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  Conversation1

  Listen to a conversation between a student and a bookstore employee.

  Employee

  Hi. Can I help you?

  Student

  Yeah. I need to sell back a textbook. Are you the person I speak to about that?

  Employee

  I am. But we can’t buy textbooks back just yet, because the bookstore’s buyback period isn’t until next Thursday.

  Student

  I thought it started this week.

  Employee

  It is only in the last week of the semester after classes are over.

  Student

  Oh. Well, can you tell me if this book will be on the buyback list?

  Employee

  I can look. But we are still putting the list together. Professors have to tell us what books they’ll definitely need again next semester, and the deadline for them to let us know isn’t for a couple of days. So the list I have here is not really complete. Um…what class was the book for?

  Student

  Intro to economics, with Professor Murphy.

  Employee

  Professor Murphy. OK. I checked earlier and I know she hasn’t gotten back to us on that class yet. So we don’t know if she’ll use the same book next time. Usually if an updated edition of a textbook is available, professors will go for that one.

  Student

  Um…so if this book doesn’t end up on the buyback list, what can I do? I spent over a hundred dollars for it, and I want to get something back.

  Employee

  Well, if a professor didn’t assign it for a class here, we could buy back for a whole seller who would distribute it for sale at another university bookstore.

  Student

  OK.

  Employee

  Anyway…if Professor Murphy does put it on the list, it is important thatyou come in as early as possible next Thursday. There’s only a limited number of books we would buy back. Once we get the number of books we need for next semester, we would stop buying them.

  Student

  OK. So how much money will I get for the book?

  Employee

  Well, if it’s on the buyback list, we’ll pay fifty percent of what the new price was. But that also depends on what condition the book is in, so it needs to be cleaned up as much as possible.

  Student

  Cleaned up?

  Employee

  Because used books show wear and tear, you know, water stains, scruffy covers, yellow highlighting…You really need to make sure there are no pencil marks on the book. The price you can get for a text depends on the shape it’s in.

  Student

  You mean I have to erase all the pencil marks?

  Employee

  If you want the best price for it…

  Student

  And what if you decide the book is too beat-up and don’t buy it back?

  Employee

  That does happen. Hmm…well, one more thing you can try is to place an ad in the student newspaper to see if you can sell it directly to another student.

  Lecture1-Archaeology (Bananas & African History)

  Listen to part of a lecture in an archaeology class.

  Professor

  One of the important aspects of the field of archaeology…one of the things that excites me about the field…is that seemingly insignificant things can suddenly change the way we think about a culture.We are always making new discoveries that have the potential to challenge widely held beliefs.

  Take something like the banana, for example. It turns out that this ordinary fruit may be forcing scientists to rewrite major parts of African history! We know the bananas were introduced to Africa via Southeast Asia. And until recently, we thought we knew when they were introduced—about 2,000 years ago. But discoveries in Uganda, that’s in Eastern Africa, are throwing that into question. Scientists studying soil samples there discovered evidence of bananas in sediment that was 5,000 years old!

  Now, let me explain that it’s not easy to find traces of ancient bananas. The fruit is soft and doesn’t have any hard seeds that might survive over the ages. So after 5,000 years, you might think there would be nothing left to study. Well, fortunately for archaeologists, all plants contain what are called phytoliths in their stems and leaves. Phytoliths are microscopic structures made of silica, and they do not decay. When plants die and rot away, they leave these phytoliths behind. Because different plants produce differently shaped phytoliths, scientists can identify the type of plant from ancient remains.

  So, those scientists in Uganda, dug down to sediments that were 5,000 years old. And what do you think they found? Banana phytoliths! Obviously this meant that we had to rethink our previous notions about when bananas first arrived in Africa. But, well, this discovery had other implications for history.

  As soon as bananas appear in the archaeological record, we know we have contact between Africa and Southeast Asia. It would appear now that this contact occurred much earlier than previously thought.

  Al…although…now here’s where the uncertainty comes in…we don’t really have any solid evidence of trade between the peoples of these two regions that long ago. Presumably, if people were bringing bananas to Africa, they’d also be bringing other things too: pottery, tools…all sorts of objects made for trade or daily use. But any such evidence is missing from the archaeological record.

  The early appearance of bananas also suggests that agriculture began in this part of Africa earlier than scientists imagined.You see, bananas, at least the edible kind, can’t grow without human intervention. They have to be cultivated. People need to plant them and care for them. So if bananas were present in Uganda 5,000 years ago, we would have to assume…that…that…that someone planted them.

  The above text is a transcript of this lecture prepared by lady&bird .

  But, there are questions about this too. We know that bananas can be a staple food that can support large populations, as they did in Uganda in the more recent past. If bananas were grown thousands of years ago, why don’t we see evidence of large populations thriving in the area earlier?

  So, we are left with this mystery. We have what appears to be strong biological evidence that bananas were being cultivated in Uganda as early as 5,000 years ago. But we are missing other kinds of evidence that would conclusively prove that this is so.

  Clearly, more research needs to be done. Perhaps by some new scholars from this university? At least give it some thought.

  Lecture2-Biology (Populations in an Ecosystem)

  Listen to part of a lecture in a biology class.

  Student

  Professor, since we are going to talk about changes in animal populations in the wild, I’d like to ask about somethingI read in an article online, about how the population size of some animal species can affect other animal species, and how other environmental factors come into play too.

  Professor

  Right. Relationships between animal species in a given ecosystem can get pretty complex. Because in addition to predator-prey relationships, there are other variables that affect population size.

  Student

  The article mentioned that populations of predators and their prey might go up rapidly and then decline all of a sudden.

  Student

  Oh. Yeah! I read about that in my ecology class. It happens in cycles. I think that’s called a boom-and-bust cycle. Right?

