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Section1 Conversation1 (Community Planning in the Colonies)
Narrator
Listen to part of a conversation between a student and her United States History professor.
Professor
So, Amanda, you’ve asked a lot of questions about trade during the colonial period of the United States. Has our discussion clarified things for you?
Student
Well, yeah, but now, I think writing about trade for my paper isn’t going to work.
Professor
Oh, so your questions about shipping routes were for your research paper?
Student
Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I have been thinking about doing something about community planning in the early British settlements in Eastern North America.
Professor
Oh. OK. I am curious. Why are you interested in doing something on community planning in colonial times?
Student
Well, I am much more into architecture. It’s my major and I mean, planning out a town or city goes along with that. I mean, not that I don’t like history…I am interested in history…really interested…But I think, you know, for a career, architecture is more for me.
Professor
That’s great. I’ve gotten some very thought-provoking papers from students whose interests go beyond history.
Student
OK. But for the paper you wanted us to try to include a comparison, right?
Professor
Yes. Actually, that was really the purpose of the assignment. The way the United States developed or perhaps I should say the colonies, since the land that would become the Eastern United States…uh…there were British colonies there four hundred years ago. But anyway…uh… development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about something that happened one way in the Northern colonies happened a different way in the Southern colonies.
Student
Is that true in terms of urban planning?
Professor
Very true. Towns in the Northern colonies were centralized and compact. They provided a meeting point for exchanging goods, for participatory government, and for practicing religion. Houses would be built along the roads that led into town. And just outside the developed area, there would usually be an open area of some sort for grazing animals and also group activities. Actually, the model for planning a town in the Northern colonies was not unlike the model for the development of towns in medieval Europe. After all, the colonists had just come from Europe and the medieval period was just ended.
Student
Medieval Europe. But what about the South? If I remember correctly… In the South, at least initially, they didn’t build towns so much as they built trading posts.
Professor
That’s right. Most of the settlers in the North wanted to start a whole new life. But most of the people who came from Europe to the South just wanted to make some money and then go back. It is not surprising that some of most common buildings were storage facilities and port facilities.
Lecture1-Music (Ancient Greek Music & Plato)
Narrator
Listen to part of a lecture in a music class.
Professor
Today we are going to do something a little different. In the past few classes, we’ve listened to traditional music from around the world and we’ve talked about the characteristics of these music, what makes these styles distinctive, what kinds of instruments are used. And you’ve talked about what sounds familiar to you and what sounds strange. And many of you found some of what we’ve listened to very strange indeed.
Well, today I want to start talking about western music and I am going to start in ancient Greece. But, now here’s the part that’s different. We’re not going to talk very much about the actual music. Instead, we are going to talk about what the Greeks believed about music.
Now, there are some very good reasons to approach the material in this way. First, well, we don’t have very much ancient Greek music studied. Only about 45 pieces survived…uh…these are mostly records of poems and songs. And we are not sure how well we can reproduce the melodies or rhythms, because they were apparently improvised in many cases. So we really don’t know all that much about what the music sounded like.
What we do know about - and this really is the most important reason I am approaching today’s lecture the way I am - is the Greek philosophy about music and its continuing influence on western attitudes toward music.
Now, if we’re going to understand the philosophy, we have to first understand that music for the Greeks was about much more than entertainment. Yes, there was music at festivals and we have sculptures and paintings showing people listening to music for many of the same reasons that we do. But this isn’t the whole story.
The important thing about music was that it was governed by rules, mathematical rules. And for those of you who are also studying music theory, you’ll see that it is in fact highly mathematical.
Um…and for the Greeks, the same mathematical principles that govern music also govern the universe as well as the human character, the essence of personality. People’s characters were believed to be very sensitive to music. If you started playing around with the rules, you know, messing up the mathematical order, you could do serious harm. That’s why music was considered so powerful. If you knew the rules, it could do great good. But if you broke them, you could do great harm to the character of the listener.
So, we have this Greek idea that music is directly related to human character and behavior.
The philosopher, Plato, talks about this in the context of education. For Plato, music is an important element in education, but only the right kind of music. That means the kind of music that builds the kind of character a good citizen or a future leader would need. Yes. For Plato, there is a kind of music that instills the qualities of leadership, just as there is a kind of music that makes a person soft and weak.
Now, Plato has very specific, very conventional kinds of music in mind. He is not fond of innovation. There were musicians in Plato’s day who were experimenting with different melodies and rhythms. A definite no-no for Plato. He thinks that breaking with tradition leads to all sorts of social problems, serious problems, even the breakdown of the fabric of society. I am thinking back now to when I first started listening to rock ‘n’ roll and I remember my father saying it was a bad influence on us. I think he would have gotten along well with Plato.
