新东方一线专业名师及外教批改团队
破解官方标准 精准评估40余种错误无处遁形
质量为王 极速批改一日加急完成
日托福考试真题解析
10183 学分
来自: 超级蚂蚁
作者：北京新东方学校&&来源：新东方网&&&&&
综合写作：
　　某地区下了2个月的red rain，三个原因，1 volcanic eruption, 2meteoric
explosive，3sporesof lichens,教授说第一种可能造成red rain,但不太可能会造成这么长时阁的red
rain，而且雨
　　水成分中没有火车喷出物，第二种情况也不会造成那么大的clouds,而且clouds会飘走，若发生了explosion，下雨应该是在另一个地
方；第三种情况，lichens住在地面，只能影响到ground-leve!的air，若要行成red
rain,需要很多很多的lichens，可是市民没有看到这种现象。
　　独立写作
　　Do you agree or disagree with the following statement? The best way
to increase students' interest in a subject is to teach them the
significance of the subject outside of school.
　　Our interest in a subject is influenced by many things. For subjects
with direct, practical applications outside of school, this
extracurricular significance may be a huge factor in determining a
student's interest in it. In these cases, it would be suitable to teach
them about the subject's significance outside of school. For subjects
that don't have many practical applications, however, this may not be
　　For a subject like art, for example, teaching students about its
significance outside of school may actually have the opposite effect.
Art has very little practical utility, and I say this as someone who
absolutely loves art. It is a fairly noncontroversial viewpoint,
reinforced by the fact that art funding is universally one of the first
things sent to the chopping block during government budget crunches.
It's true significance is even debated by those in the art world--this
is something I can personally attest to, having been party to many of
these debates while studying art during my M.A. program. For those not
already inspired by art classes, learning about art's extracurricular
significance is probably not going to be the best way to get them
excited about it.
　　The same could be said of philosophy. Philosophy, at least in the
Western tradition, used to have practical applications. That was several
hundred years ago, back when science still comprised a branch of
philosophy. Nowadays, people will reflexively cringe when they hear you
have a philosophy degree. And who could blame them? Philosophy is almost
by definition an airy pursuit--its name comes from the term
"philosophia", Greek for "the love of wisdom". Loving wisdom is not an
employable skill-set, and I have a feeling that teaching students about
this lack of practical utility will do little to sway the unconverted.
Why should they get excited about a subject with no obvious use?
　　These are both subjects near and dear to my heart, and I think it
would be a shame if more people were not adequately exposed to them. I
think the best way to get students interested in these subjects,
however, is not to talk about their grander significance outside of
school, but to make them more immediate and personal. Studying Buddhist
philosophy helped me to detach myself from a life focused on material
gain. Experiencing Mark Rothko's massive color-field paintings gave me
personal insight during a difficult period of depression. These are two
ways in which more personal encounters can deepen a person's interest in
them, and it's far more impactful and longer-lasting than.
　　Teaching students about a subject's extracurricular significance is
important, but for some subjects, there are better ways of stoking their
10183 学分
来自: 超级蚂蚁
T1: Describe the
differences between two cities that you have visited before.& Give
details and examples to support your response. Begin your response after
　　Though New York and Paris are both world-famous cultural centers for
their respective regions, there are some big differences between them.
For one thing, building heights differ dramatically between the two. New
York is famous for its sprawling skyline, but in Paris, a building's
height is officially limited according to the street it borders--this
gives you a good view of the sky no matter where you are. Life also
seems more leisurely in P while in New York you have people jogging
in place at stoplights, in Paris someone is more apt to break out a
cigarette. Finally, something has to be said about the generally helpful
and friendly nature of New Yorkers.& Despite their reputation, they're
actually quite nice. In Paris, the people seemed pretty aloof. （Richard）
　　T2: Do you agree or
disagree with the following statement? Teachers should encourage
students to use computers from primary school age on.& Give details and
examples to support your response.