  Professor

  OK. Well, hold on a second. First I want to go over some key concepts. Let’s say there was a species that had access to plenty of food and ideal conditions. Under those circumstances, its population would increase exponentially, meaning it would increase at an ever-accelerating pace.

  Student

  Wow! That sounds a little scary.

  Professor

  Well, it doesn’t usually happen. Like you said, a rapid population growth is often followed by a sudden decline. But we do occasionally see exponential growth in nonnative species when they are transplanted into a new environment. Um…because they face little competition and have favorable growing conditions.

  But for most species, most of the time, resources are finite. There’s only so much available…which leads me to my point. Every ecosystem has what we call a carrying capacity. The carrying capacity is the maximum population size of a species that can be sustained by the resources of a particular ecosystem. Resources are, of course, food, water, and just as important, space.

  Although every species has a maximum rate at which the population of that species could increase, assuming ideal conditions for the species in its environment. There are always going to be environmental factors that limit population growth. This is called environmental resistance. Environmental resistance is important becauseit stops populations from growing out of control. Factors such food supply, predation and disease affect population size, and can change from year to year or season to season.

  Student

  OK. I think I get it.

  Professor

  Well, let’s look at a case study. That should make things clear. Some years ago, some of my colleagues conducted an experiment in an oak forest involving three different species: white-footed mice, gypsy moths and oak trees.The above text is a transcript of this lecture prepared by lady&bird .

  OK. Now let me explain what the situation is in this forest. Oak trees produce acorns, and acorns are a primary food source for white-footed mice. Another food source for the white-footed mice is the gypsy moth. So the size of the gypsy moth population is controlled by the white-footed mice, which is a good thing because gypsy moth caterpillars are considered pests. They strip away the leaves from the oak trees every ten years or so.

  Student

  So the mice eat both acorns from the oak trees and gypsy moths. And the gypsy moth caterpillars eat oak tree leaves.

  Professor

  Right. Now, what makes this set of relationships particularly interesting is that oak trees only produce a large number of acorns every few years.

  Student

  So during the years with fewer acorns, the white-footed mice have to deal with a smaller food supply.

  Professor

  Yes. But in the years with large amounts of acorns, the mice have more food, which leads to…?

  Student

  The white-footed mice population growing.

  Professor

  And the gypsy moth population decreasing.

  Student

  How can we know that for sure? It seems like a big jump from more acorns to fewer gypsy moths.

  Professor

  Well, we can know for sure because in this oak forest, the researchers decided to test the links between acorns and the two animal species. In some parts of the forest, they had volunteers drop a large number of extra acorns on the forest floor. And in another section of the forest, they removed a number of white-footed mice. In the forest areas where extra acorns had been dropped, the gypsy moth population soon went into a significant decline. But in the section of the forest where the white-footed mice had been removed, the gypsy moth population exploded.

  Conversation2

  Listen to a conversation between a student and an anthropology professor.

  Professor

  So how was the field trip to the Nature Center yesterday? You are in that biology class, aren’t you?

  Student

  Yeah. I am. The trip was amazing. We took a hike through the woods and our guide pointed out all kinds of animal and plant species. She could identify every bird, every tree…I have to tell you. I was very impressed with her knowledge.

  Professor

  I am glad to hear you enjoyed the trip.

  Student

  Well, I am interested in getting an advanced degree in forestry after I graduate from here. So I love all this stuff.And actually, yesterday’s trip got me thinking about my research paper for your class.

  Professor

  Wonderful! Tell me more.

  Student

  So our guide was talking about how the human need for resources had shaped the environment. And I just assumed that the human impact on the environment was always destructive.

  Professor

  Ah…but that’s not necessarily true.

  Student

  Yeah. That’s what she was telling us. She said there’s archaeological evidence that some prehistoric cultures relied heavily on dead wood for fuel, or…um…just cut off some of the branches of trees instead of killing the whole tree.

  Professor

  It is so funny you mentioned that. I was just reading an article about an archaeological site in Turkey where scientists found evidence that ancient people had been harvesting the branches from pistachio and almond trees.The above text is a transcript of this conversation prepared by lady&bird . Of course, when you prune these trees, cutting off just the branches like that, you are actually encouraging more growth! And you end up with a bigger crop of nuts. So this was a pretty smart strategy for collecting wood.

  Student

  See, that’s what I’d like to write about. I want to look at ancient methods of wood harvesting that didn’t result in the destruction of the whole forest.

  Professor

  Hmm…so you want to write your entire paper on wood harvesting?

  Student

  Is…is that a problem?

  Professor

  Well, it’s certainly a timely topic. Researchers are investigating this now. Uh…it’s just that…well…I am not sure how it fits with the assignment. Remember you are supposed to be focusing on a particular culture or region.

  Student

  Yeah. Um…actually I was planning on writing about the wood harvesting practices of the people who lived here. You know, the Native Americans who were living in this area and what that might tell us about how they lived.

  Professor

  OK. Well, that’s a possibility. I just want to make sure you can find enough information on that topic to write a well-developed paper. I’d like you to get started on your research right away. Maybe even talk to that nature guide and show me what information you can find. Then we can talk about whether or not your topic will work.

  Lecture3-Earth Science (the Copper Basin)

  Listen to part of a lecture in an earth science class. The professor is discussing an area of the United States called the Copper Basin.

  Professor

  Now, you may not have heard of the Copper Basin. It’s in the Eastern United States, in the Tennessee River Valley. It got its name because settlers discovered copper there in 1843. And soon afterwards, it supported one of the largest metal mining operations in America. At one time, four mining companies employed 2500 workers in the Copper Basin. For that time period, it was a huge operation.

