Tài liệu The Complete Guide to the TOEFL IBT part 5 pptx

stone—these give marble its different colors—green, yel￾low, tan, pink, and so on.

Marble is valued for its beauty, and, uh, its strength. It’s

been used for temples, monuments, statues. It’s still used

for building today, especially for public buildings.

Narrator: Task C

Narrator: Now listen to a lecture in a journalism class.

Professor: Today, uh, I want to start off by focusing on one

of the more influential journalists of the early twentieth

century, Ida Tarbell. She began reporting for a magazine in

1894. She was interested in writing about corporations,

especially about the Standard Oil Company, so she became

an investigative reporter. She was one of the famous

“muckrakers” that we read about last week.

Now, uh, Ida Tarbell spent two years studying Standard

Oil’s corporate records, interviewing company officials—

she even met with the director of the corporation. For some

reason, he trusted her, and told her all kinds of things. In

1904, she published a series of articles about Standard Oil.

Her articles gave details about all kinds of corporate scan￾dals, abuses of power, unfair practices. These articles made

her readers angry—and not just angry at Standard Oil but

at trusts in general. And it was probably Tarbell’s writings

that caused Congress to break up Standard Oil in 1911.

Narrator: Task D

Narrator: Now listen to a discussion in a photography class.

Professor: Okay, everyone, last class, we were talking about

some of the advantages of taking monochromatic photos

rather than color photos. Today I’m going to start by show￾ing you two monochromatic photos of the same street

scene in Boston. Here’s one—take a good look—okay, now

here’s the other. What can you tell me about these two

photos?

Student A: Well, the second one is obviously much older . . .

Professor: Oh? And why do you say that?

Student A: Well, it . . . I dunno, it just looks older . . .

Professor: Okay. Actually, they’re both the same age.

Student A: Really?

Professor: Yeah, really. I took them both myself a year or so

ago. But you’re right—the second photograph does look

older. What else did you notice?

Student B: The first one seems . . . the light seems different.

It seems harsher, somehow. There’s a lot more contrast

between the shadow and the lit portions of the picture.

Professor: Good point. What else?

Student B: Well, the second one has, umm, a kind of

brownish look to it, a brownish tint.

Professor: Okay, very good. Actually, these two photos were

just developed using two different processes. Today in the

darkroom, we’ll develop some black-and-white film, and

I’ll show you the difference between the two processes.

[CD 8 Track 10]

Exercise 18.3

Narrator: Task A

Narrator: The professor’s lecture is about the nest of the

hamerkop bird. Describe the hamerkop’s nest, and explain

why it is a good example of an enclosed nest. [30-second

pause, then beep] Please start talking now. [60-second

pause, then beep] Please stop talking now.

Narrator: Task B

Narrator: The professor lectures about marble. Describe

this type of rock, and explain why it is a typical metamor￾phic rock. [30-second pause, then beep] Please start talking

now. [60-second pause, then beep] Please stop talking now.

Narrator: Task C

Narrator: The professor lectures about the journalist Ida

Tarbell. Describe her accomplishments, and explain why

she is considered a “muckraker.” [30-second pause, then

beep] Please start talking now. [60-second pause, then

beep] Please stop talking now.

Narrator: Task D

Narrator: The professor and the students discuss two pho￾tographs. Describe the photographs using information

from the discussion and the reading passage. [30-second

pause, then beep] Please start talking now. [60-second

pause, then beep] Please stop talking now.

[CD 8 Track 11]

Lesson 19: Problem/Solution Task

Sample Item

Narrator: Listen to a conversation between two students.

Student A: Hey, Lucy, how are things?

Student B: Hi, Rick. Oh, I don’t know. Okay, I suppose . . .

I’m just . . . I’m just exhausted!

Student A: Yeah, you do look kinda tired . . . how come?

Student B: Well, I just never get enough sleep . . . my classes

are really hard this term, especially my physiology class, so

I’m in the library until it closes at eleven, and then I study

for a couple of hours or so when I get back to my dorm

room.

Student A: Yeah, I’ve had a couple of semesters like that

myself . . .

Student B: I feel especially dead in the afternoon, and I

have a one o’clock and a three o’clock class. Yesterday, the

most incredibly embarrassing thing happened in my physi￾ology class—I actually fell asleep! I’ve never done that

before . . . And Doctor Daniels was like, “Am I boring you,

Ms. Jenkins?”

Student A: That’s embarrassing! Hey, you should do what I

do . . . just get yourself some coffee.

Student B: Yeah, I bought a cup of coffee from the vending

machine the other day—it was terrible!

Student A: Vending machine coffee’s usually pretty awful.

You could walk up to College Avenue—there are a coupla

coffee shops up there.

Student B: Yeah, but it’s pretty expensive, and . . . I don’t

know, sometimes coffee just makes me really nervous . . . I

don’t feel that awake, I just feel nervous!

Student A: Hey, here’s an idea. What buildings are your

afternoon classes in?

Student B: One’s in Old Main and one’s in Castleton.

Student A: Those aren’t far from your dorm. Here’s what you

should do. Go by your dorm and lie down for fifteen or

twenty minutes between your two classes.

Student B: I don’t know . . . I haven’t taken a nap during the

day . . . probably since I was in kindergarten.

Student A: Yeah, but, you don’t have to sleep. Just lie down

and completely relax. If you sleep, that’s fine, if not . . . I still

think you’ll find yourself refreshed.

Narrator: Now listen to a question about the conversation:

Section 3 Guide to Speaking 55

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