Anyway, I don’t need to tell you what I think about Plato’s ideas about innovation, do I? Though I have to say it’s interesting that the same arguments against new music and art are still being made. Perhaps like the Greeks, we recognize, and maybe even fear the power of music.
Lecture2-Geology (Movement of Tectonic Plates)
Narrator
Listen to part of a lecture in a geology class.
Professor
As we’ve discussed, Earth’s crust is made up of large plates that rest on a mantle of molten rock. These plates…uh…now these tectonic plates support the continents and oceans. Over time, the tectonic plates move and shift, which moves the continents and the ocean floors too. Once it was understood how these plates move, it was possible to determine past movements of Earth’s continents and how these slow movements have reshaped Earth’s features at different times.
OK. Well, (as)studying the movements of the plates can tell us about the location of the continents in the past, it can conceivably tell us about their location in the future too, right? So, in recent years, some geologists have used plate tectonic theory to make what they call geopredictions. Geopredictions are guesses about what Earth’s surface might look like millions of years from now.
So, we know how certain continents are currently moving. For example, the continents of Africa has been creeping north toward Europe. And Australia has been making its way north too, toward Asia.
Does anyone know what’s happening to the Americas? I…I think we’ve talked about that before. Lisa?
Student
They are moving westward, away from Europe and Africa. Right?
Professor
Right. And what makes us think that?
Student
The Atlantic Oceanfloor is spreading and getting wider, so there is more ocean between the Americas and Europe and Africa.
Professor
OK. And why is it spreading?
Student
Well, the seafloor is spilt. There is a ridge, a mountain range that runs north and south there. And the rock material flows up from Earth’s interior here, at the split, which forces the two sides of the ocean floor to spread apart, to make room for the new rock material.
Professor
Good. And that means, over the short term…uh… and by short term I mean 50 million years, that’s a blink of the eye in geological time. Um…over the short term, we can predict that the Americas will continue to move westward, farther away from Europe, while Africa and Australia will continue to move northward.
But what about over the long term? Say 250 million years or more. Well, over that length of time, forecasts become more uncertain. But lots of geologists predict that eventually all the continents, including Antarctica, will merge and become one giant land mass, a super continent, one researchers callingPangaea Ultima, which more or less means the last super continent. The above text is a transcript of this lecture prepared by lady&bird.
Now, how that might happen is open to some debate. Some geologists believe that the Americas will continue to move westward and eventually merge with East Asia. This hypothesis is based on the direction the Americas are moving in now. But others hypothesize that a new super continent will form in a different way. They think that a new subduction zone will might occur at the western edge of the Atlantic Ocean.
Paul, can you remind us what a subduction zone is?
Student
Yeah. Um…basically, a subduction zone is where two tectonic plates collide. So if an ocean floor tectonic plate meets the edge of a continent and they push against each other, the heavier one sinks down and goes under the other one. So the…um…the oceanic plate is made of denser and heavier rock, so it begins to sink down under the continental plate and into the mantle.
Professor
Right. So the ocean floor would kind of slide under the edge of the continent. And once the ocean plate begins to sink, it would be affected by another force – slab pull. Slab pull happens at the subduction zone.
So to continue our example… As the ocean floor plate begins to sink down into the mantle, it would drag or pull the entire plate along with it. So more and more of this plate, the ocean floor, would go down under the continent into the mantle. OK?
So, as I said, currently the Atlantic Ocean floor is spreading, getting wider, but some researchers speculate that eventually a subduction zone will occur where the oceanic plate meets the continental plate of the Americas. If that happens, slab pull could draw the oceanic crust under the continent, actually causing the Americas to move eastward toward Europe and the ocean floor to get smaller. That is, the Atlantic Ocean would start to close up, narrowing the distance between the eastern edge of the Americas and Europe and Africa. So they form a single super continent.
Section2 Conversation2 (Credits for Internship)
Narrator
Listen to a conversation between a student and an employee at the university center for off-campus study.
Student
Hi. I am Tom Arnold. I am supposed to pick up a packet from the regional center for marine research. I am doing an internship there this summer.
Employee
Yes. I have it right here. The mail carrier dropped it off a few minutes ago.
Student
Thanks. Um…I wanted to ask about getting credits for the internship. I don’t know if…
Employee
I might be able to help you with that. Is there a problem?
Student
I just wanted to make sure the details have been corrected. The system should show that I am registered to earn four credits. But as of Friday, nothing was showing up yet. I was told it would be fixed this morning.
