TPO1-26听力文本

Content

TPO 1 (2)

TPO 2 (10)

TPO 3 (17)

TPO 4 (25)

TPO 5 (33)

TPO 6 (42)

TPO 7 (51)

TPO 8 (59)

TPO 9 (67)

TPO 10 (75)

TPO 11 (83)

TPO 12 (92)

TPO 13 (100)

TPO 14 (109)

TPO 15 (117)

TPO 16 (126)

TPO 17 (135)

TPO 18 (143)

TPO 19 (150)

TPO 20 (158)

TPO 21 (166)

TPO 22 (174)

TPO 23 (183)

TPO 24 (190)

TPO 25 (198)

TPO 26 (206)

TPO 1

Conversation one

Narrator

Listen to part of a conversation between a student and a librarian.

Student

Hi, I, um…, really hope you can help me.

Librarian

That‘s why I‘m here. What can I do for you?

Student

I‘m supposed to do a literature review for my psychology course, but I‘m um… having a hard time finding articles. I don‘t even know where to start looking.（1）

Librarian

You said this is for your psychology course, right? So your focus is on …

Student

Dream Interpretation.

Librarian

Well, you have a focus, so that‘s already a good start. Hmmm… well, there‘re a few things… oh，wait… have you checked to see if your professor put any material for you to look at on reserve?

Student

Aha, that‘s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.

Librarian

Let‘s get you going on looking for thos e then. We have printed versions of twenty psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there‘s a journal named Sleep and Dreams.

Student

Oh, yeah, the article I just copied is from that journal, so I've got to look at other sources.

Librarian

OK, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library‘s computers, and if you want to search by title with

the word ?dream‘ for example, just type it in and all the articles with ?dream‘ in the title will come up on the screen.

Student

Cool, that‘s great! Too bad I cannot do this from home.

Librarian

But you can. All of the library‘s dat abases and electronic sources can be accessed through any computer connected to the university network.

Student

Really?! I can‘t believe I did n‘t know that. It still sounds like it‘s gonna take a while though, you know, going through all of that information, all of those sources.

Librarian

Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn't be too bad. And you probably notice that there‘s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the

computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.

Student

Right, abstrac ts! They‘ll definitely make the project more durable. I guess I should try out the electronic search while I‘m still here then, you know, just in case.

Librarian

Sure, er… that computer‘s free over there, and I‘ll be here till five this afternoon.

Student

Thanks, I feel a lot better about this assignment now.

Lecture one

Narrator

Listen to part of a lecture in a contemporary art class.

Professor

Ok, I‘m going to begin this lecture by giving you your next assignment. Remember I s aid that at some point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. It‘s already started in fact, but it‘ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.

The name of the artist exhibiting there is Rose Frantzen. Frantzen's work may be unfamiliar to you since she‘s a relatively young artist. But she‘s got a very unusual style, compa red to some of the artists we've looked at this term. But anyway, Frantzen‘s style is what she herself calls Realistic Impressionism. So you've probably studied both of these movements separately, separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?

Student

Well, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlier styles. It didn't depict scenes or models exactly as they looked. Um…Impre ssionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.

Professor

Good. What else? What were the subjects?

Student

Well, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, lots of nature scenes, especially landscapes.

Professor

Good. So when you go to the exhibit, I really want you to take a close look at a certain painting. It‘s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen‘s style. It‘s an outdoor scene, an everyday scene. It‘s kind of bleak, which you can really see those broad brushstrokes and the blurry lines. The colors aren't quite realistic. The sky is kind of, well, in a natural… pinkish yellow. And the fence in the foreground is blue, but somehow the overall scene gives an impression of a cold, bleak, winter day on a farm. So that‘s the impressionist side of her work. Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways as they moved. She really found that this helped her work---that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too. So, what about Realism? What are the elements of Realism we should be looking for in Frantzen's work?

Student

Um… real honest depictions of subject matter, pretty unidealized stuff, and pretty everyday subject matter, too. Professor

Good. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman‘s face is so realistic looking that it‘s almost like a photograph. The woman‘s nose is a little less than perfect and her hair is kind of messed up. This is realism. But then, the background of the painting, this woman with the pumpkins is wrapped i n a blanket of broad thick brushstrokes, and, it‘s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there are vibrant colors. There‘s lots of orange, with little hints of an electric blue peeking out.

I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here‘s a little bit about Rose Frantzen‘s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So she took advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. Bu t of course, it‘s not as easy as that, and so Frantzen had to paint other people‘s portraits at places like art fairs just to make money to buy paint for her more series of art work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what‘s important is that you keep at it that you don‘t give up. That‘s what is really important to remember.

1.contemporary[k?n'temp?r?ri]n. 同时代的人a. 同时代的, 属于同一时期的

1.realism['ri?lizm]n. 写实主义, 现实, 实在论

2.impressionism[im'pre??nizm] n. 印象主义, 印象派

3.blurry['bl?:ri]a. 模糊的, 不清楚的, 污脏的

4.pinkish['pi?ki?] a. 略带桃色的

6.pumpkin['p?mpkin]n. 南瓜

7.kind of 稍微; 有点儿; 有几分

8.wrap[r?p]n. 外套, 包裹, 围巾v. 包装, 围绕

9.chaotic[kei'?tik] a. 混乱的, 无秩序的

10.vibrant['vaibr?nt]a. 振动的, 战栗的, 明亮的, 活跃的

Lecture two

Narrator

Listen to part of a lecture in a geology class.

Professor

Ok, let‘s get started. Great. Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I‘m gonna talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It‘s fundamental. Um… Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially it was part of a vast desert. And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That‘s been the conventional wisdom among geologists for quite some time. But now we've learned something different, and quite surprising, using a technique called Uranium-Lead Dating.

I should say that Uranium-Lead Dating has been around for quite a while. But there have been some recent

refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That‘s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?

Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary fi nding. Um… and it was basically because of Uranium-Lead Dating. Why? Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that‘s only useful up to a point, and that‘s not what these two geologists did.

Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes. Zircon starts off as molten magma, the hot larva from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to change into Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges. Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of the mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good.

So, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed. So because of this, this new way of doing Uranium-Lead Dating, we‘ve been able to determine that one of our major assumptions about the Grand Canyon was wrong.

Like I said before, Uranium-Lead Da ting has been with us for a while. But, um… until recently, in order to do it, you really had to study many individual grains. And it took a long time before you got results. It just wasn't very efficient. And it wasn't very accurate. But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I‘ll predict that Uranium-Lead Dating is going to become an increasingly popular dating method.

There are a few pretty exciting possibilities for Uranium-Lead Dating. Here is one that comes to mind. You know the theory that earth‘s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively.

