1月17日的托福考试结束啦~同学们考的怎么样呢？本次考试冷门老题虽多，但是在考试中的难度不算低
快来看看本场托福考情回顾吧👇
01
阅读部分
R1
动物群居行为
关于群居动物群体行为，传统观点认为群体内个体存在自我牺牲行为，以保障群体整体利益。现代生物学家研究表明，除少数特殊情形外，群体生活中的个体行为核心均围绕自身利益，群体存续的前提是个体从中获得的收益高于付出的成本。
个体借助群体生活可提升警觉性，羚羊群体通过成员间的协作观察，能更及时规避猎豹的捕食。群体生活还可通过稀释效应降低个体被捕食概率，阿德利企鹅在南极沿海依靠群体行为避险，它们成群跃入海中，让捕食者难以锁定单个目标，同时因个体数量多，每只企鹅被捕风险显著下降。捕食者同样能从群体生活中获利，美国白鹈鹕通过集体捕鱼提升捕食效率，它们共同在水面驱赶鱼群，使每只鹈鹕捕获食物的难度降低，获取猎物量多于单独觅食。
群体生活也存在成本，密集群体易加速疾病和寄生虫传播，个体还面临食物、空间及交配机会的竞争压力。不同个体在群体中成本与收益存在差异，主导个体可占据更安全位置，减少资源竞争，从属个体则需承担更高成本。
R2
荷兰土地开垦
R3
活历史博物馆
在美国，对于历史博物馆的教育，有一种方法，就是把历史场景与里面工作人员所穿的服装协调起来，让两者之间互相配合。但是也有人认为这是一种很肤浅的娱乐方法。虽然这些工作人员展现了当时的历史生活，但是也有人觉得他们反映了统治阶级的世界观，很招人厌烦。实际上，不同的观点都有自己的道理。这是因为博物馆是一个特别复杂的机构。
因为大多数历史博物馆主要关注的是中上层，而且是白人的生活。它并不具有广泛的代表性，尤其是历史越早就越是这样，因为早期的历史博物馆都展现的是当地的农民，但是对于新移民以及农奴和矿工，基本上就没有展现，都被忽视掉了。而最早的这种博物馆大概出现在100多年前。在接下来的几年里，人们会尝试去革新这些博物馆。比如说随意摆放物品，比如说穿着当时服装的女性在不同的房屋之间游荡，用来展现当时的历史。
大多数的历史博物馆都是历史当中的一些建筑，后来转型成为历史博物馆。比如说宾夕法尼亚州的一个庄园。因为它的建筑风格特别的独特。经过十几年的装修之后，他就开始向公众来进行开放，而工作人员也将几十年前的历史来当做主要的卖点。因此它非常好的重现了当时的生活，对于历史的保护有很重要的帮助作用。接下来就有人想修复整个的历史建筑，因为他们认为这是共和国的摇篮，最终有一个小说家支持了这个想法，并且进行了资助。他们当时为了营造古代的氛围，把几百座当时的建筑都拆除了，而且把一条铁路也给改造了，后来又增加了一些手工的展示品。
实际上，这些博物馆的参观者喜欢看工匠们的手工制作过程。因为现在的新技术对于大多数人来说难以理解，而且太复杂了，而能看这些工匠用双手来制作椅子或者一些物品，对于他们来说很新奇。因为这对于很多游客来说，他们看到了前工业社会所丢失的一些技术，并且让他们感觉受到了心灵的洗涤。而且在展示的过程中，消费者往往喜欢购买一些相应的产品，这还可以提供就业，还可以提供收入，这样都很好。
R4
驯化狗
狗是人类最早驯化的动物，由狼进化而来。约2.6万至3万年前，出现介于狼和狗之间的原狗中间阶段，之后有一万多年空白期，直至约1.5万年前，才有确凿证据证明狗的存在。1.5万多年前，多个地区的人类与狼共同生活，狗可能在这些地区独立完成驯化。这一狗驯化多起源理论，得到冰河期末期狗的显著多样性支持。
西南欧洲有小型狗，东欧存在近乎狼体型的大型狗，近东则有中型狗。这种跨物种伙伴关系在不同社群独立发展，引发对其互利互惠本质的深层探讨。人类与狗结合有多重原因，生态位重叠、饮食相似及可比的社会等级结构，让这种配对具备自然基础。
二者均为机会性觅食者，早期人类以狩猎采集为生，狼的觅食模式与之相近。人类和狼常狩猎同类动物，技能互补。但这并非合作核心，关键可能是相似的社会等级结构。狼群有明确阿尔法雌雄配对，其余成员由阿尔法雄性维持严格秩序，秩序变动伴随冲突与暴力，人类可融入该秩序并占据主导地位。人类和狼同为社会性猎食动物，且均在白天狩猎，这一特性促使二者共存，从竞争走向结盟。
非首领狼会以人类丢弃的残羹剩饭为食，逐渐习惯在人类附近活动，逃离本能被食物收益抵消。人类会驱逐或捕杀具威胁性的狼。适应人类营地的狼相互繁殖，打破原有等级结构。阿尔法狼无需依赖垃圾食物，或远离人类或被捕杀。这些狼在人类附近找到生存空间，驯化过程并非人类刻意选择，而是狼与人类共同参与的结果。
R5
中国瓷器
R6
鸟类钙源
鸟类产卵期需大量钙质，钙源获取情况直接影响繁殖成功率。鸟类日常饮食中的钙质摄入对产蛋至关重要，秃鹫因食用富含钙质的骨头，无需担忧钙源不足。燕子等鸟类饮食中钙质含量不足，钙源获取成为繁殖中的突出问题。小型鸟类会通过摄食碎屑补充钙质，或在产蛋期夜间寻找地面蜗牛壳，将壳碎片存入胃中，夜间提取钙质用于蛋壳合成。20世纪80年代，荷兰研究人员发现大山雀等小型鸟类因土壤质量恶化、蜗牛数量减少，难以获取足够钙质形成正常蛋壳。
