托福好康道相報 免費學托福TOEFL方法 考試技巧

The professor actually contradicts the statements made in the passage. She is of the view that dinosaurs are not endotherms i.e. they were not able to keep their body temperature at a constant rate.

The professor contradicts the issue of dinosaurs being endotherms based on the availability of fossils being available in the polar regions, she say that the polar regions in those days were not as cold as they are today i.e at least warm enough for dinosaurs to live. During harsh winters she says that there is a possibility of the dinosaurs actually migrating to warmer regions.

The issue of leg position and movement being used as a reason to classify the dinosaurs as endotherms does not please the professor either. She says that dinosaurs had legs under their bodies to support their huge bodies i.e the legs under the body of the dinosaur were actually to support the huge weight of the dinosaur and not to provide it with a body structure like endotherms(which is actually suited for running).

The professor acknowledges the presence of haversian canals but also points out that that the fossils show the presence of growth rings. These rings occur due to the thickening of the bone. The thickening indicates that the dinosaurs weren’t actually growing continuously but were experiencing periods of rapid growth and periods of no growth in succession. This pattern. she says is characteristic of non endothermic animals.

Thus it can be inferred that the professor challenges the passage by giving reasons as to why she thinks that the dinosaur is not an endotherm.

Description of Response:

Despite initial appearances, this response largely succeeds in clearly and accurately presenting how the lecture points take issue with the points in the reading passage that dinosaurs were  endotherms. The first point regarding dinosaurs in polar regions could be a bit clearer. Otherwise, the response mainly suffers from typographical errors, but these are not regarded as major problems; it is obvious that the writer has good control of structure and vocabulary and the ability to use these to convey in an organized and logical manner what has been understood and asked.

The lecture revises the idea presented in the text, that Rembrandt was not the artist who painted the famous painting "Portrait of an Elderly Woman in a White Bonnet”.

The inconsistency between the white cap, which identifies the woman as a servant, and the expensive fur collar she wears dissolves as the Professor explains that the fur collar was apparently painted over the original painting to increase its worth by displaying an aristocratic woman.

In addition, the assumption that light and shadow in the painting do not fit together is refuted by the fact that in the original painting, the woman wears a light cloth that illuminated her face. Thus the presentation of light and shadow was indeed very realistic and accurate, as it is characteristic of Rembrandt’s paintings.

Finally, the mystery of the panel consisting of patches glued together is also solved in the lecture. Actually, the wood panel was later enlarged to make it more grand and valuable, but the original painting was painted on a single panel, as Rembrandt would have done it. Furthermore, the wood is of the same tree used in other Rembrandt paintings, like the "Self-Portrait with a Hat”.

All this information points to Rembrandt as the painter of the controversial painting.

The lecturer talks about research conducted by a firm that used the group system to handle their work. He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality.

First, some members got free rides. That is, some didn’t work hard but got recognition for the success nontheless. This also indicates that people who worked hard were not given recognition they should have gotten. In other words, they weren’t given the opportunity to “shine”. This directly contradicts what the passage indicates.

Second, groups were slow in progress. The passage says that groups are more responsive than individuals because of the number of people involved and their aggregated resources. However, the speaker talks about how the firm found out that groups were slower than individuals in decision making. Groups needed more time for meetings, which are necessary procedures in decision making. This was another place where experience contradicted theory.

Third, influential people might emerge and lead the group towards glory or failure. If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is nobody that has enough influence to counter the decision made. In other words, the group might turn into a dictatorship, with the influential party as the leader, and might become less flexible in its thinking. They might become one-sided, and thus fail to succeed.

Rating annotation：

Once you can read past what seem to be the results of poor typing, this Benchmark 5 does an excellent job of presenting the points about the contribution and recognition of group members as well as about speed of group decisions. The final paragraph contains one noticeable error (“influent”), which is then used correctly two sentences later (“influential”). Overall, this is a successful response and scored within (though perhaps not at the top of) the 5 level.

熱門的機經預測考題又來嚕~給9月份即將要考試的同學們!!

1. Do you agree or disagree with the following statement? Government should spend money on certain projects that encourage citizens to lead healthier lifestyles.

2. What type of music do you enjoy most? Explain why you enjoy this type of music. Include reasons and details in you explanation.

3 .How to deal with homesickness? Please include specific reasons and examples to support your answer.

