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Narrator: Student: Hi, I really hope you can help me.

Librarian: That?s why I?m here. What can I do for you?

Student: 1@I‘m to do a for my but I‘m

Librarian: Y…

Student: Librarian:ell, there?re a few things, Student: Aha, that?s one thing I did know to do. I just need three Librarian: Let?s get you going on Now that I think about it, there?s a journal named Sleep and Dream.

Student: Oh, yeah, the article I just copied is from that journal, so I?ve got to look at other sources. Librarian: 2@You can psychology or and articles through the library?s computers, and if you want to search by with the word dream for example, just type it in and all the Student: Cool, that?s great! Too bad I cannot do this from home.

Librarian: But you can. All of the library?s and can be Student: Really? It still sounds like it?s going to take a Librarian: Maybe, but you already your search to articles on Dream Interpretation, so it shouldn?t be too bad. 3@And you probably notice that there‘s an and electronic sources, you have the option to the on the computer screen, those to decide whether or not you want to read the whole article should some time.

Student: Right, abstracts! They?ll make the project more 4@I guess I

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Librarian: Sure, that computer?s free over there, and I‘ll be here till five this afternoon. Student:

supposed 应该要Literature Review 文献综述psychology course 心理学课程focus 重点 Dream Interpretation 梦的解析article 文章 on reserve 不外借书目journal 期刊printed versions 印刷版 Reference Section 参考书目区 publish 出版 databases 数据库available electronically 以电子版的形式存在 access 进入 databases 数据库 electronic journals 电子期刊 title 标题 screen 电脑屏幕 network 网络abstract = summary 摘要 top 顶部 display 显示skim 快速浏览definitely 绝对 doable 可行的assignment 作业narrow down 缩小范围 cut down 减少 try out 尝试 just in case 以防万一

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

Professor: Ok, I?m going to begin this by giving you your next Remember I said that at some point during this semester I wanted you to the write about it? Well, the exhibit that I want you to attend is coming up. It?s already started in fact, but it?ll be at the gallery for the next month, which should give you 1@The name of the artist there is Rose Frantzen. Frantzen‘s work may be to you since she‘s a young artist. But she‘s got a very to some of the artists we‘ve looked at this she herself calls So you?ve probably studied both of these movements, in some of your art Student: Well, Impressionism started in the 19th century. The style was very different from earlier styles. It didn?t scenes or as they looked. so the Professor: Student: Well, a lot of impressionist artists painted like people on the Professor: Good. So when you go to the exhibit, I really want you to take a close look at a painting. It?s a. 2@The reason of Frantzen‘s style. It?s an scene, an everyday scene. It?s kind of which you can really brushstrokes and the The colors aren?t quite The sky is kind of; well, in a And the in the is blue, but somehow the scene gives an k, winter day on a farm. So that?s the impressionist her work.

called the And the Sales Barn, it was place where the farm animals. 3@And the reason Frantzen went there, and she 3

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So, what about What are the of Realism we should be looking for in Frantzen?s work?

Student: of pretty and pretty everyday subject matter, too.

Professor: Good. One other painting I really want you to look at is of a young woman by You will that the woman?s face is so realistic looking that it?s almost like a . The woman?s nose is a little less than and her hair is kind of 4@This is realism. But then, the of the painting, this woman with the pumpkins is in a of and, it?s all kinds of brushstrokes and lines, kind of when you look at it And there are colors. There? until she was the her work was really good, that she could be an artist. But of course, it?s not as easy as that, and so Frantzen had to paint other people?s money to buy paint for her work. she never stopped painting. And now, Frantzen is doing well. And her work is being shown all over the country. 5@like that. But what‘s importthat you don‘t give up. That‘s what is really important to remember.

contemporary art 当代艺术 Realism 现实主义 Impressionism 印象派paint 颜料 depict 描绘blurry lines 模糊的界限brushstrokes 笔刷，画法texture 质地canvas 画布rough 粗糙的landscape 风景惨淡的 subject matter = subject主题素材 unidealized 非理想化的stress 强调 bleak 阴冷的 zigzagging 之字形 electric blue 乌青 accessible 可接近的，亲切的 chaotic 混乱的 vibrant 充满活力的 illustration 插画 background 背景 messed up 混乱的 No matter what 不管怎么样 keep at it 坚持

Ok, let?s get Great, 1@today I want to talk about a way in which we are able to how old a of or some other I?m going technique. Why? Good dating other words, if you want to know how a land was the first thing want to know is how old it is. It?s Take the of how the Grand Canyon in the United States was formed. We knew that it was formed million years ago. Before it solidified, it was just it was part of a 2@And until just that overtime. That‘s been the geologists for quite some time. But now we?ve learned something different, and quite using a technique called .

I should say that Uranium-Lead Dating has been for quite a while. But there have get into this in a minute. Anyway, Uranium-Lead Dating has some Two geologists discovered that about half of the sand from the Grand Canyon was actually part of the Appalachian Mountains. That?s really news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Of course, is how did that sand end up so Theis that 6@Well, this was a pretty and it was because of Uranium-Lead Dating. where it came from. You can do other things too, like the grains to their and which way it was But that?s only useful up to a sts did.

. What they did was: they looked at the grains of in the sandstone. Zircon is a that Uranium, which makes it very useful Zircon starts off as inside it begins to change 3@ 5

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determine the age of Zircon from different mountain ranges. 3@Once you do that, you can mountains. If the age of the Zircon the age of one of the mountain ranges, then it means the sandstone actually used to be part of that mountain range. Is everybody So, in this case, Uranium-Lead Dating was half of the sandstone in the samples was formed at the same time the in the Appalachian Mountains was formed. So because of this, this new way of doing Uranium-Lead Dating, we?ve been able to determine that Like I said before, Uranium-Lead Dating has been with us for a while. But, until recently, in order to do it, you really had to study many And it took a long time before you got results. It just wasn?t very And it wasn?t very 4@So I?ll 5@Well, with Uranium-Lead Dating, we could prove that more ?s

dating techniques 年代确定技术Grand Canyon 大峡谷sandstone 砂岩 flattened out 填平conventional wisdom 传统观念 Uranium 铀 Lead 铅 refinements 改进 Appalachian Mountains 阿巴拉契亚山脉 grain type 晶粒类型Zircon 锆石radioactive 放射性的 molten magma = lava熔岩volcano 火山 crystallize 结晶 granite 花岗岩 continents 大洲 figure out 找出go about it 着手做 cut down 减少

Narrator: Listen to part of a conversation between a student and his professor.

