进军美利坚iBT特训营~~100+听写专用贴

i2000sUID: 2108019

稍一放松就错的很惨啊。。。
教训---要坚持

lanyouno2UID: 2649409

12.03听写作业 TPO3 C2   由于12.03未进行听写，12.05错误听到的是3日的作业
Listen to a conversation between a student and a professor.
S: Hi, Professor Archure, you know how in class last week you said you were looking for students who are interest in volunteering for your archeology project?

S: Yes, I am, it sounds really interesting, do I need to have any experience for these kinds of projects?
P: No, not really. I assume that most students taking the introductory level of class would have little or no experience with the archeological research, but that’s OK.
S: Oh, good, that’s a releve(relief). Actually, that’s why I’m volunteering for the project-to get experience. What kind of work is it?

P: Well, as you know, we’re studying the history of the campus this semester. This used to be an agricultural area and we already know that where the main lecture hall now stands, there once were farm house and barn that were erected in the late 1700s. We are excavatingm near the lecture hall(hlod) to see what types of artifacts we find, you know, things people used in the past got(buried) when the campus was constructed. We’ve already began to find some very interesting items like old bottles, buttons, pieces of  clay pottery.

S: Buttons and clay parteries(pottery)? Did the old honors(owners) leave such a hurry that they left their (clothes)and dishes behind?(这句应该是最难的)

P: Hm… that’s just one of the questions we hope to answer with this project.

S: Wow, and it’s all right here on campus.

P: That’s right, no travelling involved. I wouldn’t expect volunteers to travel to a site, especially in the middle of the semester. We expect to find many more things, but we do need more people to help.

S: So… how many student volunteers are you looking for?

P: I’m hoping to get 5 or 6. I’ve asked for volunteers in all of the classed I teach,but no one has responded. You are the first person to express interest.

S: Sounds like it could be a lot of work. Is there er…is there anyway I can use the experience to get some extra cridet(credit) in class? I mean, can I write a paper about it?

P: I think it’ll depend on what type of work you do in the excavation, but I imagine we can arrange something. Actually I’ve been considering offering extra credit for class because I’ve been having a tough time getting volunteers. Extra credit is always a incentive for students.

S: And how often would you want the volunteers to work?

P: We’re asking for three of four hours per week, depending on your schedule. A senior researcher, I think you know John Frangreen, my assisdant(assistant), is on side(site) every day.

S: Sure, I know John. By the way, will there be some sorts of training?

P: Yes, er…I want to wait till Friday to see how many students volunteer, and then I’ll schedule the training class next week at a time that’s convenient for everyone.

SK. I’ll wait to hear from you. Thanks a lot for accepting me.

名字是个词儿UID: 2707493

补上，12月4日的。每句限听三次。

Listen to part of a lecture in an art history class. The professor has been discussing the origins of art.

Some of the world's oldest preserved art is the cave art of Europe, most of it in Spain and France, and the earlest[earlist] cave paintings found today are those of the Chauvet cave in France, discovered in 1994. And you know I remember when I heard about the results of the dating of the Chauvet paintings, I said to my wife, "Can you believe these paintings are over 30,000 years old?" And my three year old daughter piped up and said: "Is that older than my great grandmother?" That was the oldest age she knew. And you know, come to think of it, it's pretty hard for me to really understand how long 30000 years is, too. I mean we tend to think that people who lived at that time must have been pretty premertive[primitive], but I'm gonna show you some slides in a few minutes and I
think you'll agree with me that this art is anything but premertive[primitive], they are master pieces, and they look so real, so alive, that it's very hard to imagine that they are so very old.

Now, not everyone agrees on exactly how old, a number of the Chauvet paintings have been dated by a lab to 30,000 or more years ago. That would make them not just older than any other cave art, but about twice as old as the art in the caves of[at]
Altamira or Lascaux, which you may have heard of. Some people find it hard to believe Chauvet is so much older than Altamira and Lascaux, and they noted that only one lad did the dating for Chauvet, without independant[independent] confirmation from any other lab. But be that as it may, whatever the exact date wheather[whether] it's 15000, 20000, or 30000 years ago, the Chauvet paintings are from the dawn of art. So they are a good place to start our discussion of cave painting.

Now, one thing you've gotta remmember is the context of these paintings. Peilyalithic[paleolithic] human[humans], that's the period we are talking about here, the peilyalithic[paleolithic], the early stone age, not too long after humans first arrived in Europe, the climate was significantly colder then, and so rock shelters, shallow caves were valued as homes protected from the wind and rain. And in some cases at least, artists drew on the walls of their homes. But many of the truely great cave art site[sites], like Chauvet, were never inhabited. These paintings were made deep inside a dark cave, where no natural light can peniturate. There is no evidance of people ever live in[living] here. Cave bares[bears], yes, but not humans. You would have had to make a special trip into the cave to make the paintings, and a special trip to go see it, and each time you'd have to bring along torches to light your way. And people did go see the art. There is[are] charcal[charcoal] marks from their torches on the cave walls, clearly dating from thousands of years after the paintings were made. So we can tell people went there, they came, but they didn't stay. Deep inside a cave like that is not really a place you'd want to stay, so why? What inspired the peilyalithic[paleolithic] artists to make such beautiful arts in such inaccessable[inaccessible] places? We'll never really know of course, though it's interesting to speculate.