  Well, this mining operation turned the Copper Basin into a desert. In the 1840s, when mining operations started, it was a dense green forest. But in the 1940s, 100 years later, it was as barren as the moon.

  Efforts to reclaim the land and restore the basin to the fertile valley it once was…well, actually, those efforts are still ongoing. It’s been a long and tedious process. In fact, it was many years before any results were seen. Copper mining had gone on there for more than 90 years! The damage couldn’t be reversed overnight.

  Although I should mention that by 1996, the water in one of the rivers flowing through the basin was clean enough that it was the site of the Olympic whitewaterkayaking competition. And that river is still used now for recreation.

  But…anyway…let’s analyze the problem. It wasn’t the mining itself that caused such massive destruction. It was what happened after the copper ore was extracted from the mines. It was a process called heap roasting.

  Copper ore contains sulfur. And heap roasting was a way to burn away the sulfur in the copper, so they’d be left with something closer to pure copper. Well, in the process, large vats of raw copper ore are burned slowly, for two or three months actually, to lower the sulfur content. And this burning, well…let’s look at the results.

  First, the mines were fairly remote, so there was no way to bring coal or other fuel to keep the fires going. So they cut down local trees for fuel. And like I said, the fires burned for months. Uh…that’s a lot of fires and a lot of trees. Deforestation was occurring at a rapid rate. And it was accelerated by the smoke from the burning ore. Big clouds of sulfuric smoke, which was toxic to the trees, formed over the areas. Trees that hadn’t been cut for fuel were killed by the fumes.

  The sulfur also mixed with the air and created sulfur dioxide. And the sulfur dioxide settled in the clouds fell to the land in droplets of rain and sank into the soil. This is what we now call acid rain. You’ve probably heard of it. But no one used the term back then. Anyway…the acid rain created highly acidic soil. Well, soon the soil became so acidic that nothing could grow, nothing at all. Vegetation and wild life disappeared.

  And it wasn’t just the land and the air, it was the water too. What do you think happen to the rivers? Well, there are no trees to absorb the rain, and there was a lot of rain! So the rain eroded the soil and swept it into the rivers. This is called silting, when soil particles are washed into the rivers. And the silting continued at an alarming rate. But this was toxic soil and toxic runoff, the acid and metals in the soil made the once clear rivers flow bright orange.

  So it was really that one step in the process of producing copper…the problems just built up and up until there was a desert where a beautiful forest used to be.

  OK. Now let’s look at reforestation and land reclamation efforts.

  Lecture4-Architectural History (Irwin & Hexagonal House)

  Listen to part of a lecture in an architectural history class.

  Professor

  So last week we started our unit on residential architecture in the United States. So today we’ll be surveying a number of architects who made contributions to residential architecture in the 19th century.

  Now, it’s worth noting that people who designed homes at that time probably had to deal with a certain amount of discouragement. Since there were other architects who thought it was more respectable to design the kind of buildings…and maybe other structures…that were less…less utilitarian in their function. In fact, an article from an 1876 issue of a journal called The American Architect and Building News stated that, and this is a quote, they stated that “the planning of houses isn’t architecture at all”!

  So keep that journal article in mind as we look at the work of an architect named Harriet Morrison Irwin. Harriet Morrison Irwin was from the South, born in North Carolina in 1828. At the time, there weren’t many architects from the southern United States. And as you might imagine, very few of them were women. So Irwin was really a pretty exceptional case. And she wasn’t even formally trained as an architect. Her educational background was in literature. The above text is a transcript of this lecture prepared by lady&bird .

  Yes, Vicky?

  Student

  So she just had like…unnatural gift for architecture?

  Professor

  Yes. She was actually a writer for several years. But she did have a penchant for math and engineering, so she read a lot about it on her own. Um…especially the architectural essays written by the British critic – John Ruskin. And John Ruskin believed what?

  Student

  Um…that buildings should have a lot of access to the outdoors, to nature. Ruskin said that being close to nature was great for people’s mental and physical health.

  Professor

  Right! So that was an influence.

  Now, Harriet Irwin’s contribution to architecture was relatively minor but still quite interesting and unique. She designed a house with a hexagonal shape. Josh?

  Student

  A house with six sides? Instead of the standard, you know, four-sided home?

  Professor

  Yeah. The rooms inside the house were also hexagonal, six-sided. So one important thing was that the rooms were arranged around a chimney in the center of the house, which could provide heat for the whole house through flues, uh, small air passageways into each room, as opposed to having a fireplace in every room, which would require more cleaning and make the air inside the house dirtier.

  The house’s shape also allowedfor more windows. Each room had a large wall that could fit a couple of big winters, giving every room a nice view of the outdoors.

  Student

  Plus there would be good airflow through the house.

  Professor

  Yes. In warm weather when you can open all the windows. Good.

  The doors to the house as well…uh…the house didn’t have a main entrance or any hallways. So there could be a couple of entry doors in different places, which like the windows, provided ready access to the outdoors.

  So, what other advantages might there be to hexagonal rooms?

  (Pause…no response)

  OK. Think about cleaning. What part of a room is usually the hardest to clean? Like…to sweep with a broom.

  Student

  Oh! The corners. Because in square or rectangular rooms, the corners are at 90 degree angles. It’s hard to reach all the dust that gathers in the corners. But if Irwin’s rooms were closer to a circle than a square, it would be easier to reach all the dust and dirt with a broom. Right?

  Professor

  Exactly.

  Now, um…biographers who wrote about Irwin in the 19th century, I feel, sort of downplayed the ingenuity of her design. But I think if she had designed this house today, the same biographers would praise her for coming up with a floor plan that emphasized function, efficient function of a house, as well as a design that’s creative and unique.