Professor: Hi Mathew, I?m glad you can come in today. 1@You‘ve been observing Mr. Grable‘s

Student: Hmmm, yes. I go over the Johnson you know, to watch Mr. Grable teach the children in class. It?s been amazing, I mean, I?m just learning so much from just watching him. 2@I‘m so glad the classroom are a for the education

Professor: Well, I?m glad to see you feel that way, Mathew. You know, that?s the goal. So, I?ve been reading over your observation notes and I?m quite interested in what?s going on, in particular what?s the unit he?s been teaching.

Student: The astronomy unit?

Professor: 3@It seems that Mr. Grable has mastered the to teaching – the way we?ve been talking about in class.

Student: Oh! OK, yeah, so like when he was teaching them astronomy, he didn?t just teach them the names of the planets, he used it as a way to teach mythology.

Professor: Really! So, how did he do that?

Student: Well, some of the students could already name the planets, but they didn?t know that the names had any meaning – the stories behind them.

Professor: So, he…

Student: He introduced as a way of explaining, like, you the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it‘s like the king of the planets, like Jupiter was the king of all the gods.

Professor: Oh, Mathew, that?s a great example.

Student: Yeah! 4@And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research; then they made Professor: So, in one in which the was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, Student: Exactly! He used this one topic to teach third-grades all that stuff – how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great

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Professor: You know, Mathew, this is just what we?ve been talking about in our class. I?m sure everyone can learn something from your experience. You know, 5@Mathew, I‘d love for you to talk about this astronomy unit in class on Wednesday.

Student: Really?! Hmm. Cause I don?t really think I?ll have any time to write my paper by then.

Professor: Oh, you won?t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we?ve discussed today.

Student:

approach 研究方法 Elementary School 小学 requirement 要求 education program 教育课程 astronomy unit天文学部门 interdisciplinary approach 跨学科研究方法 Greek and Roman mythology 希腊与罗马神话 Jupiter 罗马神话中的宙斯planet 行星 solar system 太阳系focus 重点 oral presentation 口头展示stuff 东西 all right 好

OK, we?ve been talking about early in 1@So let‘s Let?s look at Catalhoyuk. I?d better . Catalhoyuk, that?s about as get in English. It?s really. The site is in modern day Turkey, and who knows what the it. Anyway, Catalhoyuk And the settlement, really, about a thousand years and to a of about eight or ten One of the things that make the settlement of this size is the time period. It?s the Neolithic, remember, the . So the people that lived there no So everything they like building this town, they did with just stone, But you remember that it wasn?t just any stone they had, they had .

2@And obsidian is a well, almost like It very nicely into And the .

Anywayone storey made of . But what?s really interesting is that there are no 3@People walked around on the and the house a on the down a You can still see the of the in the on the Once you were in the house, there would be one rooms for The main room had the for and for . It would?ve been pretty cold in the 3@ So there would have been an the house with only one in the roof to the You and I would have it a bit too in there. 6@You can see on the walls, which they and and so did people?s found in the 4@And that‘s

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And it maybe that explains why the houses were so without I mean, you might think it was for or something, but there It maybe they wanted to live as to their 5@Based on we can know the of the houses and the of the graves, but we‘re only guessing when we tried to say why they did it that way. That?s the way it is with You are with the that people We have no about things. I mean it?s interesting to , but there is a lot we can?t really know.

So, 6@they on the and usually they painted Now they did 6@but we don‘t know why so many of the paintings are of hunting scenes. Was And will But we?ll probably never know for sure.

Near East 近东Catalhoyuk公元前一万年的新石器时代的村落，是世界上最古老的人类住居地之一agricultural settlement 农业定居点 Neolithic period 新石器时代 bricks 砖obsidian 黑曜石 flake 削 sharp points 尖角 rectangular 矩形的hatchway 天窗diagonal 斜纹hearth 壁炉 plaster 石膏 hearth 灶台 chips 碎屑 soot 煤灰lungs肺 ribs 肋骨 excavation 发掘 layout 布局 physical remains 有形遗迹artifact 手工艺品cereal 谷物 that sort of thing 诸如此类 for instance 比如 be supposed 应该

Professor: 1@For today‘s discussion, we‘ll the on how some animals the and the Marmots are They are large about the of an And they live in a of 3@And even though they spend the of the year , to this case studyStudent: 2@Well, when they are not hibernating, you can find them in And Professor: Uh-ha, so first let?s discuss the Eastern marmots. They the eastern region of North America where there is a where the for at least five months of the year, which is when they do all their and Student: Oh, I . At first I wasn?t sure what growing season just from the reading. But now I get it. It?s the be five months?

Professor: Umm? Oh, I?m sorry but no. It?s not about the time it takes for Eastern marmots to grow. It?s when the food is . That is when it?s not in and there is no the and, umm, parts of a plant?s the flowers the marmots like to eat. So growing season the food they eat, OK?

So now how would you describe the Eastern marmots? Student: 3@Well, they are really and just so even with other Eastern marmots. Professor: begins. For them, well, they come together to and then they go their ways. Then Student: Really? Just six weeks? Is that possible for the offspring to Professor: . quickly and the weather?s Eastern marmots are just old enough to their of in the So how does this their

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Student: Oh, I get it. Since the climate?s not too bad, the Eastern marmots don?t have to on each other too much and they really don?t neeProfessor: Student: 3@Well, they live together as a family and take care of their young until they are at least two years old. They?re really what I really like is that they even have And they are not at all like the Eastern marmots. 4@So their social behavior is so different from Eastern marmots because of the climate where they live?Professor: Well, the Olympic marmots in the where the weather are much So there is a lot more and The growing season only two to three months. So in that much time, all the Olympic marmots, and

case study 实例分析Eastern marmot 东土拨鼠Olympic marmot 奥林匹克土拨鼠rodents 啮齿动物ground squirrels 地松鼠hibernate 冬眠subjects 对象temperate climate 温和的气候mating 交配territorial 保护领土的loner 不合群的动物aggressive 好斗的mating ritual 交配仪式offspring 后代edible 可食用的greeting ceremonies 问候仪式 It has nothing to do with that 这跟那个无关make it on their own 独自谋生

Narrator: Listen to a conversation between a student and a professor.

Student: wondering if you had a few minutes free now to discuss something.

Professor: Sure, John. What did you want to talk about? Student: 1@Well, I have some quick questions about how to write up the research project I did this semester – Professor: Oh, yes. You were looking at variations in climate right? How far along have you gotten?