If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet‘s geology.

1.geology[d?i'?l?d?i] n. 地质学, 地质情况

2.solidify[s?'lidifai]vt. (使)凝固, (使)团结, 巩固

3.flatten['fl?tn]vi. 使...不活跃, 变平flatten out变平

4.Appalachian阿帕拉契山脉

5.zircon['z?:k?n]n. 锆石：一种从棕色到无色的矿物，ZrSiO4，它被加热、切割和磨光后，会形成一种华丽的蓝白色宝石

6.uranium[ju'reini?m]n. 铀

7.magma['m?gm?]n. 岩浆, 糊剂, 乳浆剂

8.crystallize['krist?laiz]vt. 使结晶, 使具体化

9.lead[li:d, led] 领导铅

10.granite['gr?nit]n. 花岗岩

Conversation two

Narrator

Listen to part of a conversation between a student and his professor.

Professor

Hi Mathew, I‘m glad you can come in today. You've been observing Mr. Grable‘s third-grade class for your approaches to education paper, right?

Student

Hmmm, yes. I go over the Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It‘s been amazing, I mean, I‘m just learning so much from just watching him. I‘m so glad the classroom observations are a requirement for the education program. I mean it‘s like the best thing ever to prepare you to be a good teacher.

Professor

Well, I‘m glad to see you feel that way, Mathew. You know, that‘s the goal. So, I've been reading over your observation notes and I‘m quite interested in what‘s going on, in particular what‘s the astronomy unit he‘s been teaching.

Student

The astronomy unit?

Professor

It seems that Mr. Grable has mastered the interdisciplinary approach to teaching — the way we've been talking about in class.

Student

Oh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.

Professor

Really! So, how did he do that?

Studen t

Well, some of the students could already name the planets, but they didn't know that the names had any meaning — the stories behind them.

Professor

So, he…

Student

He introduced Greek and Roman mythology as a way of explaining. Like, you know, how like

Jupiter‘s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it‘s like the king of the planets, like Jupiter was the king of all the gods.

Professor

Oh, Mathew, that‘s a great example.

Student

Yeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.

Professor

So, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.

Student

Exactly! He used this one topic to teach third-grades all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.

Professor

You know, Mathew, this is just what we've been talking about in our class. I‘m sure everyone can learn something from your experience. You know, Mathew, I‘d love for you to talk about this astronomy unit in class on Wednesday.

Student

Reall y?! Hmmm… Cause I don‘t really think I‘ll have any time to write my paper by then.

Professor

Oh, you won‘t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we've discussed today.

Student

OK, that sounds all right.

Lecture three

Narrator

Listen to part of a lecture in an archaeology class.

Professor

OK, we've been talking about early agriculture in the near east. So let‘s concentrate on one site and see what we can learn from it. L et‘s look at Catalhoyuk. Ah… I‘d better write that down.Catalhoyuk, that‘s about as close as we get in English. It‘s Turkish, really. The sites in modern day Turkey, and who knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn't the first agricultural settlement in the near east, but it was pretty early, settled about 9000 years ago in the Neolithic period. And ... umm... the settlement...ah...town really, lasted about a thousand years and grew to a size of about eight or ten thousand people. That certainly makes it one of the largest towns in the world at that time. One of the things that make the settlement of this size impressive is the time period. It‘s the Neolithic, remember, the late Stone Age. So the people that lived there had only stone tools, no metals. So everything they accomplished, like building this town, they did with just stone, plus wood, bricks, that sort of thing. But you got to remember that it wasn't just any stone they had, they had obsidian. And umm... obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And urrr... the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.

Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one story made of sun dried bricks. But what‘s really interesting is that there are no spaces between them, no streets in other words, and so generally no doors on the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster on the inside walls. Once you were in the house, there would be one main room and a couple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would've been pretty cold during the winters. And it also looks like they made their tools near the fire. There tends to be a lot of obsidian flakes and chips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings. They ended up with a layer of black soot on them, and so did people‘s lungs. The bones found in the g raves show a layer of soot on the inside of the ribs.

And that‘s another unusual feature of Catalhoyuk, the burial sites. The graves have all been found under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors‘ graves and be buried near them themselves.

But it makes a good point. Based on excavations, we can know the layout of the houses and the location of the graves, but we‘re only guessing when we tried to say why they did it that way. That‘s the way it is with

archaeology. You are dealing with the physical remains that people left behind. We have no sure access to what they thought and how they felt about things. I mean it‘s interesting to speculate. And the physical artifacts can give us clues, but there is a lot we can‘t really know. So, for instance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we d on‘t know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That‘s the kind of thing we can only guess at based on clues.And hopefully, further excavation of Catalhoyuk will yield more clues. But we‘ll probably never know for sure.

1.archaeology [?ɑ:ki'?l?d?i] n. 考古学, 古物

2.neolithic[,ni:?u'liθik]a. 新石器时代的

3.impressive[im'presiv] a. 给人深刻印象的, 威严的

4.obsidian[?b'sidi?n]n. 黑曜石火山玻璃，一般为黑色，带状，摔碎时色泽光亮，表面变曲，由火山熔岩迅速凝而成

5.diagonal[dai'?g?nl]a. 对角线的, 斜的, 斜纹的n. 对角线, 斜线, 斜

6.rectangular [rek't??gjul?] adj.矩形的, 长方形的, 直角的

7.hatchway['h?t?wei] n. 舱口, 地窑口, 天窗

8.hearth[hɑ:θ]n. 炉床, 灶台, 炉边

9.lung[l??]n. 肺, 肺脏, 空地

10.soot[sut] n. 煤烟, 炭黑色vt. 熏以煤烟

11.excavate ['eksk?veit] v.挖掘, 挖开, 发掘（古物）

12.speculate['spekjuleit] vi. 深思, 推测, 投机

13.cereal['si?ri?l]n. 谷类食品, 谷类植物

14.flake [fleik] n.薄片, 小片, 火花v.剥落

Lecture four

Narrator

Listen to part of a lecture in a biology class.

Professor

For today‘s discussion, we‘ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?

Student

Well, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?

Professor

Uh-ha, so first let‘s discuss the Eastern marmots. They reside throughout the eastern region of North Americ a where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.

Student

Oh, I see. At first I wasn't sure what growing season meant, just from the reading. But now I get it. It's the amount of time it takes for them to grow, right? So it would be five months?

Professor

Umm? Oh, uh… I‘m sorry but no. It has nothing to do with that. It's not about the time it takes for Eastern marmots to grow. It‘s when the food is available. That is when it‘s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant‘s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots‘ social habits?

Student

Well, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.

