TPO16听力文本.doc

listening script for tpo test 16 listening section 1 conversation i narrator: listen to a conversation between a student and a facilities manager at the university. student: hi. im melanie, the one whos been calling.manager: from the singing group, right? student: from the choir. manager: right, the choir. its nice to finally meet you in person. so, you are having problems with. student: noise. like i explained on the phone weve always had our rehearsals in the lincoln auditorium every day at 3 oclock and its always worked just great. but the past few weeks with the noise, its been a total nightmare since constructions started next door on the science hall. manager: oh, thats right. theyre building that addition for new laboratories. student: exactly. anyway, ever since they started working on it, its been so noisy we can barely hear ourselves sing. manager: let alone sing. student: forget about singing. i mean, we keep the windows down and everything, but once those bulldozers get going, i mean those machines are loud. weve already had to cut short two rehearsals and weve got a concert in 6 weeks. manager: well, thats not good. im assuming youve tried to reschedule your rehearsals. they dont do construction work at night. student: iran that by the group, but there were just too many. i mean evenings are really hard. it seems like everyone in the choir already has plans and some even have classes at night.manager: and what about the music building? student: you know, originally we were booked in one of the rehearsal rooms in the music building, but then we switched with the jazz ensemble. theyre a much smaller group and they said the acoustics, the sound in that room, was better for them. so having us moved to a bigger space like the lincoln auditorium seemed like a reasonable idea. manager: but now. student: all that noise. i dont know. i just wonder if the jazz ensemble knew what was going to happen.manager: well, that wouldnt be very nice. student: no. but it really was quite a coincidence. anyway, now the music buildings fully booked, mornings, afternoons, everything, we just need a quiet space. and it has to have a piano.manager: a piano. of course some of the other auditoriums have pianos, but thats not going to be easy. student: you think theyre pretty booked up? manager: probably. but it cant hurt to check. what about bradford hall? i remember a piano in the old student center there. student: at this point, wed be grateful for any quiet place. manager: can you. how flexible can you be on times? you said no evenings, but what ill cant find something open at 3 oclock? can you move earlier or later? student: i wish i could say another time would be okay, but you know how it is, everybodys already got commitments for the whole semester 2:30 or 3:30 would probably be okay, but i dont think we could go much outside that manager: well, check with me tomorrow morning. i shouldve found something by then. it might not be ideal. student: as long as its got a piano and nobodys putting up a building next door, well be happy. listening script for tpo test 16 listening section 1 lecture i narrator: listen to a part of lecturer in a geology class. professor: now there are some pretty interesting caves in parts of the western united states, especially in national parks. there is one part that has over a hundred caves, including some of the largest ones in the world. one of the more interesting ones is called lechuguilla cave. lechuguilla has been explored a lot in recent decades. its a pretty exciting place i think. it was mentioned only briefly in your books. so can anyone remember what it said? ellen? male student: its the deepest limestone cave in the u.s.? professor: thats right. its one of the longest and deepest limestone caves not just in the country but in the world. now, what else? male student: well, it was formed because of sulfuric acid, ght? professor: thats it. yeah, what happens is you have deep underground oil deposits and there are bacteria. here let me draw a diagram. surfacerock rock and wateroil and bacteria part of the limestone rock layer is permeated by water from below. those curly lines are supposed to be cracks in the rock. below the water table and rock is oil. bacteria feed on this oil and release hydrogen sulfide gas. this gas is hydrogen sulfide, rises up and mixes with oxygen in the underground water that sits in the cracks and fissures in the limestone. and when hydrogen sulfide reacts with the oxygen in the water, the result of that is sulfuric acid, ok? sulfuric acid eats away at limestone very aggressively. so you get bigger cracks and then passageway is being formed along the openings in the rock and its all underground. ah yes, paul? male student: so that water. fts not flowing, right? its still? professor: yes, so there are two kinds of limestone caves. in about 90 percent of them, you have water from the surface, streams, waterfall or whatever - moving water that flows through cracks found in limestone. its the moving water itself that wears away at the rock and makes passageways. also, in surface water, there is a weak acid, carbonic acid, not sulfuric acid but carbonic acid that helps dissolve the rock. with a little help from this carbonic acid, moving water forms most of the worlds limestone caves. when i was researching this for a study a few years ago, i visited a couple of these typical limestone caves, and they were all very wet, you know, from streams and rivers. this flowing water carved out the caves and the structures inside them. male student: but not lechuguilla? professor: dry as a bone. well, that might be a bit of an exaggeration. but its safe to say that its sulfuric acid and not moving water that formed lechuguilla cave and those few other ones like it. in fact, there is no evidence that flowing water has even gone in or out of the