酸雨会破坏土壤结构，影响蜗牛种群数量，间接降低鸟类繁殖成功率。钙匮乏的林地中，部分大山雀因无法找到足量蜗牛，只能吞食碎屑和沙子补充钙质，导致产卵异常，部分卵甚至无蛋壳。同一森林中繁殖的斑姬鹟无此类问题，其可通过摄食富含钙质的昆虫，满足自身钙质需求，这一差异体现了不同鸟类钙源获取方式对繁殖的影响。
R7
昆虫翅膀
昆虫飞行能力是其生存繁衍的关键。化石记录中昆虫发达翅膀出现突兀，缺乏进化中间阶段证据，翅膀起源与早期功能争议颇多。昆虫翅膀不同于鸟类、蝙蝠由肢体进化而来，“背板起源论”认为翅膀源自胸部背板（notum）延伸，早期“原翼”（protowings）可稳定滑翔、调节体温。“背板起源论”（paranotal theory）难以解释固定结构向带铰链和肌肉结构的转变，“内-外附肢融合论”（endite-exite theory）提出翅膀原型来自短腿段附肢融合。
昆虫翅膀感官受体分布支持腿起源说，鼓形感器（campaniform sensilla）仅存在于附肢，对压力应变有反应。另有理论认为翅膀源自水生幼虫鳃，古代蜉蝣鳃兼具呼吸与移动功能，石蝇用翅膀水面滑行。昆虫体壁振动感应毛发可触发逃跑反应，原翼发展与神经重组或助力动力飞行，提升生存能力
R8
盐
公元前2000年左右，中国已掌握制盐技术。北方居民通过煮沸盐湖水、收集蒸发湖床盐、引湖水入浅池蒸发取盐等方式制盐。四川出土陶罐证实当时存在盐的组织化加工系统，沿海地区逐步成为产盐中心，海盐占年产盐量约80%。盐的重要性促使政府长期寻求贸易控制权，东周时期尝试建立盐的国家垄断，为常备军队提供资金支持。
明清时期（约1368-1911），政府构建复杂盐管控体系。明朝1370年起用“证书系统”垄断盐务，盐户向政府供盐获固定费用，盐商需先供应北方军队粮食方可运销盐。1631年推行“联合体系统”，盐分配权归少数家族并延续至1831年。该类系统虽增财政收入，但导致盐价上涨，催生走私，明清约半数盐在黑市流通，民众以地下经济抵抗管控。
02
听力部分
第一套
C1
对话一个是这个小孩不知道该选什么课，新来大学对动物感兴趣教授给推荐选课；另一个是小孩问教授一个生物学问题 叶子为什么会从树上掉下来 然后教授劝他选生物专业他说再看看，然后又要请他参加一个学术交流活动
L1
猪笼草捕食昆虫的机制，指出传统观点认为其依靠蜡质层使昆虫滑落，但研究发现，有些猪笼草物种没有蜡质层，却依然能有效捕食。进一步观察发现，这些猪笼草的唇部在湿润时变得异常光滑，能诱使昆虫滑入捕虫笼。研究还显示，唇部在夜间因分泌花蜜而保持湿润，这可能是植物主动调节捕食时机的一种策略，使捕食更难被猎物预测
C2
男生想学一个音乐的基本课程。
L2
飞行能力在四个不同类群中的独立演化起源：昆虫、翼龙、鸟类和蝙蝠。讲座重点介绍了昆虫翅膀可能从用于水下呼吸的鳃演化而来，随着鳃的扩大和功能转变，逐渐发展出滑翔和主动飞行的能力；翼龙和鸟类则分别从双足爬行动物演化而来，通过骨骼中空、前肢结构变化等适应实现飞行，并强调了演化过程中结构被重新利用的现象（如鳃变成翅膀、羽毛从保温转为飞行）。
C3
伦勃朗的油画特征，画成一层层，如何找之前的颜色
L3
生物：脑部海马体和行为的关系 两个例子 蝙蝠视觉和听觉捕食 开出租车的两组人海马体大小
C4
纽约中央公园的设计由来
L4
生物：共生系统 两个例子 野麦子和家养麦子 蚂蚁（割树叶的）和真菌
L5
天文：太阳系怎么形成的
03
口语部分
TASK 1
A卷 / Task 1 /
Do you agree or disagree with the following statement: if children play sports a lot, they will be aggressive in life.
B卷 / Task 1 /
Some companies are controversial and criticized for their business practices. Do you think it is acceptable for people to take jobs at such companies, even if the jobs pay well? Explain why or why not.
C卷 / Task 1 /
Do you agree or disagree with the following statement？Students should have a one-year vacation before they attend universities.
TASK 2
A卷 / Task 2 /
提议：打造环保宿舍
听力同意：1.若以环保宿舍为载体，鼓励大家主动分享各自的环保经验、做法，不仅能让彼此收获更多知识，还能形成正向带动效应，启发更多人参与到环保行动中，扩大环保理念的影响力。2.邀请教授在宿舍开展演讲是极佳的形式。
B卷 / Task 2 /