　　I disagree. Computers are everywhere nowadays, and proficiency with
them is important if you want to succeed in modern society.& However, I
think early primary school is too young to start learning how to use a
computer.& It's important for children to learn how to explore the world
around them, and I think using computers at such a young age would
seriously hinder that.& Children generally have terrible impulse control
and computers have been shown to be addictive, so waiting until later
to encourage them might be more appropriate.& Otherwise, you risk them
getting addicted and alienating themselves from their peers at a time
when socializing is crucial to their personal development.& And in any
case, children these days will be exposed to computers no matter what,
so further encouragement seems unnecessary. （Richard）
　　T3: training
advisor，可以方便学生工作，housing
staff（是吧，忘记是H什么staff了）可以有更多说时间处理其他工作；女生同意这training,她举了一个她自己的经历说这样可以learn
a lot,然后说staff可以省下时间做其他的工作；
　　解析：阅读材料建议要有training
advisor，因为这样可以方便学生工作，还能够让staff有更多时间处理其他工作。听力中，女生同意这一做法（And the woman
agrees with this）。根据她提供的两点理由，可以判断答题思路如下：理由一，根据自己的亲身经历，她认为有training
advisor可以learn a
lot，（注意复述听力第一个理由的时候一定要和阅读中的“方便学生工作”这个理由进行整合）；理由二，staff可以使省下时间做其他的工作（几乎是对
阅读材料的同义转换，只需要把意思表达清楚即可）。
　　T4:是说animal partition,教授举了 leaf cut ants作例子，说ants出去cut leaf的时候会分3个group,第一组cut leaf并扔地上，第二组把leaf cut成small pieces,第三组把leaf搬回nests；
　　解析：阅读中对animal partition做了定义以及解释。讲座中，教授举了leaf cut
nuts的例子。答题思路：首先用一到两句话阐述阅读中对animal
partition的解释（注意将partition的特点阐述清楚，以便于之后对听力材料的解读），之后过渡听力材料中教授给的例子，just
like the example given from the
professor，最后详细复述和概括教授的例子（注意例子为自然法则、动植物常态时，时态用一般现在时）。注意阅读和听力内容两者间的对应。
　　T5:男生找不到Tina因为要给她笔记，可是没时间，因为要去work，女生给了2个建议，一个让他放去Tina家，另一个让他用campus mail；
　　解析：答题思路：男生碰到了一个time
conflict，一方面他要给Tina笔记而又找不到她，但是另一方面他要去work。有两个解决办法，一是把笔记放到Tina家里，二是让他用
mail。可以选择第一个solution，因为一方面可以把笔记还给Tina，另一方面也没有耽误他工作的时间。非常典型的第五题，用经典策略就可以搞
　　T6 : business里的2种barrier第一种是entry barrier（忘记了），说是比如开gym你要买equip,第二种是customer什么的，说是让customer买你的goods而不买别家的，还用gym举例
　　解析：答题思路：教授首先阐明了business有两种barrier，根据听力材料阐述，一种是entry
barrier，一种是customer barrier。之后具体将这两种barrier展开解释。Entry barrier means…And
the professor gives an example of the gym… （开gym你要买equip） . On the other
hand, customer barrier is…（让customer买你的goods而不买别家的）。 Take the gym as an
example again…
10183 学分
来自: 超级蚂蚁
第一篇： EARTH AGE
　　第一篇是讲的早期科学家们估计地球寿命。
　　首先说人们很早就在预估地球寿命了；之后一段讲的近代一位科学家采用生物一代代进化速度的方式预估了三叠纪的长度，但基于的假设是进化速率基本相同，
其估计已经有一定准确度了。后来讲科学家利用这种方式预估地球寿命，其弱点是有部分化石找不到而且更基本的错误是地球在生物诞生之前那段时间无法估计。
（这里有插空题）之后讲了科学家用其他方式预估，有种是采用测算地壳沉积岩石厚度的方法，但问题是没有考虑板块运动以及腐蚀。另一种是计算海水盐度发，理
想地认为一开始地球海洋是淡水，不断地填充盐才有了现在这样子，但这也忽略了盐分与海底大陆架之间的复杂作用以及其他（这里会考题问科学家忽略了什么）。
但作者对于科学家基于盐度推出的几千万年的寿命还是给予肯定的。因为这已经验证了地球寿命远比原先预计的几百万年要多得多。而且也有一批科学家从其他领域
验证了这个结果。
　　The age of the Earth is 4.54 ± 0.05 billion years.This age is based
on evidence from radiometric age dating of meteorite material and is
consistent with the ages of the oldest-known terrestrial and
lunarsamples. Following the scientific revolution and the development of
radiometric age dating, measurements of lead in uranium-rich minerals
showed that some were in excess of a billion years old.
　　Because the exact accretion time of Earth is not yet known, and the
predictions from different accretion models range from a few millions up
to about 100 million years, the exact age of Earth is difficult to
determine. It is also difficult to determine the exact age of the oldest
rocks on Earth, exposed at the surface, as they are aggregates of
minerals of possibly different ages.
　　【岩层研究法】Studies of strata, the layering of rocks and
earth, gave naturalists an appreciation that Earth may have been through
many changes during its existence. These layers often contained
fossilized remains of unknown creatures, leading some to interpret a
progression of organisms from layer to layer.
　　In the 1790s, the British naturalist William Smith hypothesized that
if two layers of rock at widely differing locations contained similar
fossils, then it was very plausible that the layers were the same age.
William Smith's nephew and student, John Phillips, later calculated by
such means that Earth was about 96 million years old.
　　The naturalist Mikhail Lomonosov, regarded as the founder of Russian
science, suggested in the mid-18th century that Earth had been created
separately from the rest of the universe, several hundred thousand years
before. Lomonosov's ideas were mostly speculative, but in 1779, the
French naturalist the Comte du Buffon tried to obtain a value for the
age of Earth using an experiment: He created a small globe that
resembled Earth in composition and then measured its rate of cooling.
This led him to estimate that Earth was about 75,000 years old
　　In 1862, the physicist William Thomson （who later became Lord Kelvin）
of Glasgow published calculations that fixed the age of Earth at
between 20 million and 400 million years. He assumed that Earth had
formed as a completely molten object, and determined the amount of time
it would take for the near-surface to cool to its present temperature.
His calculations did not account for heat produced via radioactive decay
（a process then unknown to science） or convection inside the Earth,
which allows more heat to escape from the interior to warm rocks near
the surface.