But getting to the paintings themselves, virtually all peilyalithic[paleolithic] cave art represents animals, and Chauvet is no exception. The artists were highly skilled at using, or even enhancing the natural shape of the cave walls to give deapth[depth] and perspective to their drawings, the sense of motion and vitality in these animals, well, wait till I show you the slides. Anyway, most peilyalithic[paleolithic] cave art dipicts large herbourvords[herbivores]. Horses were[are] most common overall with deer and bison pretty common too. Probably animals they hunted. But earlier at Chauvet there is a significant interest in large dangerous animals, lots of rinasors[rhinoceros], lions, mammonts[mammoth], bears. Remember that the arranges[ranges] of many animal spieces were different back then, so all these animals actually lived in the region at that time. But the Chauvet artists didn't paint people. There is a half-man-half-bison creature, and there is outlines of human hands, but no dipictions[depictions] of a full human.

So why these precise animals? Why not birds, fish, snakes? Was it for their religion, magic, or sheer beauty? We don't know. But whatever it was, it was worthy[worth it] to them to spend hours deep inside a cave with just a torche[torch] between them and odder[utter] darkness. So, on that note, let's dim the lights, so we can see these slides and actually look at the techniques they used.

summerdingdavidUID: 2718039

Listen to the part of lecture in the astronomy class
Now, astronomy didn’t really bloom into the science it is today until the development of the spectroscopy. spectroscopy is basically a studying of spectra and spectral lines at light. And specifically for us, the light from starts, it makes possible to analyse the light in mid of (emitted from)the starts. when you analyse these light, you can figure out the distance these from the earth. And identify what they made of, determine their chemical composition. Before we get into that though, it’s probally a good thing to back up a bit. You all know how when you take a crystal present (prism), then pass it beam sunlight through it, you get spectra which look likes an continuous band of rainbow colors. The light that we see with human eyes as a band of rainbow color. Frozen(falls in ) a range of what’s called the visible light. And visible light spectroscopy is probably the most important kind of spectroscopy. Anyone want to take a step(stab) of scientific term for a visible light? And I’m sure all of you know this, because you all did the reading for today.
Optical radiation, but I thought being exposed to radiation is dangerous.
Yes and no, if you are talking about the radiation like in the element uranium, yes that’s dangerous. But radiation as a general term, actually refers to anything that spreads away from its source. So optical radiation just the visible light energy spreading out. Ok, so we have got a spectrum of a beam of sunlight and it look like colors bleed into each other. They are not interruption, just a band flowing violet to green to yellow, to…. You get the idea.
Well, what hpapens if the sun light’s spectrum is magnified? Maybe you all didn't do the reading, well, here is what you see. I want you to know this, this spectrum is interrupted by dark lines called spectral lines. If you really magnify the spectrum of sun light, you can identify more than hundred and thansoud of them. They may look like kind of randomly placed. But they actually form many distinct patterns, and if you were looking at the spectrum from the other start, the colors would be the same, but the spectrum light would break it up at differences places making different patterns. Each pattern stands for distinct chemical elements. So different set or pattern of spectrum lines means that start has different chemical compostion.
So how do we know which the spectral patterns match up which  elements?
Well, a kind of spectroscopic library of elements was compiled using flame tests. A known element, say an piece of iron for example, is heated in a pure gas flame.
The iron eventually heats to the point that it radiates light.
This light is pass through a prism, which breaks it up into a spectrum.
And an unique pattern kind of like chemical fringer print of that spectrum for that element appears.
These process was repeated over and over again for many different elements. So we can figure out the chemical that make up of another start by comparing the spetral pattern it has to the pattern of the elements in the library. Oh, an interesting story about how an element have been discoveried through spectroscopy, there is pretty extensive library of spectral line patterns of elements even by the 1860s. A british astronomer was analyzing a spectrograph of sunlight, and he noticed a particular pattern of spectral lines that didn't match anything in the library.
so he put two and tow into together, and decided ther was an element in the sun that hadnt been discovered here on the earth yet.
And he guesses about what the element is?
It actually turns out to be pretty common, and I’m sure about that all of you know it, ok, let’s try something eles, any of you happened to be familiar with the Greek word for “sun” by any chance?
Something like Helius, oh, must be that, so you are saying the Helium. So you are saying the Helium was discoveried the sun first?
Yes and this is a good example how important spectroscopy is in astronomy.

名字是个词儿UID: 2707493

12月5日 听写 TPO L3 Lecture4
每句限听三次。
Listen to part of a lecture in an Astronomy class.

Now Astronomy didn't really baloon[bloom] into the science it is today until the development of spectroscopy. Spectroscopy is basically the study of spectra and spectral lines of light, and specifically for us, the light from stars. It makes it possible to analyze the light iminited[emitted] from stars. When you analyze this light, you can figure out their distance from the earth, and identify what they are made of, determine their chemical composition.

Before we get into that though, it's probably a good thing to back up a bit. You all know how when you take a crystal prisum[prism] and pass a beam of sunlight through it, you get a spectrum, which looks like a continueas[continuous] band of rainbow colors. The light that we see with our human eyes as a band of rainbow color falls in the range of what's called Visable Light, and visible light spectroscopy is probably the most important kind of spectroscopy. Anyone want to take a stab of the scientific term for visible light? And I'm sure all of you know this, becaue you all did the reading for today.

Optical radiation, but I thought being exposed to radiation is dangerous. Yes, and no. If you are talking about radiation like in the yellowment[element] Uranium, yeah, that's dangerous. But radiation as a general term actually refers to anything that spreads away from its source. So optical radiation is just visible light energy spreading out. Ok, so we've got a spectrum of a beam of sunlight, and it looks like the colors blead[bleed]
into each other. Er, there are no interuptions[interruptions], just the[a] band flowing from violet to green, to yellow, to...You get the idea. Well, what happens if the sunlight's spectrum is magnified? Maybe you all didn't do the reading, well here is what you should see.