一个通知：在学校里增加饮水机，想让学生多喝水
C卷 / Task 2 /
在放寒暑假的时候，有些学生会出去度假，但是有些学生会留在校园里。建议在寒暑假的时候组织一个兴趣小组，大家一起读书学习。因为在寒暑假的时候，往往只有一两门课，空闲时间很多，大家可以一起读书，而且还可以增进社交。
听力不支持这个建议，因为实际上暑假的时候他们也很忙，每天要上好几个小时的课，还要做大量的阅读和写作业。所以实际上学生们在暑假真的特别忙，因为他们有太多的材料需要阅读，根本没时间做其他的事情。而且学生们也不需要其他的社交，因为他们已经有很多社交的机会了。比如说晚上一起看电影，一起去旅行，一起去参加音乐会。
TASK 3
A卷 / Task 3 /
主题：单纯紧迫性效应（Mere Urgency Effect）定义：个体在决策时，受事情“紧迫性”而非“重要性”主导，优先投入时间和精力处理紧急但非必要的事务，反而忽略了更重要但时效性较弱的任务，最终可能导致重要任务的完成质量受影响的心理现象。
例子：某教授正忙于准备一场重要的演示报告，就在准备过程中，教授突然收到学校发来的调查问卷通知。该问卷明确为非必填项，本身不具备强制约束力，对教授的核心工作也无直接影响，属于“非重要但紧急”的任务，仅存在“马上要到期”的时间压力。受单纯紧迫性效应影响，教授下意识将精力转移到这份紧急但非必要的问卷上，投入了原本用于准备演示报告的时间。由于准备时间被挤占，教授无法充分打磨演示报告的内容、优化表达逻辑，最终这场重要的演示报告只取得了一般的效果，凸显了单纯紧迫性效应对任务优先级判断及最终结果的负面影响。
B卷 / Task 3 /
floral guard 例子一个昆虫帮一个花赶走其他昆虫
C卷 / Task 3 /
公司总是想创造更多的利润，因此总会想办法降低成本，同时能够提升产品的价格，这样就能够提高公司的利润。
听力:几年前有一个袖珍的相机，它提供了一个皮套，携带起来很方便，因此销量特别好。后来他们向顾客发送问卷，询问这个包可不可以取消，后来发现人们都喜欢这个相机包。但是实际上可以换用更为便宜的材料来进行制作，比如说可以换用布来制作相机包，于是他们换用了更便宜的相机包，销量也很好。
TASK 4
A卷 / Task 4 /
主题：群体捕猎（Group Hunting）定义：两种及以上个体通过协作配合开展捕猎活动的行为，既包括同一物种内部的同伴协作，也涵盖不同物种间的跨界配合。
例子：捕猎过程中，狮群会进行清晰分工：一部分狮子会利用地形隐蔽潜伏，形成伏击圈，避免过早暴露自身位置；另一部分狮子则主动出击，从正面或侧面缓慢逼近猎物，逐步将猎物引入预设的伏击圈。
B卷 / Task 4 /
C卷 / Task 4 /
主题：隐蔽式交流（Private Communication）定义：在动物信号生态学中，“隐蔽式交流”指发声或显色者通过同步、频移、光谱盲区等手段，把“想被同类收到”的信息同时“对天敌隐形”，从而降低被捕食或被寄生风险的双赢策略。本质上是“有效传播”与“生存安全”之间的优化平衡。
例子：
1.森林中的雄性青蛙面临着“吸引配偶”与“躲避蝙蝠捕食”的双重需求。青蛙的鸣叫是吸引雌性的核心信号，但单独、独特的鸣叫会让捕食者蝙蝠快速锁定个体位置。为解决这一问题，雄性青蛙进化出了同步鸣叫及声线变化的反窃听策略。具体而言，它们会集体密集地同步鸣叫，使群体发出的声音形成密集且统一的声浪。
这种方式会干扰蝙蝠的定位能力——蝙蝠难以从密集的鸣叫声中区分出单个青蛙的位置，无法精准发起攻击；同时，青蛙还会随时间推移不断改变自身声线，进一步打乱蝙蝠对声音信号的识别，双重迷惑手段极大提升了自身的隐蔽性，既不影响群体对雌性的吸引，又有效规避了捕食风险。
2.另有一类动物借助天敌的感知缺陷，实现“只对配偶可见、不对天敌暴露”的交流效果。这类动物会通过尾巴上的红色斑点向潜在配偶传递求偶信号，红色斑点对同类而言具有明确的吸引力，能精准传达求偶意图。
而其主要天敌是一种无法感知红色的虾，由于虾的视觉系统缺乏识别红色的能力，无法发现尾巴上的红色斑点，也就无法通过这一信号追踪猎物。这种策略巧妙利用了天敌与自身的感知差异，在不暴露自身、不吸引天敌的前提下，顺利完成对配偶的信号传递，完美平衡了交流需求与生存安全。
04
写作部分
综合写作
第一套：
Both the reading passage and the lecture debate whether pterosaurs could fly immediately after hatching. The author of the reading argues that newborn pterosaurs were incapable of flight, citing three main reasons. The professor in the listening, however, firmly contradicts this view, offering direct counterpoints to each of the reading's arguments.