　　【生物进化方法】Geologists had trouble accepting such a
short age for Earth. Biologists could accept that Earth might have a
finite age, but even 100 million years seemed much too short to be
plausible. Charles Darwin, who had studied Lyell's work, had proposed
his theory of the evolution of organisms by natural selection, a process
whose combination of random heritable variation and cumulative
selection implies great expanses of time. （Geneticists have subsequently
measured the rate of genetic divergence of species, using the molecular
clock, to date the last universal ancestor of all living organisms no
later than 3.5 to 3.8 billion years ago）。
　　In a lecture in 1869, Darwin's great advocate, Thomas H. Huxley,
attacked Thomson's calculations, suggesting they appeared precise in
themselves but were based on faulty assumptions. The German physicist
Hermann von Helmholtz （in 1856） and the Canadian astronomer Simon
Newcomb （in 1892） contributed their own calculations of 22 and 18
million years respectively to the debate: they independently calculated
the amount of time it would take for the Sun to condense down to its
current diameter and brightness from the nebula of gas and dust from
which it was born. Their values were consistent with Thomson's
calculations. However, they assumed that the Sun was only glowing from
the heat of its gravitational contraction. The process of solar nuclear
fusion was not yet known to science.
　　Other scientists backed up Thomson's figures as well. Charles
Darwin's son, the astronomer George H. Darwin of the University of
Cambridge, proposed that Earth and Moon had broken apart in their early
days when they were both molten. He calculated the amount of time it
would have taken for tidal friction to give Earth its current 24-hour
day. His value of 56 million years added additional evidence that
Thomson was on the right track.
　　【Radiometric dating同位素年龄测定法】Rockminerals naturally
contain certain elements and not others. By the process of radioactive
decay of radioactive isotopes occurring in a rock, exotic elements can
be introduced over time. By measuring the concentration of the stable
end product of the decay, coupled with knowledge of the half life and
initial concentration of the decaying element, the age of the rock can
be calculated. Typical radioactive end products are argon from
potassium-40 and lead from uranium and thorium decay. If the rock
becomes molten, as happens in Earth's mantle, such nonradioactive end
products typically escape or are redistributed.Thus the age of the
oldest terrestrial rock gives a minimum for the age of Earth assuming
that a rock cannot have been in existence for longer than Earth
itself.Modern radiometric dating
　　Radiometric dating continues to be the predominant way scientists
date geologic timescales. Techniques for radioactive dating have been
tested and fine-tuned for the past 50+ years. Forty or so different
dating techniques have been utilized to date, working on a wide variety
of materials. Dates for the same sample using these different techniques
are in very close agreement on the age of the material.
　　Possible contamination problems do exist, but they have been studied
and dealt with by careful investigation, leading to sample preparation
procedures being minimized to limit the chance of contamination.
Hundreds to thousands of measurements are done daily with excellent
precision and accurate results. Even so, research continues to refine
and improve radiometric dating to this day
　　Source:http://en.wikipedia.org/wiki/Age_of_the_Earth
　　第二篇： GERMAN RAILWAY
　　第二篇讲的是近代德国基于铁路工业的发展。
　　这篇结构为很简洁的三段。第一段总起说了下德国发展铁路后带动了一系列的发展进步。第二段细说了下铁路引领了什么进步，主要是铁、煤以及其他诸如化工
产业之类的发展。然后作者列举了一个现象，通过铁路带动化工产业这个例子来阐述。（这里考作者的阐述方法）之后还强调了下铁路带动了一个P城市的兴旺，这
个城市通过兴建各种配套设施啥的，体现了铁路给城市带来的翻天覆地的变化。第三段主要还是围绕P展开说了下，说由于铁路使得市场扩大了之类的。之后说了铁
路还帮助人们能够在更大范围找工作以及周边产业给了更多的人就业机会。（这里有双选题）最后还说铁路打通了德国东西的连接，（运河是南北的）标志着德国工
业的振兴blabla。
　　German Railways.
　　As far as railway development is concerned, no corner of the world is
making more rapid progress than Germany. A recent survey issued by the
German railway authorities states that, during 1927, the German railways
handled 1,909,000,000 passengers and 489,000,000 tons of merchandise.
Steam locomotives number 24,575 and electric locomotives 316. The German
railways operate some 62,940 passenger carriages, and the stock of
goods wagons totals 674,318. As a result of a consistent effort at
standardization, the number of types of locomotives in service on the
German lines has been reduced from 250 in 1920 to 40 at the present
time. Despite this standardization, the door is being left open to
experiment, and, at the moment, attention is being devoted to the
development of high pressure locomotives, some of these experimental
machines having steam pressures as high as 880lbs. per square inch.
　　German Railway history began with the opening of the steam-hauled
Bavarian Ludwig Railway between Nuremberg and Fürth on 7 December 1835.
This had been preceded by the opening of the horse-hauled Prince William
Railway on 20 September 1831. The first long distance railway was the
Leipzig-Dresden railway, completed on 7 April 1839.