Employee
Well, I can check on the computer for you. Tom Arnold, right?
Student
Yes.
Employee
Well, it is showing credits…but only three.
Student
Really?! So now what? These all have to be finalized last week.
Employee
Well, yes. The course enrollment period ended last week. But since our office was supposed to get this straightened out for you before then… Let me see what I can do.
Uh…did the university give approval for you to earn four credits for this internship? Because the other students at the center for marine research are only getting three.
Student
Um…I am pretty sure those other students are doing the internship at the center’s aquarium, taking classes in marine biology and then teaching visitors about the various displays. I am doing a special research internship with the center. We’ll be collecting data on changes to the seafloor out in the open ocean.
Employee
Oh. That sounds quite advanced.
Student
Well, the internship requires me to have scuba diving certification and to be a senior oceanography student. I want to do advanced study in oceanography when I graduate. So I really want to get a sense of what real research is like.
Employee
I see. Now let’s try and see if we can… Oh. OK. I see the problem. There are two kinds of internships listed here—regular and research. Yours is listed as regular so it is only showing three credits.
Student
Can you switch it?
Employee
Not yet. But it lists Professor Leonard as…
Student
She is in charge of all the internships.
Employee
She just needs to send an email so I have an official record. Then I can switch it. And that should solve everything.
Student
Great! And I know Professor Leonard is in her office this afternoon, so I can go there later. It will be such a relief to get all these paperwork completed.
Lecture3-Marine Biology (Coral Reefs & CoT starfish)
Narrator
Listen to part of a lecture in a Marine Biology class.
Professor
We’ve been talking about the decline of coral reefs in tropical areas all over the world…um… how natural and man-made stresses are causing them to degrade, and in some cases, to die.
So now let’s focus on a specific example of a natural predator that can cause a lot of damage to coral reefs—the Crown of Thorns, or CoT starfish. The Cot starfish is found on coral reefs in the tropical Pacific Ocean and it eats coral. Now, in small numbers, the starfish don’t affect coral reefs dramatically. But periodically, starfish population explodes. And when that happens, the reefs can become badly damaged or even destroyed, something we are trying very hard to prevent. For example, during the 1960s, there was an outbreak of CoT starfish in the Great Barrier Reef, off the east coast of Australia. Luckily, the CoT starfish population gradually declined on its own and the reefs recovered.
But we were left wondering – what cause the population to increase so suddenly? Well, over the years, we’ve come up with a few hypotheses. All still hotly debated.
One hypothesis is that it’s a natural phenomenon, that the starfish naturally undergo population fluctuations following particularly good spawning years.
There are also several hypotheses that suggest some sort of human activities are partly responsible, like fishing. There are fish and snails that eat starfish, particularly the giant triton snail, which is the main predator of the starfish. These fish and snails have themselves experienced a decline in population because of overfishing by humans. So with a decline in starfish predators, the starfish population can increase.
Another hypothesized human-related cause is fertilizer runoff. People use fertilizer for their crops and plants and a lot of it eventually makes its way from land into the seas. It’s fertilizer, so it has a lot of nutrients. These nutrients have an effect on the starfish, because they cause an increase in the growth of phytoplankton. Phytoplankton are microscopic plants that grow in the ocean. Larval CoT starfish eat phytoplankton in their first month of life, so more fertilizer in the ocean means more phytoplankton, which means more starfish, bad for the reefs.
Now, the final hypothesis has to do with storm events. If some reefs are destroyed by storms, starfish populations that inhabited those reefs would have to condense and concentrate on the reefs that are left. So this can cause a kind of mass feeding frenzy.
So we have ideas, but no real answer. And because we aren’t sure of the causes for starfish population increases, it’s difficult to prevent them. I mean, some progress has been made. For example, new survey techniques have enabled us to detect population increases when the starfish are quite young, so we can be ready for them. But meaningful progress requires much better evidence about the cause.
On the bright side, in all the research being done on causes, we have discovered something related to how starfish populations might affect coral reef diversity. We think that when reefs are damaged, after a few years, the fastest-growing corals repopulate the areas. And these fast-growing species can grow over the slower-growing species of coral, denying them light and preventing them from recovery. However, the faster-growing species are the preferred food of the CoT starfish. So when an outbreak of CoT starfish occurs, they thin out the fast-growing coral and may give the slower ones a chance to reestablish. So without the outbreak, the diversity of coral would be reduced.
Lecture4-Anthropology (the Botai People & Horses)
Narrator
Listen to part of a lecture in an anthropology class.
