说明私人tpo版listening1-19tpo117听力script

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3、nlytoeflsimpleTracy*水水 wobaobao519ZZZ回声天涯/tp老师 炫冰季节-Leon旸旸/ty银落花开 草木也知愁Darken（FateStayMind） zhhmt86（澎恰恰）daborahulinlin24karen_0315(晗)Light名字是个词儿(FloraQ)花拉子密24Kaitn某Happy03丫头帆RogerNa狐狐狸 雪候鸟 明日萌PeruiTPO 后期校稿：啊呆 NEOSaavedro家家yoonjae無老师-Leontoeflsimple友情支持：無老师草木也知愁TPO 13 Listening PartPart 1 - Script:TP

4、O 13 Conversation 1Professor:Good afternoon, Alex, can I help you with something?Student:Well, I want to talk with you about the research project you have assigned today. I umI hope you could clarify a few things for me.Professor:Ill certainly try.Student:Ok, all we have tos do two observations and

5、take notes on them, right?Professor:Ur, a pts the start, but you need to do some research, too. Then you will writert is not so much about the observations, but a synthesis of whatyou have observed and read.Student:Ok.And what about the children I am supe to observe?Professor:Not children, a single

6、child observed twice.Student:OhOk, so I should choose a child wipermisof a childs parents ofcourse and then observed then?t child a couple of times and take good notes,Professor:Actually after yourobservation, you go back and look through yourtextbooko to a library and find a few sourconcerning the

7、stage ofdevelopment, the particular child is in. Then, with make the second observation of the same child to developmental behaviors are exhibited.t knowledge, you will see if these expectedStudent:Can you give me an exle?Professor:Well, en, if you observed a 4 year-old child, for exle, my daughter

8、is 4years old; you might read up on cushy stage of cognitive development we covered those in class.Student:AhaProfessor:And most likely, what stage would a child oft age be in?Student:Um the pre-operational stage?Professor:Exactly, ifts the case, her languages used to be maturing and her memoryand i

9、magination would be developed.Student:So she might play pretend like she can pretend when driving her toy car acrossa coucht the couch iually a bridge or something.Professor:t is right. In addition, her thinking would be primarily egocentric.Student:Sod be thinking mostly about herself and her own n

10、eeds, and mightnot be able to see things from anyone else.Professor:En humsStudent:But what if she doesnt? I mean, what if she doesnt demonstrate those behaviors?Professor:ts fine; youll notet in your pr. See, your pr should comparewhat is expected of children at certain stages of development with w

11、hat youactually observed.Student:Ok, I have one more question now.Professor:Whatst?Student:Where can I find a child to observe?Professor:Ur, I suggest you contact the education department secretary. She has a list of contacts at various schools and with certain fami s who are somehow connected to th

12、e university. Sometimes they are willing to help out students with projects like yours.Student:Ok, Ill sty the educational department office this afternoon.Professor:And if you have any trouble or any more questions, feel free to come by during my office hours.TPO 13 Lecture 1Narrator:Listen to the

13、lecturehe city planning class.Professor:he last 15 yearsor so, many American cities have had difficulties inmaaining a sucsful retail environment. Business ownershe city l losses,centers or the downtown areas have experienced some finan because of the city movement of the people out of the city andt

14、henosuburbs. In general, downtown areas, just donvet many residentialareas, nott many people live there. So what did city planners decide to doabout it? While,ay theyve came up with the some ways to attract morepeople, to shop downtown was by creating pedestrian malls.Now, what isdestrian mall? Its

15、a pretty simple concept really, it isessentially an outdoor shop well, unlike many of other shoparea designed just for people on foot. Andmallst are built in suburb nowadays, he downtown areas of the city. comfortable outdoor sitting andthese pedestrian malls are typically located And there are feat