Professor

Uh-ha? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they go their separate ways. Then about six to eight weeks after birth, the offspring leave their mothers.

Student

Really? Just six weeks? Is that possible for the offspring to make it on their own so young?

Professor

Well, it‘s not as if they aren't ready for the real world because they are. Remember, they mature quickly and the weather‘s nice. Also they live in open fields where there is lo ts of edible vegetation. So roughly six weeks after birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?

Student

Oh, I get it. Since the climate‘s not too ba d, the Eastern marmots don't have to rely on each other too much and they really don't need to stay together as a family to survive either.

Professor

Uh-ha. Any contrast, the Olympic marmots? What about them?

Student

Well, they live together as a family an d take care of their young until they are at least two years old. They‘re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live?

That seems so bizarre.

Professor

Well, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.

1.marmot['mɑ:m?t]n. 土拨鼠：任一种土拨鼠属的粗胖的、皮毛粗糙的穴居啮齿动物，生有短腿短耳，尾短而多毛，广泛分布于北半球

2.rodent['r?ud?nt]a. 咬的, 啮齿类的n. 啮齿动物

3.hibernate['haib?neit]vi. 过冬, 冬眠, 避寒

4.reside[ri'zaid] vi. 住, 居留, 属于

5.temperate['temp?r?t] a. 温和的, 适度的, 有节制的, 温带的

6.territorial[,teri't?:ri?l] a. 领土的, 土地的, 地方的

7.aggressive[ag'gres·sive || -es?v] adj. 侵犯的, 侵略的; 有进取精神的

8.edible['edibl] n. 食品, 食物a. 可食用的

9.ceremony['serim?ni]n. 典礼, 仪式, 礼节

https://www.wendangku.net/doc/4b307176.html,arre[bi'zɑ:]a. 奇异的

11.inhabit[in'h?bit]vt. 居住于, 占据, 栖息

12.meadow['med?u]n. 草地, 牧场

13.harsh[hɑ:?] a. 粗糙的, 刺耳的, 严厉的

14.vegetation [?ved?i'tei??n] n. 植物, 草木, (植物)生长

TPO 2

Conversation one

Narrator

Listen to a conversation between a student and a professor.

Student

Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.

Professor

Sure, John. What did you want to talk about?

Student

Well, I have some quick questions about how to write up the research project I did this semester—about climate variations.

Professor

Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten? Student

I've got all my data, so I‘m starting to summarize it now, preparing graphs and stuff. But I‘m just. . . I‘m looking at it and I‘m afraid that it‘s not enough, but I‘m not sure what else to put in the report.

Professor

I hear the same thing from every student. You know, you have to remember now that you‘re the expert on what you've done. So, think about what you‘d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That‘s usually my rule of thumb: would my parents understand this?

Student

OK. I get it.

Professor

I hope you can recognize by my saying that how much you do know about the subject.

Student

Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep.

Professor

Yes, definitely. You should use them to indicate what your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was.

Student

OK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for

analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean? Professor

Yes, that‘s right. You shoul d include all of that. The statistical tests are especially important. And also be sure you include a good reference section where all your published and unpublished data came from, ?cause you have a lot of unpublished climate data.

Student

Hmm . . . something just came into my mind and went out the other side.

Professor

That happens to me a lot, so I've come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don‘t want to forget. F or example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn't remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.

Student

A notepad is a good idea. Since I‘m so busy now at the end of the semester, I‘m getting pretty forgetful these days. OK. I just remembered what I was trying to say before.

Professor

Good. I was hoping you‘d come up with it.

Student

Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.

Professor

Sounds good. I‘d be happy to look over a draft version before you han d in the final copy, if you wish.

Student

Great. I‘ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.

Professor

OK.

Lecture one

Narrator

Listen to part of a psychology lecture. The professor is discussing behaviorism.

Professor

Now, many people consider John Watson to be the founder of behaviorism. And like other behaviorists, he believed that psychologists should study only the behaviors they can observe and measure. They‘re not interested in mental processes. While a person could describe his thoughts, no one else can see or hear them to verify the accuracy of his report. But one thing you can observe is muscular habits. What Watson did was to observe muscular habits because he viewed them as a manifestation of thinking. One kind of habit that he studied are laryngeal habits. Watson thought laryngeal habits . . . you know, from larynx, in other words, related to the voice box . . . he thought those habits were an expression of thinking. He argued that for very young children, thinking is really talking out loud to oneself because they talk out loud even if they‘re not trying to communicate with someone in particular.

As the individual matures, that overt talking to oneself becomes covert talking to oneself, but thinking still shows up as a laryngeal habit. One of the bits of evidence that supports this is that when people are trying to solve a problem, they, um, typically have increased muscular activity in the throat region. That is, if you put electrodes on the throat and measure muscle potential—muscle activity—you discover that when people are thinking, like if they‘re diligently trying to solve a problem, that there is muscular activity in the throat region. So, Watson made the argument that problem solving, or thinking, can be defined as a set of behaviors—a set of responses—and in this case the response he observed was the throat activity. That‘s what he means when he calls it a laryngeal habit. Now, as I am thinking about what I am going to be saying, my muscles in my throat are

responding. So, thinking can be measured as muscle activity. Now, the motor theory . . . yes?

Student

Professor Blake, um, did he happen to look at people who sign? I mean deaf people?

Professor

Uh, he did indeed, um, and to jump ahead, what one finds in deaf individuals who use sign language when they‘re given problems of various kinds, they have muscular changes in their hands when they are trying to solve a problem . . . muscle changes in the hand, just like the muscular changes going on in the throat region for speaking individuals. So, for Watson, thinking is identical with the activity of muscles. A related concept of thinking was developed by William James. It‘s called ideomotor action.

Ideomotor action is an activity t hat occurs without our noticing it, without our being aware of it. I‘ll give you one simple example. If you think of locations, there tends to be eye movement that occurs with your thinking about that location. In particular, from where we‘re sitting, imagine that you‘re asked to think of our university library. Well, if you close your eyes and think of the library, and if you‘re sitting directly facing me, then according to this notion, your eyeballs will move slightly to the left, to your left, ?cause the library‘s in that general direction.

James and others said that this is an idea leading to a motor action, and that‘s why it‘s called―ideomotor action‖—an idea leads to motor activity. If you wish to impress your friends and relatives, you can change this simple process into a magic trick. Ask people to do something such as I've just described: think of something on their left; think of something on their right. You get them to think about two things on either side with their eyes closed, and you watch the ir eyes very carefully. And if you do that, you‘ll discover that you can see rather clearly the eye movement—that is, you can see the movement of the eyeballs. Now, then you say, think of either one and I‘ll tell which you‘re thinking of.