　　German unification in 1871 stimulated consolidation, nationalization
into state-owned companies, and further rapid growth. Unlike the
situation in France, the goal was support of industrialization, and so
heavy lines crisscrossed the Ruhr and other industrial districts, and
provided good connections to the major ports of Hamburg and Bremen. By
1880, Germany had 9,400 locomotives pulling 43,000 passengers and 30,000
tons of freight, and forged ahead of France
　　Source：
　　Social and economic benefits
　　【P的兴旺】Prussia nationalized its railways in an effort
both to lower rates on freight service and to equalize those rates
among shippers. Instead of lowering rates as far as possible, the
government ran the railways as a profitmaking endeavor, and the railway
profits became a major source of revenue for the state. The
nationalization of the railways slowed the economic development of
Prussia because the state favoured the relatively backward agricultural
areas in its railway building. Moreover, the railway surpluses
substituted for the development of an adequate tax system.
　　In order to enable the free exchange of goods wagons between the
different state railway administrations, the German State Railway Wagon
Association （DeutscherStaatsbahnwagenverband or DSV） was formed in 1909.
The standard wagons that resulted are often referred to as 'DSV
　　The standardisation of goods wagons under the German State Railway
Wagon Association, that had produced the Verbandsbauart （'Association
design'） wagons, continued as new designs using interchangeable
components were introduced from about 1927. These were the
Austauschbauart （'interchangeable design'） wagons. The 1930s saw the
introduction of welded construction and solid wheels replacing spoked
wheels on new goods wagons. As the Second World War loomed, production
was geared towards the war effort. The focus was on fewer types but
greater numbers of so-called Kriegsbauart or wartime designs for the
transportation of large quantities of tanks, vehicles, troops and
　　【德国铁路对工业影响】During the Second World War, austere
versions of the standard locomotives were produced to speed up
construction times and minimise the use of imported materials. These
were the so-called war locomotives （Kriegslokomotiven and
?bergangskriegslokomotiven）。 Absent a good highway network and trucks,
the Germans relied heavily on the railways, supplemented by slower river
and canal transport for bulk goods. The rail yards were the main
targets of the "transportation strategy" of the British and American
strategic bombing campaign of 1944-45, and resulted in massive
destruction of the system.
　　【东德和西德的铁路】After World War II, Germany （and the DRG）
was divided into 4 zones: US, British, French and Soviet. The first
three eventually combined to form the Federal Republic of Germany （the
West） and the Russian zone became the German Democratic Republic （the
East）。 German territories beyond the Oder were ceded to Poland except
for the northern part of East Prussia, which was ceded to the Soviet
Union in 1945.From 1949, the new governments assumed authority for
railway operations. The DRG's （or DR's） successors were named Deutsche
Bundesbahn （DB, German Federal Railways） in West Germany, and Deutsche
Reichsbahn （DR, German State Railways） in East Germany kept the old name
to hold tracking rights in western Berlin.
　　Unlike the DRG, which was a corporation, both the DB and the DR were
federal state institutions, directly controlled by their respective
transportation ministries. Railway service between East and West was
there were around five well-controlled and secure
checkpoints between West and East Germany, and about the same number
between East Germany and West Berlin. Four transit routes existed
between West Germany and West B citizens of West Berlin and West
Germany were able to use these without too much harassment by the East
German authorities.
　　Source：
　　第三篇：WEATHERING OF ROCK
　　第三篇讲岩石风化。
　　段落很多所以就一起讲了好了。首先总起是列举了两种风化方式：化学上的和生物上的。文章主讲了化学上的，化学上的有三种，水侵蚀、二氧化碳侵蚀、氧气
侵蚀（翻译很不专业就表嘲笑啦）。水侵蚀主要说的是水与岩石中物质接合使得其膨胀等等；二氧化碳侵蚀就是列举了类似钟乳石那种因潮湿环境融入二氧化碳而慢
慢风化侵蚀的现象（化学的涉及到碳酸盐遇碳酸根生成可溶的碳酸氢盐，然后流失），干燥环境下不是很明显；氧气侵蚀主要发生在阳光照射强烈的地方，氧化后呈
红色，多发生于热带。（这里有题大概是考推测热带的土多为红色的啥的）最后作者也说了些生物侵蚀的例子，强调的是它可能没有想象中的作用那么大，因为其中
也包含着化学侵蚀部分。而且生物侵蚀有利于土壤的生成，本身是对植物好的。文章末尾讲了一个真菌，通过从岩石中提取矿物质，使岩石最终崩碎呈小块状以及另
外一种方式（忘了）来进行生物侵蚀。（生物影响涉及到植物的根，不过这一点作用被过分关注了；讲了lichen，这种生物对石头的侵蚀既有生物作用又有化
　　Weathering is the breaking down of rocks, soils and minerals as well
as artificial materials through contact with the Earth's atmosphere,
biota and waters. Weathering occurs in situ, or "with no movement", and
thus should not be confused with erosion, which involves the movement of
rocks and minerals by agents such as water, ice, snow, wind and
　　Two important classifications of weathering processes exist –
physical and chemical weathering. Mechanical or physical weathering
involves the breakdown of rocks and soils through direct contact with
atmospheric conditions, such as heat, water, ice and pressure. The
second classification, chemical weathering, involves the direct effect
of atmospheric chemicals or biologically produced chemicals （also known
as biological weathering） in the breakdown of rocks, soils and minerals.
　　The materials left over after the rock breaks down combined with
organic material creates soil. The mineral content of the soil is
determined by the parent material, thus a soil derived from a single
rock type can often be deficient in one or more minerals for good
fertility, while a soil weathered from a mix of rock types （as in
glacial, aeolian or alluvial sediments） often makes more fertile soil.
