TPO4文本标注(沉诗萌)word参考范本

第PAGE第14页TPO4Passage1Conversation1NarratorListentoaconversationbetweenastudentandalibrarian.LibrarianCanIhelpyou?StudentYeah,IdtofindareviewIt’sformyEnglishl.Weetofindreviewsftheplaywearereading.ButtheyhavetobefromwhentheplaywasfirstIneedtoknowwhenthatwasandIsupposeIshouldstartwithnewspaperreviewsLibrarianContemporaryreviews.StudentSorry?LibrarianYouwantcontemporaryreviews.(Q5)sthenameoftheplay?StudentIt’syStrangers.Itsnn2deesupposedtotinfluenceonAmericantheatreandshowwhyit ’sbeensoimportant.LibrarianWell,thatcertainlyexplainswhyyourprofessorwantsyoutoreadsomeofthoseoldreviews.Thecritiquesreallytoretheplaytopieceswhenitopened.ItNobodyhadeverseenanythinglikeitonthestage.StudentReally?Isthatabigdeal?LibrarianOh,sure.Ofcoursethecritics’reactionmadesomepeoplekindofcuriousaboutit.Theywantedtoseewhatwascausingallthefuss.Infact,wewereonvacationinNewYork.Oh,Ihadtobe,oh,around16orso,andmyparentstookmetoseeit.Thatwould’vebeenabout1965.StudentSothatwastheyearitpremiered?Great!Butuh,newspapersfrombackthen’tonline,so,howdoI ⋯LibrarianWell,wehavecopiesofoldnewspapersinthebasement,andallthemajorpaperspublishreferenceguidestotheirarticles,reviews,etc.Youwill find theminthereferencestacksintheback.ButIstartwith1964,IthinktheplayhadbeenrunningforalittlewhilewhenIsawit.StudentHowdoyoulikeit?Imeanjusttwocharactersonthestagehangingaroundbasicallydoingnothing.LibrarianWell,Iwasimpressed.Theactorswerefamous,andbesidesitwasmyfirsttimeinarealtheatre(.Q3)Butyouareright.Itwasdefinitelydifferentfrommanyplaysthatwereadinhighschool.Ofcourse,inasmalltowntheassignmentsareprettytraditional.StudentYeah,I ’veonlyreaditbutitdoesn ’tseemlikeitwouldbemuchfuntowatch.Thestorydoesn ’tprogressinanysortoflogicalmatter,doesn ’thaverealendingeithjuststops.Honestly,youknow,Ithoughtitwaskindofslowandboring.LibrarianOh,wellIguessyoumightthinkthat.ButwhenIsawitbackthenitwasanythingbut.Somesereallyfunny,tIremembercryingto(Q3).ButI’surejustit.Youknow,they ’vedonethisplayatleastonceoncampus.I ’surethereisatapeoftheplayinourvideolibrary.Youmightwanttoborrowit.StudentThatgoodidea.I’aveabetterideaofwhatIreallythinkofit beforeIthosereviews.LibrarianI’msureyouwillbesurprisedthatanyoneeverfounditradical.Butyouwhyitisstillpowerful,dramaticallyspeaking.StudentWell,theremustbesomethingaboutit,ortheprofessorwouldnaveassignedit.I’msureI ft(Q4)Passage2Lecture1-Biology(DisplacementActivity)NarratorListentopartofalectureinabiologyclass.Theclassisdiscussinganimalbehavior.ProfessorOk,thenextkindofanimalbehaviorIwanttotalkaboutmightbefamiliartoyou.Youmayhaveseen,forexample,abirdthat ’sinthemiddleofamatingritual,andsuddenlyit stopsandpreens,youknow,it takesafewmomentstostraightenitsfeathers,andthenreturnstothematingritual. Thiskindof behavior,thisdoingthatseemscompletelyoutofplace,is whatwecall a‘DisplacementActivity ’.Displacementactivities areactivities that animals engagein when they conflictingdrives.