烤雞烤鴨考托福!大家接招啦，為6月15的考試做個(gè)充分的準(zhǔn)備，下面就是由出國(guó)留學(xué)網(wǎng)為你準(zhǔn)備的《2014.6.15托福綜合寫(xiě)作機(jī)經(jīng)》，希望為你的學(xué)習(xí)帶來(lái)方便，在英語(yǔ)考試中也能有所收獲。更多資訊歡迎訪問(wèn)出國(guó)留學(xué)網(wǎng)。
2014年6月15日托福綜合寫(xiě)作預(yù)測(cè) 5
Cloud Seeding 技術(shù)的利弊，閱讀支持，聽(tīng)力反對(duì)。
閱讀內(nèi)容：
1.在實(shí)驗(yàn)室實(shí)驗(yàn)成功，降低冰雹形成率
2.在亞洲試驗(yàn)成功
3.在使用這個(gè)的地方確實(shí)減少了冰雹的損害。
聽(tīng)力內(nèi)容：
1.實(shí)際上也會(huì)降低 rain and snow 的形成率，造成干旱，減產(chǎn)。
2.亞洲是在城市中做的實(shí)驗(yàn)，污染多，云層狀態(tài)不一樣;在美國(guó)，我們是 unpolluted 的，很可能不能直接 repeat (哎- -)
3. 那些數(shù)據(jù)太片面，實(shí)際上很多地區(qū)(在那個(gè)地區(qū)的 east south and north)都 ruduce the damage 了，所以也很有可能是 change of climate 造成的。
2014年6月15日托福綜合寫(xiě)作預(yù)測(cè) 6
講 congestion pricing。 說(shuō)為了緩解交通擁堵，解決辦法就是在 city 中的某個(gè)區(qū)域收費(fèi)，這樣就能緩解一下。
第一個(gè) point. 這樣做可以 improve time(主要就是說(shuō)節(jié)省時(shí)間)
第二個(gè) point. 可以改善環(huán)境 improve that area's environment
第三個(gè) point. 收的 fee 可以用于 revenue(這個(gè)單詞沒(méi)記住怎么拼大概就) the city 可以再修路，修橋什么的:
lecture 中，professor 否定了這個(gè)觀點(diǎn)。
1. 他認(rèn)為這樣做有些司機(jī)不愿意花錢走這個(gè)區(qū)域就得繞路，更浪費(fèi)時(shí)間。舉了個(gè)例子：送快遞的，他們要省錢，所以送快遞的時(shí)候會(huì)變長(zhǎng)。
2.在收費(fèi)區(qū)里面環(huán)境可能會(huì)好點(diǎn) ， 但是周圍的車相對(duì)就會(huì)增多 ， noise and air pollution 就會(huì)多 。所以不是整個(gè) city 都能環(huán)境變好
3.有的人不能 afford 這個(gè)費(fèi)用了，就會(huì)去坐 subway，政府就得出更多的錢維護(hù) subway，這樣一來(lái)收的那點(diǎn)錢可能還不夠維護(hù)的，所以也不能起到幫助修橋，修路什么的作用了。
2014年6月15日托福綜合寫(xiě)作預(yù)測(cè) 7
可以動(dòng)的石頭。有什么原因?
The causes of moving rocks.
Reading
1、 風(fēng)吹動(dòng)
1、high wind might move the heavy rocks
2、 結(jié)冰，冰帶著石頭滑動(dòng)
2. Here is another possibility – ice. It’s possible that rain on the desert floor could turn to thin sheets of ice when temperatures drop at night. So if rocks becoming bed in ice, a piece of ice with rocks in it could be pushed around by the wind.
3. 人為惡搞
3. People are moving the rocks
Listening
1、 石頭后有明顯的痕跡，體現(xiàn)很大的阻力，不可能是風(fēng)吹的
1. there are remarkable trail behind the rocks as they moved from one point to another, which
means considerable resistance, so they are not supposed to be pushed by the wind.
2、 沒(méi)這么冷，沒(méi)這么多降水量
2. the place is not cold enough to form the ice, moreover, the limited precipitation determined there are not enough water could be turn to ice.
3、 并沒(méi)有人或馬的腳印留下來(lái)
4. there are no footprints, no horse tracks, nothing was left so nothing was brought in to move these heavy rocks.
In the lecture, the professor makes several points about that the reasons of moving rocks have been eliminated the possibilities that mention in the passage.
Contrary to the belief in the passage that high wind might move the heavy rocks, the professor asserts that there are remarkable trail behind the rocks as they moved from one point to another,which means considerable resistance, so they are not supposed to be pushed by the wind.
The author of the passage points out that it’s possible that rain on the desert floor could turn to thin sheets of ice when temperatures drop at night. So if rocks becoming bed in ice, a piece of ice with rocks in it could be pushed around by the wind. While the lecture notes that the place is not cold enough to form the ice, moreover, the limited precipitation determined there are not enough water could be turn to ice.
The professor argues that there are no footprints, no horse tracks, nothing was left so nothing was brought in to move these heavy rocks. This is different from the reading, which states that people are moving the rocks.
2014年6月15日托福綜合寫(xiě)作預(yù)測(cè) 8
閱讀說(shuō)，一個(gè) TLP 的現(xiàn)象，就是觀察月光以判斷 EVENTS 什么的。但是呢，這個(gè)現(xiàn)象不靠譜啊。
1. 這個(gè)光有可能是因?yàn)槠餍档碾S機(jī)錯(cuò)誤造成的呀?？赡苁峭h(yuǎn)鏡啊啥的。
2. 可能是 METEORS STRIKING 啥的(這詞記不清)造成的。
3. 可能是 ROCKS 造成的
那 LECTURE 就說(shuō)：
你個(gè)閱讀才不靠譜咧。
1。要是真是器械隨機(jī)誤差造成，那么 REPORTS 應(yīng)該也顯示光反射的隨機(jī)性哇，就是EVERYWHERE 咯!可是咧，據(jù)我所知噢，明明就只出現(xiàn)在倆特別的地方嘛。一點(diǎn)也不隨機(jī)。
2. 你那個(gè) METEORS STRIKING 雖然發(fā)生，但是，拜托!這個(gè)只發(fā)生 1 秒好伐?但是 TLP在月亮上頭有 20 分鐘哎...
3. 雖然你個(gè)石頭有可能反光，但是吧，那個(gè)月球本身的光照要亮好多吧多...那個(gè) ROCK 的是很 WEAK 的。
In the reading, the author presents three reasons to refute the TLP method in astronomy which principle is to judging events by observing moonlight. However, in the lecture, the professor contends the casts doubt on the reading by using the following three points.
First of all, the reading contends that the moonlight could be generated by random errors of equipment like telescope. Whereas, the professor thinks even so, the final report should show the randomicity of light reflection—that is, the light should be displayed everywhere. However, only in two particular positions could lights be detected.
Moreover, contrary to the belief in the passage that the light could be produced by meteors’ striking, the professor asserts that the occurrence of meteors’ striking could just last for 1 second, which forms a sharp contrast with the 20 minutes’ duration of TLP on the moon.
Finally, the reading attribute the light to rocks. On the contrary, the professor points out that the light reflected by the rocks is several times weaker than moonlight. (171 words)