time in an actual test would be 45-50 seconds.)<\/em><\/p>\n——————————————————-<\/p>\n
Good News for Movie Fans<\/p>\n
The Student Association has just purchased a new sound system for the Old Lincoln Hall
\nauditorium, the place where movies on campus are currently shown. By installing the
\nnew sound system, the Student Association hopes to attract more students to the movies
\nand increase ticket sales. Before making the purchase of the new equipment, the Student
\nAssociation conducted a survey on campus to see what kind of entertainment students
\nliked best. Going to the movies ranked number one. \u201cStudents at Northfield College love
\ngoing to the movies\u201d said the president of the Student Association, \u201cso we decided to
\nmake what they already love even better. We\u2019re confident that the investment into the
\nsound system will translate into increased ticket sales.\u201d<\/p>\n
——————————————————–<\/p>\n
(Male student) I really think the Student Association made a bad decision.<\/p>\n
(Female student) Really? Why? Don\u2019t you like going to the movies?<\/p>\n
(Male student) Sure I do. But this new purchase is just a waste of money.<\/p>\n
(Female student) What do you mean? It\u2019s supposed to sound really good.<\/p>\n
(Male student) Yeah, well, I\u2019m sure it does, but, in Old Lincoln Hall? I mean that
\nbuilding must be 200 years old! It used to be the college gym! The acoustics are terrible.<\/p>\n
(Female student) So you\u2019re saying there\u2019ll be no improvement?<\/p>\n
(Male student) That\u2019s right. And also, I seriously doubt that going to the movies is the
\nnumber one social activity for most students.<\/p>\n
(Female student) Yeah, but that\u2019s what students said.<\/p>\n
(Male student) Well, of course that\u2019s what they said. What else is there to do on
\ncampus?<\/p>\n
(Female student) What do you mean?<\/p>\n
(Male student) I mean, there isn\u2019t much to do on campus besides go to the movies. If
\nthere were other forms of, uh recreation, or other social activities, you know, I don\u2019t think
\nmost students would have said that going to the movies was their first choice.<\/p>\n
Question: The man expresses his opinion of the Student Association\u2019s recent purchase.
\nState his opinion and explain the reasons he gives for holding that opinion.<\/p>\n
Preparation Time: 30 seconds
\nResponse Time: 60 seconds<\/p>\n
<\/p>\n
<\/p>\n
4. Read a passage from a psychology textbook and the lecture that follows it. Then <\/strong>
\n answer the question. (Reading time in an actual test would be 45-50 seconds.)<\/strong><\/p>\nFlow<\/strong> <\/em><\/p>\n——————————————————-<\/p>\n
In psychology, the feeling of complete and energized focus in an activity is called flow.
\nPeople who enter a state of flow lose their sense of time and have a feeling of great
\nsatisfaction. They become completely involved in an activity for its own sake rather than
\nfor what may result from the activity, such as money or prestige. Contrary to expectation,
\nflow usually happens not during relaxing moments of leisure and entertainment, but when
\nwe are actively involved in a difficult enterprise, in a task that stretches our mental or
\nphysical abilities.
\n——————————————————-<\/p>\n
(Male professor) I think this will help you get a picture of what your textbook is
\ndescribing. I had a friend who taught in the physics department, Professor Jones, he
\nretired last year. . . . Anyway, I remember . . . this was a few years ago . . . I remember
\npassing by a classroom early one morning just as he was leaving, and he looked terrible:
\nhis clothes were all rumpled, and he looked like he hadn\u2019t slept all night. And I asked if
\nhe was OK. I was surprised when he said that he never felt better, that he was totally
\nhappy. He had spent the entire night in the classroom working on a mathematics puzzle.
\nHe didn\u2019t stop to eat dinner; he didn\u2019t stop to sleep . . . or even rest. He was that involved
\nin solving the puzzle. And it didn\u2019t even have anything to do with his teaching or
\nresearch; he had just come across this puzzle accidentally, I think in a mathematics
\njournal, and it just really interested him, so he worked furiously all night and covered the
\nblackboards in the classroom with equations and numbers and never realized that time
\nwas passing by.<\/p>\n
Question: Explain flow and how the example used by the professor illustrates the <\/strong>
\nconcept.<\/strong><\/p>\nPreparation Time: 30 seconds
\nResponse Time: 60 seconds<\/p>\n
<\/p>\n
<\/p>\n
5. Read the following conversation between two students and then answer the <\/strong>
\n question.<\/strong><\/p>\n(Female student) How\u2019s the calculus class going? You\u2019re doing better?<\/p>\n
(Male student) Not really. I just can\u2019t get the hang of it. There\u2019re so many functions and
\nformulas to memorize, you know? And the final . . . It\u2019s only a few weeks away. I\u2019m
\nreally worried about doing well.<\/p>\n
(Female student) Oh . . . You know, you should go to the tutoring program and ask for
\nhelp.<\/p>\n
(Male student) You mean, in the Mathematics building?<\/p>\n
(Female student) Ya. Get a tutor there. Most tutors are doctoral students in the math
\nprogram. They know what they\u2019re talking about, and for the final test, you know, they\u2019d
\ntell you what to study, how to prepare, all of that.<\/p>\n
(Male student) I know about that program . . . but doesn\u2019t it cost money?<\/p>\n
(Female student) Of course. You have to register and pay by the hour . . . But they\u2019ve
\ngot all the answers.<\/p>\n
(Male student) Hmm . . .<\/p>\n
(Female student) Another option, I guess, is to form a study group with other students.