OK. Well, Watson makes the assumption that muscular activity is equivalent to thinking. But given everything we've been talking about here, one has to ask: are there alternatives to this motor theory—this claim that muscular activities are equivalent to thinking? Is there anything else that might account for this change in muscular activity, other than saying that it is thinking? And the answer is clearly yes. Is there any way to answer the question definitively? I think the answer is no.

1.verify['verifai]vt. 证明, 查证, 证实, 检验, 校验

https://www.wendangku.net/doc/4b307176.html,ryngeal[l?'rind?i?l]a. 喉头的n. 喉部, 喉音

2.overt['?uv?:t]a. 明显的, 公然的, 蓄意的

3.covert['k?v?t, 'k?uv?t]a. 隐蔽的, 偷偷摸摸的, 隐密的n. 树丛, 隐藏处

4.diligent['dilid??nt] a. 勤勉的, 用功的

5.throat[θr?ut]n. 咽喉, 喉咙, 嗓音vt. 用喉音说, 开沟于

6.ideomotor[医]意想性动作的, 观念性动作的

8.equivalent[i'kwiv?l?nt]n. 同等物, 等价物, 相等物a. 相等的, 相当的, 同意义的

9.account for...解释..., 说明..., 是...的原因/理由, (数量)占...

10.manifestation[,m?nifes'tei??n] n. 显示, 证明, 示威运动

Lecture two

Narrator

Listen to part of a lecture from a Botany class.

Professor

Hi, everyone. Good to see you all today. Actually, I expected the population to be a lot lower today. It typically runs between 50 and 60 percent on the day the research paper is due. Um, I was hoping to have your exams back today, but, uh, the situation was that I went away for the weekend, and I was supposed to get in yesterday

at five, and I expected to fully complete all the exams by midnight or so, which is the time that I usually go to bed, but my flight was delayed, and I ended up n ot getting in until one o‘clock in the morning. Anyway, I‘ll do my best to have them finished by the next time we meet.

OK. In the last class, we started talking about useful plant fibers. In particular, we talked about cotton fibers, which we said were very useful, not only in the textile industry, but also in the chemical industry, and in the production of many products, such as plastics, paper, explosives, and so on. Today we‘ll continue talking about useful fibers, and we‘ll begin with a fiber that‘s commonly known as ―Manila hemp.‖ Now, for some strange reason, many people believe that Manila hemp is a hemp plant. But Manila hemp is not really hemp. It‘s actually a member of the banana family— it even bears little banana-shaped fruits. The ―Manila‖ part of the name makes sense, because Manila hemp is produced chiefly in the Philippine Islands and, of course, the capital city of the Philippines is Manila

Now, as fibers go, Manila hemp fibers are very long. They can easily be several feet in length and the y‘re also very strong, very flexible. They have one more characteristic that‘s very important, and that is that they are exceptionally resistant to salt water. And this combination of characteristics—long, strong, flexible, resistant to salt water—makes Manila hemp a great material for ropes, especially for ropes that are gonna be used on ocean-going ships. In fact, by the early 1940‘s, even though steel cables were available, most ships in the United States Navy were not moored with steel cables; they were moored with Manila hemp ropes.

Now, why was that? Well, the main reason was that steel cables degrade very, very quickly in contact with salt water. If you've ever been to San Francisco, you know that the Golden Gate Bridge is red. And it‘s red because of the zinc paint that goes on those stainless steel cables. That, if they start at one end of the bridge and they work to the other end, by the time they finish, it‘s already time to go back and start painting the beginning of the bridge again, because the bridge was built with steel cables, and steel cables can‘t take the salt air unless they‘re treated repeatedly with a zinc-based paint.

On the other hand, plant products like Manila hemp, you can drag through the ocean for weeks on end.

If you wanna tie y our anchor to it and drop it right into the ocean, that‘s no problem, because plant fibers can stand up for months, even years, in direct contact with salt water. OK. So how do you take plant fibers that individually you could break with your hands and tur n them into a rope that‘s strong enough to moor a ship that weighs thousands of tons? Well, what you do is you extract these long fibers from the Manila hemp plant, and then you take several of these fibers, and you group them into a bundle, because by grouping the fibers you greatly increase their breaking strength—that bundle of fibers is much stronger than any of the individual fibers that compose it. And then you take that bundle of fibers and you twist it a little bit, because by twisting it, you increase its breaking strength even more. And then you take several of these little bundles, and you group and twist them into bigger bundles, which you then group and twist into even bigger bundles, and so on, until eventually, you end up with a very, very strong rope.

1.botany['b?t?ni]n. 植物学

2.Manila hemp马尼拉麻

3.Philippine['filipi:n] a. 菲律宾(群岛)的, 菲律宾人的

4.exceptional[ik'sep??n?l]a. 例外的, 异常的, 特别的

5.moor[mu?]n. 沼泽, 停泊vt. 使停泊, 系住, 使固定

6.degrade[di'greid] vt. (使)降级, (使)退化

7.zinc[zi?k]n. 锌vt. 镀锌于

8.anchor['??k?]n. 锚vt. 抛锚停泊, 使固定

9.stand up起立; 经久耐用

10.twist[twist]n. 一扭, 扭曲, vt. 拧, 扭

Conversation two

Narrator:

Listen to a conversation between two students. They are both studying to be English teachers.

Girl:

Did you register already for your classes next semester?

Boy:

Yes, I did.

Girl:

What are you taking?

Boy:

Um…contemporary literature, English style, um… the teaching seminar, and I still have to do my student teaching. I‘m gonna help teach a writing class of the junior high.

Girl:

That‘s a heavy schedule.

Boy:

Yeah, it will be really busy and I‘m also taking a theory class. But I‘m gonna have to quit my job a couple of weeks ?cause it will be just too much.

Girl:

Where do you work at?

Boy:

Buster‘s coffee shop, but just till t he end of the month. What are you doing next semester?

Girl:

Actually a teaching seminar too. And I will have to start writing my thesis. You know, I‘m also going for my master‘s degree.

Boy:

So you are not writing any poetry, I imagine.

Girl:

No, I was actually thinking about revising some of my poems and sending them into places for publication. Boy:

Cool, you should. Um, did you hear about that new poetry club, The Poetry Kitchen?

Girl:

Yeah, no time.

Boy:

It‘s fun. It‘s Sunday night. You don‘t do anything at Sunday nights?

Girl:

I do homework Sunday nights.

Boy:

Well, it‘s only from 7 to 9.

Girl:

Is it every Sunday?

Boy:

Last Sunday of every month. I don‘t know about this month, cause it‘s probably a little too close to Thanksgiving, s o they might move it up. I don‘t know what they are gonna do, but it‘s a good time, it‘s fun, some really impressive readings.

