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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.
题目+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】
题目类型
主旨题 “对话者在讨论什么?”
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.
设问处
转折处：But 强调处：Actually 分析
But 转折后出现重点，听到 Actually 等强调词应迅速提高注意力。学生跟教授说想换一个 论文主题，这是之前就想过的，是有关于北美东部的早期英国殖民地里的社区规划。对应 D 选项“学生想调查的有关殖民地的一个方面”，这个方面就是“社区规划”。
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】
题目类型
细节题 “教授对学生在建筑学上的兴趣有什么看法”
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.
设问处
转折处：But 肯定语气处：That’s great
分析
But 转折后引出话题“建筑”，教授的回答持肯定态度，所以排除 A“...prevents her from broadening...”和 D “suspect”. 教授随后用其他兴趣在历史学意外的学生写的“引人 深思的论文”来做个对照。意味着该生的建筑学兴趣同样可以帮助她写出吸引人的文章。
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】
题目类型
细节题 “教授想让学生们在写论文的时候做什么?”
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.
设问处
转折处：But
意愿语气处：I am looking for
分析 教授说“殖民地的发展根据地理差异呈不同的状态”，他希望看到有关“南北殖民地不同情 况的”论文。对应 D 选项“美国不同地区早期的差异”。
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】
题目类型
细节题 “为什么教授会提到中世纪欧洲?”
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.
设问处
强调处：Actually 否定(双重)：not + unlike = like
分析 教授说“实际上，在北部殖民地的建镇模式和中世纪欧洲城镇发展模式没什么不同”。对应 C 选项“社区规划风格延续到北部殖民地”。“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】
题目类型
推断题 “教授会提到仓库和港口设施有什么意图?”
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.
设问处
肯定语气处 否定处：But
否定(强调)：It is not surprising that 强调语气表肯定
分析
教授首先肯定了学生“南方不建城镇而建交易站”，But 后面作进一步解释，也是结尾处“仓 库和港口设施是最常见建筑”的原因。因为“大部分欧洲人到南方只是想要赚钱然后离开”。 到南方只为做贸易赚钱，需要的是仓库和港口，而不要规划城镇建设。所以仓库和港口是贸 易的代表，强调的是南方殖民地贸易的重要性，对应 A 选项。
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】
题目类型
主旨题 “讲座的主题是?”
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.
设问处
转折处：But, Instead
分析
教授一开始在回顾往期的课程，But 转折后出现这次课程的重点，教授说“但现在这是不同 于其他的部分。我们并不准备讲真正的音乐本身，而是要来讨论希腊人对音乐的看法”对应 D 选项，“希腊人对音乐的态度或看法”。
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】
题目类型
细节题 “教授用他这种方式处理授课材料的两个原因是什么?”
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.
设问处
因果处：So
强调处：really, the most important
分析
“Now, there are some very good reasons to approach the material in this way.” 对应问题，紧接着出现个原因“First...”。只要听到表示结果词“So”之后的话：“对 于音乐究竟听起来是怎样的，我们的确不知道多少”就可判断选项 A“我们对希腊音乐听起 来是怎么样的了解不多”正确。
后文中“this really is the most important reason I am approaching today's lecture the way I am”又对应了题目，接着是第二个解释：“希腊的音乐哲学以及它对西方音乐态 度的持续影响”。所以 B“希腊音乐哲学影响了西方的思想”也对。
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.
题目类型
细节题 “根据教授所说，古希腊人认为音乐是什么样的?”
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
在否定了娱乐目的之后，教授把话题转到了数学定律上。教授说“对希腊人来说，支配着音 乐的数学原理同样也统治着宇宙和人性”。对应 C 选项“统治音乐和宇宙的定律一致”。
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】
题目类型
细节题 “根据教授所说，柏拉图对音乐的看法是?”
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.
设问处
转折处：But 强调处：Yes
分析
but 后强调柏拉图认为“只有合适的音乐才是教育的关键，什么样的音乐造就什么样的公民 和未来”。Yes 后再强调柏拉图认为“有一种音乐可以灌输领导的品质”。对应 A 选项 “音乐有塑造社会未来的力量”。
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.
