小马过河托福听力场景分类(上)文本

McKie

? ? 2010 8 5

VESTIBULUM LORME

W: So how do you like living in the renovated dorms?

M: There aren’t much different than the old dorms, just some new pane and windows. The windows are nice so they shut off the noise really well. The street’s just outside, but I can barely hear the traffic.

W: Um, they must be good windows, I bet they must have double panes and glass; they shut off a lot of noise that the single pane wouldn’t stop.

M: Yeah, I wish I had something just the factor between me and my neighbor’s room. Sometimes he turns up the music so loud that I have trouble getting into sleep. Anyway I guess I’m better off than the people who’ll be moving into the new dorms. Did you see how thin the walls are that they putting up between those rooms?

W: I haven’t seen them but I did read something about them in the campus newspaper. They are supposed to be better than the thick concrete wall you’ve got here.

M: Better? How?

W: Well, what they doing is separating each room with 2 thin layer of plasterboards and each one is nailed to a different frame. That way they vibrate independently.

M: Oh, I see, so the sound from one room doesn’t just vibrate the wall and go directly into next room. There is a gap between 2 layers of wall.

W: That’s right.

M: Well, I’m still stuck with this neighbor and I am not sure what to do.

W: You know heavy bear wall doesn’t help. You should hang something up like some fur rags or some decorated cross. That would act like a kind of a second wall and absorb some sound. I got some extras you can use, people hey.

M: I’d appreciate it; anything to get a good night sleep.

1 2 3

W: Can I help you find something? Oh, hi, Rick!

M: Oh, hi, Julie. When did you start working here? I thought you were waiting tables in

W: Yeah, I quitted, because I had to work too many nights. I started here just a few days ago. It’s perfect! I work all afternoon shift. So my mornings are free for classes, and I can study at night. So what are you looking for?

M: Well, I can’t seem to find the 8th book for English 626. I only found these seven. I’m probably looking right at it

W: Um…English 626…English 626… Are you sure they are 8?

M: Yeah, they are 8 titles on my syllabus. And look, the card on the shelf had eight listed. But I can only find seven of the books.

W: You are right. Oh, here they are. They are on the wrong shelves over here by economics books.

I’ll have to put these into the English books so they are not so hard to find.

M: Thanks a lot. Can you point me the direction of the computer paper?

W: Sure, it’s… 2 or 3 aisles over. Why don’t you follow me? It’s easier just to show you.

1 2 3

M: Janet! Nice to see you again. Ready to plan you schedule for next semester?

W: Yeah, I’ve already looked at the list of classes. And I hope to take business law and intro to

finance this coming semester.

M: That sounds good. And it is always best plans the courses in your major first and then fit out the requirements on the electives then.

W: I like to take one other business course, but I am not sure which one?

M: How are about an economics course?

W: I took one this past semester and got a lot out of it.

M: Oh, that’s right I remember you telling me about it. Well, let’s see what else you need? W: I need another English course and was thinking about taking a poetry class.

M: Let me see, the prerequisite for all the poetry classes is the English composition.

W: I took that my first semester.

M: Well, modern American poetry fits in your schedule

W: With Doctor Turner?

M: Um-huh…

W: That’ll be great! I heard all about her from my roommate, the English major.

M: This should up tobe a pretty good semester for you, what else do you need to take?

W: I have to take one more math course but I have been putting it at all. I heard that calculus is really tough.

M: It is! But you may want to take it and just take these four courses this semester.

W: That’s not a bad idea! I just hope it doesn’t affect my grade point average!

1 2 3

W: Excuse me. Do you mind if I ask you a few questions?

M: Great! This is for a student council report; we want to find out what students think the campus food service the results would tell us what kind of changes to push for.

M: I think everyone has pretty strong opinions about that.

W: Yeah, that’s one thing I found out already. Ok, first how often do you eat in the cafeteria? M: Almost everyday, I’ve got a meal contract.

W: And do you usually eat here at Anderson hall.

M: Yeah, I live next door.

W: And you mention that you have a meal contract, is that right?

M: Uh-huh! For breakfast and dinner, Monday to Saturday.

W: What’s your general impression of the food here?

M: Well, people complain a lot, but basically I think it’s ok. The vegetables are usually overcooked, but I mean they had to feed hundreds of people here. You are not going to get something freshly prepared just for you.

W: What if I just put down generally satisfactory, would like more fresh vegetables, ok?

M: Sure.

W: So you think the other things like soup and dessert’s okay?

M: Yeah, that’s about right.

W: Is there anything you like to change about the cafeteria?

M: Yes, the hours. Sometimes it’s a real rush for me to get back here before 6:30.

1 2 34 5

W: Excuse me! I need to a copy of Steven Hakim’s Brief History of Time. And I don’t know where to look for it?

M: Did you check the status on the library’s computer?

W: I tried but I couldn’t figure out what to do.

M: Well I can call it up right here. You wanted Hakim’s book right? It looks like it will be out for another 6 weeks.

W: Oh no, I really need it for paper that due in 2 weeks. Is there anything you can do?

M: Sure, we can try to get it from another library, just fill out this form and it should be here in 3 or 5 days. But it will cost 2 dollars.

W: What a relief! That’s a really help!

**********************************************************

M: Good morning. Is this where we should come to add or drop a course?

W: Yes, it is. Just write the name of the course you want to drop on this little form.

M: Great! Now where do I write the Astronomy course that I want to add?

W: Sorry it’s too late to add a course. You could only add courses two weeks since this semester. And Friday was the last day.

M: But I’m senior. And if I dropped the class without adding in one, I wouldn’t have enough credits to graduate.

W: So, what you have to do then is to get the professor’s approval and have him sign the special add form. Then bring it back to me, and I put it through.

M: Okay. Thanks. I hope I’ll be able to find them.

**********************************************************

M: Hi, Lanyard, we missed you in psychology class yesterday.

W: I have a terrible cough. So I stayed at home. Do you take notes?

M: Well, no one can ever recite for my handwriting. Tina was there, too. And you are more

W: Do you know where she is today?

M: I know she has class in the morning. But she always eats lunch in the cafeteria around noon.

W: Good! I’ll try to catch her then.

M: So you are going to be writing for the school newspaper?

W: Yes, I’m excited about it. I’m thinking about journalism as a career.

M: Well! Congratulations! How do they decide whom to hire?

W: I have to send the writing sample. I used one of the essays I’ve written for the literature class, then the editor assigned me a topic to write a short article about it.

M: What did you write about?

W: Actually, it was a lot of fun. I wrote about the students’ play that has been performed this month.

M: Oh, I saw that play. The director is a friend of mine. It really called in a stir around here. W: Yeah, I know. That’s what I wrote about --people’s reaction to it. It’s really interesting. M: Have you finished the article? Can I read it?

W: Sure. I just made a couple of copies. So you can have one.

M: Thanks. I wish I were a better writer. Working for the paper sounds like fun.

W: Well, they’re looking to add one or two more photographers to the staff.

M: You’re kidding! May be I’ll go over and apply.

W: If you want, I’ll walk over with you to the newspaper office and introduce you to the photographic editor and some of the other photographers.

M: That will be terrific! But can we go tomorrow? I have to go to math class now. And if we go tomorrow, then I’ll have time tonight to put together a portfolio of photographs to show them.

W: Sure. And maybe you should call them and set up a time to meeting them tomorrow. M: Good idea. I’ll do that before I go to class.

W: All right. See you tomorrow.

1 23 4 5

W: Hey, Kevin, I haven’t seen you since the beginning of the semester, how is it going? M: Well, I am a little overwhelmed. It’s strange. I always want to go to a big university like this but now I am here. I am not so sure. I mean the courses are interesting enough, but… W: What’s bothering you then?

M: Well after going to a small high school and knowing everybody it’s a pretty shagged to be in huge lecture hall with hundreds of students. And not one professor even knows my name. W: I know you mean. I’ve so pretty lost myself last year but I know about something that might help. It’s called the mentor group.

M: The what?

W: The mentor group. It’s like a support group. I joined it last year when I was a first year student.

M: So what is it?

W: It’s basically professors and small group of students getting together informally to discuss all kinds of subjects. You have the chance to meet professors and other students.

M: Hem, sounds worthwhile, but doesn’t it take up a lot of studying time

W: Not really, you can study all the time you know and this is like a little break.

M: I guess you could meet professor whose course you might take later!

W: Exactly, that’s what happened to me! I am taking the psychology course with Professor Green. I didn’t know how interesting psychology was, till I got to talk to him in the mentor group.

W: I don’t think so; if I were you I go over to the dean’s office and sign up.

M: I was going to the library to return a book but I can do it later I guess.

1 2 3 xx4

W: Here we are at registration again; I can’t believe how much tuition has gone up.

M: I know. It’s ridiculous. You know my cousin Anne pays nothing to go her school in Kentucky.