In addition many of Earth's landforms and landscapes are the result of
weathering processes combined with erosion and re-deposition.
　　【Chemical weathering】Chemical weathering changes the
composition of rocks, often transforming them when water interacts with
minerals to create various chemical reactions. Chemical weathering is a
gradual and ongoing process as the mineralogy of the rock adjusts to
the near surface environment. New or secondary minerals develop from the
original minerals of the rock. In this the processes of oxidation and
hydrolysis are most important.
　　The process of mountain block uplift is important in exposing new
rock strata to the atmosphere and moisture, enabling important chemical
significant release occurs of Ca++ and other
minerals into surface waters.[6]
　　Rainfall is acidic because atmospheric carbon dioxide dissolves in
the rainwater producing weak carbonic acid. In unpolluted environments,
the rainfall pH is around 5.6. Acid rain occurs when gases such as
sulfur dioxide and nitrogen oxides are present in the atmosphere. These
oxides react in the rain water to produce stronger acids and can lower
the pH to 4.5 or even 3.0. Sulfur dioxide, SO2, comes from volcanic
eruptions or from fossil fuels, can become sulfuric acid within
rainwater, which can cause solution weathering to the rocks on which it
　　Some minerals, due to their natural solubility （e.g. evaporites），
oxidation potential （iron-rich minerals, such as pyrite）， or instability
relative to surficial conditions （see Goldich dissolution series） will
weather through dissolution naturally, even without acidic water.
　　One of the most well-known solution weathering processes is
carbonation, the process in which atmospheric carbon dioxide leads to
solution weathering. Carbonation occurs on rocks which contain calcium
carbonate, such as limestone and chalk. This takes place when rain
combines with carbon dioxide or an organic acid to form a weakcarbonic
acid which reacts with calcium carbonate （the limestone） and forms
calcium bicarbonate. This process speeds up with a decrease in
temperature, not because low temperatures generally drive reactions
faster, but because colder water holds more dissolved carbon dioxide
gas.[citation needed] Carbonation is therefore a large feature of
glacial weathering.
　　The reactions as follows:
　　CO2 + H2O =& H2CO3
　　carbon dioxide + water =& carbonic acid
　　H2CO3 + CaCO3 =&Ca（HCO3）2
　　carbonic acid + calcium carbonate =& calcium bicarbonate
　　Carbonation on the surface of well-jointed limestone produces a
dissected limestone pavement. This process is most effective along the
joints, widening and deepening them.
　　【水合作用】Hydration
　　Mineral hydration is a form of chemical weathering that involves the
rigid attachment of H+ and OH- ions to the atoms and molecules of a
mineral.When rock minerals take up water, the increased volume creates
physical stresses within the rock. For example iron oxides are converted
to iron hydroxides and the hydration of anhydrite forms gypsum.
　　Hydrolysis on silicates and carbonates：Hydrolysis is a chemical
weathering process affecting silicate and carbonate minerals. In such
reactions, pure water ionizes slightly and reacts with silicate
　　【氧化】Oxidation
　　Within the weathering environment chemical oxidation of a variety of
metals occurs. The most commonly observed is the oxidation of Fe2+
（iron） and combination with oxygen and water to form Fe3+ hydroxides and
oxides such as goethite, limonite, and hematite. This gives the
affected rocks a reddish-brown coloration on the surface which crumbles
easily and weakens the rock. This process is better known as 'rusting',
though it is distinct from the rusting of metallic iron. Many other
metallic ores and minerals oxidize and hydrate to produce colored
deposits, such as chalcopyrites or CuFeS2 oxidizing to copper hydroxide
and iron oxides.
　　【生物风化】Biological weathering
　　A number of plants and animals may create chemical weathering through
release of acidic compounds, i.e. moss on roofs is classed as
weathering. Mineral weathering can also be initiated and/or accelerated
by soil microorganisms.
　　【lichen例子】Lichens on rocks are thought to increase
chemical weathering rates. For example, an experimental study on
hornblende granite in New Jersey, USA, demonstrated a 3x - 4x increase
in weathering rate under lichen covered surfaces compared to recently
exposed bare rock surfaces.
　　The most common forms of biological weathering are the release of
chelating compounds （i.e. organic acids, siderophores） and of acidifying
molecules （i.e. protons, organic acids） by plants so as to break down
aluminium and iron containing compounds in the soils beneath them.
Decaying remains of dead plants in soil may form organic acids which,
when dissolved in water, cause chemical weathering. Extreme release of
chelating compounds can easily affect surrounding rocks and soils, and
may lead to podsolisation of soils.
　　The symbiotic mycorrhizal fungi associated with tree root systems can
release inorganic nutrients from minerals such as apatite or biotite
and transfer these nutrients to the trees, thus contributing to tree
nutrition.[8] It was also recently evidenced that bacterial communities
can impact mineral stability leading to the release of inorganic
nutrients.[9] To date a large range of bacterial strains or communities
from diverse genera have been reported to be able to colonize mineral
surfaces and/or to weather minerals, and for some of them a plant growth
promoting effect was demonstrated.[10] The demonstrated or hypothesised
mechanisms used by bacteria to weather minerals include several
oxidoreduction and dissolution reactions as well as the production of
weathering agents, such as protons, organic acids and chelating
molecules.