(Q6)Ifwetakeourexamplefromaminuteago,ifthebirdisafraidofitsmate,it ’sconflicted.Itwantstomatebutit ’salsoafraidandwantstorunSo,instead,itstartsgroomingitself.So,thedisplacementactivity,thegrooming,thestraighteningofitsfeathers,seemstobeanirrelevantbehavior.So,whatdoyouthinkanotherexampleofadisplacementactivitymightbe?KarlHowaboutananimalthat,um,insteadoffighting its enemyorrunningaway,itattacksaplantorabush?ProfessorThteallydsuggestion,Karl. Butthatalled‘redirectingTelredirectingitsbehaviortoanotherobject,inthiscase,theplantorthebush.Butthatnotanirrelevant orinappropriateThebehaviormakessense.It’serthecircumstancesButtntakesensesthetthebehavior ‘sdirectedtowards.Ok,whoelse?Carol?CarolIthink Ireadin anotherclassaboutanexperimentwhereanobjectthattheanimalwasafraidofwasputnexttoitsfood totheanimal ’sfood.Andtheanimal,itwasconflictedbetweenconfrontingtheobjectandeatingthefood,soinstead,itjustfellasleep.Likethat?ProfessorThat’y tI mean.tsethelt twoconflictingdrivescompetinginthiscase,fearandhunger.Andwhathappensis,theyinhibiteachother,theycanceleachotheroutinaway,andathirdseemingly irrelevant surfaces through a processthat we call‘DisinhibitionNow,in disinhibition,thebasicideais thattwodrivesthatseemtoinhibit,to holdback,athirddrive.Well,well, they’inawayofeachotherina⋯inaconflictsituationandsomehowlosecontrol,losetheirinhibitingeffectonthatthirdbehavior,which meansthatthethirddrivesurfaces,it theanimal’sbehavior.Now,thesedisplacementactivitiescanincludefeeding,drinking,grooming,evenThesearewhatwecall‘whydoyouthinkdisplacementactivitiesaresooftencomfortbehaviors,suchasgrooming?KarlMaybeet yforthemto?Imean,gseefthemostthingsnlcan.It ’ssomethingtheyolthei)dtheyhavethestimulusrightthereontheoutsideoftheirbodiesinordertodothegrooming,oriffoodisrightinfrontofthem.Basically,theydon ’thavetothinkverythosebehaviors.CarolProfessor,isn ’titpossiblethatanimalsgroombecausethey ’vegotmessedupalifromfighting ormating?Imeanif abirdgetruffledorananimalmaybeit ’snotsostrangeforthemtostopandtidythemselvesupatthatpoint.ProfessorThatpossiblereasonalthoughitdoesn ’tnecessarilyexplainotherbehaviorssuchaseating,drinkingorsleeping.isthatstudieshavebeendonethatsuggestthattheanimal’senvironmentmayplayapartindeterminingwhatkindofbehavioritdisplays.For,there ’sa,the ‘(1thnthe ‘dthrush ’inanconflict,thatis,it ’scaughtbetweenthetwourgestoescapefromortoattackanenemy,ifit ’ssittingonahorizontalbranch,it ’llwipeitsbeakperch.Ifit’ssittingonaverticalbranch,it ’llgroomitsbreastfeathers.Theimmeenvironmentofthebird,itsimmediate,um,itsrelationshiptoitsimmediateenvironmentseemstoplayapartinwhichbehaviorwilldisplay.Passage3Lecture2-Literature(EmersosNarratorListentopartofalectureinaliteratureclass.ProfessorAllright,soletmeclosetoday ’sclasswithsomethoughtstokeepinmindwhileyouegtonight .YoulereadingefhWaldoEmerson ’sknowns ‘-works.

