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ریدینگ:
پرامپت برای دریافت توضیح یک سوال سوال:
The following text and question are from a TOEFL reading passage. I will provide the question along with its answer choices. Please select the correct answer and explain why you chose it, as well as why the other options are incorrect.
Text:
Despite Mars's bleak, cold climate today, there is abundant geologic evidence that liquid water once flowed on the Martian surface (and even recent evidence that some water still periodically flows today). The evidence of past flows includes river channels, now dry, that were once carved by powerful floods; valley networks of branching streams and tributaries indicating precipitation falling over wide areas; river deltas and layered sediments suggesting flow into standing bodies of liquid water; and salt and other minerals that dissolved in liquid water and were left behind when water evaporated. When that ancient wet period existed and when it ended is difficult to say.
Question and answer choices:
All of the following are mentioned in paragraph 1 as evidence that water once flowed on Mars EXCEPT:
networks of channels on the surface of the planet indicating the presence of rivers and streams in the past
minerals that would have been left behind when water dried up
different layers of sediment indicating alternating wet and dry periods
deltas that would have formed where rivers flowed into standing bodies of waterسوال جاگذاری:
The following text is from a TOEFL reading passage. I will provide a sentence that needs to be inserted into one of four designated positions in the text, marked by squares [■]. Please choose the most appropriate position for the sentence and explain your choice. In your explanation, consider meaning, text flow, and grammatical consistency, including pronouns, verbs, nouns, articles, and agreement with the surrounding sentences.
Text:
If Mars was wet billions of years ago, was it also warm? ■ There could have been catastrophic floods released from underground aquifers (layers of rocks that can contain water) where the top surface of the water froze like the top of a Hawailan lava flow. ■ The solid crust forms an insulating layer, trapping the heat of the liquid and allowing it to flow for great distances without freezing. ■ Lava tubes on Hawalil are empty channels where lava once flowed in this way. ■ Thus, the climate of Mars could have been wet but not warm, with the water flowing entirely under the ice. Ice sheets and glaciers on Earth today have extensive plumbing systems that allow water to flow and then drain away. Liquid water at the base of glaciers acts as a temporary lubricant and allows them to surge and slide downhill. Flood channels, river deltas, and standing bodies of liquid water all could have existed on Mars under thick layers of ice. The wet-but-not-warm hypothesis has the most trouble with areas that imply sources like precipitation over a wide area rather than the bursting of an underground aquifer. Further study of Mars's geology will clarify these issues
sentence:
One theory suggests that both wet and cold conditions could have prevailed at the same time if the water was beneath the surface.سوال خلاصه نویسی:
This is a TOEFL reading summary question. An introductory sentence for a brief summary of the passage is provided. Complete the summary by selecting the THREE answer choices that best capture the main ideas of the passage. Some options may not belong in the summary, either because they introduce ideas not presented in the passage or focus on less important details. Please explain why you selected each choice and why you did not choose the others.
The introductory sentence:
Scientists have attempted to determine whether and when liquid water existed on ancient Mars.
The passage:
Despite Mars's bleak, cold climate today, there is abundant geologic evidence that liquid water once flowed on the Martian surface (and even recent evidence that some water still periodically flows today). The evidence of past flows includes river channels, now dry, that were once carved by powerful floods; valley networks of branching streams and tributaries indicating precipitation falling over wide areas; river deltas and layered sediments suggesting flow into standing bodies of liquid water; and salt and other minerals that dissolved in liquid water and were left behind when water evaporated. When that ancient wet period existed and when it ended is difficult to say.
The best method for dating a surface uses radioactivity, the process by which certain elements decay over time. One collects rocks from the surface and measures their radioactive elements to see how much of the decay products have accumulated in the rock since it formed. Transferring this age to the age of the surface can be tricky unless one knows where the rock came from. And one needs to collect the samples and bring them to a well-equipped laboratory.
The other way to date a planetary surface, which is used when rock samples are unavailable, is by counting craters. The longer a surface has been exposed to meteorite bombardment, the more craters it will have. This gives the relative age and allows one to determine which surfaces are older and which surfaces are younger. To get the actual age, one needs a standard. This was established for the Moon when lunar samples were returned to Earth as part of the United States Apollo program. The crater counts of the areas of the Moon from which the samples came were carefully noted. The samples were dated in terrestrial laboratories using radioactive decay, and the relation between absolute age in years and crater density--numbers per unit area-was determined. This relation is valid for the Moon, and it is possible that it is valid for Mars as well. Then counting craters on a Martian surface should yield its actual age. It is possible, however, that the number of impacting objects is different for Mars. The problem has been carefully studied, and adjustments have been made, but the general conclusion is that a wet period occurred early in Mars's 4.5 billion-year history.