Student: I?ve got all my data, so I?m starting to But I?m just... I?m looking at it and I?m afraid that it?s not enough, but I?m not sure what else to put in the report.

Professor: I hear the same thing from every student. 5@You know, you have to remember now that you?re the on what you?ve done. So, think about what you?d need to include if you were going to explain your research project to someone with or about the subject, like... like your parents. That?s usually my would my parents understand this?

Student: OK. I get it.

Student: Right. I understand. 2@I Professor: was through time.Student: OK. So, for example, 2@I studied I looked at I used different 2@ and then I discuss the results. Is that what you mean?

Professor: Yes, that‘s right. You should include all of that. The statistical tests are especially important. And also be sure you include a good where all your and Student: Something just came into my mind and went out the other side.

Professor: That happens to me a lot, 3@I so I‘ve come up with a pretty good 13

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don‘t want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn‘t remember everything we wanted to ask the doctor, so we Student: A is a good idea. Since I?m so busy now at the end of the semester, I?m Professor: Good. I was hoping you?d Student: I also included some data in the report. With everything else it should be a pretty good Professor: 4@I Sounds good. I‘d be happy to look over a

Student: Great. I?ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.

Professor: OK.

office hours 办公时间 climate variations 气候变化 Grant City 格兰特城 summarize 总结 graphs 图表 general or casual knowledge 笼统或偶然的知识rule of thumb 经验法则 recognize 认识到 wondering 想 research journal 研究性期刊definitely 当然 indicate 说明 evolution in thought 思维发展 set up 提出 purpose 目的 climate variability 气候变异 approach 方法 meteorological records 气象记录 climate charts 气候表格 statistical tests 统计检验 reference section 参考资料unpublished data 未出版数据 memory management tool 基因管理工具 pad 便签簿 jot down 草草记下notepad 笔记本 forgetful 健忘的come up 想出end up 最后 immediate 毗邻的 regional 区域的 indicator 标志 state 州 draft version 草拟版本 final copy 最终定稿

Narrator: Professor: Now, many people consider John Watson to be the And like other he believed that should study only the they can and They?re not interested in a person could them to But one thing What Watson did was he of 1@One kind of that he studied are 2@Watson thought laryngeal habits, he thought for very is really talking to oneself because they talk out loud even if they?re not trying to with someone talking to oneself they, um, have in the That is, if you put on the and activity-you that when people are thinking, like if they?re trying to a problem, that there is muscular activity in the throat region. So, Watson set of in this case the response he observed was the throat activity. That?s what he when he calls it a laryngeal habit. Now, as I am thinking about what I am going to be saying, my in my are So, thinking can be as muscle activitythe… Yes?

Student: Professor Blake, um, did he to look at people who I mean people?

Professor: 3@hen they‘re givetheir when they are trying to solve a problem, muscle changes in the hand, just like the muscular changes going on in the throat region for Watson, thinking is the activity of muscles. A was developed by William James. It?s called . 15

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4@that you‘re asked to think of our library, and if you‘re James and others said that this is an , and that?s why it?s called “ideomotor action”-an idea to motor activity. 5@If you wish your friends and you can change this into a people to do something such as I‘ve just described: think of something on their left; think of something on their right. eyes very . And if you do that, you‘ll discover that you can see the one and I‘ll tell which you‘re thinking of. OK. Well, Watson muscular activity g we?ve been talking about here, one has to ask: 6@motor theory-this that muscular activities are equivalent to thinking? Is there anything And the answer is clearly yes. Is there any way to answer the question answer is no.

behaviorism 行为主义mental processes 心理历程 manifestation 显示 laryngeal 喉的larynx 喉咙voice box 喉头overt 明显的covert 隐蔽的muscular activity 肌肉活动throat region 喉部electrodes 电极 sign language 手语ideomotor action 动念动作eyeballs 眼球motor action 运动神经活动 magic trick 魔术戏法account for 解释 other than 除了

Hi, everyone. Good to see you all todaylot today; 2@I was to get in yesterday at five and I to all the exams by not getting in one o‘clock in the morning. I will do my best to have them

Okay, in the last class we started talking about In we talked were very useful not only in the in the on. 1@Today, we‘ll continue talking about useful fibers and we‘ll begin with fibers that are 3@Manila hemp is

Now, as go, Manila hemp fibers are very and they can easily be in length, are also very very They have one more is very important and that is they are And this characteristics – and to saltwater make Manila hemp a great with steel cables; they were moored with Manila hemp ropes.

4@quickly in with saltwater. If you‘ve ever been to you know that the . And it‘s red because they that with the bridge and they worked to the other end, by the time they , it?s time to go back and start painting the of the bridge again, because the bridge and steel cables can‘

On the other hand, plant products like Manila hemp, you can through the for 5@to the ocean, that‘s no

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saltwater.

Okay, so how do you take plant fibers that with your hands, and turn them into a rope that?s enough to a ship that thousands of Well, what you do is to these long fibers from the Manila hemp, and then you take of these fibers and you group them into a 6@because by the fibers you greatly increase their that bundle of fibers is much stronger than any of the And then you take fibers and it a little bit because by it you increase its breaking strength even more. And you take several of these little bundles and you group and twist them into bigger bundles which then you group and , very strong rope.

plant fibers 植物纤维 textile industry 纺织业plastic 塑料explosive 炸药Manila hemp 蕉麻hemp 麻Philippine 菲律宾 Manila 马尼拉steel cables 钢丝绳moor 使停泊 San Francisco 三藩市Golden Gate Bridge 金门大桥 zinc paint 锌颜料 stainless steel 不锈钢 anchor 锚twist 扭

Narrator: Listen to a conversation between two students. They are both studying to be English teachers.

Woman: Man: Yes, I did.

Woman: 1@What are you taking? Man: a and I still have to do my student teaching. I?m gonna help teach a writing class at the Woman: That?s a Man: Yeah, it?ll be really busy. And I?m also taking a 2@I would have to quit my job in a couple of weeks because it‘ll be just too much.

Woman: Where do you work at?

Man: Buster?s Coffee Shop. But just till the end of the month. What are you doing next semester?

Woman: Actually it?s teaching seminar, too. And I?ll have to start writing my You Man: Woman: No, I was actually thinking about some of my poems and sending them Man: Cool. You should. 1@Did you hear about that new poetry club, The Poetry Kitchen? Woman: Yeah, no time.

Man: 3@It‘s fun. It‘s Sunday night. You don‘t do anything Sunday nights.