Q12)dcomparingthssdIthinkthisessayhasthepotentialtobequitemeaningfulforallofyouasyoungpeoplewhoprobablywonderaboutthingsliketruthandwhereyourlivesaregoing-allsortsofprofoundquestions.Knowing somethingtEmerso’sl pyounyouread‘Sfe ’.And,efthemainsthatedsttruth.t thatt omethingthatecanetaught,Emersonsayst fsund ourselves.Sothistruth,theideathatit ’sineachoneofus,isoneofthefirstpointsthatyou’Emersonmakingin this essay.Itbit abstractbuthe’into⋯uh⋯intoeachpersonbelievinghisorherownthought,believinginyourself,thethoughtorconvictionthat ’strueforyou.Buty,etiesthatnhasortf ‘tththatknowsbutdoesn’ouchwithourselvesinaway,sowejustaren’tcapableofrecognizingprofoundtruth.Ittakesgeniuses,peoplelike,say,Shakespeare,who’reuniquebecausewhentheyhaveaglimpseofthistruth,thisuniversaltruth,theypayattentiontoitandexpressitanddon’jtustdismissitlikemostpeopledo.SoEmersonisreallyintoeachindividualbelievinginandtrustinghimorherself.Yo’lseethates,,firs,onformity.ecriticizesthateftimeforabandoningtheirownmindsandtheirownwillsforthesakeofconformityandTheytrytofitinwiththerestoftheworldeventhoughit ’shtheirsdtheir.Therefore,t -cnfrittoea–tooyornthing,tg ttrethink.That’importantpoint.Hereallydrivesthisargumenthomethroughouttheessay.Whenyouarereading,Iwantyoutothinkaboutthatandwhythatkindofthoughtderelevanttothereadersfstime. rthiss,‘S-lfe wasanovelideaatthetimeandtheUnitedStatescitizenswerelesssecureaboutthemselvesssdsAmerican(.17)Thecountrysaestryingtodefineitself.Emersonwantedtogivepeoplesomethingtoreallythinkabout,helpthemfindtheirownwayandwhatitmeanttobewhotheywere.Sothat ’sthatIthinkisdefinitely asrelevanttodayasit wasthen,probably,um,especiallyamongyoungadultslikeyourselves,youknow,uh,collegebeingatimetosortofreallythinkaboutwhoyouareandwhereyou ’regoing.Now,wealreadysaidthatEmersonreallyemphasizesnon-conformity,right?Asawaytosortofnotloseyourownselfandidentityintheworld,tohaveyourowntruthandnotbeafraidtolistentoit.Well,hetakesthisastepfurther.Notconformingalsomeans,uh,notconformingwithyourselfryour.Whatsthatmean?Well,f you’vsnacertainyreacertainthing,tt tg foryouymore,ryou’rcontent,Emersonsaysthatt ’efoolish to econsistentnh r.ocusnthefutur,”esays, “That'stmatte1rI.consistencygood.”etalkstaship ’svoyagetithemostfamoussfthey-howthebestvoyageismadeupofzigzaglines.Upclose,itseemsalittleallovertheplace,butfromfartheraway,thetruepathshowsandintheendit justifiesalltheturnsalongtheSo,don’tworryifyouarenotsurewhereyou ’reheadedorwhatyourlong-termgoalsare.Staytruetoyourselfandit ’llmakesenseintheend.Imean,Icanattesttothat.BeforeIwasaliteratureprofessor,Iwasanaccountant.Before that, I wasanewspaperMy life is taking someprettyinterestingturnsandhereIam,veryhappywithmyexperiencesandwherethey ’broughtme.Ifyourelyonyourselfandtrustyourowntalents,yourowndon’tworry,yourpathwillmakesenseintheend.Passage4Conversation2NarratorListentoaconversationbetweenastudentandaprofessor.ProfessorHey,Jane,youlooklikeyouareinahurry.StudentYeah,thingsarealittlecrazy.ProfessorOhsgoingon?StudentOh,t .Well,sincet ourclass,Ist K.Its,tthatIhavingtroublewithmygroupProfessorAh,yes,duenextweek.What ’syourgroupdoingagain?StudentIttdStatesSupremet.Weegtthetrecentcasesonpropertyrights,municipallandusecases,owningdisputes.ProfessorRight,OK.Andit ’snotgoingwell?Studenttreally.I ’mdtrtwoenmy.Theyetsittingback,notreallydoingtheirfairshareoftheworkandwaitingforanA.It ’stressingmeout,becausewearegettingclosetothedeadlineandIfeellikeIeverythingforthisproject.ProfessorAh,thegoodoldfreeriderproblem.StudentFreerider?ProfessorAh,t ’sttmthatsthissituatio,nenthepseektothebenefitsofbeinginagroupwithoutcontributingtotheAnyway,whatyoyoumeannyousaytheytsit?Imeanthey’vefiingtheweeklyprogressreportswithme.StudentYes,butIfeellikeI ’mdoing90%ofthework.Ihatetosoundsonegativehere,but,theyetakingcreditforthingstheyshouldn ’tditfor.elinthelibrary,wedecidedtosplituptheresearchinto3partsandtheneachofuswassupposedtofindsourcesinthelibraryforourparts.Iwentofftothestackandfoundsomereallygoodmaterialformypart,butwhenIgotbacktoourtable,theywerejustgoofingoffandtalking.SoIwentandgotmaterialsfortheirsectionsaswell.Professor⋯youknowyoushouldn ’tot2StudentIknow,tIn ’tttoriskthetgt.eProfessorIknowTeresadKevin.Idhfthemnrcourses.So,I ’mtheworkandworkStudentIknow,metoo.And’swhythishasreallysurprisedme.ProfessorDoyou⋯doesyourgrouplikeyourtopic?StudentWell,Ithink’dlratherfocusncasesthatlhl,aboutfreedomofspeech,thingslikethat.ButIchosepropertyrights.ProfessorYouchosethetopic?StudentYeah,Ithoughtitwouldbegoodforus,allofustotryProfessor⋯maybe that’stftheQ22)MaybeTeresadKevinn’tthatexcitedaboutthetopic?(Q20)Andsinceyoupickedit,haveyouthought thematallaboutpickingadifferentB)StudentBute’vetlthesourcesdt ’set.Westartfretimetoscratch.ProfessorOK,Iltyouo ‘causeIknowyouet.mightconsidertalkingtoyourgroupaboutyourtopicB)StudentIwillthinkaboutit.Gottorun,seeyouinclass.Passage5Lecture3-Geology(MovingRocks)NarratorListentopartofalectureinageologyclass.ProfessorNowafewminutesbeforeweleavefortoday.SoI’touchonaninterestingsubjectthatIthinkmakesanimportantpoint.W’vecoveringrocksdttypesfrocksforthetseveral.utnextweekwearegoingtodosomethingabitdifferent.AndtogetstartedIthoughtI’dmentionshowshowuh ⋯asageologist,youneedtoknowaboutmorethanjustrocksandthestructureofsolidmatter.Moving rocks,youmayhaveheardaboutItamystery.Deathvalleyisthisdesertplain,adrylakebedinCaliforniasurroundedbymountainsandonthedesertfloorthesehugerocks,someofthemhundredsofpounds.Andtheymove.Theyleavelongtrailsbehindthem,tracksyoumightsayastheymovefromonepointtoanother.Butnobodyhasbeenabletofigureouthowtheyare movingbecausenoonehaseverseenithappen.Nowtherearealotof butallweknow forsureisthatpeoplearen ’tmovingtheTherearenofootprints,notypetracksandnoheavymachinerylikear ⋯,gstntomovetheseyrockQ24)So what’on?Theory NO.1 Wind. Someresearchersthink powerfuluh⋯windstormsmightmovetherocks.Mostoftherocksmoveinthesamedirectionasthedominantwind patternfromsouthwesttonortheast.Butsome,andthisis,movestraighttesomezigzagrnmovenecircl.Hmmm⋯Howcanthatbe?