Girl:

Who? From our class?

Boy:

Some people from our class are reading. A lot of them go, sometimes even the professor.

Girl:

Really? I don‘t know if I would want to read in front of her.

Boy:

You wouldn't have to read, you can just watch. I just watched the first time, but it‘s a good environment to read them, I think anyway.

Girl:

I probably have to write something new, s o maybe during the summer, I just can‘t now.

Boy:

Yeah, it wouldn't be the same just reading old stuff. Are you going to do summer school?

Girl:

Definitely. Otherwise, I will be short 6 credits. I have no choice.

Boy:

Yeah, me too. This is the second s ummer I‘ll have to take classes. I gotta go now, my Shakespeare class starts in twenty minutes.

Lecture three

Narrator

Listen to part of a lecture in a philosophy class.

Professor

OK. Another ancient Greek philosopher we need to discuss is Aristotle—Aristotle‘s ethical theory. What Aristotle‘s ethical theory is all about is this: he‘s trying to show you how to be happy—what true happiness is. Now, why is he interested in human happiness? It‘s not just because it‘s something that all people want or aim for. It‘s more than that. But to get there we need to first make a very important distinction. Let me introduce a couple of technical terms: extrinsic value and intrinsic value. To understand Aristotle‘s interest in happiness, you need to understand this distinction. Some things we aim for and value, not for themselves but for what they bring about in addition to themselves. If I value something as a means to something else, then it has what we will call―extrinsic value.‖ Other things we desire and hold to be valuable for themselves alone. If we value something not as a means to something else, but for its own sake, let us say that it has―intrinsic value.‖ Exercise. There may be some people who value exercise for itself, but I don‘t. I va lue exercise because if I exercise, I tend to stay healthier than I would if I didn't. So I desire to engage in exercise and I value exercise extrinsically . . . not for its own sake, but as a means to something beyond it. It brings me good health.

Health. Why do I value good health? Well, here it gets a little more complicated for me. Um, health is important for me because I can‘t . . .do other things I want to do— play music, teach philosophy—if I‘m ill. So health is important to me—has value to me—as a means to a productive life. But health is also important to me because I just kind of like to be healthy—it feels good. It‘s pleasant to be healthy, unpleasant not to be. So to some degree I value health both for itself and as a means to something else: pro ductivity. It‘s got extrinsic and intrinsic value for me. Then there‘re some things that are just valued for themselves. I‘m a musician, not a professional musician; I just play a musical instrument for fun. Why do I value playing music? Well, like most amateur musicians, I only play because, well, I just enjoy it. It‘s something that‘s an end in itself.

Now, something else I value is teaching. Why? Well, it brings in a modest income, but I could make more money doing other things. I‘d do it even if they didn't pay me. I just enjoy teaching. In that sense it‘s an end to itself. But teaching‘s not something that has intrinsic value for all people—and that‘s true generally. Most things that are enjoyed in and of themselves vary from person to person. Some people value teaching intrinsically, but others don‘t. So how does all this relate to human happiness? Well, Aristotle asks: Is there something that all human beings value . . . and value only intrinsically, for its own sake and only for its own sake? If you could find such a thing, that would be the universal final good, or truly the ultimate purpose or goal for all human beings. Aristotle thought the answer was yes. What is it? Happiness. Everyone will agree, he argues, that happiness is

the ultimate end to be valued for itself and really only for itself. For what other purpose is there in being happy? What does it yield? The attainment of happiness becomes the ultimate or highest good for Aristotle.

The next question that Aristotle raises is: what is happines s? We all want it; we all desire it; we all seek it. It‘s the goal we have in life. But what is it? How do we find it? Here he notes, with some frustration, people disagree. But he does give us a couple of criteria, or features, to keep in mind as we look for what true human happiness is. True human happiness should be, as he puts it, complete. Complete in that it‘s all we require. Well, true human happiness . . . if you had that, what else do you need? Nothing. And, second, true happiness should be something that I can obtain on my own. I shouldn't have to rely on other people for it. Many people value fame and seek fame. Fame for them becomes the goal. But, according to Aristotle, this won‘t work either, because fame depends altogether too much on other pe ople. I can‘t get it on my own, without help from other people. In the end, Aristotle says that true happiness is the exercise of reason—a life of intellectual contemplation . . . of thinking. So let‘s see how he comes to that.

1.philosopher[fi'l?s?f?]n. 哲学家, 哲人, 思想开创人,

2.Aristotle['?rist?tl] n. 亚里士多德

3.ethical['eθik?l]a. 伦理的, 民族的,

4.extrinsic[ek'strinsik] a. 外在的, 外来的, 非国有的, 外表的

5.intrinsic[in'trinsik] a. 本质的, 原有的, 真正的

6.amateur['?m?t?]n. 业余爱好者, 外行, 爱好者

7.criteria[krai'ti?ri?]pl. 标准

8.intellectual[,int?'lekt?u?l]n. 知识分子, 凭理智做事者a. 智力的, 用脑力的, 聪明的

9.contemplation[,k?ntem'plei??n] n. 注视, 沉思, 盘算

Lecture four

Narrator

Listen to part of a lecture in an astronomy class. You will not need to remember the numbers the professor mentions.

Professor

OK. Let‘s get going. Today I‘m going to talk about how the asteroid belt was discovered. And . . . I‘m going to start by writing some numbers on the board. Here they are:

We‘ll start with zero, then 3, . . . 6, . . . 12. Uh, tell me what I‘m doing.

Female student

Multiplying by 2?

Professor

Right. I‘m doubling the numbers, so 2 times 12 is 24, and the next one I‘m going to write after 24 would be . . . Female student

48.

Professor

48. Then 96. We‘ll stop there for now. Uh, now I‘ll write another row of numbers under that. Tell me what I‘m doing. 4, 7, 10 . . . How am I getting this second row?

Male Student

Adding 4 to the numbers in the first row.

Professor

I‘m adding 4 to each number in the first row to give you a second row. So the last two will be 52,

100, and now tell me what I‘m doing.

Female Student

Putting in a decimal?

Professor

Yes, I divided all those numbers by 10 by putting in a decimal point. Now I‘m going to write the names of the planets under the numbers. Mercury . . . Venus. . . Earth. . . Mars. So, what do the numbers mean? Do you remember from the reading?

Male Student

Is it the distance of the planets from the Sun?

