2010年底大冲刺——听力区

springelfUID: 2458536

额，我就想上来说，我听完了……

明天po上来，累死了，先睡了……

cyanidinUID: 2897934

要疯了！！没题目没题目只有听力段子啊！！！！

cyanidinUID: 2897934

要疯了！！没题目没题目只有听力段子啊！！！！

cyanidinUID: 2897934

SSS也下不下来！！！我疯了疯了！！！抓狂啊！！

springelfUID: 2458536

SSS也下不下来！！！我疯了疯了！！！抓狂啊！！
cyanidin 发表于 2010-11-22 12:09

淡定，淡定，你要哪个？我给你贴上来！网上有好多，可以搜搜~

wuqian0801UID: 2637709

SSS也下不下来！！！我疯了疯了！！！抓狂啊！！
cyanidin 发表于 2010-11-22 12:09

同学你容易激动嘛...
sss就是没题目。听力又不是纯粹为了做题。
至于tpo你就自己去下吧.. 至于下载不了 再刷新就可以了。。

cyanidinUID: 2897934

tpo 13
现在听到第三遍，后面不知道怎么进行了
第三遍：做完整全文的听读训练，留意听不懂的地方。
【【【我就是不明白所谓的听读到底是做什么，我刚才就先听着录音读原文（看材料的）读到觉得可以了，然后找着原文朗读了一遍）第四遍：看着原文，听录音跟读（以句子为单位进行查漏工作）。
【【不明白所谓的查漏？？是说听自哪句没有读到么？？不可能啊，看着原文读的啊？？】】】第五遍：再听读（检查跟读后的效果
【【怎么又变成听读了，不明白，是说不看原文了么？？？检查效果？？是说录音了以后看看合原来的有什么差么？】】第六遍：看着原文，听录音跟读（以单词和短语为单位进行查漏工作）
【【【我就是不明白这个查漏工作是什么意思？】】第七遍：再听读（检查跟读后的效果）

再说一下三遍下来的收获吧，首先说第一遍。
听完第一遍直接去吃饭了，回来忘得差不多又听了一遍，笔记记得东西基本上没几个有用的，也没有听出来文章的构架，第一遍做题（我不知道大家用什么材料，我的材料没有listen again的题目音频）除了后面两个题，四个题，没对答案。
第二遍听的时候是看过题干了，然后再听的时候发现有一个词听的不对，can't的那个词读的真的很模糊。。。。囧，所以听错了啦。还有那个still water 和另外一个water 弄混了。做题全对了。之前错了两个。

第三遍读的时候感觉舌头。。。打结啊~~

cyanidinUID: 2897934

151# wuqian0801


斑斑弄错我的意思。。。。我的意思是说我的TPO只有段子没有题目。。。。。。SSS下下来了。。。。

cyanidinUID: 2897934

主要是太着急了。。。下载了好几个版本的TPO都没找到题目。。。。最后找到了题目，又没有listen again的 题目的那段音频

cyanidinUID: 2897934

考点分析，不知道这个活动里面要求了没有。。。


TPO 13 – Lecture 2




Narrator:
Listen to a part of a lecture in an ecology class.


Professor:
So, continuing our discussion of ecological systems【当时听得时候教授是加重读了这个词，前面我觉得语速一下子适应不了，可能是太久没有听过的原因，所以只听到了这一个词】--- whole systems. The main thing to keep in mind here is the interrelationships【这个词也是听到了的，但是脑子中反应不过来是什么意思，太快了——】.


The species in the system err…. and even the landscape itself, they are interdependent. Let’s take what you’ve read for this weekend and see if we can apply this interdependence 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 it's so important, cause if you go back before European settled in north America, like before the 1600s, back when native Americans were the only people living here, well, back then there were a lot of beavers, but later on, after Europeans…




【【教授打断学生的地方当时一听到我就觉得会有考题点，我还以为会是listen again的题目，这种题我觉得还比较简单】】
Professor:




OK, wait, I see where you are heading with this, but before we go into how European  settlement  affected the  ecosystem, tell  me  this---  what  kind of environment do  beavers live  in? 【我觉得这句话很重要，但是当时听的时候脑子里面好像没有存储下来这句话的信息。。。听到了立刻就忘了——。这句话应该属于构架的一句话，通过environment，知道下面讲的必然是生存环境】


Think  about what  it  was like  before  the Europeans settlers came, we’ll come back to where you were headed.






Student:
OK, well, beavers live near streams and rivers and they block up the streams and rivers with like logs and sticks and mud. You know, they build dams【这句话对我来说真的很重要，应该说没听懂的一部分原因在这里，因为dam我听成了damp。。。之后就悲剧了，其实也怪我，beaver没反应过来！！】】
that really slow down the flow of the stream. So then the water backs up, and creates like a pond that floods the nearby land.


Professor:
And that creates wetlands. OK, tell me more.