  In any cases, three houses were built in Irwin’s time that used her hexagonal design. And in 1869, when she was 41, Irwin became the first woman in the United States to receive a patent for an architectural design. And that speaks volumes if you ask me.

  Conversation 1

  1. What is the conversation mainly about?

  A. Reasons that the man wants to sell his textbook.

  B. How to find out which books are on the buyback list.

  C. The bookstore's policies for buying back textbooks from students.

  D. The student's deadline for selling old textbooks.

  解析：

  (29’’) Student: Can you tell me if this book will be on the buyback list? 你能告知我這本書是否在回收書單上嗎?

  正確答案：C

  2. According to the woman, when are textbooks added to the buyback list?

  A. After students have registered for the next semester's classes.

  B. After professors receive student evaluations of textbooks.

  C. After professors inform the bookstore what textbooks they will use the following semester.

  D. After the bookstore determines what price to charge.

  解析：

  (32’’) 女人的轉(zhuǎn)折詞BUT引導(dǎo)答案：But we are still putting the list together. Professors have to tell us what books they’ll definitely need again next semester, and the deadline for them to let us know isn’t for a couple of days.

  我還在整理書單，教授必須告訴我們他們下學(xué)期需要什么書，截止日期還有幾天。

  正確答案：C

  3. According to the woman, what is a reason the man's textbook may not be added to the buyback list?

  A. The bookstore may already have ordered too many copies of the textbook.

  B. The price of the textbook may have changed significantly since last semester.

  C. Professor Murphy may not be teaching economics next semester.

  D. A newer edition of the textbook may be available next semester.

  解析：

  (1’01’’) Usually if an updated edition of a textbook is available, professors will go for that one.如果有更新的版本，教授會(huì)要新的版本。

  正確答案：D

  4. What does the woman suggest the man should do to have the best chance of selling his book to the bookstore? Click on 2 answers

  A. Ask his professor if the same book will be used next semester.

  B. Sell the book back as soon as the buyback period begins.

  C. Make sure the book is in good condition.

  D. Bring the original sales receipt with the book.

  解析：

  本題是雙選題，答案有兩個(gè)出處。(1’25’’) If professor Murphy does put it on the list, it is important that you come in as early as possible next Thursday. There's only a limited number of books we should buy back. Once we get the number of books we need for next semester, we would stop buying them.

  首先要盡快，因?yàn)榛厥諗?shù)量有限。

  (1’44’’) But that also depends on what condition the book is in, so it needs to be cleaned up as much as possible.

  其次要書要盡可能的干凈，盡可能的保持完好。

  正確答案：BC

  5. Why does the woman say this? (listen again)

  A. To confirm that cleaning up the book is important

  B. To suggest it might be easier to sell the book to another student

  C. To indicate that she sets the price the bookstore will pay for books

  D. To acknowledge that the man's book is in good shape

  解析：

  重聽部分是：2’06’’ If you want the best price for it… 如果你想要最好的價(jià)格。此話是補(bǔ)充學(xué)生提問的：You mean I have to erase all the pencil marks? 你的意思是我需要把所有的鉛筆痕跡都擦掉?所以店員是想要強(qiáng)調(diào)書本保持干凈的重要性。

  正確答案：A

  Conversation 1梗概：

  學(xué)生去書店詢問舊書回收的政策，店家告訴學(xué)生還在等教授給出的下個(gè)學(xué)期所需的書單，而學(xué)生的任課教授還沒有給出書單，所以學(xué)生需要再等幾天才知道，并且如果有新的版本的書，教授會(huì)要新版本的。學(xué)生問如果教授不要這本書那該怎么辦。店家給的解決方案是他們會(huì)通過批發(fā)商賣個(gè)別的大學(xué)。如果教授要這本書，學(xué)生應(yīng)該盡快把書帶過來，因?yàn)闀晔召彅?shù)量有限，如果要賣好價(jià)錢，學(xué)生應(yīng)該保持書本的完好無損，最好沒有鉛筆做的筆記等劃痕。如果實(shí)在無法收購，則貼廣告直接賣給其他學(xué)生。

  Lecture 1

  6. What is the lecture mainly about?

  A. The history of archaeology in Africa

  B. Traditional methods of archaeological research

  C. Controversial new archaeological findings

  D. The study of archaeology in Southeast Asia

  解析：(09’’)本文采用開門見山的說法，教授一開始就道出主題：One of the important aspects of the field of archaeology… one of the things that excites me about the field… is that seemingly insignificant things can suddenly change the way we think about a culture. We are always making new discoveries that have the potential to challenge widely held beliefs. 正確答案：C 有爭議的新考古發(fā)現(xiàn)

  7. What excites the professor about the field of archaeology?

  A. Established theories can be challenged by new evidence.

  B. The technology used in archaeology is always improving.

  C. Archaeology deals with basic issues of human societies.

  D. Archaeologists often work in interesting parts of the world.

  解析：

  (09’’)還是開頭的那就句：One of the things that excites me about the field is that seemingly insignificant things can suddenly change the way we think about a culture.

  正確答案：A 已確立的理論被新證據(jù)挑戰(zhàn)

  8. According to the professor, what can scientists learn by examining ancient phytoliths?

  A. The nutrients a plant took in.

  B. The age of a certain sediment layer.

  C. What a plant was used for.

  D. What type of plant produced them.

  解析：

  (1’41’’) 首先在前文提出了一個(gè)重要term，phytoliths，并作出了解釋。后來開始強(qiáng)調(diào)其重要性：Because different plants produce differently shaped phytoliths, scientists can identify the type of plant from ancient remains.