Professor

Right. In astronomical units—not perfect, but tantalizingly close. The value for Mars is off by . . . 6 or 7 percent or so. It‘s . . . but it‘s within 10 percent of the average distance to Mars from the Sun. But I kind of have to skip the one after Mars for now. Then Jupiter‘s right there at 5-point something, and then Saturn is about 10 as tronomical units from the Sun. Um, well, this pattern is known as Bode‘s Law. Um, it isn't really a scientific law, not in the sense of predicting gravitation mathematically or something, but it‘s attempting a pattern in the spacing of the planets, and it was noticed by Bode hundreds of years ago. Well, you can imagine that there was some interest in why the 2.8 spot in the pattern was skipped, and um . . . but there wasn't anything obvious there, in the early telescopes. Then what happened in the late 1700s? The discovery of . . . ?

Female Student

Another planet?

Professor

The next planet out, Uranus—after Saturn. And look, Uranus fits in the next spot in the pattern pretty nicely, um, not perfectly, but close. And so then people got really excited about the validity of this thing and finding the missing object between Mars and Jupiter. And telescopes, remember, were getting better. So people went to work on finding objects that would be at that missing distance from the Sun, and then in 1801, the object Ceres was discovered.

And Ceres was in the right place—the missing spot. Uh, but it was way too faint to be a planet. It looked like a little star. Uh, and because of its starlike appearance, um, it was called an ―asteroid.‖ OK? ―Aster‖ is Greek for ―star,‖ as in ―astronomy‖. Um, and so, Ceres was the first and is the largest of what became many objects discovered at that same distance. Not just one thing, but all the objects found at that distance from the asteroid belt. So the asteroid belt is the most famou s success of this Bode‘s Law. That‘s how the asteroid belt was discovered.

1.asteroid['?st?r?id]n. 小行星, a. 星状的

2.decimal['desim?l]a. 十进位的, 小数的n. 十进制, 小数

3.tantalizing ['t?nt?laizi?]a.逗引性的, 干着急的、

4.gravitation[,gr?vi'tei??n] n. 引力, 重力, 沉下

5.validity[v?'liditi] n. 有效性, 正确性

6.telescope['telisk?up]n. 望远镜

7.faint[feint]n. 昏厥, 昏倒a. 模糊的, 微弱的, 无力的

TPO 3

Conversation one

Narrator

Listen to a conversation between a student and a receptionist at the Registrar‘s Office on the first day of the semester.

Student

Excuse me, I‘m supposed to be having my physics class in the science building, but no one‘s in the classroom.

Could you tell me where the class is? Physics 403 — has it been moved?

Receptionist

Well, there‘s a room assignment sheet on the bulletin b oard outside this office.

Student

Yeah, I know, but my class isn't listed there. There must be some kind of mistake or something.

Could you look it up, please?

Receptionist

Hmmm... OK, let me check on the computer. It‘s physics, right? Wait, did you say ph ysics 403?

Student

Yeah.

Receptionist

Er…I‘m sorry, but it says here that it was canceled. You should have got note letter from the registrar‘s office about this.

Student

What? I've never got it.

Receptionist

Are you sure? ?Cause it says on the computer th at the letter was sent out to students a week ago.

Student

Really? I should have got it by now. I wonder if I threw it away with all the junk mail by mistake. Receptionist

Well, it does happen. Er… let me check something. What‘s your name?

Student

Woodhouse, Laura Woodhouse.

Receptionist

OK, hmm…Woodhouse, let me see… ah, it says here we sent it to your apartment on er…Center Street. Student

Oh, that‘s my old apartment. I moved out of there a little while ago.

Receptionist

Well, and I suppose you haven‘t c hanged your mailing address at the administration office. Well that would explain it.

Student

Yeah, I guess that‘s it. But how can they cancel the class after offering it. If I‘d have known this was going to happen, I would not have taken it last semester.

Receptionist

I know, it‘s really inconvenient for you, I understand that, but er… if we don‘t have enough students sign up for the course, the college can‘t offer it. You know, it‘s some…practical issue, like we can‘t have an instructor when there‘re only a few students in the class. You see what I mean?

Student

I guess, but now I don‘t know what course I should take instead.

Receptionist

OK, let‘s see. Do you have any courses you‘re going to take next semester? If you do, you might want to take them now and sign up for physics 403 next semester.

Student

Yeah, I guess I could do that. I just hope it won't be cancelled again. Do you know how many people have to be enrolled in order to keep a class from being cancelled?

Receptionist

Well, it depends on the cl ass, but for that class, you have to have er… let‘s see, usually it‘d be at least ten people, but since it was cancelled this semester, they might even do it with less. But do you know what you should do? Give the physics department a call a couple of week s before the semester starts. They‘ll be able to tell you if

they‘re planning to go through with it. It's their decision, actually.

Student

Oh, OK, I will do that. Thanks for the info.

Receptionist

No problem. Sorry about the class. Oh, why aren't you to go change a mail address now. It lonely takes a minute.

Student

Oh, oh, sure, I will do that right way.

Lecture one

Narrator

Listen to part of a lecture in an environmental science class.

Professor

Now, we've been talking about the loss of animal habitat from housing developments, uh …, growing cities –small habitat losses. But today I wanna begin talking about what happens when habitat is reduced across a large area. There are, of course, animal species that require large areas of habitat, and some migrate over very long distances. So what‘s the impact of habitat loss on those animals – animals that need large areas of habitat? Well, I‘ll use the humming birds as an example. Now you know a humming bird is amazingly small, but even though it‘s really tiny, it migrates over very long distances, travels up and down the western hemisphere – the Americas, back and forth between where it breeds in the summer and the warmer climates where it‘s spent the winter.

So you would say that this whole area over which it migrates is its habitat because on this long-distance journey, it needs to come down to feed and sleep every so often, right? Well, the humming bird beats its wings – get this – about 3 thousand times per minute. So you think, wow, it must need a lot of energy, a lot of food, right? Well, it does. It drinks a lot of nectar from flowers and feeds on some insects, but it‘s energy-efficient too. You can‘t say it . I mean, as it flies all the way across the Mexico Gulf, it uses up none of its body fat. But that doesn't mean it doesn't need to eat. So humming birds have to rely on plants in their natural habitat.

And it goes without saying, but the opposite is true as well, plants depend on humming birds too. There are some flowers that can only be pollinated by the humming birds. Without its stopping to feed and spread pollen from flower to flower, these plants would cease to exist.

But the problem, well, as natural habitat along these migration routes is developed by humans for housing or agriculture or cleared for raising cattle, for instance, there is less food available for migrating humming birds. Their nesting sites are affected too, the same by the same sorts of human activities. And all of these activities pose a real threat to the humming bird population. So to help them survive, we need to preserve their habitats. And one of the concrete ways people have been doing this is by cleaning up polluted habitat areas and then replanting flowers, um, replanting native flowers that humming birds feed on.