I want you to notice that this spectrum is interupted[interrupted] by dark lines, called spectral lines. If you really magnify the spectrum of the sunlight, you could identify more than a hundred thousand of them. They may look kind of randomly placed, but they actually form many distinct patterns, and if you were looking at the spectrum of some other star, the colors would be the same, but the spectral lines will[would] break it up at different places, making different patterns. Each pattern stands for a distinct chemical element, and so different sets or patterns of spectral lines mean that the star have[has] a different chemical composition.

So, how do we know which spectral patterns match up with which elements? Well, a kind of spectral scopic[spectroscopic] library veloments[of elements] was compiled using swing[flame] tests. A known element, Er..say a piece of iron for example, is heated in a pure gas flame, the iron eventually heats to the point that it radiates light, this light is passed through a prisum[prism], which breaks it up into a spectrum, and a unique pattern, kind of like a chemical finger print of spectral lines for that element appears. This process was repeated over and over again for many different elements, so we can figure out the chemical makeup of another star, by comparing the spectral pattern it has to the pattern of the elements in the library.

Oh, an interesting story about how one of these elements was discovered through spectroscopy. There was a pretty extensive library of spectral line patterns of elements, even by the 1860s, a British astronomer was analyzing a spectral graph[spectrograph] of sunlight, and he noticed a paticular pattern of spectral lines that didn't match anything in the library. So he put two and two together, and decided there was an element in the sun that hadn't been discovered here on the earth yet. And he guesses about what that element is, it's actually turned out to be pretty common, and I'm sure all of you know it. OK, let's try something else. Any of you happen to be familiar with a Greek word for sun, by chance?

Something like Healious[Helius], or something like that. Oh, it must be Healium[Helium]. See you are saying that Healium[helium] was discovered on the sun first. Yes, and this is a good example of how important spectroscopy is in Astronomy.

拖延害死人呀～～一个晚上搞两篇。。。。。。还都是lecture:dizzy:

名字是个词儿UID: 2707493

12月6日 TPO L13 全套听写正式上场～～～
先来C1，稍后核对。红色字体为死活听不懂的部分。

Listen to a conversation between a student and his psychology professor.

Good afternoon Alex, can I help you with something?

Well, I wanted to talk with you about the research project you assignedtoday, I Hmmm, hope you can clarify a few things for me.

Well I'll certainly try.

OK, all we have to do is to do two observations and take notes on them, right?

That's a start, but you'll need to do some research too. Then you'll write a paper that's not so much about the observations but a sympathis of what you observed and read.

OK, and what about the children that I'm supposed to observe?

Not children, a single child observed twice.

Oh, OK, so I should choose a child, with the permission of the child's parents of course, and then observe that child a couple of times and take good notes, then?

Actually after your first observation, you'll go back and look through your textbook or go to the library and find a few sources concerning the stage of development this paticuly child is in, and then with that knowledge you'll make a second observation, of the same child, to see if the expected development or behaviors are exhibited.

Can you give me an example?

Well, Hmmmm, if you observed a four-year-old child, for example my daughter is four years old, you might read upon Piajey's stages of cognitive development, we covered thoes in class. Most likely, what stage would a child of that age be in?

Hmm, the pre-operational stage?

Exactly. If that's the case, her language use would be maturing, and her memory and imagination would be developed...

So she might play pretent. Like she can pretend when driving her toy car cross[across] the couch, that the couch is actually a bridge or something.

That's right. In addition her thinking would be primarily egocentric...

So she'd be thinking mostly about herself and her own needs, and might not be able to see things from anyone else's perspective? But what if she doesn't? I mean what if she doesn't demonstrate those behaviors?

Well that's fine, you'll note that in your paper. See, you paper should compare what is expected of children at certain stages of development with what you actually observe.

OK, I have one more question now.

And what's that?

Where can I find a child to observe?

Hmm, I suggest you contact the education department secretary. She has a list of contacts of various schools and with certain families who are somehow connected to the university, that sometimes are willing to help out students with project like yours.

OK, I'll stop by the education department office this afternoon.

And if you have any trouble or any more questions, feel free to come by during my office hours.

名字是个词儿UID: 2707493

TPO L13 L1
六分多钟啊，做题的时候不觉得。。。。。。。说话又快，连读，还活活读了六分钟:L  么人性啊

Listen to part of a lecture in a city planning class.

In the last fifty years or so, many american cities have had difficultyin maintaining a successful retail environment. Business owners in thecity centers or the downtown areas have experienced some financiallosses, because of the city movement of the people out the cities andinto the sub-urbs. In general downtown areas, just don't have that manyresidential areas, errrr not that many people live there. So what havecity planers decided to do about it? Well, one way they've come up withsome ways to attract more people to shop downtown was by creating Pmalls.

Now, what is a P mall? It's a pretty simple concept really, it'sessencialy an out-door shopping area, designed just for people on foot,and well unlike many other shopping malls that are built in thesub-urbs nowadays, these P malls are typically located in the downtownarea of the city, and now they are features like outside walls,comfortable outdoor seating, and maybe even thoudens, and, you know,art. There are variations on this mall of course, but the commondenomenator is always the idea of creating a shopping space that willget people to shop in the city without needing their cars. So I'm sureyou can see how having an area that's off limites to automobile traficwould be ideal for a heavily populated the city, where, Ahh, well thestreets would otherwise be busetling with noisy unpleasant traficinggestion.