cave. so, its like a maze. you have passageways all around. there are wide passages, narrow ones at all different depths, like underground tunnels in the limestone. and, since they were created underground and not from flowing surface water, not all these passageways have an opening to the outside world. and. .and there is other evidence that flowing water wasnt involved in lechuguilla. weve said that sulfuric acid dissolves limestone, right, and forms the passageways? what else does sulfuric acid do? paul? male student: ah, leaves a chemical residue and. female student: gypsum, right? professor: yep, youll find lots of gypsum deposited at lechuguilla. and, as we know, gypsum is soluble in water. so if there were flowing water in the cave, it would dissolve the gypsum. this is part of what led us to the realization that lechuguilla is in that small group of waterless caves. and lechuguilla is pretty much dormant now. its not really forming any more. but, there is other ones like it, for example, in mexico, that are forming. and when cave researchers go to explore them, they see and smell, the sulfuric acid and gases of.er.phew.now, something else, think of rotten eggs. and, its not just the smell. explorers even need to wear special masks to protect themselves from the gases in these caves. ok? paul.male student: yeah, how about what these caves look like on the inside? professor: well, the formations. .there is really something. theres such variety there like nothing anywhere else in the world, some of them are elaborate looking, like decorations. and a lot of them are made of gypsum and could be up to 20 feet long. its pretty impressive. listening script for tpo test 16 listening section 1 lecture 2 narrator: listen to part of a lecture in a music history class. professor: up until now in our discussions and readings about the broken early classical periods, weve been talking about the development of musical styles and genres within the relatively narrow social context of its patronage by the upper classes. composers, after all, had to earn a living and those who were employed in the services of a specific patron, well, i dont have to spell it out for you, the likes and dislikes of that patron, this wouldve had an effect on what was being composed and performed. now, of course, there were many other influences on composers, um, such as the technical advances weve seen in the development of some of the instruments, uh, you remember the transverse flute, the clarinet and so on. but i think if i were asked to identify a single crucial development in european music of this time, it would be the invention of the piano, which, interestingly enough also had a significant effect on european society of that time. and ill get to that in a minute. now, as we know, keyboard instruments existed long before the piano - the organ, which dates back to the middle ages, as do other keyboard instruments, such as the harpsichord which is still popular today with some musicians. but none of these has had as profound an impact as the piano.um, the piano was invented in italy in 1709. the word piano is short for pianoforte, a combination of the italian words for soft and loud. now, unlike the harpsichord which came before it, the piano is a percussion instrument. you see, the harpsichord is actually classified as a string instrument, since pressing a key of a harpsichord causes a tiny quill thats connected to the key to pluck the strings that are inside the instrument, much the same as a guitar pick plucks the strings of a guitar but pressing the keys of a piano causes tiny felt-covered hammers to strike the strings inside the instrument, like drumsticks striking the head of a drum. this striking action is why the piano is a percussion instrument instead of a string instrument.okay, so why is this so important? well, the percussive effect of those little hammers means that the pianist, unlike the harpsichordist, can control the dynamics of the sound - how softly or loudly each note is struck, hence the name, pianoforte, soft and loud. now artistically for both composers and performers this was a major turning point. this brand new instrument, capable of producing loud and soft tones, greatly expanded the possibilities for conveying emotion. this capacity for increased expressiveness, in fact, was essential to the romantic style that dominated 19th century music. but im getting ahead of myselfum, before we get back to the musical impact of this development, i wanna take a look at the social impact that i mentioned earlier. now, in the late 1 7005 and the earlier 1 800s, the development of the piano coincided with the growth of the middle class in western europe. of course folk music, traditional songs and dances had always been part of everyday life. but as mass production techniques were refined in the 19th century, the price of pianos dropped to the point that a larger proportion of the population could afford to own them. as pianos became more available, they brought classical music, the music which previously had been composed only for the upper classes, into the lives of the middle class people as well.one way in particular that we can see the social impact of this instrument is its role in the lives of women of the time. previously, it was quite rare for a woman to perform on anything, but maybe a harp or maybe she sang. but suddenly in the 19th century it became quite acceptable, even, to some extent, almost expected for a middle-class european woman to be able to play the piano, partly because among upper-middle class women it was a sign of refinement. but it was also an excellent way for some women to earn money by giving piano lessons. and some women, those few who had exceptional talent and the opportunity to develop it, their lives were dramatically affected.later well be listening to works by a composer named