　　Source：
　　词汇题：
　　Tangible sequence subsequently prominent withstand mature modestly
　　life history and population dynamics.
10183 学分
来自: 超级蚂蚁
&&&&& 1，难度比TPO中的大部分文章都大。
　　2，加试较为混乱，不同考生各种加试题分别考到。
　　3，建议大家平时训练范围要全面努力提高语言能力。
　　Conversation 1
　　是德国的Bauhaus,现代主义建筑的起源。最早是创办的学校的名字，学校创办理念是重视实践重视手工制作【这里有间，选项貌似是个教育方式的转变
吧，忘了】。Bauhaus不是某几个艺术家，而是涵盖了各个方面的。最早起源于别的，做了绘画啊家具之后才做到建筑，然后大放光彩。教授建议学生去看一
个Bauhaus的展览，这个展览是以主题theme来策展编排的【而不是以时间线索以艺术家为线索，有考】。最开头女生有提自己电脑还是什么坏了要拿课
程的纸质讲义，貌似教授给了，然后就开始讨论自己paper选题Bauhaus，女生还有提自己学过德语【有出题为啥她说自己学过德语】 baubaus
最后还说Tuesday 学生展览半价，还有一天是免费。
　　这个就是highline park，如图是人走的……类股空中架起的走道花园…我学建筑的所以我能保证我回忆的是对的……
　　Conversation2
　　第二个对话是一个哥们组织大家去纽约看画展，哥们说要徒步带大家去看画展，走纽约的Highline
Park，又称纽约高线公园，是由废弃的铁道改成的景观公园，是纽约市旅游的新热点【这里有陷阱选高线公园的特点4选2，有个选项是orginally是
纽约旅游新热点，应该是
　　错的，因为是废弃轨道改的】。老师说只有你想走路去（走路=走纽约高线公园，是一整条线）别人可能不想走路去啊，分两拨人把、老师说自己也曾毕业于纽
约的学校，也挺熟悉，所以最后老师也跟着去，带着另一队坐巴士去看画展。【我看到其他人的机经回忆有问题，他们不是坐隧道还是bus.
Highline在这里因为指的是高线花园所以是on foot的】。
　　新东方温利民老师解析：
　　本次对话难度较大，涉及内容较为学术化，而且涉及到了德国的Bauhaus,现代主义建筑的起源。魏玛包豪斯大学（Bauhaus-
Universitaet
Weimar）是位于德国魏玛的一所艺术设计类大学。该校是世界现代设计的发源地，对世界艺术与设计的推动有着巨大的贡献，她也是世界上第一所完全为发展
设计教育而建立的学院。该校的前身是创建于1860年的大公爵萨克森美术学校（Grosherzoglich-Saechsische
Kunstschule），1919年该校由一批杰出的艺术家和设计师接手而成立，以包豪斯之名成为了开创了新时代的先锋派艺术家们，反传统、推行现代艺
术设计理念的战场和精神基地。由于战争和纳粹的关系，学校再次易主，就连在一战中曾获得过铁十字勋章的瓦尔特·格罗皮乌斯（Walter
Gropius）也被纳粹定义为“优雅的沙龙布尔什维克”，并因不堪纳粹的迫害而逃亡美国，包豪斯理念由此也被压制，但仍有部分坚定的包豪斯推动者留在了
德国，而后这座几经兴衰易名的学校最终在两德统一后的1995到96年间被德国政府重新复名为包豪斯，成为着名的公立综合设计类大学性质的学术机构。
　　听对话时重点关注一下几点：
　　1，学生来的目的。此处必考一道主之目的题
　　如机经：第二个对话是一个哥们组织大家去纽约看画展，哥们说要徒步带大家去看画展，走纽约的Highline
Park，又称纽约高线公园，是由废弃的铁道改成的景观公园，是纽约市旅游的新热点【这里有陷阱选高线公园的特点4选2，有个选项是orginally是
纽约旅游新热点，应该是错的，因为是废弃轨道改的】。
　　2，问题发生的原因。一般问题发生的原因都为解决问题很难所以求助。
　　如原文：最开头女生有提自己电脑还是什么坏了要拿课程的纸质讲义，貌似教授给了，然后就开始讨论自己paper选题Bauhaus，女生还有提自己学过德语【有出题为啥她说自己学过德语】 baubaus 最后还说Tuesday 学生展览半价，还有一天是免费。
　　3，老师或学生的观点或评价态度。
　　如机经：老师说只有你想走路去（走路=走纽约高线公园，是一整条线）别人可能不想走路去啊，分两拨人把、老师说自己也曾毕业于纽约的学校，也挺熟悉，
所以最后老师也跟着去，带着另一队坐巴士去看画展。【我看到其他人的机经回忆有问题，他们不是坐隧道还是bus.