Now the concept which origionated in Europe was adopted by americancity planners in the late 1950s. And since then, a number of UnitedStates' cities have created P malls, and many of them have been highlysuccessful. So, what have city planners learned about making this mallsucceed? Well, there are two critical factors to consider when creatinga P mall: Location, and Design, both of which are equally important.

Now let's start with the location. In choosing a specific location fora P mall, there are in fact two considerations. Proximity to potentialcustomers, that's what we would call a customer base, and accessabilityto public transportation, which we'll get to in just a moment.

Now, for a customer base, the most obvious example would be a largeoffice building. Since the employees could theoraticaly go shoppingafter work, or during their lunch break, right? Ahh, another goodexample is a convention center, which typically has a hotel, and largemeeting spaces, to drive visitors to the city for major businessconferences an events. But idealy, the P mall would be used by localresidents, not just people work in the city, or work in the area. Sothat's where access to public transportation comes in. Either thedesigner's plan to locate the mall near a central transportation hop,like a bus terminal or major train or subway station, or they work withcity officials to creat sufficient parking areas not too far from themall, which makes sense, because if people can drive into the mallarea, well then they need to have easy access to it.

OK, so that's location, but what about design? Well, design doesn'tneccessarily include things like sculptures or decorated walk ways oreven eye-catching window displays, you know, art, although I'd be thefirst to admit those thing are aetheticaly appealing. However visualypleasing sites, well they're not a part of the P mall design thatmatter the most. The key consideration is a compact and convenientlayout, one which allows Pedestrians to walk from one end of the mallto the other in just a few munites, so they can get to the majorstores, restaurants, and other central places without having to takemore than one or two turns.

Now this takes careful and creative planning. But now what if oneingredian to this planning recipe is missing? There could quitepossibly be long lasting of facts. And I think a good example is the Pmall in L, K for instance. Now when the L mall was built, it had lotsof visual appeal. It was attractively designed, right in the small partof downtown, and it pretty much besesed all of the other designedelements for success. But now here is where my point about locationcomes into play. There wasn't a convention center around to help drawin visitors, and well the only near-by hotel eventually closed down forthat same reason. Well you can imagine how this must have affectedlocal and P mall business owners, sort of what we call a chainreaction. It was until a convention center and a parking garage werebuilt about a decade later, that the mall started to be successful.

听说后面还有7分半钟的。。。。。。。

名字是个词儿UID: 2707493

TPO L13 L2
今天晚上第三篇～～我要牺牲了，，不要怀念我。。。。

Listen to part of a lecture in an ecology class.

So, continuing our disscussion of ecological systems, whole systems.The main thing to keep in mind here is the interrelationships. Thespieces in the system, even the landscape itself, they areinterdependant. Let take what you read for this weed and see if that wecan apply this interdependance idea. Mike?

Well, Ummm, how about beavors? Ecosystems with beavors in water wise.

Good, good, go on.

Like, well, you can see how it's so important, cause if you go backbefore European settles in north america, like before the 1600s, backwhen native americans were the only people liveing here, well, backthen there were a lot of beavors, but later on, after Europeans..

OK, wait, I see where you are heading with this, but before we go intohow European settlement affacted the egosystem, tell me this, what kindof environment do beavors live in? Think about what it was like beforethe Europeans settlers came, we'll come back to where you were headed.

OK, well, beavors live in streams and rivers and they block up thestreams and rivers with black logs and steaks and mud, you know, theybuild dams, that really slow down the flow of the stream, so than thewater backs up, and creats like a pond that flood the nearby land.

And that creats wetlands. OK, tell me more.

Well with wetlands, it's like there is more standing water, more stillwater around, and that water is a lot cleaner than swiffly flowingwater, because the dirt and settlement and stuff has the chance to sinkto the bottom.

More important for our discussion, wet land areas support a lot morevariaty of life than swiffly flowing water. For example, there are morevariaties of fish or insects, lots of frog spieces, and then spiecesthat rely on thoes spieces start to live near the wet lands too.

Yes, like birds and mammals that eat the fish and insects, and you gettrees and plants that begin to grow near the standing water, that can'tgrow near running water. Oh, and there's something about wetland, andground water too.

OK, good. Wetlands have a big affect on groundwater, the amount ofwater below the surface of the land. Think of wetlands as, Umm, like agiant spunge, the earth sokes up a lot of this water that's continuealyflooding the surface, which increases the amount of water below. Sowhere is there a wetland, you get a lot of ground water, andgroundwater happens to be a big source of our own drinking water today.All right, so back to the beavors. What if the beavors weren't there?

You just have a regular running stream, cause there is no dam, so theegosystem would be completely different, there'd be fewer wetlands.

Exactly. So, now let's go back to where you were heading before, Mike.You mentioned a change that occured after Euopeans came to northamerica.

Yeah, well, there used to be beavors all over the place, something like200 million beavors, just in the contenentally United States. But whenEuropeans came, they started hunting the beavors for their fur, causebeavor fur is really warm, and it was really popular for making hats inEurope, so the beavors were hunted a lot, over hunted, they are almostextinct by the 1800s, so that meant fewer wetlands, less standingwater.

And what does that mean for the ecosystem? Kate?

Well if there is less standing water, then the ecosystem can't supportas many spieces, because a lot of insects and fish and frogs can't livein running water, and then the birds and animals that eat them, losetheir food supply.