Woman: I do homework Sunday nights.

Man: Well, it?s only from 7 to 9.

Woman: Is it every Sunday?

Man: Last Sunday every month. I don?t know about this month because it probably a little don?t know what they?re gonna do. But it?s Woman: Who, from our class?

Man: Some people from our class are reading. A lot of them go, sometimes even the professor.

Woman: Really? I don?t know if I Man: You wouldn?t have to read. You can just watch. I just watched the first time. But it?s a

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Woman: 4@I probably have to write something new. So maybe during the summer, I just can‘t now.

Man: Yeah, it wouldn?t be the same just reading old stuff. 5@But you‘re gonna do summer school.

Woman: Definitely. Otherwise I?ll be Man: Yeah, me too. This is the second summer I have to take classes. Got to go now, my

register 注册 semester 学期 Contemporary literature 当代文学teaching seminar 教学研讨会 junior high 初中heavy schedule 紧张的日程安排 theory class 理论课 thesis 论文 master?s degree 硕士文凭 poetry 诗歌revise 修改 publication 出版 Thanksgiving 感恩节move out 换时间impressive 让人印象深刻的 wanna = want to 需要 short 缺少的 credits 学分 Shakespeare 莎士比亚

Aristotle?s 1@What Aristotle‘s ethical theory is all about is this: he‘s trying to show you how to be

Now, why is he interested in human happiness? It?s not just because it?s something that all for. It?s more than that. But to get there we need to first make a very important

To understand Aristotle?s interest in happiness, you need to understand this distinction. Some things we aim for and value, not for themselves but for what they to themselves. If I something as a to something else, then it has what we will call extrinsic value.

Other things to be for we value something not as a means to something else, but for its own sake, let?s say that it has intrinsic value.

. There may be some people who value exercise for itself, but I don?t. I value if I didn?t. So I desire to in exercise and 2@Health. Why do I value good health? Well, here it gets a little for me. Um, health is important for me because I can?t do other things I want to do, play music, teach if I?m ill. So health is important to meBut health is also important to me because I just kind of like to be healthy, it feels good. It?s pleasant to be healthy, unpleasant not to be. So to some degree I value health both for itself and as 2@It‘s got extrinsic and intrinsic value for me. Then there are things that are just for themselves. I?m a musician; I just play a for fun. Why do I value playing music? Well, like most musicians, 2@I only play because, well, I just enjoy it. It‘s something that‘s

6@Now, something else I value is teaching. Why? I?d do it even if they didn?t pay me. I just enjoy teaching. 2@it‘s an end to itself. But teaching?s not something that has intrinsic value for all people, and that?s true Most things that are enjoyed in and of from person to person. Some people value teaching intrinsically, but others don?t.

to human happiness? 3@Well, Aristotle asks: is there something

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sake? If you could find such a thing, that would be the or the

Aristotle thought the answer was yes. What is it? Happiness. Everyone will agree, that happiness is the ultimate end to be valued for itself and really only for itself. For what other purpose is there in being happy? What does it The of happiness becomes the The next question that Aristotle raises is: what is happiness? We all it; it. It?s the we have in life. But what is it? How do we find some he does give Well, true human happiness, if you had that, do you need? Nothing. 4@And, second, true happiness should be something that I can on my own. I shouldn‘t have to on But, according to Aristotle, on other people. I can?t get it on my own, without help from other people. In the end, Aristotle says that true happiness is life of So let?s see how he comes to that.

Aristotle 亚里士多德ethical theory 伦理道德理论 extrinsic value 外在价值intrinsic value内在价值yield 产出reason 思维 contemplation 沉思 for its own sake 为这个本身 an end in itself 目标本身In that sense 在那个意义上keep in mind 记住 this won?t work 这行不通

Narrator: Listen to part of a lecture You will not need to remember the numbers the professor mentions. Professor: OK. Let?s Today I?m going to talk about how the was And I?m going to start by writing some on the . Here they are: We?ll ell me what I?m doing.

Student: 3@ Professor: Right. I?m , and the next one I?m going

Student: Professor: then We?ll stop there for now. Now I?ll write another of numbers under that. Tell me what I?m doingStudent: 3@ Professor: I?m adding 4 to each number in the first row to give you a second row. So the at I?m doing.

Student: 3@

Professor: Yes, I all those numbers by by putting in a Now I?m do the numbers mean? Do you remember from the reading?

Student: Is it the distance of the planets from the Sun?

Professor: Right. In not but The for or so. It?s... but it?s from the Sun. But I kind of have for now. ?s right there at from the Sun. 1@6@Well, this pattern is known as Bode‘s It isn‘t really a but it‘s a in the of the Well, you can imagine that there was some in why in the pattern , and um... but there wasn?t anything Student: Another planet?

Professor: 4@in the pattern pretty not but And so then people got really about the finding the 4@And

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would be at that from the Sun, and then in 1801, the object was It looked like a um, it was called an “.” OK? ” is “as in 5@And so, Ceres was the first and is the the objects found at that from the 2@So the Asteroid Belt is the most Asteroid Belt was discovered.

Asteroid Belt 小行星带，太阳系内介于火星和木星轨道之间的小行星密集区域 Mercury 水星Venus 金星Mars 火星Jupiter 木星Saturn 土星Uranus 天王星Neptune 海王星Pluto 冥王星Ceres 谷神星telescope 望远镜Bode?s Law波德定律，各行星轨道分布的简单规律Greek 希腊语 multiply 乘add 加decimal (point)小数点

Narrator: Student: 1@Excuse me; I‘m building, but no one‘s in the classroom. Could you tell me where the class is? Physics 403 –

Receptionist: 5@ Student: Yeah, I know, but my class isn?t or something. Could you look it up, please?

Receptionist: Ok, let me check on the computer. It?s physics, right? Wait, did you say physics 403? Student: Yeah.

Receptionist: I?m sorry, but it says here that it wasfrom the registrar?s office about this.

Student: What? I?ve never got it. Receptionist: Are you sure? Cause it says on the computer that the letter was sent out to students a week ago. Student: Receptionist: Well, it does happen. Let me check something. What?s your name? Student: Woodhouse, Laura Woodhouse.

Receptionist: Ok, Woodhouse. Let me see…Center Street.

Student: 2@Oh, that‘s my

Receptionist: you haven‘t changed your Student: Yeah, I guess that?s it. But how can they cancel the class after it. If I?d Receptionist: I know, it?s really 3@but if we don‘t can‘t You know, it‘s a when there‘re only a few students in the class. You see what I mean?