Promoting ecological tourism is another way to help save their habitat. As the number of visitors, eco-tourists who come to humming bird habitats to watch the birds, the more the number of visitors grows, the more local businesses‘ profit, so eco logical tourism can bring financial rewards, all the more reason to value these beautiful little creatures in their habitat, right?

But to understand more about how to protect them to support the humming birds the best we can, we've got to learn more about their breeding, nesting sites and migration routes, and also about the natural habitats we find there. That just helps us determine how to prevent further decline in the population.

A good research method, a good way to learn more, is by running a banding study. Banding the birds allows us to track them over their lifetime. It‘s been a practice that‘s been used by researchers for years. In fact, most of what we've known about humming birds comes from banding studies, where we capture a humming bird and make sure all the information about it, like its weight and age and length, are all recorded and put into an international information database.

And then we place an extremely lightweight band on one of its legs, well, what looks like a leg, although technica lly it‘s considered part of the bird‘s foot. Anyway, these bands are perfectly safe, and some humming birds have worn them for years with no evidence of any problems. The band is labeled with tracking number, oh, and there is a phone number on the band for people to call for free, to report a banded bird to be found or recaptured.

So when a banded bird is recaptured and reported, we learn about its migration route, its growth, and how long it has been alive, its lifespan. One recaptured bird been banded almost 12 years earlier –she was one of the oldest humming birds on record. Another interesting thing we've learned is that some humming birds, um…, they no longer use a certain route. They travel by a different route to reach their destination.

And findings like these have been of interest to biologists and environmental scientists in a number of countries who are trying to understand the complexities of how changes in a habitat affect the species in it. Species like the humming birds.

1.hemisphere['hemisfi?]n. 半球, 地球的半面, 大脑半球

2.back and forth来来往往地; 来回地

3.humming-bird n 蜂鸟（产於热带, 通常体小而色彩鲜艳, 双翼鼓动时发嗡嗡声）.

4.nectar['nekt?]n. 神酒, 甜美饮料, 甘露, 花蜜

5.pollinate['p?lineit]vt. 对...授粉

6. ecological tourism 生态旅游

7.recapture[,ri:'k?pt??] n. 取回, 夺回vt. 再捕获, 夺回, 重温

8.destination[,desti'nei??n] n. 目的地, 目标, 目的

Lecture two

Narrator

Listen to part of a lecture in a film history class.

Professor

Okay, we've been discussing films in the 1920s and 30s, and how back then film categories, as we know them today, had not yet been established. We said that by today‘s standards, many of the films of the 20s and 30s would be considered hybrids, that is, a mixture of styles that wouldn't exactly fit into any of today‘s categories, and in that context.

Today we are going to talk about a film-maker who began making very unique films in the late 1920s. He was French, and his name was Jean Painlevé. Jean Painlevé was born in 1902. He made his first film in 1928. Now in a way, Painlevé‘s films conform to norms of the20s and 30s, that is, they don‘t fit very neatly into the categories we use to classify films today. That said, even by the standards of the 20s and 30s, Painlevé‘s films were unique, hybrid of styles. He had a special way of fusing, or some people might say confusing, science and fiction. His films begin with facts, but then they become more and more fictional. They gradually add more and more fictional elements. In fact, Painlevéwas known for saying that science is fiction. Painlevéwas a pioneer in underwater film-making, and a lot of his short films focused on the aquatic animal world. He liked to show small underwater creatures, displaying what seemed like familiar human characteristics – what we think of as unique to humans.

He might take a clip of a mollusk going up and down in the water and set it to music. You know, to make it look like the mollusk were dancing to the music like a human being –that sort of thing. But then he suddenly changed the image or narration to remind us how different the animals are, how unlike humans. He confused his audience in the way he portrayed the animals he filmed, mixing up on notions of the categories of humans and animals.

The films make us a little uncomfortable at times because we are uncertain about what we are seeing. It gives him films an uncanny feature: the familiar made unfamiliar, the normal made suspicious. He liked twists, he liked the unusual. In fact, one of his favorite sea animals was the seahorse because with seahorses, it‘s the male that carries the eggs, and he thought that was great. His first and most celebrated underwater film is about the

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对于听写初学者来说，听写出75%的内容之后，就能够开始更正了。此时会发现很多听力盲点的地方。这类的练习做的愈多，听力水平提升愈快。﹙非提升单词量，单词量要靠背单词才有用。﹚ 4.跟读：最后一步跟读，听写后，能够试著做跟读，“短句”跟读，不可偷看字稿，此时练习跟读，能再次验收自己刚刚听力盲点的地方，是否已经能顺利克服，听“一次”就听出来了。 另一方面，跟读时尽量模仿外国人的音调起伏和快慢，就和单词发音一样，你的单词发音愈准确，就愈能听出来这个单词，这个道理放在段落理解上，也是一样的，段落起伏快慢模仿的愈像，听力理解的水平就愈强。

英语听力听写练习原文

英语听力听写练习原文 〈〉第一集 1. Ocean Plastic Particles Could Get in Gills Sea creatures eat plastic dumped in the ocean, but they also might be accumulating plastic by sucking up tiny particles with their siphons and gills. Christopher Intagliata reports. There are now at least five major garbage patches in the world's oceans, and much of that trash is plastic. But last month researchers said they can only account for one percent of the plastic they'd expect to find in the oceans. So, where'd the rest of it go Well, animals eat some of it. Plastic has been found in turtles, seabirds, fish, plankton, shellfish, even bottom-feeding invertebrates. But there's another way sea creatures might be accumulating plastic: by sucking up tiny plastic particles with their siphons and gills. Researchers added common shore crabs—Carcinus maenas—to tanks of seawater containing millions of tiny plastic particles, just 10 microns in diameter. After 16 hours, all the crabs had plastic lodged in their gills. And the particles stuck around for up to three weeks, too. The results are in the journal Environmental Science and Technology. [Andrew J. R. Watts et al, Uptake and Retention of Microplastics by the Shore Crab Carcinus maenas] The longer plastic sits in an animal, researchers say, the better the chances it will travel up the food chain. Meaning all our plastic waste could come back to bite us—or rather be bitten by us. "Of course we eat mussels whole, without the shells. But we're potentially eating plastic, if they're from a site where there's plastic present." Lead researcher Andrew Watts, of the University of Exeter. "We don't know how much plastic we have in our stomachs… chances are we do have some." —Christopher Intagliata