4. Some people like to collect old things, while others throw things away after use. Which way do you prefer and why?

5. Among the following three types of professions, which do you think makes the most important contribution to society? Primary school teacher, nurse, artist.

文章中我針對大家的托福聽力分數低有哪些原因，給各位正在備考這類考試的考生們做了相關的解析。為了能夠更大家帶來更全面的幫助，我有針對性給大家做了解析

由於語音知識不紮實，不能在多次的“聽”“寫”反復過程中自我解決問題，不能自我發現和糾正差錯。實踐表明，對英語水平不高的初學者來說，一段錄音不是一次聽寫就能完成的，前幾遍的聽寫記錄一般會有不少空白(聽不出來是什麼)和差錯(有的自以為正確地聽寫出來，其實卻是錯的)。這些空白和差錯，需要經過不斷的“聽”“寫”反复去發現和糾正。由於語音知識不紮實，往往“聽”“寫，錯了也發現不了。

由於語音知識不紮實，即使把一句話全部正確地聽寫出來，也搞不清楚文法關係，分不出主句和從句，因而搞不懂原意。例如有這樣一段話：They hear voices that are not there。這句活的文法並不復雜。主句是they hear voices(他們聽見聲音)，that are notthere是一個定語從句，形容voices。整個句子的意思是：“他們在沒有聲音的地方聽到聲音”。有的初學者由於搞不清楚that are notthere的文法作用，把整個句子理解為：“他們不在的時候聽到聲音”，理解完全不正確。

聽寫過程中要有意識地鍛煉根據內容和語感進行分段、斷句和加註標點符號的能力。能不能根據錄音進行正確的分段、斷句和加註標點符號，是英語水平的一個方面。一般水平比較低的人寫出來的記錄，往往不分句，不分段，嚴重影響對於內容的理解，也難以發現差錯。

也許有人會問，只有錄音沒有文本，怎麼知道分的段、斷的句和加的標點符號是對的呢?其實這個問題並不難解決，只要自己分的段、斷的句和加的標點符號不影響對於消息內容的理解，一般說來就是可以接受的。如果還沒有把握，可以請英語水平高的人幫助檢查一下，看看是不是正確，如果不正確，就要很好的分析和總結。

也可找一些自己沒有學過的教學錄音帶來聽，先不看文字記錄，聽寫完畢以後再與記錄對比，看看自己分段、斷句和加標點符號的準確性如何。如果有條件進入Internet，可以從該網下載(download)相應的內容，然後與自己的聽寫記錄對比。如果自己在分段、斷句和加標點符號等大體上都是正確的，說明自己已經有了相當的英語水平了。

• 專為托福 iBT 考試所設計的應試用書。本教材透過有趣的主題式內容編排，指導學習者如何準備托福考試，取得高分。

重要的應試技巧包括 note-taking、speed reading、summarizing等也會反覆於課程中加強訓練。

• 書後附解答及答題詳解，可讓學生做自我練習時參考使用。

• 學生課本後附線上練習密碼，可登入做線上測驗。

• 專屬網站 www.eltexamprep.com 可下載課堂用 PPT、錄音稿等相關教學資源。

1.

Lecture: 講動物孵蛋的交流方式。第一個是鴨子蛋之間會交流，好像會發出什麼很大的噪音，然後尋求幫助；第二個是蛇蛋，蛋與母親的交流，強調沒有母親的幫助，蛋無法孵出。

2.

Reading: Behavior exposure，研究發現當孩子們害怕做什麼事情的時候，給他們鼓勵，並且在他們做了這個事情以後給予獎勵，他們就不會再怕了。
Listening: 授講自己的經驗。說他兒子剛搬到LA的時候想跟當地的小朋友玩，但是又怕他們不接受。他就鼓勵他兒子說，你去對面買冰欺凌吃吧，去的時候跟他們說HI，然後他兒子說了，人家也回了Hi，他就回來的時候鼓勵他去稱讚一下人家的自行車。他兒子又說了，然後那些小朋友很開心的說對啊對啊。然後一會他兒子就說要和它們一起去玩自行車了。

 

4.

Problem: 女生要在校報發表一篇paper，但文章寫得too long to publish.
Solutions:男編輯給他兩個方案：1.cut off the paper / make it shorter就能立即出版。但女生覺得每個部分都很重要，不願意cut，要弄短就只能Summarize了。 2.到暑期版summer issue上發表publish.女生不太願意，因為暑假大家都放假了，沒人看得到。

 

 

 

5.