W: Nothing! Maybe I should transfer there.

M: You can’t, only students from certain part of Kentucky can go. It’s only for students from the Appalachian Mountains area.

W: So with no tuition how do they run the school?

M: Well, they get a lot of donations.

W: And that pays for everything?

M: Well, they also get some money from the government and besides that all the students are required to work at the college. That’s why the college doesn’t need to hire a lot of

outside-workers.

W: Oh yeah, that will help cut the school expenses, so what kind of job do they do?

M: My cousin helps to clean the dorms. I think her roommate washes dishes in the cafeteria. Things like that.

W: That sounds great! Come to think of it. I heard of something in Georgia called hope scholarship.

M: Hope scholarship? What’s that?

W: I think they used state lottery money to give free tuition. But not everyone from Georgia qualifies. You need at least B average in high school.

M: I should apply for that. I had really good grades in high school.

W: No, you had to be from Georgia.

M: Just my luck.

1 2 xx3

W: What’s the matter? I’ve never seen you look so tense?

M: Oh, I am just frustrated. That’s all. I have been working on this lab report for my biology class for hours and the results keep coming out wrong.

W: Did you use the right procedures?

M: Yeah, that’s not the problem…it’s just the…well, it’s just, you know every time I do the statistics I get the different results. Did you ever take biology?

W: No, I fill my science requirement with physics, I really don’t care for biology especially dissection. I must pass it down in high school. We had to cut open that.

M: Ok, I get the picture, I am bit squish myself but biology requires the least math, which isn’t my best subject. I really don’t see why we even have to take science classes if we are not major in it. I am never going to use this in the real life.

W: Well that’s not the point really, a college graduate suppose to be well-rounded it. You know

with broad education. You can only specialize in grad school.

M: Sure, if I ever get there. It just seems I run one biology lab report could stand in the wave of brilliant career in sociology.

W: You don’t be silly; you will manage somehow. See how come you don’t have the result for one of your XXX to write down.

M: Whoops! I must forgot to add it in. No wonder my figures were messed up!

1 2 3 xx 4 5

W: Hi, Mark, how is it going?

M: Well, not so great.

W: What's wrong?

M: I’ve got a big problem with the poetry course that’s required for my major.

W: Is it all sold up?

M: No, no, there's plenty room, but there's prerequisite. I’ve got to take an introduction to poetry before I can take the special course in poets of the 1960's, and the introductory course is only offered in the evenings.

W: You don't like evening classes?

M: No, that's not the point. I work in the cafeteria every evening; I need the money to pay my tuition.

W: Can you ask someone that work to switch hours with you? Maybe you could just switch a couple of evening since the course probably only needs two times a week?

M: I wish I could, my boss just did me a favor by putting me on evenings. And he'll hit the ceiling if I ask to change again.

W: Wait a minute, I have an idea, have you checked the course over at the community college? They might offer intro-to-poetry course during the day!

M: Hey, that's a great idea! I am free this afternoon, I think I'll go over and check it out.

W: Yeah, their courses are actually cheaper and you can transfer the credits over here!

M: Thank for the advice, Linda. I'll let you know what happens.

W: Sure, Mark, good luck! Oh, while you there, could you find out when the pool is open? M: No problem.

1 2 3 45

M: I'm really glad we got Cindy to be in our study group.

W: That's for sure, his background in art should be a big help getting ready for this art history final.

M: Now, what we'll have to do is to figure out where we’re going to meet.

W: Why don't we just meet in the library?

M: The six people in the group will probably make too much noise. How about my dorm room? W: There is not enough space, where would we all sit?

M: Oh, I know, the snack bar in the student center! It is not too crowd in the evening, and we can push some tables together.

W: That'll work! I'll let everyone know to be there at 7:00 tonight.

M: Excuse me. I am looking for the textbook for a course called Psychology of Personality,

but Ican't find it anywhere.

W: Is that the book for Dr. Peterson's course?

M: That's right, Psychology 3601.

W: Yes, yes, I was afraid of that. It seems we didn't order enough books for that class. You are the 7th person today who’s come in looking for one.

M: But classes begin on Monday.

W: I wouldn't worry, Dr. Peterson was aware of the problem, and we got another shipment of

M: Can I reserve the copy?

W: No problem. Just give me your name and phone number, we'll call you when the books arrive.

M: I’ve got another parking ticket. I don't understand why?

W: What color sticker do you have?

M: It's gold; it's for this lot!

W: Well, where did you park?

M: Over there, next to that green truck.

W: You are right in front of the loading dock; that's where they unload the kitchen supplies. M: So what?

W: You are lucky you only got a ticket. Normally, security tows any cars that park there.

Listen to a conversation between an advisor and a student.

W: Come on in, Paul, and have a seat. How can I help you?

M: Well, I need to choose my major, and I guess I am not sure what I want to do for a career. W:O h!

M: My problem is that I love philosophy, but my dad doesn't want me to get a degree in the humanities. He said that I'll be better off financially with a career in something like business. W: Yes, people in the humanities often do make lower salaries.

M: Yeah, and I don't want to be poor, so I’m doomed.

W: Hem...I guess you know that a lot of famous philosophers work in other fields, too. In fact, some of them did ground-breaking work.

M: Like Aristotle?

W: Um, this is just one example. There were doctors, lawyers, historians, mathematicians. Lock for example, he was trained to medicine.

M: Yeah, but you are talking about geniuses. I get to grades, but I'm not a genius.

W: My point is, you could work in a higher paid field and pursue philosophy on the side. It's not too late for you to declare a double major.

M: But what other fields what I choose?

W: I can help you with that, there's a special test you can take to determine your talents. You can take it now and it only takes an hour, then we can match your talents to a variety of job descriptions and go for there.

M: Ok, that sounds like a good plan!

M: Ms. Preska, I am Tim Louis.

W: Nice to meet you, Tim. The work study office called to let me know you will come in. You are interested in job here this coming semester.

M: Yes, I was hoping the library might be able to use me.

W: We always need some help from work study students. Can you tell me a little about yourself?

M: Let’s see, I am a sophomore. I live off campus and I major in business.

W: Fine, what about work experience?

M: I have been the lifeguard for 3 summers at city pool. Here on campus I work last year in the cafeteria. This semester I am at the computer center 3 evenings a week but I prefer the

W: We have the opening for someone to share books 4 afternoons a week, a total of 16 hours. Will that suit you?

M: Perfectly, my courses in next semester all meet in the morning.

W: The job is yours then. Please read through this information before your begin, your first day of work will be 2 weeks from today.

M: Thank you very much, I’ll see you then.

M: So where are you going to be this summer?

W: I’ve got a part time job at the gallery in New York. And I will be taking a joining class at night.

M: That's great. You can learn a lot working in an art gallery, and there's no place like New York for an inspiring artist. I lived there myself when I was first at the college.

W: I know how lucky I am to have this job but to tell you the truth; I have my heart set on going out west this summer.

M: Out west? You mean California.

W: No, the southwest, the desert and everything

M: Why the desert?

W: Well, you know, Georgia O'Keeffe is my favorite artist, and she did such good work out there.

M: That' true. But O'Keeffe didn't start out in the southwest, you know. She lived in New York for years, and she did some very impressive painting there.

W: I guess you mean the skyscraper series. It's funny I never really thought about where she paint them before.

M: It was in New York and she got a lot out of living there. She didn't always enjoy it. But later on she said that being around so many artists that help her to develop her own artistic vision.

W: That's a new way of looking at the city. Now I can only find affordable place to live.

Listen to part of the conversation between two college students

M: Could we stop for a few minutes before we go over chapter five? I'm gonna need extra emerge to get through that one.

W: Why? The first four chapters went really fast.

M: I know, but the professor said the test would go up to chapter five. And that's the one I understand least. My notes from that day are a mess, circles made of broken lines, the word "GESTALT" in big letters, complete confusion.

W: Ok, well, let's start with the broken lines. There suppose to be an illustration of the principle of closure. The idea is that your brain doesn't take in information exactly the same way as your eyes see it. I mean it's not like your eyes are camera and your brain just see the photographs it takes. The point is that your brain perceives more than your eyes actually see. Imaging individual broken lines and the shape of the circle, your brain perceives them to be a circle, even though the shape isn't complete. Your brain fills in the empty spaces because what it sees is familiar to a complete pattern.

M: Oh, I get it. Our brains’ close is based in the circle --- closure, so is closure the same thing as GESTALT?

W: Well, closure is part of GESTALT. It's one of the five principles that try to explain how the brain organizes the information it perceives.

M: Hem, do you think that the other four principles would be on the test?

W: Probably seems they are all in chapter five. We'd better go over all of them.

M: Yeah, I'm sure you are right. But let's go and get something to eat before we do the rest, ok?

W: Sure, let's go.