  正確答案：D

  9. What are the implications of the theory that bananas arrived in Africa 5,000 years ago? (click on 2 answers)

  A. Agriculture developed in Africa earlier than previously assumed.

  B. Contact between Africa and Asia occurred earlier than previously assumed.

  C. People have inhabited Southeast Asia longer than previously assumed.

  D. The banana plant is a more ancient plant than was previously assumed.

  解析：

  (2’09”) 轉(zhuǎn)折詞：But, well, this discovery had other implications for history. 這是一句總起句。緊接著，教授說：As soon as bananas appear in the archaeological record, we know we have contact between Africa and Southeast Asia. It would appear now that his contact occurred much earlier than previously thought. (2’54’’)教授首先用語氣詞：Um 來表示一個(gè)話題點(diǎn)的結(jié)束，然后是：The early appearance of bananas also suggests中的also表示另一個(gè)并列重點(diǎn)的開始，that agriculture began in this part of Africa earlier than scientists imagined.

  正確答案：AB

  10. What does the professor consider a weakness of the study on bananas in Africa?

  A. It did not produce accurate data.

  B. Its results are of little importance.

  C. Its conclusions are not supported by other studies.

  D. It does not make good use of advanced technology.

  解析：

  (3’24’’) 教授用BUT進(jìn)行轉(zhuǎn)折，But, there are questions about this too. 表達(dá)對之前的理論的質(zhì)疑。并且在(3’36’’)時(shí)，教授提出疑問：If bananas were grown thousands of years ago, why don’t we see evidence of large populations thriving in the area earlier? 我們?yōu)槭裁礇]有看到別的證據(jù)。(3’46’’)SO引導(dǎo)一個(gè)總結(jié)，So we are left with this mystery. (4’)再次用BUT轉(zhuǎn)折詞強(qiáng)調(diào)，But we are missing other kinds of evidence that would conclusively prove that this is so.

  正確答案：C

  11. Why does the professor say this? (listen again)

  A. To announce her intentions to continue the study herself.

  B. To encourage her students to do archaeological research.

  C. To discredit the recent research on bananas and phytoliths.

  D. To highlight the university's reputation in archaeology.

  解析：

  (4’04’’)重復(fù)語句：Clearly, more research needs to be done. Perhaps by some new scholars from this university? At least give it some thought. 明顯的是，需要做更多的研究?？赡苁沁@所大學(xué)的新學(xué)者?教授這句話的意思是暗示學(xué)生可以考慮一下這方面的研究。

  正確答案：B

  Lecture 1 梗概：

  教授開篇提出本講座話題，新發(fā)現(xiàn)挑戰(zhàn)已建立的理論。然后以香蕉何時(shí)引入非洲為例來詳談。原本理論認(rèn)為香蕉是在2000年前由東南亞引入非洲的，但是在烏干達(dá)的新發(fā)現(xiàn)表示香蕉很可能是5000年前引入的。之后教授開始細(xì)談這個(gè)新發(fā)現(xiàn)是如何得到的，提到了一個(gè)專業(yè)術(shù)語：phytoliths，并詳

  細(xì)解釋如何通過此物證明年齡。接著，教授對這個(gè)新理論提出辯證性質(zhì)疑，即除此之外沒有別的證據(jù)。所以最后做了一個(gè)開放性的結(jié)尾并暗示學(xué)生可以去作相關(guān)研究。

  Lecture 2

  12. What is the lecture mainly about?

  A. Ways species in an ecosystem affect each other's population size

  B. How the carrying capacity of an ecosystem is determined

  C. A new theory regarding cycles in predator and prey population sizes

  D. How researchers monitor the population size of animal species in the wild

  解析：

  (12’’)學(xué)生提出一個(gè)問題：I’d like to ask about something I read in an article online, about how the population size of some animal species can affect other animal species, and how other environmental factors come into play too. 動(dòng)物之間互相影響彼此的數(shù)量，以及其他的環(huán)境因素也加入這種影響。教授的回答是：Right. Relationships between animal species in a given ecosystem can get pretty complex. Because in addition to predator-prey relationship, there are other variables that affect population size.

  正確答案：A

  13. Why does the professor mention nonnative species?

  A. To show that some species cannot be transplanted easily to new environments

  B. To give an example of rapid population growth that is not followed by decline

  C. To emphasize that species with rapidly growing populations harm ecosystem

  D. To introduce a study on the changing population size of certain species

  解析：

  (50’’) 在女生提出一個(gè)boom and bust cycle的概念之后，教授進(jìn)行了一下補(bǔ)充。Let’s say there was a species that had access to plenty of food and ideal conditions. Under those circumstances, its population would increase at an ever-accelerating pace. 在男生發(fā)出感嘆之后，她繼續(xù)解釋，it doesn’t usually happen… (1’18’’)But we do occasionally see exponential growth in nonnative species when they are transplanted into a new environment. 提出nonnative speices就是為了給出一個(gè)例子來說明這種不同尋常的指數(shù)增長并不會(huì)跟隨著減少。

  正確答案：B

  14. What point does the professor make when she discusses the carrying capacity of an ecosystem?

  A. The availability of food is more important for species than the availability of space.

  B. The amount of environmental resistance in an ecosystem does not change over time.

  C. Environmental resistance controls the population size of species in an ecosystem.

  D. The population size of most species increases at a constant rate.

  解析：

  (1’30’’)教授用BUT轉(zhuǎn)折回到男生說的觀點(diǎn)，But for most species, most of the time, resources are finite. There’s only so much available … which leads me to my point. Every ecosystem has what we call a carrying capacity. 教授開始闡述自己的觀點(diǎn)，即生態(tài)環(huán)境的承載容量是會(huì)限制物種的最大數(shù)量的。(2’06’’)There are always factors that limit population growth. This is called environmental resistance. 這些限制因素就成為：環(huán)境抵抗因素。

  正確答案：C

  15. How did the researchers test the links between acorns, white-footed mice, and gypsy moths in a forest?

  A. They supplied an additional food source for gypsy moths.

  B. They introduced gypsy moths to areas where there had been none.

  C. They cleared oak trees from some areas where both animal species lived.

  D. They manipulated the numbers of mice and acorns in some areas.

  解析：

  (3’48’’)男生對教授說的例子提出疑問：How can we know that for sure? It seems like a big jump from more acorns to fewer gypsy moths. 于是教授解釋：We can know for sure because in this oak forest, the researchers decided to test the links between acorns and the two animal species. In some parts of the forest, they had volunteers drop a large number of extra acorns on the forest floor. And in another section of the forest, they remove a number of white-footed mice.