Student:
Well  with wetlands, it's like  there  is more  standing  water, more  Stillwater around【【当时听得时候纠结在什么叫做standing water 错过了后面的stillwater。。。】】, and that water is a lot cleaner than swiftly flowing water【【听的时候主观的想法太多，一听到更干净立刻觉得是流动的，没有意识到than because】】, because the dirt and settlement and stuff has the chance to sink to the bottom.


Professor:
More important for our discussion, wetland areas support a lot more variety of life than swiftly flowing water. For example, there are more varieties of fish or insects, lots of frog spices, and then species that rely on those species start to live near the wetlands too.


Student:
Yes, like birds and mammals that eat the fish and insects, and you can get trees and plants that begin to grow near the standing water, that can't grow near the running water. Oh, and there's something about wetland, and ground water too.【这也是一个结构点，就是说下面要讲ground water了，可以从女生的口气判断】】


Professor:
OK, good. Wetlands have a big affect on ground water【groundwater 被wetlands作用，wetlands被beaver作用，结构逐渐出来了】, 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 water that's continually flooding the surface, which increases the amount of water below. So where is there a wetland, you get a lot of ground water, and ground water happens to be a big source of our own drinking water today.【【我们的一大资源就是groundwater，那么，人又被ground作用，而人又捕杀了beaver】




All right… So, back to the beavers, what if the beavers weren't there?


Student:
You just have a regular running stream, because there is no dam, so the ecosystem would be completely different, there would be fewer wetlands.


Professor:
Exactly, so, now let's go back to where you were headed before, Mike. You mentioned the change that occurred after Europeans came to North America.


Student:
Yeah, well, there used to be beavers all over the place, something like 200 million beavers, just in the continental United States. But when Europeans came, they started hunting the beavers for their fur, because beaver fur is really warm, and it was really popular for making hats in Europe. So the beavers were hunted a lot, overhunted, they are almost extinct by the 1800s, so… that meant fewer wetlands, less standing water.【【考点，很重要，当时没听到就做错题了】】


Professor:
And what does that mean for the ecosystem? Kate?


Student:
Well if there is less standing water than the ecosystem can support its many species, because a lot of insects and fish and frogs can't live in running water, and then the birds and animals that eat them, lose their foods supply.


Professor:
Precisely, so the beaver in this ecosystem is what we call a keystone species. The term keystone kind of explains itself. In architecture, a keystone in an archway or doorway is the stone that holds the whole thing together, and keeps it from collapsing. Well, that's what a keystone species does in an ecosystem. It's the critical species that keeps the system going. Now, beaver populations are on the rise again, but there is something to think about.


Consider humans as part of these ecosystems, you've probably heard about water shortages or restrictions on how much water you can use, especially in the summer time, in recent years. And remember what I said about groundwater;  imagine  if  we  still have  all those  beavers around, all those wetlands. What would our water supply be like then?


总结一下，可能太久没听了，第一遍觉得语速超快，一下子不能习惯。觉得听的时候还是抓不到重点，有所退步。

baobao10026UID: 2793901

这个方法好

wuqian0801UID: 2637709

tpo 13
现在听到第三遍，后面不知道怎么进行了
第三遍：做完整全文的听读训练，留意听不懂的地方。
【【【我就是不明白所谓的听读到底是做什么，我刚才就先听着录音读原文（看材料的）读到觉得可以了，然后找着原 ...
cyanidin 发表于 2010-11-22 18:04

跟读和听读反复的理由是不断检验你之前跟读的效果
查漏是你必然会有还是忽略的词句 通过查漏去发现 然后记住

cyanidinUID: 2897934

跟读和听读反复的理由是不断检验你之前跟读的效果
查漏是你必然会有还是忽略的词句 通过查漏去发现 然后记住
wuqian0801 发表于 2010-11-22 20:32

我的意思是说不知道怎么去做。。。

cyanidinUID: 2897934

听读和跟读到底是怎么做的？
是说听读不看文本，跟读看文本？

查漏是看自己是不是忽略了key words还是每一个词汇都要注意到呢？

我今天做的就是
先做了一遍题，没看答案，看了题干，在做题。分析了一下。

看着文本听着录音跟着读了很多遍，之后觉得比较顺了以后，不听录音朗读了一遍，把声音录了下来。

之后录音没保存orz。结果我就停滞了。。。

我看接下来的步骤应该是，听录音什么的，麻烦斑斑详细讲解一下怎么做行么？

cyanidinUID: 2897934

斑斑不要误会我，我不是抱怨跟读的次数多，相反的我很享受跟读。。。

今天第一天作，总的来说特别的不顺。因为我的TPO问题，很严重，现在在补资料了。希望明天可以顺利的完成七小时的听力。。。

回顾一战，综合写作完全听错了的惨剧，心里十分难过。。。。虽然只剩几天，但还是不想放弃啊。呵呵。加油听吧。