2023托福歷年真題解析

　　導(dǎo)語：作歷年真題可以快速提升你的英語能力，下面是YJBYS小編整理的2023托福歷年真題解析，希望對(duì)你有幫助!

　　托福聽力Conversation 1

　　圖書館場(chǎng)景：一個(gè)girl在summer break 的時(shí)候住在父母家，然后想去借書，結(jié)果發(fā)現(xiàn)自己卡在自己認(rèn)為非常organized的清理書包的時(shí)候放在家里了(反諷地說了句what a great idea, 考了語意題)，然后就問能怎么辦。直接用license不行，最后管理員想到可以辦一張臨時(shí)卡，假裝卡丟了的那種然后需要她提供郵寄地址。

　　托福聽力Lecture 2

　　主題是UNUSUAL BEHAVIOR OF LIZARD，LIZARD在有PREDATOR的時(shí)候會(huì)故意放出噪音，教授問為啥，并且不是因?yàn)樗鼈冏〉牡胤接泻芏郘EAVES他們不得不發(fā)出噪音。有學(xué)生提到DEER，可能是庶警醒其他同伴或者OFFSPRING，但教授說上節(jié)課講DEER可不是這么CONCLUDE的(考了目的題)然后另一個(gè)BOY說DEER是因?yàn)橐�給PREDATORS發(fā)送一種MESSAGE HEY!I KNOW YOU ARE HERE，I AM NOT GONNA LET YOU CATCH ME之類的信，之后教授稱贊他并且說，是的LIZARD在即使PREDATORS沒有發(fā)現(xiàn)它的時(shí)候也會(huì)弄出噪音也就是為了MESSAGE，我很強(qiáng)壯之類的，然后RESEARCH顯示他們也確實(shí)跑得快，跑得遠(yuǎn)，跑得久。而且確實(shí)PREDATORS也不會(huì)怎么追這些噪音蜥蜴。

　　托福聽力Conversation 2

　　一個(gè)小伙去找教授表示不知道TOPIC寫啥，因?yàn)椴恢�道未來想找什么方向的工作，而TOPIC跟工作領(lǐng)域?qū)��?yīng)起來可以讓RESUME變得好看，然后教授就提到一種business anthropology，小伙表示哦我哥就是在一個(gè)公司的small group里面，又討論到一個(gè)管理模型network， gatekeeper, hubs之類的。最后小伙表示就是這個(gè)network了，正好他們有個(gè)學(xué)生組織就是這個(gè)模型。

　　托福聽力Lecture 3

　　ATOMIC LAYER DEPOSITION (ALD), ALD在蜘蛛絲上的新發(fā)型，ALD這個(gè)技術(shù)是原子層面的撞擊啥的，然后通常用于METAL，然后有天RESEARCHER心血來潮想試試生物ORGANIC材料會(huì)發(fā)生什么，然后用什么有機(jī)材料比較好呢，蜘蛛網(wǎng)啊，為什么呢，因?yàn)椴挥觅I啊，實(shí)驗(yàn)室到處都是。然后結(jié)果與想象中的并不一樣，一種新的超強(qiáng)合金蜘蛛絲出現(xiàn)了!可以承受十倍多的重量講原理是打破了鍵鏈并且METAL粒子加進(jìn)去了，最后討論到這個(gè)技術(shù)在生物領(lǐng)域方面的前景，用在人體TISSUE方面比如合金牙齒，合金皮膚，合金骨頭。

　　托福聽力Lecture 4

　　RENAISSANCE,說了三種文藝復(fù)興時(shí)期常見的創(chuàng)作類型，但只講了第一小分類REALISM，其中有細(xì)分為三個(gè)類別，EXPRESSIONISM之類的，從實(shí)打?qū)嵉禺嬒滤�見到的，寫�?shí)主義，到最后比較印象主義的ILLUSION啊，F(xiàn)EELING啊之類的。然后講REALISM并不僅僅只存在于繪畫，還有一本NEVADA什么的，也是這么寫的。

　　托�？谡ZTask1

　　Which of the following classes do you think can attract the most students?

　　(1)sound recording (2)history of rock music (3)film studies

　　托�？谡ZTask2

　　When you start a job in the future, do you prefer to run your own business or work in a company?