First, the reading suggests that the discovery of numerous pterosaur bones in concentrated areas indicates they lived in colonies, which would allow adults to feed and care for the young until they matured and could fly. The professor refutes this by proposing an alternative explanation for the bone clusters. She points out that the bones could have been brought together posthumously by natural forces like streams or rivers washing them to a single location. Therefore, their physical proximity does not necessarily prove social, collaborative living.
Second, the reading cites a fossilized pterosaur egg, claimed to be from a late-stage embryo, which lacked fully formed wings. This is presented as direct evidence that the hatchling would not be ready for flight. The professor challenges the validity of this evidence. She states that the egg in question was misidentified and was not actually from a late developmental stage. Furthermore, she mentions that subsequent research has uncovered genuine late-stage pterosaur embryos with well-developed wings, directly undermining the reading's key piece of fossil evidence.
Third, the reading employs an analogy with birds, stating that since most birds cannot fly at birth, pterosaurs likely couldn't either. The professor finds this analogy flawed. She notes that there are, in fact, some bird species (like megapodes) that are exceptionally developed at hatching, capable of digging themselves out of the ground and even flying shortly after birth. By this analogy, she argues it is entirely plausible that pterosaurs, which might have shared similar traits of being strong and precocial, could also have been capable of flight soon after hatching.
第二套：
The reading and the lecture present conflicting explanations for the sudden collapse of the Akkadian Empire. The reading proposes three theories involving political rebellion, food shortages, and a trade boycott. The lecturer systematically dismisses all three theories as unconvincing, providing specific counterarguments for each.