Reading: Jazz performance on the lawn.一個學生寫給學校的信，建議學校邀請朋友的jazz樂隊每天下午在lawn表演，這樣可以給下午課間休息的同學提供relaxation.
Listening: 男生和女生對話。女生反對這個提議，理由是：1.時間不合適，下午大家都有課，或者忙著別的事，下午表演沒有多少人看，反而是個distraction。 evening will be better；2.Performing indoor will be better.太多人在lawn上走，花草會死掉。

 

 

 

 

 

 

 

 

6.

Reading:現在的Modern literature課越來越popular，有些大學就採取了兩個方法讓更多的同學enroll。 1. 把小教室換成大教室；2.把課時加到晚上，讓更多的人來聽。
Listening:一男一女，男的不同意學校的方法，理由是小教室更方便group discussion，大教室距離遠了不好操作；而有的同學晚上有活動，有jobs to do，肯定沒有時間來參加晚上的課時。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

Reading: Anticipate emotion.
Listening: 教授用自己的親身經驗來解釋：教授想給他老妹買禮物，但是身上卻沒有帶很多錢（我說了with limited money）。當他來到一個store的時候，教授看中了一件jacket，對此非常喜歡。但經過仔細思考之後，得出結論是自己會有一種負罪感，因為花在自己身上的比花在老妹禮物上的錢要多如果買了那件jacket的話。所以最後教授放棄了jacket.

 

 

 

 

 

 

 

 

 

 

 

 

 

8.

Reading:plan fallacy就是你定計劃的時候總是不會把突發情況的時間算進去，最後導致任務完不成。
Listening: 教師大學時期，history 10 pages of paper, 教授tell them couple months in advance, but he think himself as a fast worker, so he didn't do in until the day before deadline.去圖書館找資料，寫一半發現不夠，材料只夠寫6頁，於是又回圖書館，可是關門了。所以他沒能按時完成。教授給了個低分，但說他的文章不錯。

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

聽寫一直是被廣大托福考生認可的聽力水平提高水平之一，然而在堅持英語聽寫一段時間以後,有時同學們可能會覺得英語聽力似乎沒有怎麼提高. 如果方法和材料都正確,那麼有沒有什麼誤區阻礙了我們的英語聽力提高呢?

五忌之一、急功近利，總是找捷徑 

此區可謂是很多人犯的毛病——總是找捷徑。大家都知道了聽寫跟讀是提高聽力的最好途徑，都知道了要聽什麼怎麼聽。剛開始幾天可能很刻苦，聽寫的挺高興的，痛并快樂著嘛!希望在前頭。漸漸的，幾天幾個星期，見自己聽力還是不見長，聽寫出來花花綠綠，一做聽力題還是慘敗歸來，不找自己的問題，開始找聽寫的問題。此時，很多人都開始問“英語聽寫到底有沒有用啊?”“我聽了這麼久怎麼什麼效果都沒有啊?”“怎麼做托福聽力成績才能迅速提高啊?”。

首先，當遇到挫敗的時候，更應該反省的是自己是否做的不到位。英語聽寫是否認真，是否認真跟讀，有沒有達到盲讀，一天用了多少時間在英語聽寫上……這些問題應該是最先出現在腦海裡面的，還不是去質疑聽寫到底有沒有用。聽寫的效用已經有千千萬萬的朋友哦們驗證過了，而你踏入聽寫也不是正因為聽寫的妙效嗎?聽寫是一劑好藥，但是不是神藥。不可能聽寫個十天八天的你就從廢柴變成了牛人，這種事只存在於童話中。不管是什麼藥，它總是有個療程。你不堅持，它怎麼去發揮藥效呢?而聽寫這一劑藥，發揮藥效的時間對於每個人都不同，那是因為每一個人的基礎都不同。或許本來基礎很好的人聽了一個月就變成了牛人，不代表一個連apple都聽不懂的人用一個月也可以變成牛人。
所以，當你聽寫得疲憊了，信心低了，請反思自己有沒有做好，如果做好了，那麼就是修煉時間不夠。請繼續努力，因為你走在正道上，只是走得還不夠遠。