Professor
So now that we’ve discussed how people in ancient societies tamed animals like cows and chickens for food and other uses. I’d like to talk about an ancient culture that domesticated horses. It’s the Botai people.
The Botai culture thrived over 5,000 years ago in central Asia, in what is now northern Kazakhstan. Pretty much all of what we know about the Botai comes from three archaeological sites. And we learned that the Botai were able to build large perennial villages, sometimes with hundreds of homes. We also found horse bones at these sites and these can be traced back to the time of the Botai settlements. The climate that the Botai culture lived in…it was harsh. And the Botai people…they didn’t really seem to have much in the way of agriculture going on. So their whole economy was really based on horses. And because horses can withstand the tough climate, they can survive ice storms and they don’t need heated barns, the Botai people could settle in one place and rely on the horses for food, clothing and transportation.
Student
So the Botai were the first to domesticate horses?
Professor
Well, we are pretty sure that horses were first domesticated a bit earlier, to the northwest, in the area that is now Ukraine and western Russia. It’s quite possible that some of those people later migrated east to Kazakhstan.
Student
But what exactly tells us that these Botai people, that the horses in their area were really domesticated?
Professor
As with most ancient history, there is not much that we can be certain about. But we know there was a significant population of wild horses in that area. So there were plenty of opportunities for the Botai people to find horses to domesticate. We also know that horse milk was an important source of food for the Botai people. What? Milking a wild horse? Well, now, that would be impossible…to milk a wild horse. And then… there’s the…
Oh. Yes? Eric.
Student
So you said last week that for some animals, like for dogs, there were physical changes taking place over the course of generations of dogs because of domestication. So can we tell from those horse bones if it was sort of the same for horses?
Professor
Actually, it wasn’t. We know that horses have not changed a lot physically as a result of domestication. So those ancient horse bones don’t tell us much about domestication. But…we’ve found that…um…we’ve found what maybe pens or corrals in the Botai settlements. And not too long ago, a new approach was used to find out if the Botai people were keeping horses. Soil samples from these pens or corrals show ten times the concentration of phosphorus.
Student
Um…phosphorus?
Professor
Yes. Phosphorus is a very significant indicator that horses, large numbers of horses were being kept in the settlements. You see, horse manure, horse waste is rich in phosphorus and also nitrogen compared to normal soil. But nitrogen is an unstable element. It can be washed out when it rains or it can be released to the atmosphere, whereas phosphorus combines with calcium and iron, and can be preserved in the soil for thousands of years.
The soil from the Botai settlement sites was found to have high concentrations of phosphorus and low nitrogen concentrations, which is important since it suggests that what we’ve got is really old, not something added to the soil more recently.
Student
Wait. So if horses have been there recently, there’d still be lots of nitrogen in the soil.
Professor
That’s right. Yes. Karen.
Student
I just read an article. It said that one way to determine if there was an ancient fireplace at an archaeological site was to check the soil for phosphorus. So couldn’t the phosphorus at the Botai sites just be from the frequent use of fireplaces?
Professor
You are absolutely right. However, when a fireplace leaves behind a lot of phosphorus in the soil, we’d also find an unusually high concentration of potassium. But the soil at the Botai settlements, it was found with relatively little potassium, which makes it far more likely that the phosphorus came from horses. OK?
Now, later on, people of the same region, northern Kazakhstan, started raising sheep and cattle. And that led to a more nomadic culture. Since sheep and cattle can’t survive harsh climates, they needed to be taken south every winter. Moving around meant working harder but the trade-off was far richer, fattier milk year round and warm clothing from the sheep.
題目+答案解析
TPO31- Conversation 1
Student & Professor
QUESTIONS1-5
TPO31- Conversation 1
Student & Professor
1. What are the speakers mainly discussing?
A. A point about southern settlements that the student did not understand.
B. A problem with an assignment on colonial shipping routes.
C. Reasons why the student prefers to write a paper relates to architecture.
D. An aspect of colonial settlements the student wants to research.
【答案】
D. An aspect of colonial settlements the student wants to research.
【解析】
題目類型
主旨題 “對話者在討論什么?”
定位
Student
Yeah. But now, I see that I probably need to come up with a new paper topic. Actually, there was one other idea I had. I have been thinking about doing something about community planning in the early British settlements in Eastern North America.