VESTIBULUM LORME

The origin of farming of prehistoric times

W: I read the prehistoric people had settled in villages in start farming when they could no longer survive just by hunting and gathering. The idea was that they pushed out of the best land as the population grew, most likely they had noticed that some seeds sprout when they drop them, so when the people had to move to less productive area, they settled in permanent villages there and started planting seeds to keep from starving.

M: That was the thinking until two years ago when archaeologists found evidence that goes against that theory. The new idea is that farming developed in the richest land areas and the people who started it weren’t been threaten by starvation. Apparently successful hunters and gatherers are living in villages long before they started cultivating crops, this villages just wanted to have more stable foods supply.

W: What? You mean that people settled in the villages where they were still hunting and gathering wild food to eat? How did the archaeologists come to that conclusion?

M: Well, one way was a new more accurate method that dating a small piece or something like grain of corn or wheat, you know earlier archeologists couldn’t date something that small so they have to date say the charcoal around it to get the estimated age.

W: So with the new technique to determine the age of the tiny sample, they found out the grain was older than they had thought?

M: No, just the opposite. They found out it was much younger, so that meant the mastication of grain probably occurred long after people had begun to live in the villages.

1 2 3 45

how to determine the date of settlement

Now let we discuss the proper way to dig for the assign in an archaeological site, let's turn on our attention to the kinds of objects we might excavate there and what they could tell us about colonial life here on the east coast of North America. One thing we hope to learn when we study the buttons or the broken dishes or other artifacts that got from the site is just how long ago people were living there. So one of the most useful finds obviously would be a coin. But even a object doesn't have a year stamp right on it can still have the archaeologists to determine just when the site was being used. For instance one object from 1600 and 1700 you likely find is the clay pipe. Smoking was common then but not cigarettes. Tobacco was generally smoked in long thin pipes---clay pipes manufactured in England. These imported clay pipes were so cheap that even the poor could afford to use them and then just threw them away. That's why they were so common throughout the colonies and why we find so many broken and discard pipes in archaeological digs. But the style of the clay pipe, the shape of the bowl, the link of skin, the diameter of the hole all involved over the years. So we can assign seriously precise date to a pipe just by looking at it and comparing it to the similar pipe we already know the age of. And that information will tell us how long ago settlers were living in that site and can help us date the other artifacts found there. Let me pause here and ask you now what you think some of the other common objects might be and what we might be able to learn from them.

1 2 coin 3 4 5

native people

Before we continue you should understand an important concept. That is the notion of a culture area. A culture area is not a colony of artist but the geographic area inhabited by different people with similar cultures. A culture area is relatively consistent in term of land features. For instance, the land is completely mountains or flats and the climate. There are similarities in the kind of plants and animals and settlers. I take what I call a bottom-up approach to study of the culture. That does not mean that I go to those sites or people are digging for artifact but rather it means that I think of culture as something it grows out of the daily needs of people’s life, like finding food or protecting themselves against weather. The routines and social order the people create in order to deal with these things form the culture. So Inuit peoples lived in what’s now Alaska, people whose surrounding are cold and not fit for agriculture and who depend on fishing. You can image how their routines differ from Anasazi people who lived in warm desert region. So if that’s clear to everyone, we can continue. So moving on. Anthropologists feel that in what is now United States and Canada there are 9 culture areas. We will examine all of them in the next few weeks but for now let’s start with our own area.

1 talk

2

3 4

W: Can you give me an idea about what I missed in sociology class on Tuesday?

M: Oh, it was really interesting. First you under over material on how infants normally shift to become more interested in people than objects, you know, at first babies just like to look at things, only later do they start to interact with people, and then we talked about play as part as socialization of children.

W: Play? You mean like games or make believe?

M: Yeah. All different kinds of play, apparently it is important for children to experiment the different roles like pretending their parent instead of a child, also through the play they learned to adapt to the norms as the rules of their social groups.

W: Which of the readings did the professor refer to?

M: A lot of them come from Erik Eriksson’s work on psychological development, he said that for children, play isn’t just important replication the way as adults, when children play, they can deal with problems and they can learn then they can even like fear and frustration, if

M: Yeah, we talked about research on animals behavior and how young animals play, too. The professor said there is evident that play is biologically base, this means that animal actually had instincts that lead them to play to explore and learn about the environment.

W: So it’s play that let animals and human get exposed to different experiences.

M: Exactly. And it actually shot them all kinds of skills, thinking skills, as well as physical skills that they need to survive.

W: I have to go now, but let’s talk about this more before the next class.

1 how

2

3

4 why5

sociology course

M: I really like my sociology class. It’s a seminar on methods in sociology.

W: That doesn’t sound terribly exciting.

M: I thought so too at first. But we being reading different research studies we find out

about the conclusions, their finding and we also discuss the details of that how they do the study. Some of the reading has been fascinating.

W: For an example?

M: Well, we just read the study that was done in an elementary school. A school where a lot of students were failing. When the researchers went into the school, they thought they would find out how teachers low expectations contributed to students doing so poor in school.

W: I think I’ve heard of that. Then when students don’t perform well in school it’s called

self-fulfilling something.

M: Right self-fulfilling prophecy. But in this school, there was one first grade teacher they call her Ms. A who had very positive affect on student. The researchers talk to the students after they become adults and examine the students’ school records. Students who had been in Ms. A‘s class were much more like to do well in the school and they were more likely to be successful as adults than students who had been in the other first grade classes in that school. W: What was the teacher’s secret? Did the researchers ever find out?

M: She just didn’t give up on anyone no matter how long it took to reach him. She also communicated to the students how important education is. The adults in the study all mention this when they were interviewed some 20 years later

VESTIBULUM LORME

M: Interesting lecture today didn’t you think?

W: Well, I supposed. But I have never heard of the Bauhaus and I’m not clear on something. Was it some place you should go to or it was more the young or movement some XX sort you know like Brook impressionism.

M: No. It was an actual design school located in Germany, founded by Walter Gropius. His goal was to combine technical skill and artist talent and by doing this create a new form of architecture and the plight arts.

W: Okay. So that explained what professor mentioned how certain people had studied with both a craft person and an artist.

M: Right. Before anybody could actually begin their former training, they had to take workshops that were taught by both a craft person who emphasize technical expertise and an artist.

W: Interesting.

M: And the Bauhaus founders also deported from the notion of arts being of a former of a luxury object. They want to produce functional art to be enjoyed by everybody, not just the wealthy.

W: Weren’t they making some sort of social statement?

M: Perhaps. Uh…I don’t know. But it did mean that Bauhaus’s creation had their own artistic beauty and that instead of being individually handcraft like something you see in a… I don’t know… Garth Cathedral they were produced by machines in large quantities.

W: Is the Bauhaus still around?

M: I don’t think so. But judging by the amount of time on our class schedule, that were going to be devoting to it. It’s a fact that must be left it.

W: Didn’t you write a paper about Albert Kahn last semester?

M: Yes, for my history of architecture class.

W: Oh, I am taking it now and I have got to do some researches on industrial architecture. I need to read up on Kahn’s factory. So I’d like to see what you wrote about them.

M: I don’t think my paper will help; I focus on his classical designs like the Clements library and his office buildings but you are interesting in the modern building he is famous for. W: Yes he is best known for his factory; especially the auto plants in Detroit. He made a breakthrough in industry design. You know before his time, factories were so cramped and inefficient but his factory provide enough light and air and open spaces. So the cars could be assembled in one huge plant.

M: I remember reading that the factories used to have wooden frames and the heavy machinery made the building vibrate and there were fire-hazards too. But when Kahn started designing auto plants around the turn of the century, reinforced concrete had just been invented. Talk about the breakthroughs, not only was the building sturdy and fireproof but they were cheap to put up too!

W: You seem to know a lot of about his industrial career.

M: Actually even though I wrote about his other works, I did a lot of background reading. Let

jazz1

W: So, one of the things that I really have in trouble understanding is how jazz music developed to be so different from many other kinds of music. My class notes are terrible. M: Well what can’t you understand from your notes?

W: Uh... One thing is I copy down the musical training from the blackboard. What did it mean by that?

M: Well most people who become professional musicians to have some kind of formal training in music but the first people who play jazz music had almost none.

W: Ok, but so what? Doesn’t it just mean that they weren’t very good musicians?

M: Well, that’s not that the early jazz musicians weren’t good. it’s they that play their instrument differently. Let’s say you are receiving formal instruction in the trumpet. First you would learn the right way to place your mouth and the right way to use your fingers and right way to blow air and then you will practice single notes and different combination of notes until you could do those correctly and only after that which your teacher give you a piece of music to play.

W: And the early jazz musician didn’t learn to play this way?

M: No, the first people who play jazz music learn to play their instrument by actually trying to play a song they like! They were humanity and tried to play themselves on their instruments. Because they were mostly teaching themselves, they began to express themselves in ways that formally traditionally trained musician didn’t. In traditional instruction there’s one correct way to play something and everyone who plays try to make the correct sound. But in jazz…

W: In jazz music, there isn’t one right way to play. In fact, individual musicians are supposed to interpret the music in their own style. So you are saying that this aspect of jazz developed because the first people who play jazz didn’t have any formal music training?