五忌之二、缺乏自信心 

的確，擁有良好的基礎從小就能接觸英語並且接受正確的指導的人不多。當我們不得不面對IBT的時候，也不得不面對我們不怎麼良好的基礎。涉及除閱讀外所有部分的聽力成了很多人的短處。
聽力不好的人剛開始聽寫可能還有些動力做英語聽寫，心想自己的基礎本來就不好，不要心急慢慢練。可是聽著聽著卻不見進步，開始懷疑是不是自己能力太差沒有可以上升的空間，覺得自己怎麼這麼廢，覺得自己做什麼都不能提高還不如放棄算了。

此想法不可取。你只所以現在做的這麼辛苦都是為了補償你曾經未曾對英語花過的心思。就像一個瘦小伙瘋狂高強度鍛煉三個月並不一定能達到一個鍛煉了兩年的肌肉男的身體水平。知道自己的弱點在哪裡，就應該去補救。而英語提高不是你行動了就馬上有效果，而是要靠細水長流的積累。當你現在開始補救，應該擺明自己是個初學者的姿態，要去努力的提高自己，雖​​然或許記憶力和理解力也不如從前，但是我想你有了比從前堅強N倍的意志力。對自己有信心，對聽寫有信心，才是進步之​​本。

五忌之三、三天打魚，兩天曬網，沒有定性 

剛開始大家都興致勃勃的開始聽寫，高呼著大家都來監督我，這樣開聽寫日誌的人有很多。但是有些人堅持著並進步了，有些人聽了幾天就消失無影踪了。聽寫日誌其實也是個表面功夫，的確他可以監督你聽寫，但是大家的監督並不是最重要的，最重要的是你有堅持下去的心。
你可以不聽幾百篇，但是把自己聽寫的幾十篇研究的徹徹底底，沒有停止這樣的學習，這是堅持;你可以聽寫聽寫一直聽寫，即便沒有看到很明顯的進步也在聽寫(當然這個前提是你使用了正確的適合自己的方法)，這也是堅持。上文也說了，聽寫是一劑好藥，但是發揮藥效需要時間。我們能做的是聽寫並堅持。我個人大概聽了4、50篇開始出效果，但是我並不能保證你們需要聽寫多久、堅持多久才會有效果。但是我知道，如果你堅持了，你一定會進步，或許在你不知不覺中進步，但最後總會達到你所要的結果。

五忌之四、 敷衍自己，不溫故知新 

這條很可能​​不知不覺出現。出現此忌的徵兆是聽寫的時候容易走神，聽不出來的詞就直接跳過不仔細多聽，對答案的時候草草了事，跟讀個幾遍就去休息，盲讀直接無視，聽寫完就了事不復習以前的段子……
當你出現此忌，那麼我可以告訴你，就算再好的藥也會沒有藥效。就像是吃藥，明明規定了一天要吃三粒，但是你只吃一粒;明明說是飯後吃，你偏在飯前就要把他吞下去。聽寫這劑藥雖好，但是不遵守醫囑一樣沒有藥效。
很多人或許說，我每天都聽寫了3、4篇呢，怎麼就是沒效果呢。請反思自己是否犯下此忌。或許你是每天都乖乖聽寫了，但是聽寫的時候亂寫一通，對答案的時候是對是錯隨便寫寫，跟讀的時候完全照自己的意思照著自己的地方口音來跟讀，錄音放著可是語音語調卻走著自己的路線，聽過的段子從來不重新看。那麼我只能說你在自我感覺方面很牛。像這樣敷衍著來聽寫，怎樣都是不會進步的。
So，當你意識到自己可能有這些問題了，請趕快參照標準的方法好好檢查檢查，自己是否在用正確的方法努力著。如果是，那麼恭喜你，可以繼續努力了。如果不是,那就要迅速調整自己的狀態.