設問處
轉折處：But 強調處：Actually 分析
But 轉折后出現重點，聽到 Actually 等強調詞應迅速提高注意力。學生跟教授說想換一個 論文主題，這是之前就想過的，是有關于北美東部的早期英國殖民地里的社區規劃。對應 D 選項“學生想調查的有關殖民地的一個方面”，這個方面就是“社區規劃”。
2. What is the professor’s opinion about the student’s interest in architecture?
A. He thinks the student’s focus on architecture prevents her from broadening her perspective.
B. He thinks it may contribute to her producing an interesting research paper.
C. He hopes she will choose to major in both history and architecture.
D. He suspects that it may not provide her with the necessary background for the paper she is writing.
【答案】
B. He thinks it may contribute to her producing an interesting research paper.
【解析】
題目類型
細節題 “教授對學生在建筑學上的興趣有什么看法”
定位
Student
... But I think, you know, for a career, architecture is more for me.
Professor
That's great. l've gotten some very thought-provoking papers from students whose interests go beyond history.
設問處
轉折處：But 肯定語氣處：That’s great
分析
But 轉折后引出話題“建筑”，教授的回答持肯定態度，所以排除 A“...prevents her from broadening...”和 D “suspect”. 教授隨后用其他興趣在歷史學意外的學生寫的“引人 深思的論文”來做個對照。意味著該生的建筑學興趣同樣可以幫助她寫出吸引人的文章。
3. What does the professor want the student to do when they write their papers?
A. Show a connection between history and another field in which they are interested.
B. Develop a research topic that has not been investigated before.
C. Explain how an aspect of United States culture has changed over time.
D. Describe early difference between regions of the United States.
【答案】
D. Describe early difference between regions of the United States.
【解析】
題目類型
細節題 “教授想讓學生們在寫論文的時候做什么?”
定位
Professor
... But anyway... uh... development in the colonies differed greatly depending on geography. I am looking for papers that have ideas about something that happened one way in the Northern colonies happened a different way in the Southern colonies.
設問處
轉折處：But
意愿語氣處：I am looking for
分析 教授說“殖民地的發展根據地理差異呈不同的狀態”，他希望看到有關“南北殖民地不同情 況的”論文。對應 D 選項“美國不同地區早期的差異”。
4. Why does the professor mention medieval Europe?
A. To point out an important difference Europe and the United States
B. To introduce a reason that the first European settlers moved to North American.
C. To indicate the style of community planning followed by in the northern colonies.
D. To point out that urban planning has changed considerably since the medieval period.
【答案】
C. To indicate the style of community planning followed by in the northern colonies
【解析】
題目類型
細節題 “為什么教授會提到中世紀歐洲?”
定位
Professor
... Actually, the model for planning a town in the northern colonies was not unlike the model for the development of towns in medieval Europe. After all, the colonists had just come from Europe and the medieval period was just ending.
設問處
強調處：Actually 否定(雙重)：not + unlike = like
分析 教授說“實際上，在北部殖民地的建鎮模式和中世紀歐洲城鎮發展模式沒什么不同”。對應 C 選項“社區規劃風格延續到北部殖民地”。“followed by”表示前后相同。
5. What does the professor imply about storage and port facilities?
A. They were one indicator of the emphasis put on trade in the southern colonies.
B. They were a sign of something the northern and southern colonies had in common.
C. They were multipurpose facilities also used for community meetings.
D. They were designed to be similar to those found in Europe.
【答案】
A. They were one indicator of the emphasis put on trade in the southern colonies.
【解析】
題目類型
推斷題 “教授會提到倉庫和港口設施有什么意圖?”
定位
Student
... In the South, at least initially, they didn't build towns so much as they built trading posts.
Professor
That's right. Most of the settlers in the North wanted to start a whole new life. But most of the people who came from Europe to the South just wanted to make some money and then go back. It is not surprising that some of most common buildings were storage facilities and port facilities.
設問處
肯定語氣處 否定處：But
否定(強調)：It is not surprising that 強調語氣表肯定
分析
教授首先肯定了學生“南方不建城鎮而建交易站”，But 后面作進一步解釋，也是結尾處“倉 庫和港口設施是最常見建筑”的原因。因為“大部分歐洲人到南方只是想要賺錢然后離開”。 到南方只為做貿易賺錢，需要的是倉庫和港口，而不要規劃城鎮建設。所以倉庫和港口是貿 易的代表，強調的是南方殖民地貿易的重要性，對應 A 選項。
TPO31- Lecture 1
Music (Ancient Greek Music & Plato)
QUESTIONS6-11
6. What is the main topic of the lecture?
A. The history of Greek music from ancient times to the past
B. The influence of ancient Greek music on the music of neighboring countries
C. The characteristics of ancient Greek songs
D. The attitude of the ancient Greek toward music
【答案】
D. The attitude of the ancient Greek toward music
【解析】
題目類型
主旨題 “講座的主題是?”