28)Howaboutwindcombinedwithrain?ThegroundofthisdesertismadeofIt ’s,sot .Butntherestelrain,theclaydextremelyItfor anyoneto standon,walk on.Somescientiststheorizedthatperhapswhenthegroundisslipperythehighwindscanthenmovetherocks.ThereproblemwiththisOneteamofscientistsfloodedanareaofthedesertwithwater,thentrytoestablishhowmuchwindforcewouldbenecessarytomovetherocks.Andgetthis:youneedwindsofatleastfivehundredmilesanhourtomovejustthesmallestrocks!Andwindsthatstronghaveneverbeenrecorded.Ever!Notonthisplanet.SoIthinkit ’ssafetosaythatthatissueshasbeenHereisanotherpossibilityIt ’spossiblethatrainonthedesertfloorcouldturntothinsheetsfentempeurespt.Sofrocks einice,uh ⋯OK,couldapieceoficewithrocksinitbepushedaroundbythewind?Butthere ’saproblemwiththistheory,too.Rockstrappedinicetogetherwouldhavemovedtogetherntheemove.Butthatn ’ts.Therocksseemtotakeseparateroutes.Thereareafewothertheories.Maybethegroundvibrates,ormaybethegrounditselfisshifting,tilting.Maybetherocksaremovedbyamagneticforce.Butsadlyallthesesends.Theresto.Ityousayingtoyourselfwell,whydon ’tscientistsjustsetupvideocamerastorecordwhatactuallyhappens?Thingis,thisisaprotectedwildernessarea.SobylawthattypeofisnBesides,in powerful windstorms, sensitivecameratde.Soycan rercherstethereforauntiltheyobservetherocksmoving?Samereason.Sowherearewenow?Well,rightnowwestill don’thaveanyallthisleadsbacktomy mainpoint–youneedtoknow aboutmorethanjustrocksasgeologists. The researchersstudying moving rocks, well, they combine theirknowledgefrockshknowledgef,edsuch htsucessfully,yet(Q27)Butyouknow,theyntnenetotstartedum⋯earthscienceunderstanding–knowledgeaboutwind,storms,youknow,meteorology.Youneedtounderstandphysics.SoforseveralweekslikeIsaidllbeaddressinggeologyfromawiderperspective.Iguessthat’sallfortoday.Seeyounexttime.Passage6Lecture4-UnitedStatesGovernment(Governmentsupportforarts)NarratorListentopartofalectureinaUnitedStatesgovernmentclass.ProfessorOK,lasttimeweweretalkingaboutgovernmentsupportforthearts.(Q29)Whocansumupsomeofthemainpoints?Frank?FrankWell,Iguesstheretreallyknow,officialgovernmentsupportfortheartsuntilthetwentiethcentury.(Q311.Thegovernmentprovidednoofficialsupportforthearts.)ButthefirstattempttheUnitedStatesgovernmentmadeto,youknow,tosupporttheartswastheFederalArtProject.ProfessorRight,sowhatcanyousayabouttheproject?Frank⋯ tsstartdgthe,m ⋯stoytartists.(Q312.TheFederalArtProjecthelpedreduceunemployment).ProfessorSowasitWhatdoyousay?JanetYeah,sure,itwassuccessful.Imean,foronething,theprojectestablishedalotof⋯uhlikecommunityartcentersandgalleriesinplaceslikeruralareaswhereen’treallytothe.Q30ProfessorRight.FrankYeah.Butnttetdpgatfmoneyfortt t’tevenverygood?Professor⋯someemightsaythatt’ttheyefthFederalArtProjecttoprovideB)(Q34)FrankThat’strue.Imeatesforthousandsfd(Q30(Q34)ProfessorRight.ButthenwhentheUnitedStatesbecameinvolvedintheSecondWorldWar,unemploymentwasdownanditseemsthattheseprogramswerenanylonger.