Firstly, the reading attributes the collapse to rebellions from conquered states that grew tired of paying high tributes. The lecturer refutes this by highlighting a key strategic weakness in this scenario. She points out that the Akkadian Empire had deliberately destroyed the defensive walls of conquered cities at the outset of its rule. Consequently, if these subjugated states had tried to rebel and attack the Akkadian heartland, they would have been highly vulnerable and easily defeated by the Akkadian army, making a successful external military overthrow unlikely.
Secondly, the reading blames a severe drought in the northern agricultural regions for causing catastrophic food shortages. The lecturer counters this by emphasizing the advanced agricultural technology of the Akkadians. She explains that they had sophisticated irrigation systems capable of transporting water over long distances and also possessed effective methods for long-term food storage. Therefore, their society was well-equipped to withstand a period of drought without facing a civilization-ending famine.
Thirdly, the reading argues that the empire fell because two-thirds of its trading partners united to boycott its trade, crippling its economy. The lecturer challenges this by presenting evidence of continued economic activity. She states that while some traditional partners may have resisted, the Akkadian Empire actively sought and found new trade partners across a vast area, from the Indian subcontinent in the east to the Mediterranean in the west. This expansion of trade networks would have compensated for any localized losses, preventing a total economic collapse from a boycott.
第三套：
暂缺
下午场 套1：
Both the reading and the lecture discuss the mysterious disappearance of the Anasazi civilization from their cliff dwellings. The author of the reading argues that the Anasazi were likely wiped out or forcibly driven out by warfare with neighboring peoples. However, the professor in the lecture firmly refutes this view, proposing instead that they voluntarily migrated due to severe drought, and he provides specific counterarguments against each of the reading’s points.
First, the reading cites the burning of important sites, especially sacred kivas, as evidence of all-out war and enemy desecration. The professor challenges this interpretation. He explains that the deliberate burning of ceremonial sites was actually a common ritual practice among many civilizations, including possibly the Anasazi, when they were preparing to migrate. Therefore, the fires were not necessarily set by enemies but could have been part of their own farewell tradition.
Second, the author points to the numerous artifacts—like household items and tools—left scattered in the dwellings as proof that the people were eliminated abruptly and did not have time to pack. The lecture counters this by arguing that these abandoned items are, in fact, consistent with a planned, voluntary migration under dire circumstances. He states that when people are forced to leave a drought-stricken area, they prioritize carrying only essential supplies like food and water, leaving behind non-essential possessions. This pattern, he suggests, aligns better with a response to environmental disaster than to a sudden attack.
Third, the reading assumes that since the Anasazi were at their peak and their homes were well-fortified, they had no reason to abandon them suddenly, implying an external attack was the only logical cause. The professor directly contradicts this assumption. He argues that it was precisely their advanced civilization and large population that made them more vulnerable to a critical problem: a severe water shortage. A large, developed society requires substantial and reliable water resources. A prolonged drought would have made their fortified homes unsustainable, providing a compelling reason for a large-scale, organized migration to seek more viable land.
下午场 套2：
The reading passage presents three pieces of evidence to argue that Celtic culture was significantly assimilated by ancient Greek culture. The lecturer, however, disputes this claim, contending that Celtic culture remained largely independent and distinct, and she refutes each piece of evidence in turn.
Regarding the first point about banquet customs, the reading states that the discovery of Greek drinking vessels in elite Celtic graves indicates the adoption of Greek-style symposia, where participants reclined and discussed philosophy. The lecturer refutes this by pointing out that the core Celtic banquet tradition remained unchanged. While they might have used Greek vessels, they did not adopt other key Greek practices: Celtic banquets included people from all social classes (not just elites), participants sat upright instead of reclining, and the events focused on casual talk and even quarrels rather than philosophical debate.
Concerning the second point about language use, the reading suggests that Celts near Greek settlements became fluently bilingual, viewing Greek as a mark of educated sophistication. The lecturer counters this interpretation. She argues that learning Greek was primarily a practical necessity for trade and commerce with Greek neighbors. This utilitarian motivation does not imply that the Celts considered Greek a prestigious language for elite education or a cultural symbol; it was simply a tool for business communication.
Finally, the reading uses artistic design as evidence, noting that Celtic art began to feature African-Asian plant motifs popular in contemporary Greek art, suggesting direct imitation. The lecturer offers two rebuttals. First, she proposes an alternative explanation: the Celts had direct trade contacts with African and Asian cultures themselves and could have drawn inspiration independently, not necessarily through Greek intermediaries. Second and more fundamentally, she highlights a profound qualitative difference: Greek art was narrative and centered on human figures and mythological stories, whereas Celtic art strictly used abstract patterns, plants, and animals for decoration and never depicted human figures or told stories. This fundamental divergence in artistic purpose, she concludes, demonstrates the independence of Celtic culture from Greek artistic influence.