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Receptionist: Ok, let?s see. Do you have any courses you?re going to take next semester? If you do, you might want to take them now and sign up for physics 403 next semester.

Student: Yeah, I guess I could do that. I just hope it won?t be cancelled again. Do you know Receptionist: …let?s see, usually it?d be with less. 4@But do you know what you should do? Give the physics department a call a couple of weeks before the semester starts. They?ll be able to tell you if they?re planning to with it. It?s their Student: Receptionist: No problem. Sorry about the class. Oh, why aren?t you to go change a mail address now. It?ll only takes a minute.

Student: Oh, oh, sure, I will do that right way.

receptionist 接待员 Registrar?s Office 注册办公室 supposed 本来应该 physics 物理 room assignment sheet 教室分配表 bulletin board 公告牌 listed 列在 check 查看cancel 取消 sent out 寄junk mail 垃圾邮件 it does happen 这种事确实时有发生 apartment 公寓 mailing address 邮寄地址 a while 一阵子 suppose 猜想 administration office 行政办公室 that would explain it 那就说得通了 inconvenient 不方便的sign up 注册 practical issue 实际问题 instructor 教师 course 课程 enrolled 登记 depend on 取决于 physics department 物理系 go through 开展 info 信息 right way 马上

Now, we?ve be– 1@00:21But today I wanna begin talking about what . So what‘s the of habitat loss on those animals – animals that need large areas of habitat?

Well, I?ll use the small, but even though it?s really –sleep every so often, right? – get this –too. You can?t say it isn?t. I mean, n?t mean it doesn?t need to eat. There 2@02:153@02:49 27

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can, we?ve got to learn more about their that?s been used by for years. In fact, most of what we?ve known about humming birds comes from banding studies, it?s part of the bird?s 4@04:36–

5@05:04species like the humming birds.

Professor: Okay, we?ve been discussing films in the 1920s and 30s, and how film many of the is, a wouldn?t any of today?s 1@today we are going to and his name was Jean Painlevé.

Jean Painlevé was born in 1902. He made his first film in 1928. 2@, Painlevé‘s of the 20s and 30s, that is, they don‘t of the 20s and 30s, Painlevé?s films were a of He had a way of or some people might say and His films begin with but then they become more and more more and more fact, Painlevé was known for Painlevéworld. He liked to show small like – what we think of as unique to humans. He might 3@You know, to make it look like the mollusk were to the music like a human being – But then he suddenly changed the or to us how different the animals are, how humans. He his audience in the way he the animals he 4@because with seahorses, it‘s the was great. His first and underwater film is about the seahorse. Susan, you have a question?

Student: But underwater film-making wasn?t that unusual, was it? I mean, weren?t there other people making movies underwater?

Professor: Well, actually, it was pretty at that time. I mean, we are talking about the early 1920s

Student: But what about Jacques Cousteau? Was he like an you know, with

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Professor: Ah, Jacques Cousteau. Well, Painlevé and Cousteau did both film underwater, and they were both innovators, so you are right . But that?s much where the First of all, Painlevéof Cousteau. And Cousteau?s with lots of as he needed it. Cousteau usually large animals, usually whereas Painlevé generally filmed smaller animals, and he liked to film in water. What else, oh well, the simply the – he didn?t fiction. He was a He really for the 5@Painlevé, on the other hand, as we said before, are much more as an important element. John, you have a question? Student: 6@Professor: Well, that?s a question. Uh, the short answer is that Painlevé?s style just never with the I mean, it probably at least to where we earlier, that people didn?t know his films – they were by them, whereas Cousteau?s documentaries were very people?s more than Painlevé?s films did. But you are true: film history buffs know about him, and Painlevé Jean Painlevé让·潘勒维Jacques Cousteau 雅克·格斯特

film categories 电影类型 hybrids 混合物 conform to norms 符合规范 fusing 融合 aquatic animal 水生生物 mollusk 软体动物seahorse 海马uncanny 神秘的 twists 转折fancy 豪华的film history buffs 电影历史迷 in a way在某种程度上 fit into 归属于 in that sense这个意义上来看set the standard 树立标准 caught on 变得流行 what to make of 作何评价

Narrator: Listen to a conversation between a student and a professor.

Student: Hi, Professor Archer, 1@you know how in class last week you said you were Professor: Of course, are you volunteering?

Student: Yes, I am. It sounds really interesting, but do I need to have any experience for these kinds of projects?

Professor: No, not really. I most students taking the

Student: Oh, good, that?s a . Actually, that?s why I?m volunteering for the project – to get experience. What kind of work is it?

Professor: Well, as you know, we?re studying the history of the this 2@This and we already know that where the main now stands, there once were farm house and that were We are near the lecture hall to see what types of we find, you know, things people used in the past that got when the campus was We?ve already began to find Student: Buttons and clay pottery? Did the old owners leave such that they left Professor: That?s just one of the questions we hope to answer with this project. Student: Wow, and it?s all right here on campus. Professor: 3@That‘s right, no traveling . I wouldn‘t expect volunteers to travel to a We expect to find many more things, but we do need more people to help.

Student: So how many student volunteers are you looking for? Professor: I?m hoping to get five or six. I?ve asked for volunteers in all of the classes I teach, Student: Sounds like it could be a lot of work. Is there is there anyway I can use the Professor: I think it?ll type of work you do in imagine we can something. 4@Actually I‘ve been considering offering extra credit for class because I‘ve been getting volunteers. Extra credit is always a good

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Professor: We?re asking for three or four hours week, depending on your A .

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

Professor: Yes, 5@I want to wait still 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.

Student: Ok. I?ll wait to hear from you. Thanks a lot for

volunteer 志愿者 archeology project 考古项目 assume 猜想 introductory level 基础阶段 archeological research 考古研究 relief 安慰 campus 校园 semester 学期 used to be曾经是 lecture hall 大讲堂 barn 谷仓 erect = construct 建起 excavate 挖掘 buried 深埋的items 物品 buttons 纽扣 clay pottery 粘土陶瓷 in a hurry 匆忙地 dishes 碗碟 involved 包含的 site 遗址 extra credit 额外的学分 depend on 取决于 excavation 挖掘 arrange 安排 incentive 奖励刺激

Narrator: Listen to part of a lecture in an class. The professor has been Professor: 1@Some of the world‘s in and And the cave are those of the Chauvet

And you know, I remember when I about the of the the Chauvet paintings,2@I said to my wife, ―Can you believe these paintings are over years old?‖ And my 3-year-old daughter and said, ―Is that older than my ?‖ That And you know, come to think of it. It?s pretty hard for me to really understand how long 30,000 years is too. I mean, we think that people who lived at that time must have been . But I?m gonna show you some in a few minutes and I think you will agree with me that this art 3@that it‘s very how old. A number of the Chauvet paintings have been more years ago. That would make them not just older than any other heard of.