16、ures like white sidewalks,maybe even for tens-UNyou know art. There are variations on this mofcourse, but the common denominators are always an idea of creating ashopspacet will get people to shophe city without needing theircars. So I am sure you can see how heavy an areat off-limits to automobilet

17、raffic would be ideal for heavily populated city where, well, the streets will otherwise be bustling with noise, unpleasant traffic congestion. Now the concept which originated in Europe was adopted by American city planners inthe late 1950s. And since then, a number of Unites Ses cities have create

18、dthe pedestrian malls. And many of them have been highly sucsful. So whatdoes city planner learns about making these mallcceed?Well, there are two critical factors to consider when creating the pedestrian malls- location and design. Both of which are equally important. Now lets start with location.

19、In choosing a specific location for pedestrian mall, there arein fact two considerations. Proximity to potential customers, UNts wellcall it customer base and acsibility to public transporion which we will geto just a moment. Now, for a customer base, the most obvious exle would be a large office bu

20、ilding since the employees could theoretically goshop ex spaafter work or during theirch hour, right? Another really goodle is convention center which typically has a hoand large meetingto draw visitors to the city for major business conferenand events.But ideally, the pedestrian malls will be used

21、by local residents, not just peopleworking transpor transporhe city or visiting the area. Sots where acs to the publicion comes in, if if the designlaned to locate the malls in centralion hub, like bus terminal, a major train, subway sion or they workwith city offils to create sufficient parking are

22、as, not too far from the mall,whiake sense because people can driveo the mall area or then theyneed easy acs to it.OK, sots location, but what about design? Well, design doesnt nesarilyinclude things like sculptures or decorative walkways or or even eyecatching window displays, you know art. Althoug

23、h I bet theto admen thosethings are ascetically appealing, however, visually pleasing sights, while thereare not a part of pedestrian malls designt mattern most. The keyhich allowsconsideration is a compact and convenient layout.pedestrians to walk from one end of the mall to the other in just a few

24、 minutes,so you can get the major stores, restras and other central plawithout creativehaving to take more planning.n one or two turns. Now, this takes a carefuBut now what if one ingredient to this planning recipe is missing? There couldquite besibly long lasting effects. And I think a good exle is

25、 pedestrianmall built, i part of suche Louisville Kentucky for instance. Now when the Louisville mall wass lots of visual appeal, it was attractively designed, righthe smalldowntown and it pretty muchsessed other design elements fors. But now, here is my poabout location comeso play. Therewasnt a co

26、nvention center around to help joining visitors and was the onlynearby hoeventually closed down fort same reason. Well, you canimagine how these malls affected local and pedestrian malls business owners. Sort of what was we called it a chain reaction. It wasnt until a conventioncenter and a parking

27、garage was built about decades latert malls started tobe sucsful.TPO 13 Lecture 2Narrator:Listen to a part of a lecture in an ecology class.Professor:So, continuing our discusof ecological systems- whole systems. Themahing to ken mind here is theerrelationships. The specieshesystem err. and take wha

28、t youveeven the landsc read for thisitself, they areerdependent. Lets kend and see if we can apply thiserdependence idea. Mike?Student:Well, um, how about beavers- ecosystems with beavers in waterways.Professor:Good, good, go on.Student:Like, well, you can see how its so important, cause if you go b

29、ack beforeEuropean settled in normerica, like before the 1600s, back when nativeAmericans were the only people living here, well, back then there were a lot of beavers, but later on, after EuropeansProfessor:OK, wait, I see where you are heading with this, but before we go o how European settlement

30、affected the ecosystem, l me this- what kind of environment do beavers live in? Think about what it was like before the Europeans settlers came, well come back to where you were headed.Student:OK, well, beavers live near streams and rivers and they block up the streamsand rivers with like logs and s

31、ticks and mud. You know, they build damstreally slow down the flow of the stream. So then the water backs up, andcreates like a pondt floods the nearby land.Professor:Andt creates wetlands. OK,l me more.Student:Well with wetlands, its like there is more standing water, more Stillwateraround, andt wa