定位
Well, today I want to start talking about western music and I am going to start in ancient Greece. But, now here's the part that's different. We're not going to talk very much about the actual music. Instead, we are going to talk about what the Greeks believed about music.
設問處
轉折處：But, Instead
分析
教授一開始在回顧往期的課程，But 轉折后出現這次課程的重點，教授說“但現在這是不同 于其他的部分。我們并不準備講真正的音樂本身，而是要來討論希臘人對音樂的看法”對應 D 選項，“希臘人對音樂的態度或看法”。
7. What two reasons does the professor give for approaching the lecture material as he does?
Click on 2 answers
A. We have a limited idea of what ancient Greek music sounded like.
B. The Greek philosophy of music influenced Western thought.
C. Greek music shared many characteristics with other types of ancient music.
D. Greek melodies were admired by musicians from other cultures.
【答案】
A. We have a limited idea of what ancient Greek music sounded like.
B. The Greek philosophy of music influenced Western thought.
【解析】
題目類型
細節題 “教授用他這種方式處理授課材料的兩個原因是什么?”
定位
Now, there are some very good reasons to approach the material in this way. First, well, we don't have very much ancient Greek music studied. Only about 45 pieces survived...uh...these are mostly records of poems and songs. And we are not sure how well we can reproduce the melodies or rhythms, because they were apparently improvised in many cases. So we really don't know all that much about what the music sounded like. What we do know about - and this really is the most important reason I am approaching today's lecture the way I am - is the Greek philosophy about music and its continuing influence on western attitudes toward music.
設問處
因果處：So
強調處：really, the most important
分析
“Now, there are some very good reasons to approach the material in this way.” 對應問題，緊接著出現第一個原因“First...”。只要聽到表示結果詞“So”之后的話：“對 于音樂究竟聽起來是怎樣的，我們的確不知道多少”就可判斷選項 A“我們對希臘音樂聽起 來是怎么樣的了解不多”正確。
后文中“this really is the most important reason I am approaching today's lecture the way I am”又對應了題目，接著是第二個解釋：“希臘的音樂哲學以及它對西方音樂態 度的持續影響”。所以 B“希臘音樂哲學影響了西方的思想”也對。
8. According to the professor, what did the ancient Greeks believe about music?
A. That music connected them to their ancestors.
B. That music allowed people express their individuality.
C. That the same laws ruled music and the universe.
D. That music could not be explained by mathematics.
【答案】
C. That the same laws ruled music and the universe.
題目類型
細節題 “根據教授所說，古希臘人認為音樂是什么樣的?”
定位
Um...and for the Greeks, the same mathematical principles that govern music also govern the universe as well as the human character, the essence of personality.
分析
在否定了娛樂目的之后，教授把話題轉到了數學定律上。教授說“對希臘人來說，支配著音 樂的數學原理同樣也統治著宇宙和人性”。對應 C 選項“統治音樂和宇宙的定律一致”。
9. According to the professor, what was Plato’s attitude toward music?
A. Music had the power to help create the future leaders of a society.
B. Music needed to be constantly evolving to keep up with social change.
C. Music distracted attention from social problems.
D. Music’s primary purpose was entertainment.
【答案】
A. Music had the power to help create the future leaders of a society.
【解析】
題目類型
細節題 “根據教授所說，柏拉圖對音樂的看法是?”
定位
For Plato, music is an important element in education, but only the right kind of music. That means the kind of music that builds the kind of character a good citizen or a future leader would need. Yes. For Plato, there is a kind of music that instills the qualities of leadership, just as there is a kind of music that makes a person soft and weak.
設問處
轉折處：But 強調處：Yes
分析
but 后強調柏拉圖認為“只有合適的音樂才是教育的關鍵，什么樣的音樂造就什么樣的公民 和未來領袖”。Yes 后再強調柏拉圖認為“有一種音樂可以灌輸領導的品質”。對應 A 選項 “音樂有塑造社會未來領袖的力量”。
10. Why does the professor mention rock-and-roll music?
A. To make a connection between ancient and modern attitudes toward music.
B. To contrast its characteristics with the characteristics of ancient Greek music.
C. To introduce a topic he will discuss later in the lecture.
D. To find out what kind of music students in the class like best.
【答案】
A. To make a connection between ancient and modern attitudes toward music.
題目類型
細節題 “教授為什么會提到搖滾樂?”