\nThat won\u2019t cost you any money.<\/p>\n
(Male student) That\u2019s a thought . . . although once I was in a study group, and it was a
\nbig waste of time. We usually ended up talking about other stuff like what we did over
\nthe weekend.<\/p>\n
(Female student) But that was for a different class, right? I\u2019ve actually had some pretty
\ngood experiences with study groups. Usually students in the same class have different
\nstrengths and weaknesses with the material . . . if they\u2019re serious about studying, they can
\nreally help each other out. Think about it.<\/p>\n
Question: Briefly summarize the problem the speakers are discussing. Then state which <\/strong>
\nsolution you would recommend. Explain the reasons for your recommendation.<\/strong><\/p>\nPreparation Time: 20 seconds
\nResponse Time: 60 seconds<\/p>\n
<\/p>\n
<\/p>\n
6. Read part of a lecture in a biology course and then answer the question<\/strong>.<\/p>\n(Female professor) Human beings aren\u2019t the only animals that use tools. It\u2019s generally
\nrecognized that other animals use tools as well . . . use them naturally, in the wild,
\nwithout any human instruction. But when can we say that an object is a tool? Well, it
\ndepends on your definition of a tool. And in fact, there are two competing definitions\u2014a
\nnarrow definition and a broad one. The narrow definition says that a tool is an object
\nthat\u2019s used to perform a specific task . . . but not just any object. To be a tool, according
\nto the narrow definition, the object\u2019s gotta be purposefully changed or shaped by the
\nanimal, or human, so that it can be used that way. It\u2019s an object that\u2019s made. Wild
\nchimpanzees use sticks to dig insects out of their nests . . . but most sticks lying around
\nwon\u2019t do the job . . . they might be too thick, for example. So the sticks have to be
\nsharpened so they\u2019ll fit into the hole in an ant hill or the insect nest. The chimp pulls off
\nthe leaves and chews the stick and trims it down that way until it\u2019s the right size. The
\nchimp doesn\u2019t just find the stick . . . it . . . you could say it makes it in a way.<\/p>\n
But the broad definition says an object doesn\u2019t have to be modified to be considered a
\ntool. The broad definition says a tool is any object that\u2019s used to perform a specific task.
\nFor example, an elephant will sometimes use a stick to scratch its back . . . it just picks up
\na stick from the ground and scratches its back with it . . . It doesn\u2019t modify the stick, it
\nuses it just as it\u2019s found. And it\u2019s a tool, under the broad definition, but under the narrow
\ndefinition it\u2019s not because, well, the elephant doesn\u2019t change it in any way.<\/p>\n
Question: Using points and examples from the talk, describe the two different <\/strong>
\n definitions of tools given by the professor.<\/strong><\/p>\nPreparation Time: 20 seconds
\nResponse Time: 60 seconds<\/p>\n
<\/p>\n
\u0423\u0434\u0430\u0447\u043d\u043e\u0433\u043e \u0432\u0430\u043c \u0442\u0435\u0441\u0442\u0430!<\/p>\n
\u0415\u0441\u043b\u0438 \u0435\u0441\u0442\u044c \u0432\u043e\u043f\u0440\u043e\u0441\u044b – \u043f\u0438\u0448\u0438\u0442\u0435 \u0432 \u043a\u043e\u043c\u043c\u0435\u043d\u0442\u0430\u0440\u0438\u044f\u0445!<\/p>\n
\u0414\u043c\u0438\u0442\u0440\u0438\u0439<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
\u0412 \u0440\u0430\u0437\u0434\u0435\u043b\u0435 SPEAKING \u043d\u0430 \u0442\u0435\u0441\u0442\u0435 TOEFL IBT \u0432\u0430\u043c \u043d\u0443\u0436\u043d\u043e \u043e\u0442\u0432\u0435\u0442\u0438\u0442\u044c \u043d\u0430 \u0448\u0435\u0441\u0442\u044c \u0432\u043e\u043f\u0440\u043e\u0441\u043e\u0432. \u041d\u0438\u0436\u0435 \u043f\u0440\u043e\u0447\u0442\u0438\u0442\u0435 \u0441\u0446\u0435\u043d\u0430\u0440\u0438\u0438 \u043e\u0431\u0440\u0430\u0437\u0446\u043e\u0432 \u0432\u0441\u0435\u0445 \u0448\u0435\u0441\u0442\u0438 \u0432\u043e\u043f\u0440\u043e\u0441\u043e\u0432 \u0438 \u043f\u043e\u043f\u044b\u0442\u0430\u0439\u0442\u0435\u0441\u044c \u043e\u0442\u0432\u0435\u0442\u0438\u0442\u044c \u043d\u0430 \u043d\u0438\u0445. \u041a\u0440\u0430\u0442\u043a\u043e\u0435 \u043e\u043f\u0438\u0441\u0430\u043d\u0438\u0435 \u0440\u0430\u0437\u0434\u0435\u043b\u0430 SPEAKING \u043d\u0430 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,2],"tags":[298,299],"class_list":["post-858","post","type-post","status-publish","format-standard","hentry","category-articles","category-lessons","tag----toefl-speaking","tag------toefl"],"_links":{"self":[{"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/posts\/858","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=858"}],"version-history":[{"count":7,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/posts\/858\/revisions"}],"predecessor-version":[{"id":862,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=\/wp\/v2\/posts\/858\/revisions\/862"}],"wp:attachment":[{"href":"http:\/\/www.englishtest.top\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=858"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=858"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.englishtest.top\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=858"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}