M: Well that’s part of it but there is more. What else do you have in your notes?

jazz2

To continue our study of jazz, today we will focus on the blues and listen to some recordings by Bessie Smith who is considered by many to be the greatest of all jazz singers. The blues developed in the southern United States from the music of black people who were brought from Africa and forced to work as slaves on southern plantations. The earliest form of the blues were work songs and field howlers that was musical form of communication among slaves. The name "blues" comes from the loneliness and sorrow typically expressed in the song lyrics. The blues started out as strictly vocal but over time musicians began to accompany blues singers. Jazz greats like Louis Armstrong and Francis Andersen accompanied Bessie Smith in her recordings. The example of blues we will hear today is the reissue of some of Bessie Smith's classical recordings. These songs are from the late 1920's when she was at the peak of her career. It's no wonder she was known as the emperor of the blues. She made 160 recordings and was also a sort after live performer in New York, Boston, and Chicago as well as the larger cities in the south. Know her rich powerful contract her voice, in fact, in live performances she refused to use microphone. Bessie Smith's songs typified the earthiness and realism of the blues.

Good morning, today we’re going to learn a little more about that great musical tradition called “the blues.” And in just a minute, we’ll get to hear the voice of a great blues performer, one of mile time famous singers and that’s Bessie Smith. First of all, let me tell you a little about her, Bessie Smith grew up in the south in Tennessee, and while she was still a teenager, she started touring the country with other black performers, and making a name for herself. By 1923, she was making records for a major recording studio and selling hundreds of thousands of copies, and soon, she was singing at sold-out performances at theaters in city after city with huge overflow crowds outside, often filling with the street and blocking the traffic. It was

unforgettable recording of the St. Louis Blues. And a few years after that, St. Louis blues was also the name of Bessie Smith’s only movie, one of the very early talking pictures. Try to see it some time if you can. From then, up until her death, Bessie Smith kept on writing and recording songs and singing the blues in concerts all over the country, all together she made 160 records. We are going to play one of them now and as we do, please listen to the passion of that wonderful deep voice of hers. I think you’ll be able to understand why Louis Armstrong said Bessie Smith: she had music in her soul.

Today we are going to look at ways in which legislation can create practical problems, which in turn lead to inventions to solve these problems. You’ll recall that the home state act at 1862 granted a hundred sixty acre plots to settlers. This resulted in considerable population growth in the western plains. In that same year the construction of transcontinental railroad was set up by the pacific railroad act. These 2 pieces of legislation made it necessary for ranchers to limit the movement of their cattle instead of letting them roam freely. There weren’t many trees or rocks to use for the fencing material so planting hedges was tried but they took a long time to grow. Smooth organized wire fences were another idea but they were not strong enough. Finally inspired by the reaction of cattle to the sharp thorns on vegetation, a new fencing was invented--barbs, sharp, wire points like thorns were twisted onto wire fencing. Not everyone accepted the invention right away, Texas were resistance until a young sales man staged the dramatic demonstration. He put up a career of the new barbed wire and challenge cattle owner to put their wildest animals in it. Untrusting spectators kept their distance as the cattle were driven into the enclosure. The animals charge the fence look quickly retreated. Texas was sold and the new fencing soon became common throughout the plains.

1

To study paintings by old masters, experts often make use of modern technology. Today let’s talk about one example of that--X-rays. These days X-ray equipment is no longer found just in hospitals and dentist’s offices. Now it’s also widely used in the study of works of art and it led to some exciting discoveries. For instance, an art historian in Ohio discovered that the 2 famous paintings now held in different museums were originally part of a same painting, probably sewed apart by some greedy art dealer. X-rays shows several hidden figures that had been split between the two canvases. In another famous painting, a portrait of a young boy, an X-ray revealed the artist had once painted a small white dog where now only rocks and grass can be seen. In this case, the technology gives us an insight into how an artist thinking developed and changed during the process of painting a picture. Perhaps the most important question in an art historian may have to address is whether a particular work was actually painted by a certain master artist or perhaps by a less well known apprentice or imitator. They hide in brush dropper back in X-rays revealed may lead to definite answer to this question but not always. Let me tell you now about two respected experts and how each use X-rays of one famous Dutch portrait to support radically different conclusions about it.

We’ve been looking at factors leading up to the American Revolution. Today I want to look more deeply into what the colonists in the 1700 was thinking and feeling. What motivated them to change the political order violently--- was it money, social injustice, religious intolerance. Without question American colonists saw the conflict in terms of political issues. They are concerned with not so much the economic problems as it was how the colonists wanted and indeed thought they deserved to live. In other words, the American Revolution was about liberty the protection of personal liberty. You see the colonists share to believe that was quiet radical at the time. They believe that person has rights, these rights were not based on the generosity of the king and they weren’t based on the language of the law. The colonists believed in the higher law, one that granted people rights, rights that they were born with and which couldn’t be taken away by any human being. Unless of course someone commit the crime and then they have to go through the proper legal steps. Now what were these rights? I’ll quote directly from the Declaration of Independence which states them clearly: “We hold

Creator with certain inalienable rights that among these are life, liberty and the pursuit of happiness.” The colonists had a new vision of what make political authority legitimate and what make personal liberty secure. Their vision was this, legitimate government require the consent of those who be in governed. So to understand how events lead to the revolution, we need to understand specifically how political power had been exercised by the British in the colonies. Any ideas?

But too often, it seems to me we apply the term “invention” only to big important items like the car or the telephone. After all, we can hardly imagine surviving without them. We don’t stop to think that there are literally hundreds of inventions that make our life a little easier, a little more convenient. Let’s take something as common as the paper bag on my desk here. Yes, that’s right.I’ve got my lunch in it. Well, I never open my lunch bag without thinking of Charles Stilwell who in 1883 invented the first machine to produce bags like this. You see, before Stilwell, bags were pasted together by hand, and they didn’t have flat bottoms so they couldn’t stand on their own and you couldn’t fold them very well either. Stilwell changed all that with what is really a marvelous piece of engineering. Think about it; look at how efficiently this bag is designed. I can open it with a flick of my wrest, but I can also fold it back flat as a piece of paper, and I can store a hundred of them under my desk. What’s more, it’s strong, see, I can even put this heavy dictionary in it and it won’t break, but it’s cheap to produce. Really it’s a masterpiece of practical engineering. Grocery stores buy over a billion of them every year. Well, nobody remembers Stilwell nowadays, but his little invention has certainly proved useful. If any of you could produce anything help as useful, you have really done something.

2

W: I was talking before the break about funding in art in the Unite States about where the money comes from. I think some of you probably have questions. Yes, Tom.

M: You said that during the depression the government provide relief work to a lot of artists, just what sort of works did they do?

W: It depended on the kind of artists you talking about. A lot of painters did work for government buildings, murals, and city halls or other public buildings for example. Sculptors did work to put in the public park, that sort of things.

M: Didn't people get upset about the government spending so much money on art?

W: There were some criticisms, sure. Many people consider the program wasteful. They thought that creating public art was not real work like paving a road or putting up a building. But the government was concerned with getting as many people employed as possible

M: Could I ask about one more thing? I expected art from 1930's to be abstract, but what you show in the slides was pretty realistic.

W: You maybe a little mixed up there. Abstract Expressionism-that’s the main of American abstract school is usually associated with 1950.

M: Was there a dominant artistic style that these depression era artists used?

W: Let's look at a few more slides. Maybe that will show you. Also there was an exhibition in Washington a few years ago about this art, so I put a catalog from the show on reserve in the library. If any of you want to see more examples of this work. Go over and take a look.

jazz3

W: I'm reading this book about jazz for that course on Popular Culture I'm taking. Listen to these quotes by Louis Armstrong, when someone asked him what jazz music was, he said, "If you gotta ask, you’ll never know." What do you think about that?

M: Oh, I don't think jazz is that mysterious. I mean it’s just another kind of music, seems to me like a person not be able to study it, to break down into pieces. I took the classic music appreciation course last semester, and the professor taught us the kinds of things to listen for, to understand the music. I don't see why I couldn't do the same thing for jazz as I learn to do

W: Well, for what the book said, a lot of people try to apply the rules of the western musical theory to jazz music, like the rule he probably learned, that you need to appreciate jazz according to its own set of rules. Analyzing jazz by the same rules as classic music would be like using the rule for analyzing a short story to analyze a poem.

M: Oh, come on. It's obvious that the poem has a different structures from the short story, but just how is jazz so different?

W: OK, well one example is the beat. In European music, the ground beat is built into the melody the main sound line; you can tap your foot to it. But in jazz, the ground beat is deliberately avoided in the melody, the beat has to be established by the whole separated section of instruments like the bass or drum.

