your summer , too .

 

Student B : Thanks for your help . Have a great summer .

 

Unit 4

Student A: Hi, how are you doing? Have you been to a lot of parties or are you the type that studies right up until the exam starts?

 

Student B: I always study hard and get good grades, but now all my examinations are finished and I have to decide about holidays . I know I want to go to Australia ...

 

Student A : Wow ! Australia sounds fascinating , and they like to have great parties . If you already know where you want to go, what decision do you have to make?

 

Student B : I must make up my mind whether to spend my time there traveling and seeing the sights , or whether to spend my time on a working holiday. Both ideas are appealing to me.

 

Student A : Yes , I understand completely . If you spend your holiday traveling you won't have to work . Not working always appeals to me .

 

Student B: I like the idea of working. By spending my time working I will get to know real Australians and experience their culture, but I will not be able to see very much of the country.

 

Student A: Oh, yes, I understand. You will make friends with Australians and they will invite you to their wonderful parties!

 

Student B: Australia looks like a beautiful nation, though. I really would like to see some beautiful scenery.

 

Student A:How much would that cost?

 

Student B: I think it would be expensive. You have helped me decide that I would rather take a working holiday,familiarizing myself with Australian people and culture, while at the same time saving money for my next year of studies . I can always go sightseeing on the weekends , and I really must save money for next year .

 

Student A: I have just decided at this moment not to continue my studies. I am going to move to Australia and work in the hospitality industry. I think that would be fun.

 

Unit 5

Student A: Finally, Spring Break is upon us! This has been a really tough semester. I'm looking forward to the break.Do you have any plans for the break?

 

Student B: Actually, yes. I'm planning on climbing Mount Baldy and then camping for a few days on the summit.

 

Student A: That sounds really ambitious. Have you been doing a lot of climbing?

 

Student B : No , not really . I'm a bit concerned about my fitness level . I'm going with the local climbing club and they have suggested that this climb has a medium fitness and skills level.

 

Student A:Well,you seem pretty fit.Don't you go swimming a few times a week?

 

Student B: Yes, I swim for an hour three times a week. I also started to run too. I guess my biggest concerns are slowing the group down, and also getting in over my head with my lack of climbing skills.

 

Student A : Have you ever gone on a mountain climb before ?

 

Student B : No . Just day hikes . And with this climb there is some steep terrain . They want us to bring all the gear ; ice axe, crampons, ropes, you name it. And to be honest I have never used any of these things before. In fact

I have to rent all my gear.

 

Student A : Well , if you want my advice , I'd go for a day hike in the novice level . Or , why don't you take a climbing workshop instead? If you're unfamiliar with all that equipment you definitely will slow the group down,and by the time you set up camp on the summit you won't be too popular. It may also be dangerous; it's the individual climbers' responsibility to themselves and the group to be honest with their skill level. Who wants to be roped to a novice, when climbing a steep cliff?

 

Student B : You're right . I think I should cancel . Thanks for the advice . Maybe there's still space in one of the day treks instead.

 

Unit 6

 

Student A: I joined a debate club this week called Argument 101. And I have to present the opening debate this Friday. I have already chosen my topic, but I am having a hard time coming up with a good introduction in such a short time frame .

 

Student B: Well, I guess that's why you joined the debate club; in no time you will be an expert. What's your topic?

 

Student A: It's on capital punishment.

 

Student B: Well, that's a tough topic to start with. What do you think of the death sentence anyway?

 

Student A: I realize it's a highly charged subject. That's why I picked it for my first debate. Personally I don't believe in it. I don't subscribe to the belief that one can correct a wrong with another wrong. Capital punishment isn't even a crime deterrent. For instance, in the United States, statistically there are more murders and violent crimes per capital even with the death penalty. Even though murder is an extremely heinous crime , I always think of the " what if " factor .

 

Student B: What do you mean?

 

Student A: Well what if the person executed were innocent? There have been so many cases, where someone has been charged with murder, only to be found innocent several years later. Wouldn't it be awful to have found this out too late! It's bad enough that the innocent can spend years in jail.

 

Student B: I have an idea on how you can start your debate. Read of a list of names of the wrongfully accused,innocent people who would have perished if there were a death penalty. It's a natural progression to your opinion. And I must say it could be quite dramatic. It's way more effective than going with the two wrongs don't make a right argument.

 

Student A: What a great idea! I better get on that list and do some research. Thanks!

 

Unit 7

 

Student A: Sad news. Did you hear on the radio today that Freddy the elephant died yesterday?

 

Student B : No , I didn't hear that . Who is or was Freddy anyway ?

 

Student A: Freddy was that famous elephant that saved a lost puppy from drowning years ago. He was apparently very bright. The story goes that the young pup got away from his owner and found his way into Freddy's pen. Now the puppy, being a puppy, fell into the pond and would have drowned if Freddy didn't scoop him up with his trunk. He did this amazingly, heroic act in front of a bunch of school kids visiting the zoo. So you can bet he had an automatic fan base that day onward.

 

Student B: What a cute story. However, I must say I really hate the whole concept of zoos. Freddy should have been left to roam with his buddies in Africa.

 

Student A: I know what you mean. But what about all those city kids who never get to experience nature? Don't you think it's good for them to be exposed to the animal kingdom? Perhaps it teaches children to respect nature .

 

Student B: I still have to disagree. Zoos and petting zoos have been around for years. Animal species are still going extinct at alarming rates. I think it's an outdated idea. Why should human beings have the power to cage up wild animals? We separate them from their families for the sheer pleasure of entertainment, sometimes packaging it up as an educational element. Even that suggestion that we have these zoos to protect a species seems bogus to me. I think it's inhumane. Also, many animals in zoos die earlier in captivity than in their wild habitat. They are sometimes neglected and exposed to weird viruses.

 

Student A: You really present a convincing argument. But what about Freddy's heroic act?

 

Student B : It's a neat story and it tells me that animals are really intelligent and don't deserve to live and die in zoos .They should be living with their own species in the wild.

 

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