定位
Now, Plato has very specific, very conventional kinds of music in mind. He is not fond of innovation. There were musicians in Plato's day who were experimenting with different melodies and rhythms. A definite no - no for Plato. He thinks that breaking with tradition leads to all sorts of social problems, serious problems, even the breakdown of the fabric of society. I am thinking back now to when I first started listening to rock 'n' roll and I remember my father saying it was a bad influence on us. I think he would have gotten along well with Plato.
設問處
強調處：very, not, definite, no-no 舉例處：musicians, my father
分析 教授指明了柏拉圖對音樂的觀點，那就是“傳統的，不喜歡創新”，并舉了其他音樂家的例 子。在柏拉圖看來，他們的“節奏、旋律都是那么地與傳統格格不入，還會引發各種問題”。 之后的搖滾樂也是一個類比，“父親說搖滾樂對我們影響不好，他就像當時的柏拉圖一樣(認 為搖滾樂不合傳統)”。故選 A“在古代和現代對音樂態度的中建立一個聯系”。
11. Why does the professor say this?
A. He does not think his opinions are relevant to class discussion.
B. He believes his students can infer what he thinks.
C. He wants the students to take Plato’s ideas seriously.
D. He does not want to influence his students’ opinions.
【答案】
B. He believes his students can infer what he thinks.
【解析】
題目類型
句子功能題 重聽題
定位
(重聽部分)
Anyway, I don't need to tell you what I think about Plato's ideas about innovation, do l?
設問處
強調處：否定 don’t need, 反問 do I?
分析
反問表達的是加強版的肯定語氣，need 情態動詞表示必要性。意思是“我的確沒什么必要 再告訴你我對柏拉圖關于創新的看法，對嗎?”結合上文，教授已經很明確地表示柏拉圖在 音樂上很傳統，不喜歡創新，還結合了自己父親的例子予以證明。所以他認為這個觀點在學 生看來自然清晰明了，所以 D“他相信學生能推斷出他的意思”。
TPO31- Lecture 2
Geology (Movement of Tectonic Plates)
QUESTIONS12-17
12. What is the lecture mainly about?
A. How to predict the rate of tectonic plate movement.
B. A geologist’s attempt to determine the position of continents in the past.
C. Some ideas about future movements of Earth’s tectonic plates.
D. The history of a debate between two plate tectonic theories.
【答案】
C. Some ideas about future movements of Earth’s tectonic plates.
【解析】
題目類型
主旨題 “講座的主題是?”
定位
OK. Well, as studying the movement of the plates can tell us about the location of the continents in the past, it can conceivably tell us about their location in the future too, right? So, in recent years, some geologists have used plate tectonic theory to make what they
call geopredictions. Geopredictions are guesses about what Earth's surface might look like millions of years from now.
設問處
設問處：...right? 因果處;So 定義處：geopredictions
分析 開篇時，教授便告訴我們地球板塊運動可以幫助我們了解大陸在過去的移動。這為后文進入 主題做了鋪墊。然后以一個問題：“板塊運動可以幫我們預測大陸在未來的位置，對嗎?”， 提起學生注意，引入主題。再用地理學家的一個定義“geopredictions”來確定所要講的內 容：“關于地球表面在數百萬年之后面貌的猜想”。對應 C“關于地球板塊未來移動的一些 想法”。
13. The professor states that some continues are currently moving northward and some are moving westward. Indicate the direction in which the continents are currently moving.
Click in the correct boxes.
|
|
Northward |
Westward |
|
Africa |
|
|
|
Americas |
|
|
|
Australia |
|
|
【答案】
|
|
Northward |
Westward |
|
Africa |
√ |
|
|
Americas |
|
√ |
|
Australia |
√ |
|
【解析】
題目類型
細節題 “教授指出，有些大陸目前在向北移動，有些則向西移動。辨別目前大陸移動的方 向”
定位
Professor
So, we know how certain continents are currently moving. For example, the continents of Africa has been creeping north toward Europe. And Australia has been making its way north too, toward Asia. Does anyone know what's happening to the Americas? l...l think we've talked about that before. Lisa?
Student
They are moving westward, away from Europe and Africa. Right?
Professor
Right. And what makes us think then?