Some people find it hard to believe Chauvet is so much older than Altamira and Lascaux, and they that only one did the dating for Chauvet, without from , whether it?s 15,000, 20,000 or 30,000 years ago, the Chauvet paintings are from the of So they are a good discussion of cave painting.

Now, one thing you?ve got to remember is the of these paintings. that?s the period we are talking about here, the the not too long after first in was then and so at least, on the of their But many of the cave art like Chauvet were never These paintings were a cave, where no . There?s no humans. You would have had to make a into the cave to the paintings, and a it. And each time you?d have to .

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from thousands of years after the paintings were made. So we can tell but they didn‘t 6@place you‘art in such places? We‘ll never really know of course, it‘s to

But, getting to the paintings themselves, and Chauvet is The artists were at or even the of the to give and to their the of Anyway, 5@But earlier at Chauvet, there is a in animals, lots of Remember that the of many animal were then so all these But the Chauvet artists didn?t is a is of human but no of a 6@So, why these animals? Why not Was it for their or We don‘t know. But whatever it was, it was worth it to them to spend hours deep inside a cave with just a between them and let?s the we can see these slides

cave art 洞穴壁画 Chauvet Cave萧韦岩洞pipe up 大声说context 背景Paleolithic 旧石器时代 rock shelters 岩石庇护所 inhabited 有人居住的torches 火把charcoal marks 木炭痕迹perspectives 透视法vitality 生命力sheer beauty 纯粹的美 cave bears 穴居熊herbivores 食草动物bison 野牛rhinoceros 犀牛 mammoth 猛犸象anything but 决不be that as it may 不管怎样

Now didn?t really into the it is today until the of 1@is study of and and for us, the light from It makes it possible to the light from what they are their You all know how when it, you which looks The light that we see with our human eyes as a of a of what?s called light. And is the most important kind of spectroscopy. Anyone want to at the scientific for visible light? And I?m sure all of you know this because you all did the reading for today. Professor: that?s dangerous. 2@But radiation as a anything that OK, so we?ve got a other. There are no from ; to… happens if the sunlight?s spectrum is ? Maybe you all didn?t do the reading. Well, here?s what you?d see. really the sunlight, you could more than 100,000 of them. They may look if you were looking at the spectrum of some other star, the colors would be the same. But the 3@ Student: Professor: using 4@to the point that it light. This light is a breaks it up into a spectrum. And a pattern, kind of like a of

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different elements, so we can figure out the of another star by the spectral pattern it has to the pattern of the elements in the library. There was a pretty of of even by the 1860s. A spectral lines that didn?t match anything in the library. So he and there was an element in the sun that hadn?t been discovered here on the earth Any and I?m sure all of you know it. OK. Let?s try something else. Student: ” or something like that. Oh it must be “”. So you are saying that Helium was discovered on the sun first.

Professor: Y

spectroscopy 光谱学spectra 光谱 spectral line 光谱线chemical composition 化学组成crystal prism 水晶棱柱 beam of sunlight 太阳光束visible light 可见光optical radiation 光学辐射Uranium 铀flame tests 焰色试验iron 铁 chemical fingerprint化学指纹图谱spectrograph 光谱仪Helius 赫利俄斯希腊神话中的太阳神，罗马神话中称为Sol（索尔）Helium 氦 back up 倒退 figure out 找出 take a stab 试试bleed into 彼此渗透 put two and two together根据事实推断 turn out 结果是by chance 碰巧

Narrator: Librarian: Can I help you?

Student: Yeah, I need to . It?s for my English class. We have to find reviews of the we are reading. 1@But they have to be from when the play was first so I need to know when that was and 5@I suppose I should start with newspaper reviews and…

Student: Sorry? Librarian: You want contemporary reviews. What?s the name of the play?

Student: It?s in 1962 and we are supposed to write about its t?s been so important.

Librarian: Well, that certainly explains why your professor wants you to read some of those old reviews. 2@ It?s so Nobody had ever seen anything like it on the stage.

Student: Librarian: Oh, sure. Of course the critiques? made some people kind of about it. They wanted to see what?s ork. Oh, I had to be, around 16 or so, and my parents took me to see it. That would?ve been about 1965.

Student: So that was the year great, 1@but newspaper from back then weren‘t

Librarian: Well, we have copies of all the newspapers in the and all the You will find them in the in the back. But I start with 1964, so I think the play had been for a little when I saw it.

Student: How do you like it? I mean just two on the stage and Librarian: Well, I was The actors were famous, 3@and besides it was my first time in a real theatre. But you are right. It was definitely different from many plays that we read Student: Yeah, I?ve only read it but it doesn?t seem like it would be much fun to watch. The story doesn?t any sort of doesn?t have either, just stops. Honestly, you know, I thought it was kind of slow and boring.

Librarian: Oh, well I guess you might think that. 3@But when I saw it back then, it was

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just reading it. You know, they?ve done this play at least once on campus. I?m sure there is a of the play in our video library. You might want to borrow it.

Student: That?s a good idea. I?ll have a better idea of what I really think of it before I read those reviews.

Librarian: 2@I‘m sure you will be surprised that anyone ever found it But you Student: 4@Yeah, it must be something about it, or the professor wouldn‘t have I‘m sure I‘ll

librarian 图书馆员review 剧评Contemporary reviews 同时代剧评critiques 评论家 tore to pieces 痛斥controversial 有争议的 big deal 引人关注的事 reaction 反应 curious 好奇的 fuss 大惊小怪 premier 首映 basement 地下室 reference guides 参考指南 reference stacks 参考书架 run 上映 while 一阵子 characters 角色 hanging around 无所事事 basically 基本上 impressed 印象深刻的progress 发展in logical manner 以逻辑的方式 real ending 真正的结局 tape 录像带 radical 激进的 dramatically speaking 从戏剧角度来讲 assign 布置任务 figure it out 找出答案

Narrator: Listen to part of a lecture in a biology class. The class is discussing Professor: You may have seen, for example, a bird that?s in the middle of a and suddenly it mating ritual. This kind of behavior, this doing something that seems completely is

1@, it?s wants to mate but it?s also afraid and wants to run away. So, it starts itself. So, the displacement activity, the grooming, the straightening of its feathers, seems to be an behavior. So, what do you think another example of a displacement activity might be?