学术讨论
上午场 套1：
Dr. GuptaThis week, we've been discussing how people develop and maintain healthy habits, such as exercising regularly, eating well, or getting enough sleep. Some believe that individuals are most successful when they rely on their own motivation and discipline. Others argue that external support—such as from friends, family, apps, or professionals—is essential for long-term success.In your opinion, is it better to build healthy habits on your own or with help from others? Why?
AndrewI think people are more likely to succeed on their own. When you set your own goals and track your own progress, you feel a stronger sense of personal responsibility. When I decided to start running every morning, I didn't tell anyone. I just did it. After a few weeks, it became a routine.
ClaireI see Andrew's point, but I believe external support makes a big difference. When I tried to eat healthier, I kept giving up until I joined a nutrition group. Knowing others were checking in on my progress kept me accountable. Without that support, I probably would have gone back to my old habits.
上午场 套2
Dr. GuptaThis week, we discussed factors affecting the success of classroom learning. One point was the relationship between the time of day when instruction takes place and students' ability to learn. Let's consider teenage students, such as those in high school. Traditional high school classes start in the morning. However, some educators suggest that alternative programs with evening classes would make learning for teenagers more effective. Do you think that offering evening classes would benefit high school students? Why or why not?
KellyThe traditional morning classes are simply more effective than evening ones because students are more energetic in the morning than they are in the evening. Humans naturally work harder and are able to use their brains better in the daytime, especially in the mornings. We are daytime creatures. Morning classes are simply more "natural."
PaulEvening classes might come with fewer distractions, which makes for a more focused learner. In the evening, there is less activity outside the classroom that might capture students' attention. When I was in high school, I was always more interested in looking out the window than following the lesson if the weather was good.
上午场 套3
Dr. DiazToday, we are going to discuss different methods to learn from our mistakes and improve our presentation skills. When reflecting on our performance, some people prefer to watch a recording of their presentation repeatedly and identify their weaknesses by themselves, while others prefer to ask classmates or coworkers who attended their presentation to identify their weaknesses and discuss them because they are more experienced. Which method is better? Why?
PaulI would choose to review the recording by myself to improve my skills for my next presentation. You know, in this way, I can watch and listen to myself at my own pace and notice things that I might have missed while presenting. It gives me a chance to see from an audience's perspective and understand what I need to work on.
KellyI'd like feedback from classmates or coworkers who watched my presentation. I think their perspectives and insights could be really helpful. They could point out mistakes I didn't know I was making because of my limited experience. Talking with them could give me fresh strategies for doing better next time.
下午场 套1
Dr. Gupta
Most people see 18 as the age when someone becomes an adult. But recently, some have pointed out that 18-year-olds might not be ready for responsibilities like voting or paying taxes. So, they suggest raising the age of adulthood to 21. I'd like to get your thoughts: should the government just choose a certain age to decide when someone's an adult, or should it look at other factors? Why?
Andrew
I think the government should consider setting the age of adulthood—and the responsibilities that come with it—at 21. Most 18-year-olds are still in school and depend on their parents for money. They might not be mature or experienced enough to take on big responsibilities. So, raising the age to 21 could make more sense.
Kelly
I believe the government should consider more than just a specific age when defining adulthood. Some people take on big responsibilities early. My sister, for example, began looking after me and managing our household at 17. Cases like this show that a person can be mature and responsible even before reaching the age of 21.
下午场 套2：
Professor
Today, we will examine what economists call incentives—the motivations that lead people to make certain choices. Cost is a major category of economic incentives. People tend to change their behavior when a particular choice gets more expensive. Let's discuss an example. Some economists argue that a good way to reduce air pollution is for governments to raise the cost (through taxes or other means) of fuel for cars. What is your view on this approach?
Andrew
I think it would be a good idea to raise fuel prices. Making it more expensive to drive cars would cause many people to choose public transportation or use bicycles instead. In my city, they've just added bicycle lanes to all of the major roads, so it would be easy to give up driving.
Claire
I disagree. Why should individuals be punished with such an added expense in their daily lives? The argument for a consumer fuel tax makes the assumption that cars are the biggest source of air pollution, and we need to question if that's an accurate assumption.