Precisely. So the beavor in this ecosystem is what we call a keystonespieces. Ther term keystone kind of explain itself. In archetecture, akeystone in an archway or doorway is the stone that holds the wholething together, and keeps it from collapsing. Well, that's what akeystone spieces does in an ecosystem. It's the crutial spieces thatkeeps the system going. Now beavor populations are on the rides again,but there are something go think about, consider humans as part ofthese ecosystems, you've probably heard about water shortages orrestrictions on how much water you can use, especially in the summertime, in reacent years, and remember what I said about groundwater,imagine if we still have all those beavors around, all those wetlands,what would our water supply by like then?

我认锉，今天就到这了，明天再写后三篇。那些每天听写并跟读一套的，你们都吃什么长大的啊

i2000sUID: 2108019

来顶名字儿~~加油我这两天的落后的啊。。。TPO3-6 lecture1h 20m+1h 44m=3h 4m
-----------------------------
7:08-7:14-7:19
c d b a a b
-8:09, 22:58-23:11-23:17
Now the astroaunomy didn't really bloomn into the science it isas today, until the development of spectroscopy. Spectroscopy is basically the study of spectraum and spectral lines of light. And specificalperspicularly for us, the light from stars. It makes it possible to analyze the light immediatelyemitted from stars. When you analyze this light, you can figure out the distance from the earthurasum's. And identify what they're made of, --determine their chemical composaition.

Before we get into that zone, it's probably a good thing to back up of a bit. You all know how when you put a crystal prism and pass a beam of sunlight through it, you get a spectrum which looks like a continuoused band of rainbow colors. The light that we see withof our human's eyes thatas thea band of rainbow color falls into a reginange of what we called visible light. And visible light spectroscopy is probably the most important kind of spectroscopy. Anyone want to take a stabep of the scientific term for visible light? And I'm sure all of you know this, because you all did the reading for today...keke...

Optical radiation. But I thought being exposed to radiation is dangerous.

Yes, and no. If you're talking about radiation, like in the yellowelement uranium, yeah, that's dangerous. But radiation as a general term actually refers to anything that spreadays away from its source. So, optical radiation is just visible light energy spreadaying out. Ok, so we've got a spectrum of beam of sunlight and it looks like the colors bleed into each other. Oh, there're no interruptions--just a band [url=]flowing from[/url][Q.C.1] to violeit, to green, to yellow, to...you get the idea.

Well, what happenes if the sunlight spectrum is magnified? Maybe you all didn't do the reading. Well, here is what you’d see.

I want you to know this that this spectrumband is interrupted by dark lines, called spectral lines. If you really magnify the spectrum of the sunlight, you can identify more than a hundred thousand of them. They may look a kind of randomly collistsplaced,
-----------------------------
091207
7:17-8:00, 8:49-8:56, -9:04-9:27-9:44-9:50
but they actually form many distinct patterns. And if you’ were looking at the spectrum of some other star, the colors would be the same, but the spectral lines will break it up at different places, making different patterns. Each pattern stands for distinct chemical element, and so different sets of or patterns of spectral lines means the star has different chemical composition.

So, how do we know which spectral patterns [url=]actual presentmatch up with[/url][Q.C.2] which elements?

Well, a kind of spectroscopal skeptic libraryies of elements was compiled using flame tests. A known element, uh, say a piece of iron for example, is heated in a pure gas flame. The iron eventually heated to thea point that it radiates light, this light is passinged through a prism, which breaks it up into spectrum, and a unique pattern, kind of like a chemical figure print of spectral lines for that element appears. This process was repeatcarried over and over again for thosemany different elements, so we can figure out the chemical makeupcomposition of another star by comparing the spectral pattern it has to the patterns of elements in the library.

Oh, an interesting story about how anone of the elements was discovered through spectroscopy. There was pretty extensive library of spectral line patterns of elements even by the 1860s. A British astronomer wasith analyzing a spectral ographic of sunlight, and he noticed the particular patterns of spectral lines that didn’t match anything in the library. So he put two and two together, and decided there was an element in the sun that hadn’t been discovered here on the earth yet. Any guesses about what thate element is? It actually turns out to be pretty common and I’m sure all of you know it. Ok, let’s try something else. Any of you happeneds to be familiar with the greatGreek word for “sun” by chance?

Something like “heliums”. Yes, something like that. Oh, it must be helium. So you are saying theat helium was discovered on the sun first.

Yes. And this is a good example of how importantce by spectroscopy is in the astronomy.

[Q.C.1]很快。。。



[Q.C.2]常用
晕 这次的蓝色紫色标记咋又乱了？

名字是个词儿UID: 2707493

继续， TPO13 C2
其实应该七遍精听再跟读的，那个稍后弄，先上菜。
Listen to a conversation between a student and the language lab manager.

Hi, I'm not sure, but is this the carter language lab?

Yes it is. How can I help you.

I'm taking first year Spanish this semester, our professor says we needto come here review a serie of vedios, I think it's called SpanishWorking on Your Accent.

Yes, we have it at...Umm, they are on the wall behind you.

OK, so I can just take...Can I take the whole therie home? I think there are three of them.

I guess you haven't been here before.

No, no I haven't.

OK, well, you have to watch the vedios here. You need to sign in toreserve an open room and sign out the vedio you need. Just start withthe first one in the serie, each vedio is half an hour long.

So, it's a vedio library, basically?

Yes, but unlike the library, you can't take any vedios out of the lab.

OK, so how long can I use a vedio room for?

You can sign up for two hours at a time.

Oh, good, so I can watch more than one vedio when I come up here. Isthe lab pretty busy all the time? Well, rooms are usually full rightafter dinner time, but you can sign up a day before to reserve a roomif you want.