Student: 6@How about an animal that, um, instead of its or Professor: The not or behavior. The behavior It‘s under But what doesn?t make sense is the object the behavior?s who else? Carol? Carol: 2@was afraid of was put next to its food – next to the animal?s food. And the animal, it was Professor: 2@That‘s exactly what I because the animal‘s got –behavior through a that we call 3@Now in disinhibition, the basic idea is that two seem a third drive. Or, well, they‘re effect on that third behavior, which means that the third drive , it‘s in the animal‘s behavior.

Now, these displacement activities can even These are what we call ?. So why do you think displacement activities are so

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Student: Maybe because it?s easy for them to do? 4@I mean, grooming is like one of the things an animal can do. It‘s something they do all the time, and they have the or if food is right

Student: Professor, isn?t it possible that animals groom because they?ve got from fighting or mating? I mean if a bird?s or an animal?s Professor: That?s another possible reason although it doesn?t explain other behaviors such as eating, drinking or sleeping. 5@What‘s interesting is that studies have been done that suggest that the animal‘s environment may play a part in what kind of behavior it . For example, there‘s a bird, the Wood Thrush, anyway, when the wood conflict, that is, it?s attack an enemy, if it?s it?ll . If it?s sitting on a branch, it?ll its feathers. The of the bird, its immediate; its to its immediate environment seems to play a part in which behavior will display.

mating ritual 交配仪式 preen = groom整理羽毛Displacement Activity 替换活动 conflicting drives = competing urges相冲突的驱使力量redirecting 重新定向inhibit 抑制 Disinhibition 抑制解除 comfort behavior 舒适行为 accessible 容易做到的 stimulus 刺激 messed up 混乱的 ruffled 皱了Wood Thrush 画眉鸟horizontal 水平的 beak 喙，鸟嘴 perch 栖木 vertical 垂直的 breast 胸部 out of place 不合时宜的 not necessarily 不一定 makes sense 说得通

1@today‘s class with some doing tonight‘s You will be reading one of Ralph Waldo Emerson‘s ?

Knowing something about Emerson‘s will help you when you read ?Self-Reliance‘.he had that it?s , Emerson says it?s idea that it?s in each one of us, is one of the first that you?ll see Emerson It?s a bit but he?s very into each person his or her own believing in that?s

But actually, he that with a of ?something that everyone knows but doesn?t they know. Most of us aren?t with ourselves in a way, so we just aren?t of It takes people like, say, who?re it and don?t just So Emerson is really him or herself. 2@You‘ll see that he writes about, well, first, He that people of his time for their and their and of the world even though it‘s Therefore, it?s best to be a – to do your own thing, what other people think. That?s an important point. He really this . When you are reading, I want you to think about that and why that kind of thought would be his time.?? something to really think about, help them what it they were. So that?s something that I think is it was think about who you are and where you?re going.

Now we already said that Emerson right, as a way to sort

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listen to it. Well, he this a Not also not yourself or mean? Well, if you?ve always certain thing, but it?s not you any more, or you?re not 3@Emerson says that it‘d be ? he says, ―That‘s is good.‖

4@He talks about a along the way. So, don‘t worry if you are not sure where you‘re or what your are. to yourself and it‘ll make in the end. I mean, I can that. Before I was a I was an Before that, I was a 5@My life has and where they‘ve , don‘t worry,

Ralph Waldo Emerson美国思想家、文学家，诗人爱默生，确立美国文化精神的代表人物。 essay 散文Self Reliance 自力更生wonder 想知道conviction 确信universal truth 普遍真理genius 天才Shakespeare 莎士比亚dismiss 草率否定conformity = consistency一致non-conformist 特立独行的人novel 新的 content 满足的matter 重要的是 voyage 航行 zigzag 之字形的 justify 使有道理 for the sake of 为了fit in 适应at odds 不一致drive home 深入探讨 all over the place 乱七八糟的 attest to 证明 make sense 有意义

Narrator: Listen to a conversation between a student and a professor.

Professor: HeyStudent: Yeah, things are a little crazy.

Professor: Oh yeah? What?s going on?

Student: Oh, it?s nothing. Well, it?s your class, I guess it?s OK. It?s, 1@it‘s just I am

Professor: next week. What?s your group doing again?

Student: It?s about United States looking at the Professor: Right, OK. And it?s not going well?

Student: Not really. I?m worried about other two people in my group. They are just their of the work and waiting for an A. It?s kind of me because we are getting close to the and I feel like I?m doing everything for this project.

Professor: 2@Student: Free rider? Professor: Ah, it‘s just a term that describes this situation, when people in the group Anywayyou mean when you say they just sit back? I mean, they?ve been the reports with me.

Student: Yes, but I feel like I?m doing 90% of the work. I hate to sound so honestlyfor things they shouldn?t be taking credit for. Like last week in the librarybut when I got back to our table, they were just and talking. 5@So I went and got

Professor: You know you shouldn‘t do that.

Student: I know, but I didn?t want to Professor: 3@I know Teresa and Kevin. I had both of them on other courses. So, I‘m

Student: I know me too. That‘s why this has really surprised me.

Professor: Do you…does your group like your topic?

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Professor: You chose the topic?

Student: 4@Yeah, I thought it would be good for us, all of us to try something new.

Professor: 5@Maybe that‘s part of the problem. Maybe Teresa and Kevin aren‘t that excited about the topic? And since you it, have you thought…talk to them at all about picking a different topic?

Student: But we?ve got all the sources and it?s next week. We don?t have time to Professor: OK, I will let you go I know you are so busy. But you might consider talking to your group about your topic choice.

Student:

in a hurry 匆忙 since 因为 group project 小组项目 due 作业截止日期 Supreme Court 最高法院 property rights 财产权 municipal land use 市政土地利用 owning disputes 所有权纠纷 sitting back 坐着休息fair share 平等份额 stressing out 使有压力 deadline 截止日期 free rider 搭便车的人 seek 想要 contribute 贡献 exactly 具体地 follow 跟进 weekly progress 每周进程 negative 消极的 take credit 得到好评 split up 分配supposed 应该要 stack 书架 goofing off 游手好闲 sections 部分 risk 冒险 going down the drain 前功尽弃 deal with 关于 personal liberties 人身自由 freedom of speech 言论自由 pick 选择 start from scratch 从零开始 cause = because 因为 Got to run 走了

Now we?ve got a few for today. So I?ll just interesting that I think makes an . We?ve been and different of rocks for the weeks. But next week we are going to do something a bit different. And to I thought I?d how as a you need to know about more than just rocks and the of you may have heard about them.