reallySo,moving on,we don't actually seeany govern⋯wellany realgovernmentinvolvementintheartsagainuntiltheearly1960s,whenPresidentKennedyandotherpoliticiansstartedtopushformajorfundingtosupportandpromotethearts.Itwasfeltbyanumberofpoliticiansthat ⋯wellthatthegovernmenthadasupporttheartsassortof⋯oh,whatcanwesay?...thethesoul⋯ofthecountry.Theasthatthereeafederalsubsiy ⋯⋯financialtoartistsandartisticorculturalinstitutions.Andforjustthosereasons, in1965,theNationalEndowmentfortheArtswascreated.(Q313.TheNationalEndowmentfortheArtswasSoitwasthroughtheNEA,theNationalEndowmentfortheArts,thattheartswoulddevelop,wouldbepromotedthroughoutthenation.Andthenindividualstatesthroughoutthecountrystartedtoestablishtheirownstateartscouncilstohelpsupportthearts.Therewaskindofuh ⋯explosion.bythemidby1974Ithink,allfiftystateshadtheirownartsagencies, (Q31ssweredinl0softhe)theirnstatescouncilsthatworkwiththefederalgovernmentwithcorporations,artists,performers,younameit.FrankDidyoujustsaycorporations?Howaretheyinvolved?ProfessorWell,yousee,corporationsn ’.Theymighttsupporttheunless⋯well,unlessthegovernmentmadeitattractiveforthemtodoso,byofferingcorporationstaxincentivestosupportthearts,thatis,bylettingcorporationspaylessintaxesiftheywerepatronsofthearts.Um,theKennedyCentreinWashingtonD.C.,youmayuh⋯maybeyou’vebeenthere,orLincolnCentreinNewYork.Bothofthesewere built with substantialfinancial support from And theKennedydn center nhey .Many f your culturalestablishmentsintheUnitedStateswillhaveaplaquesomewhereacknowledgingthesupportmoneytheyreceivedfromwhatevercorporation.Oh,yes,Janet?JanetButn ’tthereatfeon ’tthinkt ’sthertt ’srolethearts?ProfessorWell,asamatterof fact,alot ofpoliticians whodidnotbelieveingovernmentsupportforthearts,theywantedtodoawaywith theagencyentirely,forthatveryreason,togetridofgovernmentalsupport.Buttheyonlysucceededintakingawayabouthalftheannual5.Thefederalbudgetsupportingtheartswasreducedbyhalf.)Andasfarasthepublicgoes,well ⋯thereareaboutasmanyindividualswhodisagreewiththegovernmentsupportastherearethosewhoagree.Infact,withartistsinparticular,youhavelotsofartistswhosupportandwhohavebenefitedfromthisagency,althoughitseemsthatjustasmanyartistsopposethegovernmentagencybeinginvolved in thefor manydifferent reasonse they’ttthettocontrolttheycreate.Inwords,theargumentsbothforandagainstgovernmentfundingoftheartsareasmanyand,andasvariedastheindividualstylesoftheartistswhoholdthem.卫生管理制度1 总则1.1 为了加强公司的环境卫生管理，创造一个整洁、文明、温馨的购物、办公环境，根据《公共场所卫生管理条例》的要求，特制定本制度。1.2 集团公司的卫生管理部门设在企管部，并负责将集团公司的卫生区域详细划分到各部室，各分公司所辖区域卫生由分公司客服部负责划分，确保无遗漏。2 卫生标准2.1 室内卫生标准2.1.1 地面、墙面：无灰尘、无纸屑、无痰迹、无泡泡糖等粘合物、无积水，墙角无灰吊、无蜘蛛网。2.1.2 门、窗、玻璃、镜子、柱子、电梯、楼梯、