Uhhh, the day before...But I can just step in too to see if there is any room open, right?

Sure. Step in anytime.

Ummm, what about copies of the vedios? Is there just one copy of eachin the series, I don't want miss out if everyone comes in at once.

Oh, no, we have several copies of each tape in the spanish accentseries. We usually have multiple copies of everything for each vediocollection.

Super! So how many rooms are there total in the lab?

20. They are pretty small, so we normally get one person or no morethan a small group of people in there watching a vedio together.

Actually, someone else from your class just came in and took the firstspanish vedio in to watch. You could probably run in there watch itwith him. Of course you are welcome to have your own room, butsometimes students like to watch with a classmate, so they can reviewthe material with each other afterwards. For example if there was somecontent they didn't really understand.

I guess I prefer my own room, I concentrate better by myself, and Idon't wanna miss anything, you know, and he's probably already startedwatching and...

No problem, we've got a lot of rooms open right now, when you come in,you sign your name on the list, and are signed a room number. Or if youcall in advance, the attendent will tell you your room number. If youforget, just come in and take a look at the list.

The vedios are over there.

Great, thanks!

名字是个词儿UID: 2707493

TPO 13 L3，变态的七分半演讲
才发现一个严重的问题，为啥写在记事本里的文字，全文粘贴过来，就少了好多空格捏？？？不少单词都连到一起去了。
Listen to part of a lecture in a poetry class. The professer is discussing medieval poetry.

OK, so the two poems we are looking at today fall into the catigary of medieval time, which was how long ago?

Almost a thousand years ago, right?

Yes, that's right.

But professor are you sure these are poems? I mean I thought poems wereshorter, these are more like long stories. I mean, one of them is allabout love, but the other one that Chan-chang-cha...whatever it'scalled, the other one, well it was all about fighting and battles, Imean, can both of them be consider poems?

Well, think back to the very beginning of this course. Remember how wedefine poetry? In the very broadest sense, we said it's written toevoke to make you, the audiance, have some kind of the emotionalexperience through the use of imagary. Umm, some kind of pridictablerythem, and usually, but not always, there is more than one meaningimpplied with the word that is used. Let's start with the Chansonpoetry first. That's Chanson. Chanson poems became popular in Europe,paticulally in France, and the term is actually short for a longerFranch phrase that translate to songs of deeds. Now they were calledsongs of deeds, because strangly enough, they were written to discribethe heroic deeds or actions of warriers, the knights during conflicts.We don't know a lot about the authors, it's still contested somewhat,but we're pretty sure about who the Chanson poems were written for.That is, they were written for the knights and the lords, the nobilitythat they served. The poems were song performed by a minstrila, asinger who travel from castle to castle, singing to the local lords andhis knights. Well, would someone summarize the main features of thechanson poem you read?

Well, there is a hero, a knight, who goes to battle, and he's admiredfor his currage, bravary and loyalty, loyalty to the lord he serves,his country and his fellow warriers in the field, he is a skilledfighter, willing to face the most extreme dangers, sacraficial, will tosacrafise anything and everything to protect his king and country.

OK, now given that the intended audiance for these poems were knightsand lords, what can we say about the purpose of chanson poetry? Whatkinds of feelings was it meant to provoke?

I guess they must have been really appealing to those knights and lordswho were listening to them, hearing the songs probably made them feelmore patrayotic, made they feel like it was a good and nobel thing toserve their country in whatever way they could.

Good, we've got a pretty good picture of what the chanson hero waslike. Now let's compare that to the hero in the other poem. The otherpoem is an example of what's called romance poetry, and the hero in theromance poem was also a knight, but what made the knight in the romancepoetry different from the knight in chanson poetry? Well, first, thepurpose of the hero's actions was different. The hero in romance poetryis independant, purely solitary in a way, not like the chanson poeit,who was alway surround by his fighting componiants, he doesn't engagein conflict to protect his lord or country, he does it for the sake ofadventure, to improve himself, to show his worthy of respect and lovefor his lady. He is very concious of the patitular rules of socialbehaviors he has to live up to, somehow, and all of his actions are forthe purpose of proving    that he is an upright moral well-manneredwell-behaved individual. You may have noticed that in chanson poetry,there isn't much about the hero's feelings, the focus is on theactions, the deeds, but the romance poetry discribes a lot of the innerfeelings, the motivations, psychology, you could say, of a knighttrying to improve himself, to better himself, so that he is worthy ofthe love of a woman.

What explains this difference? Well, digging into the historicalcontext tells us a lot. Romance poetry emurged a few generations afterchanson, and its roots were in geographic regions of France that werecalmer, where conflict wasn't central to people's lives. More peacefultime meant there was more time for education, travel, more time forreflection, another name for romance poetry that's often synonimousedwith it is troubadour poetry.

Troubadours were the authors of these new romance poems, and we know alot more about the troubadours than we do about the chanson authors,because they often had small biographical sketches added to thirepoems, that gave pretty specific information about thire social status,geographical location, and a small outline of their career. This information wasn't particulaly reliable, because they were sometimesbased on fictitious stories of great adventure or scrabed together fromparts of different poems, but there is enough there to squeeze or infersome facts about their social class. The political climate has settled down enough so that troubadours had the luxary of being able to spend most, if not all of their time, creating, crafting, or composing theirlove songs for thire audiances. And yes, these poems were also sung,many troubadours were able to make a living being full time poeists,which should tell you something about the value of that profession during medieval time.