  正確答案：D

  16. What does the professor say can lead to a change in the gypsy moth population in a forest? (click on 2 answers)

  A. An increase in the number of tree species in a forest.

  B. An increase in the number of acorns produced by oak trees.

  C. A decrease in the population of white-footed mice.

  D. A decrease in oak tree leaves caused by gypsy moth caterpillars.

  解析：

  (4’13’’) In the forest areas where extra acorns had been dropped, the gypsy moth population soon went into a significant decline. But in the section of the forest where the white-footed

  mice had been removed, the gypsy moth population exploded. 當(dāng)橡子少了，舞毒蛾也會(huì)極大減少。但是當(dāng)白腳鼠被移除，舞毒蛾數(shù)量會(huì)膨脹。也就是說，橡子和白腳鼠的數(shù)量變化會(huì)引發(fā)舞毒蛾的數(shù)量的變化。

  正確答案：BC

  17. What can be inferred about the professor when she says this? (listen again)

  A. She does not know the answer to the student's question.

  B. She wants to correct a statement she made earlier.

  C. She thinks the term the student used is incorrect.

  D. She would like to redirect the discussion.

  解析：

  (50’’)重復(fù)句子：OK. Well, hold on a second. First I want to go over some key concepts.在女生提出一個(gè)概念之后，教授說，等一下，首先我想重新復(fù)習(xí)一些重要概念。言外之意是想重新引導(dǎo)這次討論。

  正確答案：D

  Lecture 2梗概：

  本講座是由學(xué)生提出一個(gè)問題即生態(tài)系統(tǒng)中動(dòng)物之間互相影響數(shù)量，環(huán)境因素也會(huì)影響數(shù)量。教授開始解答，確實(shí)有很多環(huán)境因素會(huì)影響動(dòng)物的數(shù)量。并提出概念：環(huán)境承載能力以及環(huán)境的抵抗因素等限制物種數(shù)量失控的概念。然后給出了一個(gè)例子：橡樹森林里的橡子，白腳鼠以及舞毒蛾之間的牽制問題，詳述了這個(gè)例子來解釋生態(tài)系統(tǒng)中的因素對物種數(shù)量的影響。

  Conversation 2

  1. What do the speakers mainly discuss? (click on 2 answers)

  A. How the man should narrow the focus of his paper.

  B. Whether a focus on wood harvesting is an appropriate topic for the man's paper.

  C. Why the man became interested in wood harvesting techniques.

  D. Why different ancient cultures used different wood harvesting techniques.

  解析：

  (10’’)對話以寒暄開始。教授問學(xué)生field trip to the Nature Centre如何，學(xué)生回答非常好。并引出本次談話的重要話題：(38’’) And actually, yesterday’s trip got me thinking about my research paper for your class. (1’40’’) That’s what I’d like to write about. I want to look at ancient methods of wood harvesting that didn’t result in the destruction of the whole forest. 后面的整個(gè)對話都是教授對學(xué)生能否選擇這個(gè)話題提出的一些建議，直到對話最后，教授說：Then we can talk about whether or not your topic will work.所以，整個(gè)對話是在討論選題是否可行以及為何對選題感興趣。

  正確答案：BC

  2. Why does the man mention pursuing an advanced degree in forestry?

  A. To explain why his biology class interests him so much

  B. To ask the professor to write a letter of recommendation for him

  C. To get the professor's opinion on his choice of careers

  D. To indicate he is not interested in anthropology

  解析：

  (31’’) I am interested in getting an advanced degree in forestry after I graduate from here. So I love all this stuff. 因?yàn)樗麑α謽I(yè)學(xué)位很感興趣，所以很喜歡生物類的東西。

  正確答案：A

  3. What had the man assumed about human impact on the environment?

  A. That human impact on the environment is difficult to measure

  B. That humans have only recently had an impact on the environment

  C. That human impact on the environment is always harmful

  D. That human impact on the environment cannot be avoided

  解析：

  (50’’) And I just assumed that the human impact on the environment was always destructive.

  正確答案：C

  4. According to the professor, what did researchers find at an archaeological site in Turkey?

  A. Remains of pistachios and almonds in ancient vessels

  B. Tools indicating that there was farming in the region

  C. Evidence that people cut down trees for use as fuel

  D. Evidence that people harvested branches from trees

  解析：

  (1’14’’) I was just reading an article about an archaeological site in Turkey where scientists found evidence that ancient people had been harvesting the branches from pistachio and almond trees. 教授提到一篇文章關(guān)于古土耳其的考古遺址中研究者發(fā)現(xiàn)古代人們砍伐樹木的樹枝的證據(jù)。

  正確答案：D

  5. What opinion does the professor express when she says this: (listen again)

  A. That the topic is too controversial to be the focus of the man's paper

  B. That too many papers have already been written on the topic

  C. That the topic does not seem to meet the requirements of the assignment

  D. That there has not yet been any research published on the topic

  解析：

  (1’47’’) 重復(fù)內(nèi)容：Hmm… so you want to write your entire paper on wood harvesting? 這