32、ter is a lot cleanern swiftly flowing water, because thedirt and settlement and stuff has the chance to sink to the bottom.Professor:More important for our discus, wetland areapport a lot more variety oflifen swiftly flowing water. For exle, there are more varieties of fish orinsects, lots ofpi, and

33、 then speciest rely on those species start tolive near the wetlands too.Student:Yes, like birds and mammalst eat the fish and insects, and you can gettrees and plantst bego grow near the standing water,t cant grownear the running water. Oh, and theres something about wetland, and ground water too.Pr

34、ofessor:OK, good. Wetlands have a big affect on ground water, the amount of water below the surface of the land. Think of wetlands as, Umm, like a giant sponge,the earth soaks up a lot of this waterts continually flooding the surface,which increases the amount of water below. So where is there a wet

35、land, you get a lot of ground water, and ground water happens to be a big source of our own drinking water today. So, back to the beavers, what if the beavers werent there?Student:You jusve a regular running stream, because there is no dam, so theecosystem would be compley different, there would be

36、fewer wetlands.Professor:Exactly, so, now lets go back to where you were headed before, Mike. Youmentioned the changet occurred after Europeans came to Normerica.Student:Yeah, well, there used million beavers, just came, they startedto be beavers all over the place, something like 200 he continenta

37、ited S es. But when Europeans ting the beavers for their fur, because beaver fur isreally warm, and it was really popular for making hats in Europe. So thebeavers wereted a lot, overted, they are almost extinct by the 1800s,sot meant fewer wetlands, less standing water.Professor:And what doest mean

38、for the ecosystem? Kate?Student:Well if there is less standing watern the ecosystem can support its manyspecies, because a lot of insects and fish andcant live in running water,and then the birds and animalst eat them, lose their foodpply.Professor:Precisely, so the beaverhis ecosystem is what we ca

39、ll a keystone species. The term keystone kind of explains itself. In architecture, a keystone in anarchway or doorway is the stone keeps it from collapsing. Well, ecosystem. Its the critical speciest holds the whole thing together, and ts what a keystone species does in an t keeps the system going.

40、Now, beaverpopulations are on the rise again, but there is something to think about.Consider humans as part of these ecosystems, youve probably heard aboutwater shortages or restrictions on how much water you can use, espe the summer time, in recent years. And remember what I saidlly in about thoseg

41、roundwater; imagine if we still have all those beavers wetlands. What would our water supply be like then?around,allPart 2 - Script:TPO 13 Conversation 2Narrator:Listen to a conversation betn a student and the language lab manager.Student:Hi, Im not sure, but err. is this the Carter language lab?Man

42、ager:Yes, it is. How can I help you?Student:Im taking theyear Spanish this semester. Our professor sayst weneed to come here to view a series ofWorkingonYourAccident.s. I think it is called SpanishManager:Yes, we havet. Err.They are on the wall behind you.Student:So, I can just take.errCan I take th

43、e whole series home? I think there arethree of them.Manager:I guess you havent been here before.Student:No, no I havent.Manager:Ok, well, you have to watch the open room and sign out thes here. You need to sign you need, just start with theo reserve anoneheseries, eachhave an hour long.Student:So, i

44、t is alibrary, basically?Manager:Yes, but unlike the library, you cant take anys out of the lab.Student:OK, so how long can I use theroom for?Manager:You can sign up for two hours aime.Student:Oh, good, so I can wat pretty busy all the time?oren onewhen I come up here. Is the labManager:Well, rooms

45、are usually full read after dinner time, but you can sign up the day before to reserve the room if you are.Student:Err.the day beforeBut, I can just stopo see if the any lab is open, right?Manager:Sure, stop in any time.Student:What aboopies of theses? Is there just one copy of eachhe series?I dont