　　托�？谡ZTask3

　　學(xué)校要開展一個(gè)wait list program，選不到課的學(xué)生會(huì)上這個(gè)list，如果有人退課了就能及時(shí)替補(bǔ)上去;同時(shí)學(xué)校也有渠道了解到課程的受歡迎度。

　　對(duì)話中男生反對(duì)。他指出一般人退課都在開課一周后，這樣wait list的人替補(bǔ)上去有何意義呢?可能會(huì)跟不上，很難做準(zhǔn)備。其次，一個(gè)課受歡迎往往只是學(xué)生喜歡那個(gè)教授或者課程時(shí)間很理想，到下一個(gè)學(xué)期也許安排就有變了，所以不能提供很準(zhǔn)確的關(guān)于課程的信息。

　　托�？谡ZTask4

　　主題是reward power, 管理者的獎(jiǎng)勵(lì)會(huì)對(duì)員工效率有很大影響。教授講到自己的一個(gè)朋友，他管理一個(gè)group，賣紙的。最開始朋友想開慶功派對(duì)激勵(lì)員工達(dá)到更高的業(yè)績指標(biāo)，但是領(lǐng)導(dǎo)不支持;后來他就想到每月給業(yè)績第一的員工照相、裱起來、掛墻上，以口頭表揚(yáng)的形式給予獎(jiǎng)勵(lì)和榮譽(yù)。員工通過這個(gè)方式受到不少激勵(lì)，工作都很賣力。

　　托�？谡ZTask5

　　女生要在summer break上課，但是她又剛答應(yīng)了姐姐幫她照顧baby。有兩個(gè)解決方案：一，早上看孩子，下午上課;但是晚上還有很多作業(yè)要完成，她會(huì)很累。二，還是選擇完成學(xué)業(yè)為上，在學(xué)校旁邊組個(gè)房子潛心學(xué)習(xí)。

　　托�？谡ZTask6

　　介紹了兩種情況，這兩種情況之下科學(xué)家認(rèn)為不要移除外來物種(non-native species)。

　　情況一：外來物種已經(jīng)不適合在原來的居住地生存了，如果移除就可能滅絕。教授以一種鸚鵡為例，它是因?yàn)樗鶙�息樹木被砍伐而遷移的.。

　　情況二：外來物種已經(jīng)對(duì)本地物種產(chǎn)生益處。教授以一種沙灘邊的青草為例，它成為了當(dāng)?shù)匾环N鳥的棲息地，如果將這種草移除，這種鳥的數(shù)量也會(huì)減少。

　　托福閱讀第一篇

　　農(nóng)業(yè)發(fā)展類

　　主題是關(guān)于農(nóng)業(yè)的出現(xiàn)，大概講農(nóng)業(yè)起源于什么時(shí)間，在埃及和美索不達(dá)米亞平原都有金字塔，因?yàn)榘＜案�早，而且都是為了宗教目的，所以科學(xué)家認(rèn)為美索不達(dá)米亞是學(xué)埃及的。但是人造的hills and mounds由不同的人造有不同的目的，所以科學(xué)家又認(rèn)為在美索不達(dá)米亞金字塔是學(xué)的還是自己發(fā)明的取決于農(nóng)業(yè)是不是獨(dú)立發(fā)展的�，F(xiàn)在普遍認(rèn)為1萬年前，農(nóng)業(yè)至少在六個(gè)獨(dú)立的地方發(fā)展了，盡管沒有證據(jù)。有人提出了一個(gè)概念，說農(nóng)業(yè)的發(fā)展一定是在沒有人類幫助的情況下，新作物被引進(jìn)了，舉例說grass就不是的，而maze是個(gè)成功的例子，最后的結(jié)論是農(nóng)業(yè)是獨(dú)立發(fā)展的

　　托福閱讀第二篇

　　考古類

　　解釋mass extinction的假說。最開始提出行星撞擊地球的理論，科學(xué)家不相信，因?yàn)樗麄冇X得地球上的事和extraterrestrial無關(guān)，而且學(xué)校里也不教這方面的事情。但在K-T clay中含有大量的iridium,這一事實(shí)支撐了該理論。第一次提出支持行星碰撞理論的是在海底有iridium,科學(xué)家顯示反對(duì)，認(rèn)為是海洋生物產(chǎn)生的，后來被反駁，因?yàn)樵陉懙匕l(fā)現(xiàn)了同樣含有大量iridium的巖石。有人提出了火山的猜想，認(rèn)為iridium一開始在地心，由于火山爆發(fā)被帶到地表，然后受到風(fēng)的作用，吹到四處。該猜想備反駁，因?yàn)樵谙耐�夷K地，一次爆發(fā)僅含有少量iridium,要達(dá)到K-T clay那么多的iridium需要成百上千次，所以不可能。