题目类型
细节题 “教授为什么会提到摇滚乐?”
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.
设问处
强调处：very, not, definite, no-no 举例处：musicians, my father
分析 教授指明了柏拉图对音乐的观点，那就是“传统的，不喜欢创新”，并举了其他音乐家的例 子。在柏拉图看来，他们的“节奏、旋律都是那么地与传统格格不入，还会引发各种问题”。 之后的摇滚乐也是一个类比，“父亲说摇滚乐对我们影响不好，他就像当时的柏拉图一样(认 为摇滚乐不合传统)”。故选 A“在古代和现代对音乐态度的中建立一个联系”。
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】
题目类型
句子功能题 重听题
定位
(重听部分)
Anyway, I don't need to tell you what I think about Plato's ideas about innovation, do l?
设问处
强调处：否定 don’t need, 反问 do I?
分析
反问表达的是加强版的肯定语气，need 情态动词表示必要性。意思是“我的确没什么必要 再告诉你我对柏拉图关于创新的看法，对吗?”结合上文，教授已经很明确地表示柏拉图在 音乐上很传统，不喜欢创新，还结合了自己父亲的例子予以证明。所以他认为这个观点在学 生看来自然清晰明了，所以 D“他相信学生能推断出他的意思”。
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】
题目类型
主旨题 “讲座的主题是?”
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.
设问处
设问处：...right? 因果处;So 定义处：geopredictions
分析 开篇时，教授便告诉我们地球板块运动可以帮助我们了解大陆在过去的移动。这为后文进入 主题做了铺垫。然后以一个问题：“板块运动可以帮我们预测大陆在未来的位置，对吗?”， 提起学生注意，引入主题。再用地理学家的一个定义“geopredictions”来确定所要讲的内 容：“关于地球表面在数百万年之后面貌的猜想”。对应 C“关于地球板块未来移动的一些 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】
题目类型
细节题 “教授指出，有些大陆目前在向北移动，有些则向西移动。辨别目前大陆移动的方 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?
设问处
举例处：For example
提问处：Does anyone know... 肯定回答处：Right
分析 教授在讲到大陆目前正在移动时举了个例子：“非洲大陆正缓慢地朝北向欧洲大陆移动，澳 大利亚也正在朝北向亚洲移动”。之后提问学生美国的移动状况，学生答道“它们正在向西 移动，逐渐远离欧洲和非洲”。教授予以肯定。可归纳出非洲澳洲向北，美国向西。
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】
题目类型
细节题 “目前在大西洋发生了什么?”
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
学生说到大西洋海底扩张，教授便问其原因。学生解释道“新的岩石材料从地球内部浮出， 海底两侧便被迫扩张来给新的岩石材料留出位置”。因此 B“海底两侧之间正在形成新岩石” 正确。
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】
题目类型
细节题 “地质学家做了什么样的长期地质预测?”
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.
设问处
转折处：But
分析
前面讲短期，but 后转到“长期”。第二个 but 后提到地质学家预测的结果：“最终包括南 极洲在内的所有大陆都会合并成一个巨大的超级大洲”。对应 D“目前的大陆到最终会连接 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】
题目类型
细节题 “根据讨论，当大陆板块和大洋板块相撞时会发生什么?”
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.
设问处 定义处：subduction zone 举例处：if
因果处：so 肯定回答处：right 分析
学生解释什么叫“俯冲带”，即“构造板块相撞的地方”。if 举例“如果海底板块和大陆 边缘相互挤压，重的一方下沉到另一方底下。因为海洋板块是由密度更大和更重的岩石构成 的，所以它便沉入大陆板块底下，进入地幔。”然后教授予以肯定。所以 A“海洋板块边缘 下移至地幔”正确。
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】
题目类型
细节题 “教授讨论的两种假设之间重要的不同之处是?”
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.
设问处
前后观点联系
分析 本题跨度较大，考察前后两种主要假设的一种主要区别。种假设说“美国会继续向西移 动”，而第二种则假设“美国会向东移动”。因此 A“它们对美国大陆的移动方向做了不同 的预测”正确。
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