M: All right, I’ll give you that. Really it's a pretty important difference, but is that all?

W: No, there are other differences. Like, traditionally, classic music is based on certain type music scales: major and minor. Fortunately, all of this music is built around differences and change these types of scales, but a lot of jazz is based on the blues, and blues scale isn't major or minor.

painting1

I’d like to move on now to still life painting in the United States. Now the earliest American still lives were modeled on seventeenth century Dutch still life paintings, the images of which often symbolize the home and the growing prosperity of the Dutch merchants. So in these early American paintings, you might see, for example, a simple table top display of food or other inanimate objects. Now the still lives of the nineteenth century reveal a great deal about the time in which the artist lives. For example, in the first half of the nineteenth century, many Americans were prosperous, and shopping and accumulating things were major pastimes. So in these paintings, the consumer oriented in American society is conveyed true display of goods that suggested the luxury and social status. Well, this also suggested with representation of plentiful food, fragile flowers and other beautiful objects of natural world. Then, after the civil war, in approximately the mid nineteenth century, the mood of the country changed. Likewise, the mood of the paintings changed. For example, the artists might apply the paintings roughly to depict the group of battered old things that symbolize difficult times and the disappearance of good days. So let’s look at some Flight’s paintings from this period and see if you can determine when the paintings were created.

1

There is nothing you can do to escape history. Perhaps you don’t realize it but you are always surrounded by things that connect you to the past. Take for an example something as simple as bobby pin that people sometimes wear in their hair. It goes back 10,000 years. Ancient graves in Asia contain hairpins made of bone and iron, silver and gold. In function, they are little different from what we use today. Cleopatra is set to prefer hairpins of ivory that was decorated with jewels. Roman hairpins were sometimes hollow inside making them better to carry poison in. Now the modern bobby pin owes its name and shape to the 17th century French court where wigs were in fashion. They made wearing a wig easier as they were used to pin the people’s real hair very close to the head. That was called bobbed hair. The U shaped pin that facilitated these was called a bobbing with pin which became bobby pin in England 18th century. Then in the 19th century, the bobby pins that are still in use today, the ones made of steel wire began to be mass produced.

2

Let me tell you about an exhibit of the university museum that you might want to see. There are showing a collection of coins and paper money used in North America in the last two hundred years. The exhibit also includes historic facts about the various forms of currency. One interesting item I saw there was a currency note from Canada ---a piece of paper money worth only 25 cents. I've never seen a bill worth so little. The Canadian government issued the notes in 1870 as a temporary solution to a shortage of coins. The plan was to use them for only a few years until enough coins could be made. The people found the bills so useful that the

because they were easy to hold in a purse or a pocket or to send through the mail. They are only about half of our size as our current bills. But what's unusual is the way that soldiers used them. They would stick them down in their boots to prevent the boots from rubbing against their skin. You could image how irritated your shins might get if your boots' had to rubber against them all day. So the durable paper really helped. As a result, they became known as shin plasters. The bank of Canada finally recalled the shin plasters in 1935 and ironically those that were not destroyed are now valuable collector’s items like the one on display at the museum.

3

The settling of inland frontier in Canada involve many conflicts and those where were making money with involve were particularly bigger. A good case in point is the intense rivalry between the 2 major fur trade companies around the beginning of 19th century. The Hudson’s Bay Company had a royal charter that is a monopoly in the area where operating costs were low. In addition to keeping any competition out of the area where doing business was the least expensive, their charter also give the access to long term credit from the Bank of England. Other bonuses that include were a rich management community and support from highly place politicians. Their rival, the upstart North West Company of Montreal, had none of these advantages but they did have brave men who didn’t hesitate to go into untried territory. Their profits depended on constantly moving on, always going to the new areas that have greater numbers of animals. This increased the transportation cost of course and kept their profits low. When challenged by the North West Company, Hudson’s Bay reacted by taking on the tactics of its rival by also hiring people willing to adventure into new areas. Then they undercut North West by increasing the value of goods they trade to India for first. They could afford to do these because their wealthy backers would accept low profits for a time in order to squeeze the North West out.

3

Last time we talked about the fact that the earliest art in Assyria was similar to that of Babylonian and other nearby cultures. But all that changed after the 9th century B.C. when the Assyria started to develop their own unique style of art particularly with their unusual sculpture. This sculpture primarily took two forms. The first kind was huge guardians like figures that decorated the entrances to buildings. The large guardian sculptures were actually never meant to be viewed from all sides but rather to be seen from either a flat or the side and are called double aspect relief. Relief carving, as we remember from early discussions generally stand out from the front surface and a perfect for decorating walls. The other kind of sculpture favored by Assyria artists was relief carving done in fact on the wall of palaces or other buildings. Actually the kind of carving that forms a continuous band around the basic interior of the walls was probably invented by the Assyrians. The subject matter of the relief carving most often was military conquest or the glory of the King and his family. The sculpture was sometimes arranged in the form of the story to show success of events in --- say the reign of the King or in the military campaign. The Assyrians also made relief carvings on materials other than stones. One example is the huge wooden gate of the palace that was decorated with scenes. Instead of being carved in stone these scenes were done on metal and horizontal band the bronze. Let's take a look at the slide of this gate now, so you can see

the skill that was necessary to create the scenes.

painting2

Today I wanna talk about the result of a recent study. These results indicate that the routine cleanings of oil paintings intended to help preserve them, may actually hasten their deterioration. As you know, conservators often use strong organic solvents such as alcohol or acetone to clean paintings. There have been many studies the chemical set for such solvents. The studies were designed to make sure that the solvents don't interact in the harmful way with the chemicals in paint or with the glue use to seal canvas for example. But the recent study

evaporate. The new study found that sweeping a painting with acetone for just 5 seconds can cause the spot of acetone was applied to near freezing temperature, and even that if you’ve never had course in physics. You are probably aware that things contract and expand at the different rates when the temperature changes. That's why running hot water over a jar can make it easier to get the lid off. The metal lead expanse more than the glass jar does. Since different layers of paintings such as glue, fabric and paint also respond differently to temperature changes. It turns out that the use of solvent can subject the painting to very strong mechanical stresses. In other words, even if there were no chemical damage, the use of strong solvents can weak a painting structurally, alternately cause the inter-deteriorate more quickly.

VESTIBULUM LORME

W: I think you would have enjoyed my geology class this morning.

M: Don’t bet on it. I’ve never cared much about rocks.

W: But you do care about dinosaurs I recall and today we discuss the geological evidence about what may have killed off the dinosaurs at least here in North America.

M: Oh, sure. They got hit by a comet or something. I think.

W: Well, Yeah, about 60 million years ago, a huge comet did crash into earth down in Mexico and it plowed out as an enormous crater over a hundred miles across.

M: And that’s what why death the dinosaurs, right?

W: Well, it wasn’t exactly the impact itself but what happen right afterward. You see researchers figured out from the shape of the crater that the comet must be coming in pretty low across the Atlantic and so right after the impact a huge cloud of fire river must have swept clear across the north America, all in just a few minutes. And that what probably kill off not just the dinosaurs but a lot of different species of plants and animals.

M: Amazing!

W: Yeah! And even 2000 miles from the impact, plants would have been burst in the flames. M: And the fire that intense must destroy just about everything!

W: Well, above ground anyway.

M: Above ground? Say! I wonder if it that explains why the dinosaurs all disappeared but some other animals, like maybe small mammals, living underground managed to survive. W: Make sense. Anyhow later on the tons of dusts that thrown away out into the atmosphere may have caused some global climate change. So eventually the comet probably affected plants and animals species all around the world but nowhere as much as North America.