英语听写的训练方法

一、听写根据选定的材料来进行听写，关于听写需要注意的是、先将听力材料先听一遍或几遍，看看自己能听懂多少，再听写。 复读听写一般以秒的短句为单位，秒短句实际是机械记忆音节，超过秒音节太多,只能理解记忆. 不利于听写。、遇到听不出来的单 词，尽量查字典，实在没法了，才对参考文章。这样主要是为了增强辩音能力。同时也是为了增大声音与脑子反应之间刺激强度。、 工具：一定要使用复读机或复读软件（针对具有微机的朋友而言）。如果使用复读机听写，建议结合《听音查字词典》来听写，该书能够 极大的增强您的猜字能力。当然英汉词典或电子词典也是必须的。如果是使用听力软件，则建议使用听力查字字典的电子版。同时结合金 山词霸等软件。这样可以提高听写的效率。点击收听声音文件：（）产生的文件为听写纪录。形式如：听写记录。（包含 错误）. . , ' . . , , . 篇幅：词。语速：词分 (''') 听写: 遍。小时二、对 照对照的前提是实在是听不出来了。这样通过参照标准文稿就可以从自己的错误中学到很多知识。对照是非常重要的一个环节，也 是最容易被忽视的的一个环节。其具体操作可参考下面的做法。（另外，供参照的文稿如下：） . . , ' . . . , , . ' . 、错误总结和分类：包含语音类，语法类，拼写类等 () 语音：如：>, >, >, >, >。 () 语法：如： > () 拼写：如：>, > . () 增漏：如： > 、整理生词。 () ： , , : . ()： ; .: 、统计错误率。语音, 语法，拼写, 增漏，生词。共计：错误率: 。三、译背译 背主要是为了锻炼口语，翻译能力，同时也是更好的消化听写的内容，其具体操作可参考下面的做法、将听写材料翻译成中文。、 将译文翻译成英文。、对照（英文）无误后，一次一次翻译背诵。（看着中文，背诵英文）、朗读课文，追求流利。最终产 生的文件有第一次翻译的英文，与标准稿比较，标出错误。这样就可以提高翻译能力。再有，既然英语听力训练的过程是一个特殊 的基于记忆的特殊技能训练过程，那么我们就要要于运用一切记忆的规律和记忆的方法。事实证明循环记忆是一种非常科学的记忆方法， 如果是循环学习，那么每天的听写材料最好定在分钟到分钟之间，这样可操作性比较强。每日的进度可以用表格法：例如：第天 第天第天第天第天听写听写听写听写听写译背译背译背译背译背译背译背译背译背译背 译背译背译背译背译背朗读朗读朗读朗读若干天为一周期，持之以恒必有小成。这个方法是我们网站的听写实践者总结出来的 公认为有效的听写法。我这里只是总结了他们的思想。大家如果觉得可操作性强，就可以用来英语听力训练。最后 ,给读者的提几 点忠告：、要有一定数量的精听做基础，才能泛听，要不容易走弯路、对于初学者，由于听写的是简单材料，所以即使是听不 出来的单词也是曾经接触过的，因此有回想的可能性，但是到了中高级的听力训练阶段，听不出来的单词本身就是自己从来没有接触过的， 再用听写法去“硬听”，就显得效率非常低下了，所以在该阶段建议大家结合大量的阅读训练，尤其是快速阅读训练，一则给自己储备“可 回想”词汇，二则也提高对较难材料快速理解反应的能力。、为了让自己训练的技能得到巩固，应该有规律地去英语角训练。记住， 英语角里您得到训练的绝对不仅仅是您的口语。、应该结合泛听，对于初学者，要特别注意泛听的材料要选择比精听简单的材 料。别为根本听不懂的泛听材料浪费时间。要相信功到自然成。、用科学的学习方法，把学习过程分割为一个一个小过程，应用表格 或其他方法约束自己科学学习。、坚持。在自己的听写错误中进步。、我所用的书是外文出版社的《生活英语情景口语主 题》修订版《商务英语情景口语主题》； 听写方法：（）听一句——动笔写（写不出来再听一遍，最多遍）（）找——回原文对照——划出关键词或 （）听第二句（重复第一句过程）……………………（）听最后一句（）全文统一听一边 （抓关键词；寻找主干脉络；适当）听写要求：（）请大家听写完再看文字答案（）对照文字答案时，找出未能识别 出来或者识别有误的地方并用记号标注出来（）听写完的内容自己总结（不熟悉听觉的单词；关键词）（）听写是一句一句 的听，对于句子短的可以两三句合并，大家自己把握（）最好只给自己三遍的机会来训练自己的听觉存储力（）听写所推荐 的软件请在论坛里下载（）更有效的听写不推荐非要把每一篇文章听写完之后再对照文字答案，这样对于很长的文章来说，听觉模 糊的或未识别识别错的地方已经印象模糊，故不能更有效果的从听写中得到你的（）我会针对文章的长度进行切割，把文字答案切 割成小的以适合每次听写，按照跟贴的顺序完成大家的听写。比如：先听写第一楼；再第二楼；……以此类推其他：（）听 相同的文章的提高是有局限性的。因为你在反复的过程里已经不再痛苦了，也就没有更多的进步了。（）建议是：对于听写完的文 章可以反复跟读。反复跟读同样的文章的收获会比每天跟读不同文章的收获巨大。我只是一个不坚定的逆向法实践者，因为懒嘛， 至于效果，呵呵，效果确实不错！若问不成功的原因，很简单，因为我坚持得不好，我遇到的困难也是大多人的最大困难，就是很难坚持 到底！第一，选择听力材料要符合个人实际水平。太难或太容易都不好。(你可以听懂百分之六十以上的材料，我选择的是西安 外语学院的英语新闻听力，上海海文出版社的标准美语听力，北京外语学院的中级听力和高级听力。另外还从网上下载了等时事新闻节目。) 第二，反复听十遍还听不清楚，就要查对原文，以便搞清问题出在那里。有针对性地学习。(材料最好要有标准文字说明，以便对照,免得 胡乱猜测，起步阶段一定要结合教材和文字说明学习。不要机械地模仿钟教授，如果你感觉仍然太难，就需要重新选择听力材料，减少难 度，增加自信心。这个阶段会遇到许多困难，随时可能失去信心。) 第三，练习完整地听懂一句话之后再默写。第四，大声 跟读。可以边看着记录稿，边跟播音员朗读。并把自己的声音录下来，纠正语音。（很多人在这点上犯错误，太懒。或者羞于开口）第 五，练习精听的同时，加大泛听练习。选择完全新的材料，只听一到三遍，掌握大意即可。同时养成每天坚持听英语广播的习惯。（泛听 材料是海文出版社的标准美语入门，的慢速英语；北京人民大学的英语绿地，美国电视新闻，以及各种有兴趣的听力材料。我对于泛听比 较重视。先选一些比较容易的材料，练习一遍全部听懂的能力；再坚持听比较难的广播电视新闻。）第六，逐渐培养一遍听懂的