五忌之五、思維局限，只用固定套路 
這個問題可能出現的不是很多，但是個人認為是非常影響學習效率的一件是。聽寫是個大方向，關於聽寫有很多小的細節問題，雖然有給出所謂的標準做法，但是有些時候並不是適合所有人的。比如說聽寫到底是打在電腦上還是用手寫，到底跟讀應該怎麼跟讀等等。
拿跟讀舉例，本人跟讀前都會先把段子讀個幾遍，大概意思把握的清楚了，跟讀的時候也比較舒暢。大概大家也看過關於新手討論跟讀的那個帖子了，給出的方法時跟讀前不要先讀，而是直接跟讀，這樣效果明顯。本人認為這兩種方法都是可以的，一種有利於循序漸進，不那麼費勁，一種更注重效果，強度比較大。每個人都可以根據自己的需要去選擇，用哪種方法並不影響你最後跟讀的結果。另舉一例，horse給的聽寫要求是寫一句對一句答案，但是我剛開始時很容易堅持不住而被誘使著去看下一句。所以我剛開始聽場景分類的時候都是全篇聽完再對答案的，對答案的時候再聽原文，個人覺得沒什麼大礙(horse假如看到這裡覺得這樣不行一定要告訴我啊!)。到後來水平上來了，聽og，barron的時候都是聽一句對一句了，因為聽力水平高了，很多時候聽得都是全對的，這樣對答案也就提高了速度。
 舉了兩個例子，是想告訴大家，只要大方向是對的，方法不存在對錯，只​​存在適不適合自己，因此要勤於思考，尋找適合自己的學習方法，才是學習的最高境界。

寫到這裡，我想再說一些。英語聽寫不止存在這誤區，或許還會出現很多細節的小問題。但是我相信時刻提醒自己不犯這誤區，認真刻苦，勤於思考，那麼一切的苦難都是可以克服的。沒有不能做的事情，只有自己還未開發的能力。只要堅持,英語能力一定會有提高。

51.dangerous=perilous(very dangerous, hazardous(dangerous, especially to people's safety and health)

52.nowadays=currently

53.only=unique(the only one of its kind)， distinctive;

54.stop=cease(if something ceases, it stops happening or existing)

55.part=component(the components of something are the parts that it is made of)

56.result=consequence(the results or effects of something)

57.obvious=apparent, manifest

58.basedon=derived fromcan see or notice them very easily)

60.quite=fairly

61.pathetic=lamentable(very uncomfortable and disappointing)

62.field=domain(a particular field of thought, activities or interest)

63.appear=emerge(come into existence)

64.whole=entire(the whole of something)

65.wet=moist(slightly wet)， damp(slightly wet)， humid(very damp and hot)

66.wrong=erroneous(incorrect or partly correct)

67.difficult=formidable

68.change=convert(change into another form)

69.typical=quintessential(this word means represent a typical example of something)

70.careful=cautious(very careful in order to avoid danger)， prudent(careful and sensible)

71.ability=capacity, capability(the same as ability)

72.strange=eccentric(if some one is eccentric, s/he behaves in a strange way, or his/he​​r opinion is different from most people)

73.rich=affluent(if you are affluent, you have a lot of money)

74.use= utilize (the same as use)

75.dubious=skeptical(if you are skeptical about something, you have doubts on it。 )

76.satisfy=gratify (if you are gratified by something, it gives you pleasure and satisfaction)

77.short=fleeting, ephemeral(if something is ephemeral, it lasts a short time)

78.scholarship=fellowship

79.angry=enraged(extremely angry)

80.smelly=malodorous(used to describe an unpleasant smell)

81.ugly=hideous(if something is hideous, it is very ugly or unattractive)

82.attractive=appealing(pleasing and attractive)， absorbing(something absorbing can attract you a great deal)

83.diverse=miscellaneous(a miscellaneous groups consists of many different kinds of things)

84.disorder=disarray, chaos

85.crazily=frantically(used to describe someone who behaves in a wild and uncontrolled way)

86.rapid=meteoric(ATTENTION: meteoric is only used to describe someone achieves success quickly)

87.ordinary=mundane(very ordinary and not at interesting or unusual)

88.despite=notwithstanding(FORMAL)

89.best=optimal(used to describe the best level something can achieve)

90.sharp=acute(severe and intense)

91.unbelievable=inconceivable(if you deem something inconceivable, you think it very unlike to happen )

92.puzzle=perplex(something perplex someone means it confuses and worries him/her because he/she does not understand it)

93.method=avenue(away of getting something done)

94.famous=distinguished(used to describe people who are successful in their career)

95.ancient=archaic(extremely old and extremely old-fashioned)

96.decorate=embellish(embellish means make something look more attractive via decorating it with something else)

97.possible=feasible(if something is feasible, it can be done, made or achieved)

98.so=consequently, accordingly

99.rare=infrequent (doesn’t happen often)

100.greedy=rapacious(greedy and selfish)