　　托福閱讀第三篇

　　社科類

　　主要講食物是如何保存的，以前的食物保存方法是的食物口感很差，營養(yǎng)丟失。為了讓軍隊(duì)的人吃的好，法國政府搬出一個(gè)獎(jiǎng)，獎(jiǎng)勵(lì)發(fā)明出新事物保存方法的人，該方法要便宜，食物好運(yùn)輸，好吃還要有營養(yǎng)。最開始是一個(gè)科學(xué)家做了一個(gè)真空實(shí)驗(yàn)，了解到聲傳播需要空氣，于是推測(cè)食物保存也需要空氣，但實(shí)驗(yàn)過后發(fā)現(xiàn)空氣并不是sole reason。然后第二人在這個(gè)基礎(chǔ)上用真空vessel之后又放在熱水里，發(fā)現(xiàn)能很好保存了。但是大家并不知道原理是什么，只能猜測(cè)是something導(dǎo)致了變質(zhì)。最后得到獎(jiǎng)金的是一個(gè)廚師，他爸爸是個(gè)manager，在廚房工作的時(shí)候發(fā)現(xiàn)大家都是用糖來保存水果，于是就想到怎樣保存食物，然后的方法與之前不同在加熱后封好迅速冷卻。

　　托福綜合寫作題目：

　　Lemur 的數(shù)量減少的對(duì)策

　　托福獨(dú)立寫作題目：

　　有些學(xué)生喜歡老師講課。 另有些人喜歡學(xué)生講一些。 你喜歡哪一種?

　　『分析』

　　先進(jìn)行比較：各有各的好處：

　　• 只有教師一個(gè)人講課的課堂：在保證教師質(zhì)量的前提下，可以對(duì)某一專題進(jìn)行更深入地分析;對(duì)學(xué)生的素質(zhì)要求低一些;

　　• 學(xué)生參與交談的課堂：對(duì)學(xué)生的素質(zhì)要求高一些;不適合學(xué)習(xí)深?yuàn)W(profound)的課題;至于選擇，要看是什么樣的科目。

　　托福綜合寫作范文：sample answer:

　　The reading passage points out three countermeasures to prevent the decreasing number of Lemur. The professor’s lecture deals with the same issue. However, he thinks that the strategies mentioned by author are unfeasible, which contradicts what the reading states.

　　First, in terms of filling up the fragment of forest, the professor argues in the lecture that such practice would cost a huge amount of manpower and resources. Additionally, professor indicates that lemur seldom goes to the edge since there are a lot of predators outside.

　　Moreover, professor cast doubt on the measure of checking airport and seaport to prevent illegal lemur sales. Then professor proves that this claim is indefensible by pointing out that lemurs are served as a kind of food in many regions and it is impossible to check all these places where illegal sales still exist secretly.

　　Finally, the professor asserts that it is unrealistic to keep lemur in the zoo or laboratory. Then he supports this point with the fact that lemurs are food snob who need certain proportion of fruits per day. In other words, it is difficult to put them together with other diet species. (191words)

　　Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice.

　　托福獨(dú)立寫作真題：

　　Some believe that teachers (for students from age 14-18) should focus on lecturing and asking students to take notes during lectures. Others believe that teachers should get students involved in discussion and encourage them to exchange ideas in class. Which way of teaching do you think is more effective for students’ learning?

　　托福獨(dú)立寫作范文：

　　Educators and researchers have never stopped the examination of the importance and relevance of collaborative and interactive learning that are encouraged by middle schools. When compared with boring lecturing, I, personally, believe that it is far more beneficial to students when they share their ideas and exchange opinions with each other for the following reasons.

　　First off, exchanging ideas with fellow classmates help students develop critical thinking, presentation skills and other kinds of soft skillsets. When discussing issues with peers, students tend to take a position on a certain issue. In this learning process, students will collect their thoughts and synthesize the concepts learned in textbook or in the lecture to support his or her points. Also, to respond to others’ comments, students have to reflect on the rationale of their own arguments and come up with persuasive reasoning. It is obvious that such activities helps students to learning more meaningfully and extensively. Furthermore, students unconsciously learn how to express themselves affirmatively and make their points clear in front of a large audience. It takes right amount of eye contacts, body language and facial expression to convey one’s idea in a convincing way and such presentation skills can be valuable asset for one’s future career.

　　Additionally, actively discussing issues with peers can help students to cope with different opinions. When discussing issues with peers, not only do student contribute to the class, but also they get a chance to be exposed to different ideas and perspectives. This is a very conducive experience since we are not living in a vacuum and learning how to appreciate, value and even embrace opinions that are unfamiliar to us can be very important. Furthermore, such experience can be useful in one’s future career when one also has to confront with different business solutions provided by their coworkers. A recent study conducted by Harvard Business Review shows that the one who experienced group discussions and exchanging of views in school demonstrates a higher potential to resolve possible conflicts with future coworkers and enjoys far more promising future.

　　In conclusion, discussion and idea exchanges should be encouraged since such activities can help students to develop critical thinking, presentation skills and other kinds of soft skillsets, also they will get students prepared on how deal with different opinions now and in future career.