First of all, let’s look at why temperatures tend to be higher in city than in the rural area. This happens because almost 50 percent of the urban areas are comprised of hard surfaces like paved street, parking lot, buildings and roof tops. As the result, any amount of rainfall is quickly repelled by this service and carried away by storm drains and gutters. Especially water just doesn’t have the chance to stand around until evaporate and during the process of the evaporation that heat is removed from the air. So in cities where there is less evaporation temperatures will be higher and of course there are also be issue of added heat coming from building heating system, from industry, cars and even human body. Even we being in the city itself, temperatures can vary significantly. For example, in winter, streets that get a lot of use will be a lot of use will be 2 or 3 degree warmer than less travel streets. In place where car sits for a while like a stoplight can be in another 3 degrees warmer. On the other hand, low spots in the city where cold air collect will be much colder than higher places. Rain and snowfall are also affected by urbanization. Cities tend to get quiet less snowfall than the surrounding countryside because of warmer temperature in the city. But rainfall in the city can be 5 to 10 percent higher. That happens because of two factors. First, the warmer city temperature, second the larger number of dust particles in the urban air. It seems dust particles are important requirement for condensation. The water vapor in the atmosphere is able to change to liquid by planning to dust particles suspended in the air. So where there’s the higher number

托福听力场景学科分类词汇大全

新托福IBT听力场景词汇 对话场景 选课 学科 major 主修minor 副修 science理科, arts文科, engineering 工科 Mathematics 数学 physics 物理 chemistry 化学 biology 生物学 geography 地理学 electronics 电子学 computer science 计算机科学astronomy 天文学 electronics engineering 电子工程学 botany 植物学 psychology 心理学 zoology 动物学 architecture 建筑学oceanography 海洋学 ecology 生态学 medical science 医学archaeology 考古学 history 历史学 linguistics 语言学 pedagogies 教育学，教学法anthropology 人类学 economics 经济学 statistics 统计学 accounting 会计学 philosophy 哲学 类型 required、compulsory course 必修课 selective/optional course选修课elective course 选修课 lecture 讲座 seminar 高级研讨性课colloquium n.报告课

tutorial 个人辅导课程 workshop 专题课程 级别 Introductory 入门级elementary, fundamental 初级Intermediate, secondary 中级Advanced 高级 Prerequisite 先修课程 上课： Attend class 上课 Miss class 缺课 Skip class逃课 Syllabus 教学大纲 Required textbook 要求的课本Attendance 出勤 Grading system 打分体系 Class participation 课堂参与 杂 semester/term 学期quarter小学期 course guideline 课程纲要major 主修 minor 副修 exemption 免修 syllabus 教学大纲 Professor’s sig nature 教授的签字（用于注册课程） Course cap课程容量（可以招收的学生数）, openings （可供注册的名额）Take选（课）, drop 退（课）Late registration晚注册Deregistration 注销 教师称号 professor 教授 lecturer = instructor 讲师teaching assistant = TA 助教research assistant = RA 助研counselor, adviser 咨询者，顾问president 大学校长 teacher/faculty 教师 student's advisor 学生顾问physicist 物理学家

托福听力功能题及态度题

托福听力功能题及态度题 功能题 在新托福听力中, function功能题占大约15%的比重。那么考生要学会识别function 功能题并把握其解题技巧。 首先我们看看功能题的典型提问方式： What is the purpose of the lecture? What does the professor imply when she says this? Why does the professor say this? What can be inferred from the student’s response? 其次我们学习下功能题的解题技巧 解答这类题目，考生需要注意重听的某句话在重听的小层次中所起到的作用。单独看这句话，可能考生无法判定它的功能。那么放在语境中，考生才能更好地把握其功能。 而在托福听力中常见的功能的分类有解释，总结，建议，鼓励，强调，纠正错误等。此外考生可以根据这些常见的功能分类，分析可能出现的考点，利用听力过程中的笔记把握重点内容。在记笔记的过程中注意把握语气、语调的升降。这些都是功能题常出现的考点。有重点地把握这些能够更好地把握功能题，并提升功能题的正确率。 态度题 在P类问题(Pragmatic Understanding Questions)中，态度题所占的比重相对较少。但是不可忽视其重要性。下面我们来看看托福听力中态度题的一些情况。 态度题的典型提问方式： What is the professor’s opinion of …? What can be inferred about the student when he says this?

托福听力分类词汇汇总

托福听力分类词汇汇总

植物学 botany植物学botanical / botanic植物学的horticulture 园艺学aquatic plant 水生植物parasite plant 寄生植物root 根canopy树冠层/顶棚foliage / leaf 叶 leaflet 小叶rosette（叶的）丛生 stem 茎stalk 杆leafstalk叶柄shoot / sprout 嫩芽/抽枝 flower花bud 花蕾petal花 瓣peel / skin 果皮 shell（硬）果 壳 husk（干）果 壳/（玉米苞叶 trunk树干 bark树皮 branch树枝 bough大或者 粗的树枝 twig小树枝 jungle丛林 lawn草 meadow草地/ 牧场prairie大 草原mosses苔 藓shrub / bush灌木 cluster一簇 （灌木） fern蕨类植物 horsetails木 贼类植物 club mosses石 松类植物herb 草 photosynthesi s光合作用 chlorophyll 叶绿素 symbiosis共 生 symbiotic 共生 的 wither / shrivel / fade 凋谢blossom 花pollen花粉

pollinate传授花粉petal花瓣nectar花蜜tissue 组织organ器官system 系统seeds种子everlasting永久的crossbreed杂交 root pressure 根压 bore腔/肠cohesion-tensi on凝聚压力column花柱necrosis坏死barren 贫瘠的；不生育的futile无用的carbohydrate (starch)碳水 化合物（淀粉） glucose葡萄 糖starch淀粉 fat 脂肪 protein蛋白 质 vitamin 维他 命 malnourished 营养不良的 nutrition 营养 perennial 多年 一生的 annual一年一 生的 verdant 嫩绿 的，翠绿的 evergreen常 青树 conifer tree针 叶树 larch 落叶松 pine松树 spruce云杉 juniper 刺 柏；杜松 sequoia红杉 elm榆树 walnut核桃树 redwood红木 树 plum blossom 梅花 orchid兰花 chrysanthemu m 菊花 water lily荷花 /莲花 rhododendron 杜鹃花 carnation康 乃馨 jasmine茉莉

托福听力场景词汇 新2

CONVERSATION 1.课程相关事务场景 intro / basic course introductory intermediate (level) course higher course sign up for … register get enrolled in ?Discussion讨论n, presentation个人陈述n, topic话题，主题n, lecture演讲（n.）good choice好的选择, slide幻灯片n, library图书馆n, collection收集n, check支票n, librarian 图书馆管理员n Report报告n, office hour 教授答疑 ?时间, submit 上交v, on disk在磁盘上, hard copy硬皮书, soft copy软皮书, computer电脑n, print打印v, computer lab电脑实验室 ?Project工程，计划n, tons of很多（a ton of ,tons of), cover 覆盖, re-write重写v, research data研究数据, information 信息n, input投入n,输入v, presentation个人陈述n, complete完整的adj, 完成vt semester seminar

?Term paper学期报告, grade分数，成绩n, complicated复杂的adj, terrible mistake严重的（糟糕的）错误, edited version编辑过的版本, submit上交n, overtired过度劳累adj, stressed有压力的adj, rushing（急急忙忙的）against the clock争分夺秒, mark标记，分数n, draft起草vt，草图n, print打印vt（printer打印机n）, final paper期末论文, maintaining average保持平均水平, application申请n, drop 扔掉, re-take重上, due到期的adj, extension延期n, discuss 讨论vt, check back查阅记录, re-reading评价, submission 上交n ?Information信息n, exam schedule考试规划表, term术语，学期n, date日期, book预定vt，书n, ?apartment公寓department部门，院系; appointment 预约?departure离开depart 离开, invigilator监考人n, ?sign up for a course选择选修课程 ?（required必须的/compulsory 被强制的course必修课）（selective/elective/optional course选修课）（register注册）, sheet纸张=paper（a sheet of 张，表量词）, ?bulletin board公告栏, faculty lounge教师休息室, square正方形，广场n, draft起草，草图, dean系主任=department chair(person), review评估, draw up起草=draft=first version, ?Manual手工（manufacture制造)，consult咨询, register 注册 Physiology 生理学100, sophomore大学二年级生, second year course第二年课程, first year student新生, transfer转变, begin my first lecture开始我的第一堂课, introduce介绍，引进, complete完整的，完成, approach方法n，接近vt, laws of physics and chemistry法律的物理和化学, process of life生命的过程, vital force机体，生命力, philosophical approach哲

托福综合口语Task3常考场景分类

从Task3开始后面的托福口语题目都被称为综合口语，综合口语“故名思意”就是在题目中除了有说的部分，同时还会兼有阅读或者听力的内容，那么这类题目应该如何去解答呢?小站教育编辑在这里为大家带来了托福综合口语Task3的常考场景介绍，希望对大家托福口语提分有帮助。 像托福独立口语的常考话题一样，在综合口语Task3中也有高频场景、中频场景和低频场景的分类。至于这些怎么分类，我们平时练习的时候相信大家都用过TPO，那么这里就为大家总结一下TPO当中各个常考场景的出现位置，希望大家在备考时可以参考一下。 高频场景 话题： 基础建设Infrastructure Projects 解释： 学校的一些常见设施发生变化，诸如学校计划购置雕塑、计划在餐厅播放音乐、维修宿舍、建新的体育馆等，因此给出通知或是布告。或是学生提出倡议要求改变学校的基础设施。对话就阅读中的这些相关问题展开讨论。 TPO中出现： TPO1, TPO19，TPO15, TPO17, TPO8，TPO10，TPO11，TPO12，TPO13, TPO20, TPO24, TPO28, TPO29, TPO30, TPO32，TPO33 中频场景 话题1： 教学活动Teaching Activities 解释：