robert schumann. but lets now talk about his wife clara schumann. clara schumann was born in germany in 1819. she grew up surrounded by pianos. her father sold pianos and both her parents were respected piano teachers. she learned to play the instrument when she was a small child and gave her first public recital at age 9. clara grew up to become a well-known and respected piano virtuoso, a performer of extraordinary skill who not only gave concerts across europe, but also was one of the first important female composers for the instrument.listening script for tpo test 16 listening section 2 conversation 2 narrator: listen to a conversation between a professor and a student . professor: jeff, im glad you drop by. ive been meaning to congratulate you on the class leadership award. student : thanks professor bronson, i was really happy to get it and a little surprised. i mean, there were so many other people nominated. professor: well, i know the award was well deserved. now, what can i do for you today? student: i needed to talk to you about the medieval history test you know, the one scheduled for friday afternoon. professor: yes? student: well, there is this trip that my french class is taking. we are going to montreal for the weekend. professor: montreal? thats my favorite city. whatll you be seeing there? student: im not sure yet. well, the reason, the main reason i wanted to go is that well be rooming with french speaking students there, you know, so we can get a chance to use our french to actually talk with real french speakers. professor: it sounds like a good opportunity. but then, there is that test. student: yeah. but. well, the thing is the bus leaves right in the middle of when our history class meets this friday. so, well, i was thinking maybe i could take the test on a different day like monday morning during your office hours? professor: eh.monday morning.um.that would not be.oh wait, let me just see one thing. aha, okay. thats what i thought. so, for your class, i was planning a take-home exam so you could just take the test along with you. lets see, i guess you could come to class friday just to pick up the test. that way youd still make your bus, and then find some quiet time during your trip to complete it and you can bring it to class wednesday when ill be collecting everyone elses. student: hmm. . um.during the trip, well, i guess i could. so i should plan to take my books and stuff with me. professor: youll definitely need your class notes. im giving you several short essay questions to make you think critically about the points weve discussed in class, to state. .uh state and defend your opinion, analyze the issues, speculate about how things might have turned out differently. so, you see, i dont care if you look updates and that kind of thing. what i want is for you to synthesize information to reflect back on what weve read and discussed and to form your own ideas, not just repeat points from the textbook. does that make sense?student: yeah, i think so. you are looking for my point of view.professor: thats right. the mid-term exam showed me that you know all the details of who, where and when. for this test, l want to see how you can put it all together to show some original thinking. student: thats sounds pretty challenging, especially trying to work it into this trip. but, yeah, i think i can do it. professor: im sure you can. student: thank you, professor bronson. professor: have a great time in montreal. listening script for tpo test 16 listening section 2 lecture 3 narrator: listen to a part of a lecture in a biology class. professor: ok. lets continue our discussion about animal behavior by talking about decisions that animals face, complex ones. animals, even insects, carry out what look like very complex decision making processes. the question is how. i mean no one really thinks that, say a bee goes through weighing the pros and cons of pollinating this flower or that flower. but then how do animals solve complex questions, questions that seem to require decision making. the answer well propose of course is that their behavior is largely a matter of natural selection. as an example, lets look at foraging behavior among beavers.beavers eat plants, mostly trees. and they also use trees and tree branches to construct their homes in streams and lakes. so when they do forage for food and for shelter materials, they have to leave their homes and go up on land where their main predators are. so there are a number of choices that have to be made about foraging. so for example, um. they need to decide what kind of tree they should cut down. some trees have higher nutritional value than others, and some are better for building material, and some are good for both. um.aspen trees. beavers peel off the bark to eat and they also use the branches for building their shelters. so aspens do double duty. but ash trees, beavers use ash trees only for construction. another decision is when to forage for food. should they go out during the daytime when its hotter outside and they have to expend more energy, or at night when the weather is cooler but predators are more active?ok, but there are two more important issues, really the most central, the most important, ok? first, lets say a beaver could get the same amount of wood from a single large tree when it has lots of branches as it could get from three small trees. which should it choose? if it chooses one large tree, it have to carry that large piece of wood back home, and lugging a big piece of wood 40 or 50 yards is hard work, takes a lot of energy. of course itll have to make only one trip to get the wood back to the water on the other hand, if it goes for three small trees instead, it will take less energy per tree to get the wood back home but itll have to make three trips back and forth for the three trees. and presumably, the more o