設問處
舉例處：For example
提問處：Does anyone know... 肯定回答處：Right
分析 教授在講到大陸目前正在移動時舉了個例子：“非洲大陸正緩慢地朝北向歐洲大陸移動，澳 大利亞也正在朝北向亞洲移動”。之后提問學生美國的移動狀況，學生答道“它們正在向西 移動，逐漸遠離歐洲和非洲”。教授予以肯定。可歸納出非洲澳洲向北，美國向西。
14. What process is currently taking place in the Atlantic Ocean?
A. One half of the ocean plate is sinking beneath the other half.
B. New rock is forming between two sections of the ocean floor.
C. A subduction zone is forming at the eastern edge of the ocean floor.
D. The ocean plate is moving away from the continental plates that are under the Americas.
【答案】
B. New rock is forming between two sections of the ocean floor.
【解析】
題目類型
細節題 “目前在大西洋發生了什么?”
定位
Student
The Atlantic Ocean floor is spreading and getting wider, so there is more ocean between the Americas and Europe and Africa.
Professor
OK. And why is it spreading?
Student
Well, the seafloor is split. There is a ridge, a mountain range that runs north and south there. And new rock material flows up from Earth's interior here, at the split, which forces the two sides of the ocean floor to spread apart, to make room for the new rock material.
分析
學生說到大西洋海底擴張，教授便問其原因。學生解釋道“新的巖石材料從地球內部浮出， 海底兩側便被迫擴張來給新的巖石材料留出位置”。因此 B“海底兩側之間正在形成新巖石” 正確。
15. What long-term geoprediction do many geologists make?
A. Continents will become smaller than they are now.
B. Subduction will cause one continent to sink under an ocean.
C. North and South America will move away from each other.
D. The current continents will eventually join together.
【答案】
D. The current continents will eventually join together.
【解析】
題目類型
細節題 “地質學家做了什么樣的長期地質預測?”
定位
But what about over the long term? Say 250 million years or more. Well, over that length of time, forecasts become more uncertain. But lots of geologists predict that eventually all the continents, including Antarctica, will merge and become one giant land mass, a super continent, one researchers calling Pangaea Ultima, which more or less means the last super continent.
設問處
轉折處：But
分析
前面講短期，but 后轉到“長期”。第二個 but 后提到地質學家預測的結果：“最終包括南 極洲在內的所有大陸都會合并成一個巨大的超級大洲”。對應 D“目前的大陸到最終會連接 在一起”。
16. Based on the discussion, what happens when a continental plate and an oceanic plate collide?
A. The edge of the oceanic plate moves down into the mantle.
B. Slab pull causes the ocean floor to expand.
C. New rock material rises to the surface at the subduction zone.
D. Parts of each plate break off into the ocean.
【答案】
A. The edge of the oceanic plate moves down into the mantle.
【解析】
題目類型
細節題 “根據討論，當大陸板塊和大洋板塊相撞時會發生什么?”
定位
Student
Yeah. Um... basically, a subduction zone is where two tectonic plates collide. So if an ocean floor tectonic plate meets the edge of a continent and they push against each other, the heavier one sinks down and goes under the other one. So the...um...the oceanic plate is made of denser and heavier rock, so it begins to sink down under the continental plate and into the mantle.
Professor
Right. So the ocean floor would kind of slide under the edge of the continent.
設問處 定義處：subduction zone 舉例處：if
因果處：so 肯定回答處：right 分析
學生解釋什么叫“俯沖帶”，即“構造板塊相撞的地方”。if 舉例“如果海底板塊和大陸 邊緣相互擠壓，重的一方下沉到另一方底下。因為海洋板塊是由密度更大和更重的巖石構成 的，所以它便沉入大陸板塊底下，進入地幔。”然后教授予以肯定。所以 A“海洋板塊邊緣 下移至地幔”正確。
17. What is important difference between the two hypotheses discussed by the professor?
A. They make different predictions about the direction in which the American continents will move.
B. They make different predictions about how long it will tale for Pangaea Ultima to form.
C. Only one predicts that Asia will eventually begin to move eastward.
D. Only one predicts that some tectonic plates will eventually stop moving.
【答案】
A. They make different predictions about the direction in which the American continents will move.
【解析】
題目類型
細節題 “教授討論的兩種假設之間重要的不同之處是?”
定位
Um... over the short term, we can predict that the Americas will continue to move westward, farther away from Europe, while Africa and Australia will continue to move northward.
If that happens, slab pull could draw the oceanic crust under the continent, actually causing the Americas to move eastward toward Europe and the ocean floor to get smaller. That is, the Atlantic Ocean would start to close up, narrowing the distance between the eastern edge of the Americas and Europe and Africa. So they form a single super continent.
設問處
前后觀點聯系
分析 本題跨度較大，考察前后兩種主要假設的一種主要區別。第一種假設說“美國會繼續向西移 動”，而第二種則假設“美國會向東移動”。因此 A“它們對美國大陸的移動方向做了不同 的預測”正確。
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