46、want to miss out everyone comes in a once.Manager:Oh, no, we have several copies of each tof Spanish accident series. Weusually have multiple copies for everything for eachcollection.Student:Super. So.how many rooms are there totalhe lab?Manager:20. They are pretty small. So, we normally get oneor n

47、o moren asmall group of peopleheir watching thetogether. Actually, someoneelse for your class just came in and took theSpanisho watch. You e to havecould probably run in a watch with them. Of course, you areown room. But, sometimes students like to watch with classmate, so they canreview the materia

48、l with each other afterwards. For ex content they didnt really understand.Student:le, it was with someI guess I prefer my own room. I concentrate better about myself and I dont want to miss anything, you know, and it is probably already started watching it.Manager:No problem, weve got a lot of rooms

49、 open right now. When you come in, yousign your name on the list and I signed the room number or if you callteventt itendedl you your room number, if you fet, just come in andtake a look at the list. Thes are over there.Student:Great,nks.Narrator:Listen to part of the lecture in poetry class, the pr

50、ofessor is discussing medieval poetry.Professor:OK, so the two poems we are looking at today fall times, which was how long ago?o the category of medievalStudent:Almoshousand years ago, right?Professor:Yes,ts right.Student:But, professor, are you sure these are poems? I mean I thought poems were sho

51、rter; these were more like long stories. I mean one of them must all about love, but the other one the ChanChanwhatever it called, the other one; its all about fighting and battles. I mean can both of them be considered to be poems?Professor:Well, think back to the very beginning of this course.Stud

52、ent:AhaProfessor:Remember how we, we define poetry?he very broadesse, we saidits written to evoke, to make you, the audience, have some kind of the emotional experience through the use of imagery, en, some kinds ofpredictable rhythm. And usually, but not always, theres moren onemeaning impd with the

53、 wordst are used.Lets start with the Chanson poetry.ts Chanson. Chanson poembecame popular in Europe, particularly in France, and the term iuallyTPO 13 Lecture 3short for a longer French phraset translates to ahuh songs of deeds.Now they were called songs of deeds because strangely enough, they were

54、 written to describe the heroic deeds or actions of warriors, the knights durings. We dont know a lot about the authors, it still contests somewhat.But we are pretty sure about who the Chanson poems were written for.t they whois-they were written for the knights and the lords-the nobilitytserved. Th

55、e poems were song performed by a minsstrola, a singertravelled from castle to castle, singing to its local lord and its knights. Ah well, would someone summarize the main features of the Chanson poems you read?Student:Well, theres a hero, and a knight, who goes to battle, and he is inspired for his

56、courage, bravery and loyalty, loyalty to the royalty serves, his country andhis fellow warriorshe field. Hes a, he has a, hes a skilled fighter, willing toface the most extreme dangers, sacrifi everything to protect his king and country.l, willingt sacrifice anything andProfessor:Ok, now be givent t

57、heended audienfor these poems were knights e of Chanson poetry? Whatand lords. What can we say about the pur kinds of feelings were it meant to provoke?Student:I guess they must been really appealing to those knights and lords who were listening to them. Hearing the songs probably made them feel mor

58、e patriotic, made them feel like a good noble thing to serve their countries, and whatever way they could.Professor:Good, weve got a pretty good picture of what the Chanson hero was like.Now lets comparet to thethe othoem. The othoem is anexle whats called Romance Poetry. And thethe romance poemswas

59、 also in knight. But what made the knight in Romance Poetry differentfrom the knight in Chanson poetry. Well,the pure of the heroionswas different. Thethe Romance Poetry is independent, purely solitaryin a way, not like the Chanson poet who was alwayrrounded by hisfighting companions. He doesnt enga

60、geheto protect his lords orcountry. He does it for the sake of adventure, to improve himself, to show his worthy of respect and love for his lady. Hes very conscious of the particularrules of sol behavior he has to live up to somehow. And all of those actionsare for the pure of provingt he is an upr