This causes a problem for Mars’s climate science because the Sun was supposed to be fainter, perhaps by 20 or 30 percent, during Mars’s wet period. Yet a watery Mars arguably would have required relatively warm temperatures. The power output of the Sun-its luminosity over time-is based on models of its interior and evolution. The models are well-tested and agree with the luminosities of stars like the Sun, whose ages are known. The same problem exists for Earth, which appears to have been warmer billions of years ago than it is today. Geologists have called this the "faint young Sun paradox." The solution to the paradox probably lies in climate science and not in the theory of stellar evolution, but the issue has not been entirely settled.
If Mars was wet billions of years ago, was it also warm? There could have been catastrophic floods released from underground aquifers (layers of rocks that can contain water) where the top surface of the water froze like the top of a Hawailan lava flow. The solid crust forms an insulating layer, trapping the heat of the liquid and allowing it to flow for great distances without freezing. Lava tubes on Hawalil are empty channels where lava once flowed in this way. Thus, the climate of Mars could have been wet but not warm, with the water flowing entirely under the ice. Ice sheets and glaciers on Earth today have extensive plumbing systems that allow water to flow and then drain away. Liquid water at the base of glaciers acts as a temporary lubricant and allows them to surge and slide downhill. Flood channels, river deltas, and standing bodies of liquid water all could have existed on Mars under thick layers of ice. The wet-but-not-warm hypothesis has the most trouble with areas that imply sources like precipitation over a wide area rather than the bursting of an underground aquifer. Further study of Mars's geology will clarify these issues.
Answer choices:
A. By using a combination of dating methods and geologic evidence both from Mars and the Moon, scientists have concluded that water was abundant on Mars after it first formed
B. Because impacts create enough heat to melt the surface of a frozen planet, newly formed planets that experienced heavy meteor bombardments tended to be very wet during their early history.
C. Geologists are not entirely sure how Mars could have been wet and thus relatively warm-during a period when the Sun was much cooler than it is today.
D. Liquid water could have existed on Mars in underground channels and aquifers, where it would have been protected from the freezing temperatures on the surface.
E. Models indicating the early Sun's luminosity suggest a reason why Mars was 20 to 30 percent cooler during Its wet period than Earth is today.
F. Lava flows from early volcanoes on Mars could have warmed the ice on the frozen surface of the planet, causing liquid water to accumulate in certain areas.لیسنینگ:
This is a TOEFL listening question. Below is the transcript of a conversation or lecture. Answer the question based on the transcript and explain your reasoning.
Transcript:
S: So yesterday, I picked up one of my roommates magazines, and I was just flipping through it, when suddenly this computer illustration of a really cool, urban building caught my eye. The unusual form of the building, specifically, the way its roof was shaped into several steep, sharp, points, it was really unique, kind of futuristic, you know? When I stopped, and actually read the article describing it, I was even more intrigued; the team that's proposing the design calls it a, uh... an iceberg.
P: Yes! I've heard about that the iceberg design is a fascinating concept. Are you considering using that for your model project?
S: Yeah, I mean, that's what I was thinking. It really seems to be on the cutting edge.
P: It is. What you're working with, essentially, is a building that really boils down to two components: a steel skeleton, and also, a flexible high-tech, plastic fabric that encases the steel skeleton.
S: Right, I think I remember reading that. Basically, it's supposed to function pretty much like a tent, no?
P: That's right. It uses hardly any building materials and as a result, fewer materials means that it's more environmentally friendly. Now, do you know why the iceberg was proposed? S: No.
P: Well, it was the designer's intent to create buildings that could be very quickly assembled to provide attractive retail space.
S: Ummm, interesting.
P: See, when undeveloped city sites are unused, they become a huge financial burden on the property owner; the owner has to continue to pay taxes on the land, even when it's nothing than an empty lot. So the vision is that they put up an iceberg, the property owner would rent out the space, and that would help generate income for the owner.