  句話中教授的語氣是解題重點(diǎn)，從教授的語氣中可以提出驚訝和質(zhì)疑。言外之意就是整篇論文寫這個(gè)題目是不合適的。

  正確答案：C

  Conversation 2梗概：

  對話以教授與學(xué)生的寒暄開始，問學(xué)生實(shí)地考察感覺如何。學(xué)生感覺非常好，并且提出重點(diǎn)，想寫古代砍樹的方法不會(huì)對森林有負(fù)面影響的話題。教授對此產(chǎn)生了一些疑慮，并給出一些建議，讓學(xué)生先去找找材料，再來討論是否合適。

  Lecture 3

  6. What is the lecture mainly about?

  A. The environmental effects of heap roasting

  B. The reforestation efforts in the Copper Basin

  C. The process of mining and producing copper

  D. Damages caused during an attempt to clean up industrial waste

  解析：

  (1’40”) But…anyway…let’s analyze the problem. It wasn’t the mining itself that caused such massive destruction. It was what happened after the copper ore was extracted from the mines. It was a process called heap roasting. 教授從一開始先介紹講座要涉及的重要話題Copper Basin. 然后介紹了一些Copper Basin的來源。然后用轉(zhuǎn)折詞BUT來引出這次講座的主題。

  正確答案：A

  7. What is the professor's opinion about the effort to reclaim the land in the Copper Basin?

  A. The techniques and materials used for the cleanup were probably outdated.

  B. Some attempts to clean up the Copper Basin have made the problems worse.

  C. It is not surprising that cleaning up the area has been extremely difficult.

  D. The cleanup has taken longer than necessary.

  解析：

  (1’05’’)Well, actually, those efforts are still ongoing. It’s been a long and tedious process. In fact, it was many years before any results were seen. Copper mining had gone on there for more than 90 years! The damage couldn’t be reversed overnight. 教授用well這個(gè)語氣助詞開始講述他的觀點(diǎn)，這個(gè)銅礦進(jìn)行了90多年，造成的破壞是不可能一夜之間就被扭轉(zhuǎn)的。

  正確答案：C

  8. What does the professor imply when he mentions an Olympic whitewater kayaking competition?

  A. That many people are unaware of the environmental problems in the Copper Basin

  B. That a successful reclamation of the Copper Basin may be possible

  C. That some activities in the Copper Basin must go on despite the pollution

  D. That the Olympic competition should have been held in a different location

  解析：

  (1’24’’)Although I should mention that by 1996, the water in one of the rivers flowing through the basin was clean enough that it was the site of the Olympic whitewater kayaking competition. And that river is still used now for recreation.教授在前面談到這個(gè)Copper Basin是很難修復(fù)的，然后他用though這個(gè)轉(zhuǎn)折詞表示態(tài)度的轉(zhuǎn)變，他提到有非常干凈的水可以用做皮艇漂流比賽，其意圖在于表達(dá)這個(gè)地方還是有救的。

  正確答案：B

  9. According to the lecture, why was heap roasting used in the producing of copper?

  A. To make copper ore easier to transport

  B. To make copper ore safe for workers to handle

  C. To transform copper ore into fuel

  D. To remove impurities from copper ore

  解析：

  (1’45’’)Copper ore contains sulfur. And heap roasting was a way to burn away the sulfur in the copper, so they’d be left with something closer to pure copper. 這個(gè)過程就是去除銅當(dāng)中的雜質(zhì)。

  正確答案：D

  10. What factors led to the disappearance of trees in the Copper Basin? (click on 2 answers)

  A. Mines were dug under areas where trees were growing.

  B. Loose soil led to trees being washed into the rivers.

  C. Trees growing near the mines were cut and used as fuel.

  D. Clouds of sulfur smoke killed trees in the area.

  解析：

  (2’20’’) Well, let’s look at the results. 這句是主旨句，引出后面的分論點(diǎn)。First, …So they cut down trees for fuel. … And it was accelerated by the smoke from the burning ore. Big clouds of sulfuric smoke, which was toxic to the trees, formed over the area. Trees that hadn’t been cut for fuel were killed by the fumes.

  正確答案：CD

  11. What resulted from the lack of trees near the copper-mining operation?

  A. It became difficult to provide housing for all the workers.

  B. Rivers became filled with toxic soil.

  C. Coal and other fuel had to be transported into the area.

  D. The heap-roasting process had to be completed far from the mines.

  解析：

  (3’38’’)And it wasn’t just the land and the air, it was the water too. What do you think happen to the rivers? Well, there are no trees to absorb the rain, and there was a lot of rain! So the rain eroded the soil and swept it into the rivers. And the silting continued at an alarming rate. But this was toxic soil and toxic runoff, the acid and metals in the soil made the once clear rivers flow bright orange. 教授用一個(gè)否定句和一個(gè)問句來作為結(jié)構(gòu)分割的表達(dá)方式，提出更多的補(bǔ)充。

  正確答案：B

  Lecture 3 梗概：

  教授先介紹本文要講的一個(gè)話題，COPPER BASIN，描述了這個(gè)地方的情況，被開采多年后變成了一片寸草不生的沙漠。目前人們正在努力修復(fù)這個(gè)區(qū)域，但是很難。然后開始講本文重點(diǎn)，即這片區(qū)域是如何變得寸草不生的，包括了好幾個(gè)因素，比如砍伐森林和硫磺煙對森林的影響等等。