Highline在这里因为指的是高线花园所以是on foot的】
　　4，老师的建议及解释。
　　教授建议学生去看一个Bauhaus的展览，这个展览是以主题theme来策展编排的【而不是以时间线索以艺术家为线索，有考】。
　　5，学生下一步将会做什么。可能会考到一个推理题。
　　Lecture 1
　　Lecture 1是biology。
　　（网上没有回忆内容）
　　Lecture 2
　　有个是讲society和government关系什么的好像是的，有个M的人做研究，讲M这个人说fishing什么的，供population来生存的，后来厄尔尼诺出来了。厄尔尼诺带来了一些新的鱼种，还有下雨的天气。
　　新东方温利民老师解析：
　　社会科类文章在托福考试中最常考的是考古学、人类学、心理学和历史等，请重点参考相关词汇扩展：
justice ['d??stis]n. 司法，法律制裁
virtuous ['v?:t?u?s]adj. 善良的；有道德的
philosophy [fi'l?s?fi,f?-]n. 哲学；哲理；人生观
soul [s?ul]n. 灵魂；心灵
animate ['aenimeit,'aenim?t]vt. 使有生气；使活泼；鼓舞；推动|adj. 有生命的
faculties n. 系，学院；才能，能力；全体教员
ndividual [,indi'vidju?l,-d??l]adj. 个人的；个别的
conflict [k?n'flikt,'k?nflikt]n. 冲突，矛盾；
harmony ['hɑ:m?ni]n. 协调；和睦；融洽；调和
appetite ['aepitait]n. 食欲；嗜好
satisfying ['saetisfaii?]adj. 令人满意的；令人满足的
external [ik'st?:n?l]adj. 外部的；表面的
moderation [,m?d?'rei??n]n. 适度；节制；温和；缓和
flourish ['flauri?]n. 兴旺；茂盛；
spiritedness ['spiritidnis]n. 有精神；活泼；勇敢
intellect ['int?lekt]n. 智力，理解力；知识分子；思维逻辑领悟力；智力高的
calendar ['kaelind?]n. 日历；[天] 历法；
fascinating ['faesineiti?]adj. 迷人的；吸引人的；
rotation [r?u'tei??n]n. 旋转；循环，轮流
monumental [,m?nju'ment?l]adj.不朽的；纪念碑的；非常的
enormous [i'n?:m?s]adj. 庞大的，巨大的；凶暴的，极恶的
incorporated [in'k?:p?reitid]adj.合并的；组成法人组织的
astrology [?'str?l?d?i]n. 占星术；占星学；星座
Jupiter ['d?u:pit?]n. [天] 木星；朱庇特（罗马神话中的宙斯神）
lunar ['lju:n?]adj. 月亮的，月球的；
behaviorism [bi'heivi?riz(?)m]n. 行为主义
mental ['ment?l]adj. 精神的；脑力的
accuracy ['aekjur?si]n. [数] 精确度，准确性
muscular ['m?skjul?]adj. 肌肉的；
laryngeal [l?'ri?ɡi?l,,laerin'd?i:?l,l?'rind?i?l]adj.
喉的；喉头治疗用的|n. 喉部；喉音
overt ['?uv?:t,?u'v?:t]adj. 明显的；公然的；蓄意的
covert ['k?v?t]n. 隐藏处
motor ['m?ut?]n. 发动机，
equivalent [i'kwiv?l?nt]adj. 等价的，相等的；
definitively ['definitivli]adv. 决定性地；最后地
entrepreneur [,?ntr?pr?'n?:]n.
企业家；承包人；主办者
instincts ['insti?kt]n. 本能（instinct的复数）；直觉
random ['raend?m]adj. [数] 随机的；任意的；胡乱的|n.
随意|adv. 胡乱地
assignment [?'sainm?nt]n. 分配；任务；作业；功课
　　Lecture 3
　　关于什么声音特定的
　　（网上没有回忆内容）
　　Lecture 4
　　最后一个lecture是讲renaissance的3种realism painting。一共三种realism
painting，expressive realism，domestic realism，deceptive realism。domestic
realism 有一道重听题，问为什么教授说ordinary stuff 什么什么的，我选的是强调自己的观点。好像是这样，如果我没有记错的话……
　　温利民老师解析：
　　艺术文章考察最多的艺术史，如音乐史、建筑史、美术史。本文是典型的艺术类文章中的艺术史重点讲解了renaissance的3种
realism painting。expressive realism，domestic realism，deceptive
realism。以下是TPO真题中经常涉及到的艺术类相关词汇
colossal [k?'l?s?l] 巨大的
statue ['staetju:,-t?u]n. 雕像，塑像
commemorate [k?'mem?reit]vt. 庆祝，纪念；成为…的纪念
Pharaoh ['fε?r?u]n. 暴君；法老
legend ['led??nd] n. 传奇；
Helios ['hi:li?s] n. 赫利俄斯（太阳神）
derive [di'raiv] vt. 源于；得自
allocate ['ael?ukeit]vt. 分配；
erect [i'rekt] vt. 使竖立；建造；
Mount Rushmore& 拉什莫尔山（位于美国南达科他州）总统山；
odd [?d]adj. 奇数的；古怪的
fabric ['faebrik] n. 织物；布；组织；构造；建筑物
unravel [,?n'raev?l]vt. 解开；阐明；解决
erode [i'r?ud] vt. 腐蚀，侵蚀
clamor ['klaem?] n. 喧闹，叫嚷；
optimism ['?ptimiz?m]n. 乐观；乐观主义