对话就阅读中提到的教学方面的情况：如教室调整、上课时间调整、教师改变、选修课改变、师生见面会调整等通知或是倡议展开讨论。 TPO中出现： TPO6, TPO7, TPO26, TPO34, TPO4, TPO9, TPO14, Extra1 话题2： 后勤服务Logistics Service 解释： 对话就阅读中提到的诸如校车、餐饮、音像资料借阅等变化的通知或是倡议展开讨论。 TPO中出现： TPO5, TPO16, TPO2, TPO3, TPO27, TPO31 低频场景 话题： 课外活动Spare Time Activity 解释： 对话就阅读中提到的诸如校园合唱团计划参加校外歌咏比赛、学校计划让学生代替行政工作人员带领中学生参观大学校园、校园报纸编辑部决定取消国际新闻报道版面、学校决定举行两场开学典礼等这些变化或通知展开讨论。 TPO中出现： TPO18, TPO21, TPO22, TPO23, TPO25 以上就是小站教育编辑为大家整理的托福综合口语Task3的常考场景介绍，大家在备考时可以重点为注意一下，特别是高频场景在考试中出现的频率会更高一些。最后，小编预祝大家托福考试能取得理想的成绩。

老托福听力93篇(45-46)-So, why did what is now

老托福听力93篇(45-46)-So, why did what is now 45 So, why did what is now called "modern dance" begin in the United States? To begin to answer this question, I'll need to backtrack a little bit and talk about classical ballet. By the late 1800's, ballet had lost a lot of its popularity. Most of the ballet dancers who performed in the United States were brought over from Europe. They performed using the rigid techniques that had been passed down through the centuries. Audiences and dancers in the United States were eager for their own, "contemporary" dance form. And, so, around 1900, dancers created one. So, how was this "modern" dance so different from classical ballet? Well, most notably, it wasn't carefully choreographed. Instead, the dance depended on the improvisation and free, personal expression of the dancers. Music and scenery were of little importance to the "modern" dance, and lightness of movement wasn't important either. In fact, modern dancers made no attempt at all to conceal the effort involved in a dance step. But even if improvisation appealed to audiences, many dance critics were less than enthusiastic about the performances. They questioned the artistic integrity of dancers who were not professionally trained and the artistic value of works that had no formal structure. Loie Fuller, after performing Fire Dance, was described as doing little more than turning "round and round like an eggbeater." Yet, the free, personal expression of the pioneer dancers is the basis of the "controlled freedom" of modern dance today. 【生词摘录】 1. backtrack: v. (由原路)返回，后退 2. ballet: n. [C]芭蕾舞 3. rigid: adj. 严格的 4. contemporary: adj. 当代的 5. choreograph: v. 设计舞蹈动作，精心编排 6. improvisation: n. 即席创作 7. scenery: n. 舞台布景 8. lightness: n. 轻盈，灵活 9. conceal: v. 隐藏 10. eggbeater: n. [C]打蛋器 11. pioneer: adj. 先驱，创始人 12. controlled freedom: 克制的自由 46 Today I want to discuss fossil fuels such as coal, oil, and natural gas. The term "fossil fuel" refers to the trapped remains of plants and animals in sedimentary rock. You see, living plants trap energy from the sun by the process of photosynthesis, and they store the energy in their chemical compounds. Most of that energy is released when the plant dies and decays. However, sometimes organic matter is buried before it decays completely. In this way some of the solar energy becomes trapped in rocks, hence the name fossil fuel. Although the amount of organic matter trapped in any one growing season is small, the accumulated remains from millions of years are considerable. Because the accumulation rate is so slow, millions of times slower than the rate at which we now dig up this organic matter and

托福听力词汇完整版

托福听力词汇完整版

lecture 讲座 seminar 高级研讨性课 colloquium n.报告课 tutorial 个人辅导课程 workshop 专题课程 级别 Introductory 入门级 elementary, fundamental 初级Intermediate, secondary 中级Advanced 高级 Prerequisite 先修课程 上课： Attend class 上课 Miss class 缺课 Skip class逃课 Syllabus 教学大纲 Required textbook 要求的课本Attendance 出勤 Grading system 打分体系 Class participation 课堂参与 杂 semester/term 学期quarter小学期course guideline 课程纲要 major 主修 minor 副修 exemption 免修 syllabus 教学大纲 Professor’s signature 教授的签字（用于注册课程） Course cap课程容量（可以招收的学生数）, openings （可供注册的名额） Take选（课）, drop 退（课） Late registration晚注册Deregistration 注销 教师称号 professor 教授 lecturer = instructor 讲师 teaching assistant = TA 助教research assistant = RA 助研counselor, adviser 咨询者，顾问president 大学校长 teacher/faculty 教师student's advisor 学生顾问 physicist 物理学家 mathematician 数学家 chemist 化学家 historian 历史学家 statistician 统计学家 作业： assignment 作业 homework = coursework = schoolwork = studies 作业 lab report 实验报告 book report 读书报告 project 作业 presentation 发言 term paper 学期论文（research paper） thesis/essay/dissertation 论文 journal 学术期刊 social investigation 社会调查 survey 调查 questionnaire n.调查表, 问卷observation n.观察 interview vt.n.采访 collect data 收集数据 broad (论文等)内容宽泛 narrow down (论文等)缩小范围source （写论文的）参考资料critical thinking 评判性思维 lack your own ideas缺少自己的想法deadline n.最终期限 extension 延期 due date/time期限 outline n.大纲, 提纲(roadmap) bibliography n书目, 参考书目reference 参考 plagiarism n. 抄袭 revise v. 修改 rewrite v. 重写 final draft 完成稿 speech n.演讲 presentation 演讲，陈述 eye contact 目光接触 intonation 音调

老托福听力93篇(33-34)-Today I want to talk about

老托福听力93篇(33-34)-Today I want to talk about 33 Today I want to talk about the Earth's last major climatic shift, at the end of the last ice age. But first, let's back up a moment and review what we know about climatic change in general. First, we defined "climate" as consistent patterns of weather over significant periods of time. In general, changes in climate occur when the energy balance of the Earth is disturbed. Solar energy enters the Earth's atmosphere as light and is radiated by the Earth's surface as heat. Land, water, and ice each affect this energy exchange differently. The system is so complex that, to date, our best computer models are only crude approximations and are not sophisticated enough to test hypotheses about the causes of climatic change. Of course, that doesn't keep us from speculating. For instance, volcanic activity is one mechanism that might affect climatic change. When large volcanoes erupt, they disperse tons of particles into the upper atmosphere, where the particles then reflect light. Since less light is entering the system of energy exchange, the result would be a cooling of the Earth's surface. Of course, this is just one possible mechanism of global climate change. In all probability, a complete explanation would involve several different mechanisms operating at the same time. 【生词摘录】 1. climatic: adj. connected with the weather in a particular area 气候的 2. ice age: one of the long periods of time, thousands of years ago, when ice covered many northern countries 冰川期，冰河时代 3. consistent: adj. always having the same beliefs, behavior, attitudes, quality etc(信仰、行为、态度、品质等)一贯的，一致的;始终如一的 4. disturb: v. to interrupt someone so that they cannot continue what they are doing by asking a question, making a noise etc 干扰，打扰;使中断 5. radiate: v. if something radiates light or heat, or if light or heat radiates from something, it is sent out in all directions 辐射(光或热);(向四面八方)发射 6. crude: adj. not developed to a high standard or made with great skill 粗制的 7. approximation: n. [C]a number, amount etc that is not exact, but is almost correct 概算，近似值 8. hypothesis: n. [C]plural hypotheses, an idea that is suggested as a possible way of explaining a situation, proving and idea etc, which has not yet been shown to be true 假设，假说 9. speculate: v. to think or talk about the possible causes or effects of something without knowing all the facts or details 猜测，推测 10. disperse: v. if something disperses or is dispersed, it spreads over a wide area(使)消散;(使)分散 11. cooling: n.[U]the process of becoming cooler; a falling temperature 冷却 34 I know you're anxious to get your permits and get started. But there're just a few things I'd like to mention that might help you avoid trouble during your stay. First of all, make sure you carry adequate water. You'll need it if you're hiking, especially in this heat. A good rule of thumb is to bring one gallon per person per day this time of year. Don't try to rely on the park's natural springs to supply all your water needs. And please, do not use soap in the springs. It's your responsibility to protect the park's natural features. For those of you staying beyond the weekend, make sure that you set up camp well away from dry creekbeds. We may get some heavy rainfall, and those creekbeds could quickly