以上就是托福寫作中常常可能用到的100 個替換字彙，大家要記牢這些字彙，尤其是自己常用的但是不精確的詞更要記住，在托福寫作中，詞彙短語的出彩，會讓整片作文更有趣味性更精彩生動，分數自然會高，那麼為了作文的滿分計劃，多記些單字片語吧，日常生活中也可用到。

托福寫作中涉及到很多字彙的使用，任何情況下字彙是至關重要的，那麼這些經常用到的字彙，你現在完全了解了嗎?經常寫作，經常修改，不斷地改善自己的寫作水平，注意寫作中不僅僅是字彙，還有句型語法的應用也不可忽視，托福寫作才會進步更快，下面讓我們一起看看這些替換單字吧。

1. important =crucial (extremely important)，significant(amount or effect large enough to be important)

2.common=universal, ubiquitous(if something is ubiquitous, it seems to be everywhere)

3.abundant=ample(enough and usually extra)， plentiful(enough for people's needs and wants)

4.stick=adhere, cling(hold on something tightly)

5.neglect=ignore。 (difference: neglect means someone has not paid enough attention to something; ignore means no attention。 )

6.near=adjacent(twothings next to each other)， adjoin(the same as adjacent)

7.pursue=woo(man woos woman, old-fashioned)， seek(if you seek sth, you try to obtain it. FORMAL)

8.accurate=precise(precise is exact and accurate in all details)， exact(correct in every detail)

9.vague=obscure(unknown or known by only a few people)

10.top=peak, summit

11.competitor=rival, opponent(especially in sports and politics)

12.blame=condemn(if you condemn something, you say it is very bad and unacceptable)

13.opinion=perspective, standpoint(means looking at an event or situation in a particular way)

14.fame=prestige(describe those who are admired)， reputation

15.build=erect(you can erect something as buildings, FORMAL)， establish

16.insult=humiliate(do something or say something which makes people feel ashamed or stupid)

17.complain=grumble (complain something in a bad-tempered way)

18.primary=radical (very important and great in degree)， fundamental

19.relieve=alleviate (alleviate means you make pain or sufferings less intense or severe)

20.force=coerces into(coerce means you make someone do something s/he does not want to)，compel

21.enlarge=magnify(magnify means make something larger than it really is)

22.complex=intricate(if something is intricate, it often has many small parts and details)

23. Lonely=solitary (if someone is solitary, there is no one near him/her)

24.small=minuscule(very small)， minute,

25.praise=extol(stronger than praise)， compliment(polite and political)

26.hard-working=assiduous(someone who is assiduous works hard or does things very thoroughly)

27.difficult=arduous (if something is arduous, it is difficult and tiring, and involves a lot of efforts)

28.poor(soil)=barren, infertile(used to describe the soil is so poor that plants cannot be planted on it)

29.fragile=brittle, vulnerable(someone who is vulnerable is easily hurt emotionally or physically)

30.show=demonstrate (to demonstrate a fact means tp make it clear to people。 )

31.big=massive(large in size, quantity, or extent)， colossal(use this word, you emphasize something's large)， tremendous(INFORMAL)

32.avoid=shun(if someone shuns something, s/he deliberately avoid that something or keep away from it。 )

33.fair=impartial(someone who is impartial is able to give a fair opinion or decision on something。 )

34.attack=assault (physically attack someone)， assail (attack violently)

35.dislike=abhor(abhor means you hate something to a extreme extent for moral reasons)， loathe(dislike very much)!

36.ruin=devastate (it means damage something very badly, or utterly destroy it。 )

39.always=invariably(the same as always, but better than always)

40.forever=perpetual(a perpetual state never changes)，immutable(something immutable will never change or be changed)

41.surprise=startle(it means surprise you slightly)， astound(surprise you to a large degree)，astonish(the same as astound)

42.enthusiasm=zeal (a great enthusiasm)， fervency (sincere and enthusiasm)

43.quiet=tranquil(calm and peaceful)， serene(calm and quiet)

44.expensive=exorbitant(it means too expensive that it should be)

45.luxurious=lavish(impressive and very expensive)， sumptuous(grand and very expensive)

46.​​boring=tedious(if you describe something tedious, you mean it is boring and frustrating)

47.respect=esteem(if you esteem someone, you respect and admire him/her. FORMAL)

48.worry=fret(if you fret about something, you worry about it)

49.cold=chilly(unpleasantly cold)， icy(extremely cold)

50.hot=boiling(very hot)

(未完待續)