  Lecture 4

  12. What are the speakers mainly discussing?

  A. An architect from the United States and a house design she created

  B. The disadvantage of houses based on a square design

  C. Difficulties faced by residential architects in the nineteenth century

  D. Women who had a major influence on architecture in the United States

  解析：

  (1’59’’) Now, Harriet Irwin’s contribution to architecture was relatively minor but still quite interesting and unique. She designed a house with a hexagonal shape. 本篇講座不是開門見山型的，教授在前面做了很多鋪墊，然后提出了主人公I(xiàn)rwin,介紹了一下Irwin的個(gè)人背景，再用NOW這個(gè)詞來引出重點(diǎn)話題，她設(shè)計(jì)的一種特殊的房子。

  正確答案：A

  13. Why does the professor quote from the journal The American Architect and Building News?

  A. To point out a source of biographical information about Harriet Morrison Irwin

  B. To emphasize his point that there were few southern U.S. architects in the nineteenth century

  C. To support his assertion that nineteenth-century residential architects did not get enough respect

  D. To point out that interest in southern U.S. architecture increased during the nineteenth century

  解析：

  (38’’)教授先說了19世紀(jì)的人對美國建筑的批評(píng)，然后用In fact引出了一個(gè)例子。In fact, an article from an 1876 issue of a journal called The American Architect and Building News stated that, and this is quote, they stated that “the planning of houses isn’t architecture at all”! 所以教授引用這個(gè)例子就是為了證明他前面說的內(nèi)容。

  正確答案：C

  14. What does the professor say about Irwin's education in architecture?

  A. She acquired knowledge through independent study.

  B. She studied with an architect who helped her patent her design.

  C. She was trained in architecture starting at a young age.

  D. She was the first woman in the United States to attend architecture school.

  解析：

  (1’13’’) So Irwin was really pretty exceptional case. And she wasn’t even formally trained as an architect. Her educational background was in literature.

  教授用SO這個(gè)詞引導(dǎo)的重點(diǎn)內(nèi)容，Irwin的教育背景是文學(xué)而非建筑。

  正確答案：A

  15. What feature of Irwin's design shows the influence of John Ruskin?

  A. The size of the rooms

  B. The length and shape of the hallways

  C. The main entrance of the house

  D. The placement of windows and doors

  解析：

  (1’37’’)教授用語氣助詞Um,和especially強(qiáng)調(diào)了記下來要說的內(nèi)容：Especially the architectural essays written by the British critic – John Ruskin. And John Ruskin believed what? 學(xué)生回答：Um… that buildings should have a lot of access to the outdoors, to nature. Ruskin said that being close to nature was great for people’s mental and physical health. 教授說：Right! So that was an influence.所以這個(gè)問題出現(xiàn)在學(xué)生與教授的互動(dòng)中。在(2’41’’)時(shí)，教授說：The house’s shape also allowed for more windows. Each room had a large wall that could fit a couple of big winters, giving every room a nice view of the outdoors.

  正確答案：D

  16. According to the professor, what interior features of the house Irwin designed were especially beneficial?(click on 2 answers)

  A. Circular rooms with windows in the ceiling.

  B. Floors that were easy to clean.

  C. A large, spacious common area.

  D. A single-fireplace system that heated the entire house.

  解析：

  (2’22)教授用So one important thing的方式引出重點(diǎn)：that the rooms were arranged around a chimney in the center of the house, which could provide heat for the whole house through flues, uh, small air passageways into each room, as opposed to having a fireplace in every room, which would require more cleaning and make the air inside the house dirtier.

  (3’11) 教授用So, what other advantages might there be to hexagonal rooms?這樣的提問方式引出第二個(gè)重點(diǎn)。然后引導(dǎo)學(xué)生思考關(guān)于cleaning的問題。學(xué)生回答：Oh! The corners. … But if Irwin’s rooms were closer to a circle than a square, it would be easier to reach all the dust and dirt with a broom. Right?

  正確答案：BD

  17. What does the professor imply about Irwin's nineteenth-century biographers?

  A. They were probably envious of her success.

  B. They did not sufficiently value function in residential architecture.

  C. They did not know much about architects from the southern United States

  D. They understood the difficulties faced by women architects.

  解析：

  (3’41’’)當(dāng)學(xué)生回答重點(diǎn)之后，教授停頓了一下，用now引導(dǎo)出下一個(gè)結(jié)構(gòu)，um… biographers who wrote about Irwin in the 19th century, I feel, sort of downplayed the ingenuity of her design. 意思是說當(dāng)時(shí)的傳記作者對Irwin的設(shè)計(jì)輕描淡寫了一下，言外之意就是他們不夠重視她的設(shè)計(jì)。

  正確答案：B

  教授先介紹本文將要談一下19世紀(jì)的建筑師和建筑，然后提到當(dāng)時(shí)人們對19世紀(jì)的美國的建筑不夠重視。進(jìn)而引出主人公I(xiàn)rwin,介紹其知識(shí)背景和她設(shè)計(jì)的一種六邊形的建筑物。接著詳細(xì)介紹這個(gè)建筑物的幾個(gè)優(yōu)點(diǎn)。最后做總結(jié)，傳記作家對她的設(shè)計(jì)太輕描淡寫，但教授認(rèn)為Irwin的設(shè)計(jì)很棒。

  Lecture 4梗概：

  教授先介紹本文將要談一下19世紀(jì)的建筑師和建筑，然后提到當(dāng)時(shí)人們對19世紀(jì)的美國的建筑不夠重視。進(jìn)而引出主人公I(xiàn)rwin,介紹其知識(shí)背景和她設(shè)計(jì)的一種六邊形的建筑物。接著詳細(xì)介紹這個(gè)建筑物的幾個(gè)優(yōu)點(diǎn)。最后做總結(jié)，傳記作家對她的設(shè)計(jì)太輕描淡寫，但教授認(rèn)為Irwin的設(shè)計(jì)很棒。

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