托福听力分类词汇大全

part 1. 天文类 1 astronomy 天文 astronomy 天文学 astronomical 天文的astronomical observatory 天文台astronomer 天文学家astrophysics 天文物理学astrology 占星学pseudoscience 伪科学 cosmos(universe) 宇宙cosmology 宇宙学 infinite 无限的 cosmic 宇宙的 cosmic radiation 宇宙辐射cosmic rays 宇宙射线 celestial 天的 celestial body (heavenly body) 天体celestial map (sky atlas) 天体图celestial sphere 天球 dwarf (dwarf star) 矮星 quasar 类星体，类星射电源constellation 星座 galaxy (Milky Way) 新河系 cluster 星团 solar system 太阳系 solar corona 日冕 solar eclipse 日食 solar radiation 太阳辐射 planet 行星 planetoid (asteroid) 小行星revolve 旋转，绕转twinkle 闪烁 naked eye 肉眼 Mercury 水星 Venus 金星 Earth 地球 Mars 火星 Jupiter 木星 Saturn 土星 Uranus 天王星 Neptune 海王星 Pluto 冥王星 orbit 轨道 spin 旋转 satellite 卫星 lunar 月球的 meteor 流星 meteor shower 流星雨meteoroid 流星体 meteorite 陨石

托福听力词汇分类

新托福IBT听力场景 入学： enrollment/register 登记,注册opening ceremony n开业典礼,仪式comme nceme nt ceremony 毕业典礼con vocation n正式会议（可指简单的毕业典礼）orie ntatio n meet ing 开学说明会staff n.全体职员 freshman （大学）一年级学生 sophomore （大学）二年级学生junior （大学）三年级学生senior （大学）四年级学生 tuition fee 费用 placeme nt test 开学测试 excellent出色的 average平均的，一般的below average低于平均水平的，差的结构及称谓： uni versity- preside nt 大学，校长 cha ncellor名誉校长 college 学院 scie nee/ arts school 理科/ 文科学院 un dergraduate 本科 postgraduate /graduate研究生 建筑物buildings: can tee n餐厅/cafeteria .自助餐厅 dining hall 食堂 adm ini strati on build ing 行政大楼wing/annex 配楼teach ing buildi ng 教学楼dormitory n.宿舍auditorium n.会堂,礼堂=lecture hall assembly n 集合 computer lab计算实验室，机房 选课 学科 major主修mi nor畐寸修 scie nee 理科,arts 文科,engin eeri ng 工科Mathematics 数学physics 物理chemistry 化学biology 生物学（micro-微marin-海洋）geography地理学electr onics 电子学 computer science 计算机科学astronomy 天文学electronics engineering 电子工程学botany 植物学psychology 心理学zoology 动物学architecture 建筑学oceanography 海洋学ecology 生态学medical science 医学archaeology 考古学history 历史学linguistic 语言

老托福93篇听力原文

1 Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called "One On One" helps elementary students who've fallen behind. Y ou education majors might be especially interested in it because it offers the opportunity to do some teaching—that is, tutoring in math and English. Y ou'd have to volunteer two hours a week for one semester. Y ou can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week. Professor Dodge will act as a mentor to the tutors---he'll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. Y ou can sign up for the program with him and begin the tutoring next week. I'm sure you'll enjoy this community service and you'll gain valuable experience at the same time. It looks good on your resume, too, showing that you've had experience with children and that you care about your community. If you'd like to sign up, or if you have any questions, stop by Professor Dodge's office this week. 2 I hope you've all finished reading the assigned chapter on insurance so

托福听力五大解题技巧

托福听力五大解题技巧 1、主旨题 一个段子的主旨往往出现在文章引言和开头处，而重复的最多往往一定是主旨!在听课堂演讲等学术性题目时，一定要首先把握文章最核心的主旨，主旨考题选项中过于细节的往往是错误选项; 2、功能/目的题 该题型类似于主旨题，对于任何一个长段子，首先务必要把握的是文章的主旨和结构，只有主旨确定了，才有可能去理解细节，做推断。 3、细节题 主旨题和细节题主要是考察考生对于基本信息的理解能力(basic comprehension)，除此之外ETS所要考察考生的另外两种能力分别是对于语用信息的理解(pragmatic understanding)和整合信息、对全文结构把握的能力(connecting information)。而基本信息的理解就占到50%的比重，可见主旨题和细节题的重要性。 对于细节题，大家不要走入误区，觉得所有的细节100%会考到，所以去关注每一个小的细节点，以至于舍本逐末，只见树木，不见森林。对于细节题，大家要把握两个原则：第一、ETS只会考察我们和主旨有关的重要细节。过于偏细节的实在没有听到，大可不必惋惜，影响后面的发挥;第二，牢牢把握住往往和考点向联系的重要信号词。比如说表示因果的accordingly, thus等词对应于细节题中常考察的因果题。而常见的和信号词相关的考点有逻辑时间顺序、举例、列举、相似或者对比、转折、强调、因果、总结、定义、建议、数字等。 4、态度/ 推断 对话中的态度题要注意通过语气、语调、重读来推测;而由于演讲中的内容相对学术和客观，所以演讲中的态度题要注意通过形容词和副词的褒贬色彩来确定说话者的主观意图。

(完整word)新托福听力场景汇总之LECTURE篇(修正),推荐文档

新托福听力场景汇总之LECTURE篇 1.生物学 antibody抗体toxin毒素immunity免疫immunology免疫学vaccine疫苗fungus真菌bacteria细菌fermentation发酵inflection传染 / 感染microorganism / microbe微生物virus病毒disfection消毒sterilization灭菌biology生物学marine biology海洋生物学entomology昆虫学ornithology鸟类学microbiology微生物学genetics遗传学speciology物种学parasitology寄生虫学paleontology古生物学paleontologist古生物学家dinosaur恐龙die out / extinction灭绝mammal 哺乳动物carnivore食肉动物rodent啮齿类动物underwater水下的marine海洋的scuba 水下呼吸器diving潜水 / 跳水one-celled organism单细胞有机体tissue（动植物细胞的）组织protective camouflage保护色predator捕猎者oceanic海洋的snail蜗牛animal adaptation动物适应性survival of the fittest适者生存origin of species物种起源wild environment野生环境insecticide杀虫剂prenatal care产前护理habitat栖息地tentacle触须prey捕食navigate导航tiny receptor接收器nerve 神经/ specimen样品amphibian两栖类动物decline in the number数量减少gene基因genetic基因的，遗传的endangered species濒危动物survival活着的transition转变/过渡microbe 微生物yeast酵母（菌）bacteria 细菌single-cell单细胞reptile爬行类动物hatch孵化incubation 孵化nest巢offspring子孙chew up咀嚼unfertilized eggs未受精卵nutrient营养品nourishment营养品 / 食物feed喂养cannibalism同类相食respiration呼吸ingestion摄食digestion消化digestive enzyme消化酶cell细胞nucleus细胞核cytoplasm细胞质plasma lemma / cell membrane细胞膜cell wall细胞壁protein蛋白质amino acid核酸plankton浮游生物heredity遗传mutation of species物种变异chromosome染色体genetic engineering遗传工程solitary独居social群居bio-diversity生物多样性metamorphosis变态/变形mutation变种variation变异 2.动物学 zoology动物学Darwinism达尔文学说natural selection自然选择phylum门class纲order目suborder亚目family科genus属species 种invertebrate无脊椎动物vertebrate脊椎动物aquatic life水生动物reptile爬行动物amphibian/amphibious animal两栖动物protozoa原生动物rodent啮齿动物ruminant反刍动物parasitic animal寄生动物primate灵长动物plankton浮游生物mollusk 软体动物coelenterate腔肠动物（如水母、海蜇、珊瑚等）herbivore食草动物mammal哺乳动物homotherm恒温动物cold-blooded animal冷血动物poikilotherm变温动物scavenger食腐动物carnivorous食肉的herbivorous食草的omnivorous杂食的bird鸟类camouflage伪装hibernate冬眠；蛰伏regeneration再生predatory / carnivore食肉的predator捕食者prey捕食hordes/swarms （昆虫等）群flock（牛、羊等）群community动物的群落或人的部落population种群herd兽群hygiene卫生sanitation公共卫生；卫生设施monogamous一夫一妻的/一雌一雄的polygamous一夫多妻的/一雄多雌的polyandrous一妻多夫的/一雌多雄的nomadic游牧的；流浪的trapper诱捕动物者niche小生态环境vestige 退化的器官fertilize使受精metabolism新陈代谢breed（名词）品种；（动词）繁殖multiply / reproduce繁殖spawn（鱼、虾、蛙等）孵anatomy解剖学appetite食欲creature生物scales鳞feathers羽毛armor甲spinal cord脊椎digestive system消化系统excretory system排泄系统reproductive system生殖系统circulatory system循环系统respiratory system呼吸系统hormonal system内分泌系统digestive duct消化管esophagus食管stomach胃small intestine小肠large intestine大肠anus肛门digestive gland消化腺salivary gland 唾液腺liver肝gallbladder胆pancreas胰squirrel松鼠marten貂bat蝙蝠squeak（老鼠等）吱吱otter水獭antelope羚羊gorilla大猩猩chimpanzee黑猩猩baboon狒狒