名字是个词儿UID: 2707493

TPO L13 L4
作业完成，我去挺尸了。。。。。。

Listen to part of a lecture in an astronomy class.

OK, I wanna go over the different types of meteoroids, and what we'velearnt from them about the formation of earth, and sollar system. Thething is what's specially interesting about meteoroids is that theycome from interplanetary space, but they consist of the same chemicalelements that are in matter oringinating on earth, just in differentproportions. But that makes it easier to identify something as amedeoroid, as opposed to two just a torestrial rock. So to talk aboutwhere medeoroids come from, we need to talk about comets and asteroids,which basically...they are basically made up of debreave left over fromthe origion of the sollar system 4.6 billion years ago.

Now I'm going a bit out of boarder here, I'm not going to go into anydeepth on comets and asteroids now, but we'll come back later and dothat. For now, I'll just cover some basic info about them. OK, cometsand astroids. It might help if you think of...remember we talked aboutthe two classes of planets in our sollar system, and how they differ incomposition? The torestrial planets like Mars and Earth, composelargely of rocks and metals, and the large gas giants, like Jupiter.Well, the sollar system also has two analogus classes of objects,smaller than planets, mainly asteroids and comets. Relatively near thesun in the inner sollar system, between Jupiter and Mars to be precise,we got the asteroid belt, which contains about 90 percents of allasteroids orbiting the sun. These asteroids are like the torestrialplanets, and they're composed mostly of rocky material and metals. Farfrom the sun, in the outer sollar system, beyond Jupiter's orbit,tempretures are low enough to permit ices to for out of water and outof gases like mathing and carbondioxide. Lose collections of these icesand small rocky particals form into comets. So comets are simillarincompositon to the gas giants. Both comets and asteroids are...typically are smaller than planets.

And even smaller type of inter-planet terridebree, is the meteoroid,and it's from meteorids that we get meteors and meteorites. "roids"are, for the most part anyway, they are just smaller bits of asteroidsand comets. When these bits enter earth atomosphere, well, that makesso special that they get a special name. They're called meteors. Mostof them are very small, and they burn up soon after entering earthatomosphere, the larger ones that make it through the atomosphere andhit the ground are called meteorites. So meteorites are the ones thatactually make it through.

Now we've been finding meteorites on earth for thousands of years, andwe've analyzed enough of them to learn a lot about their compositon,most come from asteroids, though a few may have come from comets, soessencially they are rocks. And like rocks, they're mixures ofmeterals. They are generally classified into three broad categories,stones, stony irons and irons. Stone meteoroids, which we refer tosimply as stones are often entirely rock material. They actualy accountfor almost all of the meteoroid material that falls to earth. But evenso, it's rare to ever find one. I mean, it's easier to find an ironmeteorite or stony iron. Anyone guess why? Look at their names. What doyou think iron meteorites consist of?

Mostly iron?

Yeah, iron and some nickel, both of which are metals, and if you're trying to find metal...

Oh, metal detectors!

Right, thank you! At least that's part of it. Stone meteoroids, thereif they lie around exposed to the whether for a few years, well,they're made of rock, so they end up looking almost indistinguishablefrom common torestrial rocks. Ones that origionated on earth. So it'shard to spot them by eye. But we can use metal detectors to help usfind the others, and they're easier to spot by eye. So most of themeteoroites in collections, in museums, they'll be...they're ironmeteorites, or the stony iron kind, even though they only make up about5 percent of the meteorite material on the ground.

i2000sUID: 2108019

tpo13-6 我的听写

TPO13-6校对初稿

Listen to part of a lecture in an astronomy class.

OK, I wanna go over the different types of meteoroids, and what we've learned from them about the formation of earth, and solar system. Uh, the thing is what's especially interesting about meteoroids is that they come from interplanetary space, but they consist of the same chemical elements that are in matter originated on earth, just in different proportions. But that makes it easier to identify something as a meteoroid, as it opposed to…too just a terrestrial rock. So to talk about where meteoroids come from, we need to talk about comets and asteroids, which basically...they’re basically made up of debris left over from the origin of the solar system 4.6 billion years ago.

Now I'm going a bit out of boarder here…umm…I'm not going to go into any depth on the comets and asteroids now, but we'll come back later and do that. From now, I'll just cover some basic info about them.

OK, comets and asteroids. It might help if you think of...remember we talked about the two classes of planets in our solar system? And how they differ in composition? The terrestrial planets--like Mars and Earth--composed largely of rocks and metals, and the large gas giants, like Jupiter. Well, the solar system also has two analogous classes of objects, smaller than planets--namely, asteroids and comets. Relatively near the sun in the inner solar system, between Jupiter and Mars, to be precise, we’ve got the asteroid belt, which contains about 90 percents of all asteroids orbiting the sun. These asteroids are…uh…like the terrestrial planets, and they're composed mostly of rocky material and metals.

Far from the sun, in the outer solar system, beyond Jupiter's orbit, temperatures are low enough to permit ices to form out of water and…and out of gases like methane and carbon dioxide. Loose collections of these ices and small rocky particles form into comets. So comets are similar in composition to the gas giants. Both comets and asteroids are...typically are smaller than planets.

And even smaller type of interplanetary debris is the meteoroid. And it's from meteoroids that we get meteors and meteorites. "Roids" are, for the most part anyway, they are just smaller bits of asteroids and comets. When these bits enter earth’s atmosphere, well, that makes them so special that they get a special name. They're called meteors. Most of them are very small, and they burn up soon after entering earth’s atmosphere. The larger ones that make it through the atmosphere and hit the ground are called meteorites. So meteorites are the ones that actually make it through.