endurance [in'dju?r?ns]n. 忍耐力；忍耐；
conceive [k?n'si:v]vt. 怀孕；构思；
prominence ['pr?min?ns]n. 突出； permanence ['p?:m?n?ns]n. 持久；
assumption [?'s?mp??n]n. 假定；
plaque [plɑ:k,plaek]n. 匾；血小板；
pedestal ['pedist?l]n. 基架，基座；
perceive [p?'si:v]vt. 察觉，感觉；
completion [k?m'pli:??n]n. 完成，&
&gallery ['ɡael?ri] n. 画廊；走廊
sum [s?m] n. 金额；总数
sum up 总结
realism ['ri?liz?m,'ri:-] n. 现实主义impression印象
impressionism [im'pre??niz?m] n. 印象派，印象主义
impressionist 印象派画家
depict [di'pikt] vt. 描述；描画
brushstroke&n. 一笔；笔的一划
texture ['tekst??] n. 质地；纹理；
canvas ['kaenv?s] n. 帆布
landscape ['laendskeip] n. 风景，景色
scene [si:n]风景，场景
bleak [bli:k]adj. 阴冷的；荒凉的
blurry ['bl?:ri]adj. 模糊的；污脏的
posture ['p?st??]n. 姿势；态度；
depiction [di'pik??n]n. 描写，叙述
pumpkin ['p?mpkin,'p??-]n. 南瓜
messed up 混乱；
wrapped up 结束；包起来；
a blanket of：厚厚的一层
zigzag ['ziɡzaeɡ]adj. 曲折的；锯齿形的
chaotic [kei'?tik]adj.混沌的；混乱的
vibrant ['vaibr?nt]adj. 振动的充满生气
electric blue 钢青色；铁蓝色
assessable [?'ses?bl]adj. 可估价的；
appreciate [?'pri:?ieit]vt. 欣赏领会；；
illustration [,il?'strei??n]n. 说明；例证
medieval [,medi'i:v?l,]adj. 中世纪
category ['kaetiɡ?ri]n. 种类，分类；
poem ['p?uim]n. 诗
evoke [i'v?uk]vt. 引起，唤起；
predictable [pri'dikt?bl]adj.可预言
rhythm ['ri??m,'riθ?m]n.节奏韵律
deed [di:d]n. 行动；证书；
warrior ['w?ri?,'w?:-]n. 战士，
knight [nait]n. 骑士，武士
conflict [k?n'flikt,'k?nflikt]n.冲突，
contest ['k?ntest,k?n'test]vt.争辩；
nobility [n?u'bil?ti]n. 贵族；高贵；
inspire [in'spai?]vt. 激发；鼓舞；
bravery ['breiv?ri]n. 勇敢；勇气
loyalty ['l?i?lti]n.忠诚；忠心；
sacrifice ['saekrifais]n. 牺牲；祭品；
provoke [pr?u'v?uk]vt. 驱使；激怒；煽动；惹起
appealing [?'pi:li?]adj. 吸引人的；
patriotic [,paetri'?tik]adj. 爱国的
noble ['n?ubl]adj. 高尚的；贵族的；
solitary ['s?lit?ri]adj.孤独的；
companion [k?m'paenj?n]n. 同伴；
adventure [?d'vent??,aed-]n. 冒险；
conscious ['k?n??s]adj. 意识到的；故意的
motivation [,m?uti'vei??n]n. 动机；积极性；推动
context ['k?ntekst]n.环境；上下文；来龙去脉
emerge [i'm?:d?]vi. 浮现；摆脱
reflection [re'flek??n]n. 反射；沉思；映象
troubadour ['tru:b?,du?]n. 行吟诗人；民谣歌手
reliable [ri'lai?bl]adj. 可靠的；
fictitious [fik'ti??s]adj. 虚构的；假想的；编造的
scrape [skreip]n. 刮掉；擦痕
scrape together 东拼西凑
composing [k?m'p?uzi?]n. 组成
crafting n. 工艺；手工
mosaic [m?’zeiik] n.镶嵌工艺
marble [‘mɑ:bl] n.大理石
cube [kju:b] n.立方体
tesserae [‘tes?r?:] n.镶嵌物
embed [im’bed] v.镶嵌
plaster [‘plɑ:st?] n.石膏
cement [si’ment] n.水泥
molten [‘m?ult?n] adj.熔化的；熔融的
tint [tint] n.带白的颜色，淡色；v.染色；着色于……
metal oxide ['metl-'?ksaid] n.金属氧化物
flat [flaet] adj.扁平的
marble slab ['mɑ:bl-slaeb]n.大理石板
score [sk?:] v.打记号于
strip [strip] n.条
portrait [‘p?:trit] n.肖像
sculpt [sk?lpt] v.雕刻
ivory [‘aiv?ri] n.象牙
pastel [paes’tel] n.彩色蜡笔画
encaustic [in’k?:stik] n.蜡画
tempera [‘temp?r?] n.蛋彩画
parchment[‘pɑ:t?m?nt] n.羊皮纸
　　加试：
　　经典加试中了，bird immigration，大王花，ragtime music。
　　听力我做的经典加试是女的ID丢了去补办要求escort的那篇；专业段是glail cell和神经元的那篇，还有一个Williams Wordsworth浪漫主义。
来自: 一然要一百
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