S: That's pretty cool; so then... I'm thinking the iceberg concept will work for the project.
P: It seems like it, ummm, and you read about air beams in the magazine article, right?
S: Actually... I saw the term used a couple of times, but it didn't give a lot of details.
P: Well, one reason that this type of building is able to morph into such unusual shapes and lean its walls at such extreme angles, is that empty sections of extra plastic are sewn in, and these sections are then inflated with air. These inflated air beams make it possible to have different types of extensions on each building, like the pointed sections of the roof you mentioned. And they're sturdy, solid, and still, very lightweight
S: Ah. which I guess is why they're nicknamed inflatable building. P Right. So, they're a feature that will be critical to get right, ok?
S: Got it. I'll make sure to get up to speed on that, then. P Great. Oh, say, before you head off, are you going to be able to join the group for the field trip to tour the Frank Lloyd Wright house? I have to submit the names to the dean. It's on the 20th, remember?
S: Oh yes, the 20th. It's on the syllabus, but you said that it was voluntary, right?
Question and answer choices:
Why does the student speak with the professor?
To ask for assistance coming up with an idea for her assignment
To go over an article the professor had assigned
To discuss an architectural concept she would like to work with
To review her work on a project she recently submitted.اسپیکینگ
اول فایل TOEFL iBT Spekaing rubrics رو آپلود کنید و این پرامپت رو بهش بدید:
This file contains the TOEFL iBT speaking rubrics from ETS. Please review it to understand how TOEFL speaking tasks are scored.درخواست ایده برای اسپیکینگ تسک یک:
This is a TOEFL Independent Speaking Task 1 question. Provide two different perspectives on how to answer the question, along with examples to support each perspective. Then, based on these perspectives, create a 45-second sample response to the question.درخواست متن پیشنهادی برای تسک دو:
This is a TOEFL Integrated Speaking Task 2 question. I will provide the passage, and the transcript of the conversation. Based on the passage and the transcript creat a 60-second sample response to the question.
Passage:
Transcript of conversation:
درخواست متن پیشنهادی برای تسک سه:
This is a TOEFL Integrated Speaking Task 3 question. I will provide the passage, and the transcript of the lecture. Based on the passage and the transcript creat a 60-second sample response to the question.
Passage:
Transcript of lecture:درخواست مت پیشنهادی برای تسک چهار:
This is a TOEFL Integrated Speaking Task 4 question. I will provide the transcript of the lecture. Using the transcript, create a 60-second summary that accurately reflects the key points of the lecture, following the ETS speaking rubrics for speaking tasks.
Lecture:
رایتینگ
اول فایل TOEFL iBT writing rubrics که معیارهای نمره دهی رایتینگ تافل هست رو آپلود کنید و بهش این پرامپت رو بدید:
This file contains the TOEFL iBT Writing rubrics from ETS. Please review it to understand how TOEFL writing tasks are scored. I will provide some writings for you to score based on these rubrics.رایتینگ تسک یک
I am preparing for the TOEFL Integrated Writing task and would like feedback on my writing. I will provide the passage, the lecture, and my response. Please score my writing according to the ETS rubrics for TOEFL Writing, and provide detailed comments on my strengths and weaknesses. Specifically, highlight areas where I can improve, such as organization, coherence, language use, and task response. Also, suggest specific improvements to strengthen my writing.
The passage:
The lecture:
My writing:رایتینگ تسک دو
I am preparing for the TOEFL Academic Discussion Writing task and would like feedback on my writing. I will provide the question from a professor, the answers from two students, and my response. I am supposed to Express and support my opinion, and make a contribution to the discussion. Please score my writing according to the ETS rubrics for TOEFL Academic Discussion Writing, and provide detailed comments on my strengths and weaknesses. Specifically, highlight areas where I can improve, such as organization, coherence, language use, and task response. Also, suggest specific improvements to strengthen my writing. Then revise my writing in about 250 words.
Question by the professor:
Answer from student 1 (Claire):
Answer from student 2 (Andrew):
My response:درخواست ایده برای رایتینگ دوم:
I am preparing for the TOEFL Academic Discussion Writing task and need help generating ideas. I will provide a question from a professor and responses from two students with opposing views. My task is to express and support my own opinion, contributing to the discussion. Please provide ideas for writing from both perspectives based on the text. Then revise my writing in about 130 words.