Now we've been finding meteorites on earth for thousands of years, and we've analyzed enough of them to learn a lot about their composition, most come from asteroids, though a few may have come from comets, so essentially they are rocks. And like rocks, they're mixtures of minerals. They are generally classified into three broad categories--stones, stony irons and irons.

Stone meteoroids, which we refer to simply as, uh, stones, are almost entirely rock material. They actually account for almost all of the meteorite material that falls to earth. But even so, it's rare to ever find one. I mean, it's easier to find an iron meteorite or stony iron. Anyone guess why? Look at their names. What do you think iron meteorites consist of?

Mostly iron?

Yeah, iron and some nickel, both of which are metals. And if you're trying to find metal...

Oh! Metal detectors!

Right, thank you. At least that's part of it. Stone meteoroids, if they lie around exposed to the weather for a few years, well, they're made of rock, so they end up looking almost indistinguishable from common terrestrial rocks--once that originated on earth. So it's hard to spot them by eye. But we can use metal detectors to help us find the others, and they're easier to spot by eye. So most of the meteorites in collections, uh, in museums, they'll be...they're iron meteorites, or the stony iron kind, even though they only make up about 5 percents of the meteorite material on the ground.

daboraUID: 2574809

TPO13C1
P:Good afternoon ,Alex, may I help you with something ?
S:Well, I want to talk with you about the reasrch project you have assigned today. I hope you could clarify a few things for me.
P:I’ll certainly try.
S:Ok, all we have to do is to do two observations and take notes on them, right?
P:Ur, that’s the start, but you need to do some research, too. Then you will write a paper of this, no so much about the observations, but a thesis you observed and read.
S:Ok….And what about the children supposed to be observed?
P:It’s not children, a single chid observed twice.
S:Ok, I should choose a child with a permission of a child’s parents of course and then observed that child in a couple of time to take good notes.Then?
P:Actually after your first observation, you go back and look through your textbook,or go to a library and find a few sources concerning the stage of development the particular child is in. Then, without that knowledge, you will make the second observation of the same child to see if this expected developmental behaviors are exhibited.
S:Can you give me an example?
P:Well,en,if you observed a 4 year-old child, for example, my daughter of 4 years old,you might read up on ?? stage of  cognitive development we cover those in class.
S: Aha…
P:And most likely, what stage would a child of that stage be in?
S:Un…The preoperational stage?
P:Exactly, if in that case, her languages used to be maturing and her memory and imagination would be developed.
S:So she might play pretend like she would pretend when driving her toy car across a couch that the couch is actually a bridge or something.
P:That is right. In addition, her thinking would primarily be egocentric.
S:So she would thinking mostly about herself and her own needs, and might not able to see things from anyone else respectively.
P:En hun…
S:But what if she dosen’t? I mean, what if she dosen’t demonstrate her behaviors?
P: That’s fine, you’ll note that in your paper. See, your paper should compare what is expected of children at certain stages of development with which you actually observe.
S:Ok, I have one more question now.
P:What’s that?
S:Where can I find the child to observe ?
P:Url, I suggest you contact the education department secretary. She at least contacts the very schools and with certain families who are somehow connected to the university. Sometimes they are willing to help out students with projects like yours.
S:Ok, I’ll stop by the educational department office this afternoon.
P: And if you have any trouble or any more questions, feel free to come by during my office hours.

happyfaith2008UID: 2709856

TPO 3 L 4
12月7日 补上作业，呵呵！错得还真是血淋淋！

Listen to a conversation between a student and a professor.
Hi, professor R, u know how in class last week u said u were looking for students who are interested in volunteering for ur archeologyproject?
Of course, r u volunteering?
Yes, I am. It sounds really interesting. But, do I need to have any experience for this kind of projects?
No, not really. I assume that most students taking the introductry level of class would have little or no experience with the archeological reaserch, but that's ok.
Oh, good! That's a relief. Actually, that's why I’m volunteering for the project to get experience. What kind of work is it?
Well, as u know we are studying the hisroty of the campus this semester. This used to be an agraculture area and we actually know where the main hall now stands, there once were farm hous and barn that were in the late seventy hundreds. We are excavating near the lecture hall to see what types of artifacts we find. U know since people used in the past that got very when the campus were constructed. We’ve already began to find some very interesting items like old bottles, buttons, pieces of clay potteries.
Buttons and clay potteries?
Did the old owners leave in such a hurry that they left their clothes and dishes behind?
That's just one of the questions we hope to answer with this project.
Wow, and it's all right here in campus.
That's right. No travelling involved. I wouldn't expect volunteers to travel to a site especially in the middle of the semester. We expect to find many more things, but we do need more people to help.
So how many student volunteers you are looking for?
I am hoping to get five or six. I’ve asked for vilunteers in of all the classes I teach but no one has responded it.u are the first one to express interest.
Sounds like it could to be lot of work. Is there any way I can use thie experience to get some extra credit in class? I mean can I write a paper about it?
I think it’ll depend on what type of the work u do in the excavation. But I magine we can arrange something. Acturally I've been considering offering extra credit for class because I've been a tough time getting volunteers. Extra credit is always a good incentive to students.
And how often would u want the volunteers to work?
We are asking for three or four hours per week, depending on ur schedual. A senior reasercher I think you know J my assitant is on site every the day.
Sure I know J. By the way will there be some sort of training?
Yes, I want to wait still Friday to see how many students volunteer and schedual training class next week a time convenient for everyone
Ok. I’ll wait to hear from you. Thanks a lot for accepting me.