1@It‘s quite a is this a in They leave you might say as they move one has ever seen it happen.

2@ moving the rocks. There are no no and no like a Nothing to move these heavy rocks. So what?s going on? number one – might move the rocks. 6@Most of the rocks move in from to The of this is made of . It?s a desert, so it?s But when there is the . It?s hard for anyone to Some that when the ground is the can move the rocks. There?s a with this theory. One scientists with you need winds of at hour to move rocks. And 3@So I think it‘s

Here is – the desert floor could turn in ice… OK, could a by the wind? But there?s a problem with this theory, too. Rocks ice would have moved together when the ice moved. But that doesn?t always

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Maybe the rocks are moved by a But all these ideas have you are saying to yourself well, why don?t what actually happens? 4@a So of isn‘t in powerful would be . So why can?t the rocks?

5@So where are we now? Well, right now we still don‘t have any to my main point – you need to know about more than just rocks as The ?to get started – knowledge about you know, . See you next time.

solid matter 固体物质Death Valley 死亡谷California 加州bulldozer 推土机clay 粘土slippery 滑的 settled 被解决 imbedded = trapped in 嵌入的tilting 倾斜 magnetic force 磁力 I bet 我猜meteorology 气象学address 对待

Professor: 1@OK, last time we were talking about for the Who Frank? Student: Well, I guess there wasn?t really any, you know government support for the arts . But the government made to, you know, to support the arts was the

Professor:

Student: It was started during the Professor: Student: 2@Yeah, sure, it was successful. I Professor: Right. Student: 6@Yeah. But didn?t the government even very good?

Student: 2@That‘s true. I meanProfessor: weren?t really , we don?t actually see any govern…well any in the arts again until for The idea was that there?d be a and for just those reasons,

So it was through , um…that the would be the And then the uh…And by the I think, all their state arts councils that work with the with 47

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Professor: Well, you see, aren?t always They might not support the arts well, unless the government made it for them to do so, by offering the arts, that in if they were of the arts. 4@The in D.C., you may, maybe you‘ve been there, or in Both of these were with from And the Kennedy and Lincoln centers the only Many of your in the United States will have a –yes, Janet?

Student: But aren?t there a lot of people who don?t think it?s the government?s the arts?

Professor: Well, a lot of who did not believe in government support for the arts, they wanted for that very reason, to there are 5@artists a government agency being in the arts, for many different In other words, the both and government of the arts are as many and, and as

Federal Art Project 联邦艺术计划 Depression 大萧条 primary objective 首要目标 President Kennedy 肯尼迪总通过 National Endowment for the Art美国国家艺术基金会 altruistic 无私的corporations? tax incentives企业税收优惠 Kennedy Centre 肯尼迪中心 Lincoln Centre 林肯中心 plaque纪念牌

Narrator: Listen to a conversation between a student and a at the University Student: Counselor: No problem. How can I help?

Student: Well, I think I might have made a mistake coming to the school.

Counselor: What makes you say that?

Student: 2@I‘m a little from a small town. grew up together.

Counselor: So it?s a bit of a for you? Being one of 15,000 students on a big Student: That?s an 1@I just can‘t get comfortable in class or in the Counselor: Well, let?s start with the Student: I?m taking mostly and some are taught in these huge Counselor: Student: No, in fact I got an A on my it?s so I?m not Counselor: Are your classes impersonal?

Student: No, it?s just that…for example, 3@in yesterday, the professor asked a did the reading and knew the answer. But the professor just answered his own question and continued with the lecture.

Counselor: Well, in a big room it?s possible he didn?t notice you. Maybe he was starting to I wouldn?t Student: I suppose. But I just don?t know how to, you know, Counselor: Student: That wouldn?t seem right. You know, from other students who need help?

Counselor: Don?t say that. That?s what office hours are for. 4@There is no reason you couldn‘t 4@If you are learning a lot in class, let

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Student: You are right. That?s a good idea.

Counselor: OK, let?s . How?s it going in the dorms?

Student: I don?t have much with my roommate or anyone else I?ve met Everyone?s into sports and I?m more Counselor: Hah, have you been playing long?

Student: Since age ten. It?s a big paCounselor: YAnd graduated last year. They?ve been for a Student: Absolutely. I wanted to get my before my music here. 5@But I think this would be a good thing for me. I guess if should find people who love music as much as I do. Thank you.

Counselor:

counselor 顾问 Counseling Center 咨询中心 short notice 短时间 overwhelmed 不知所措的 graduating class 毕业班culture shock 文化冲击 campus 校园 understatement 轻描淡写 dorms 寝室socially 社交上 academics 学业 introductory courses 基础课程 lecture halls 大讲堂 keeping pace 跟上节奏 economics paper 经济学论文 impersonal 缺乏人情味 be used to 习惯于 sociology 社会学 raise 举手 In either case 不管是哪种情况take it personally 往心里去 distinguish 突出 stop by 顺便拜访 office hours 办公时间 taking time 占用时间 pop in 偶尔来访appreciate 感激 positive feedback 积极的反馈 turn to 转向 social life 社交生活 in common 相似 artsy 爱好艺术的 cello 大提琴 community orchestra 社区管弦乐团 string quartet弦乐四重奏乐团 it so happened 碰巧 cellist 大提琴家 searching high and low 到处寻觅 replacement 替代人选 auditioning 试演 academic work 学业settled 搞定 pursuing 从事 fit in 适应 pleasure 荣幸

this: a family went on for their children, then returned from vacation to New York, bringing the alligators home with them as But the alligators would and their into the New York where Have you heard this story? Well, it isn?t how about the song ?twinkle, twinkle little star?, you know, ?heard this song. Where am I going with this? 2@Well, both the song and the story are 1@3@By this most of what you know, are All the you know, 3@you‘ve learned, ou may say. Passing on ideas from one person to another is Well, the point of this is so with the . What?s a gene that

are that pass on information about and of get in information , First, its getting its copied and passed on. So longevity is a key characteristic of a replicator. 4@If you take the you the story now or ten years from now, the same with the song. So these Next, is the to in large For example, the

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thousands of times. 5@Memes, well, they can be in large numbers as well. How And finally, fidelity is an gene that?s called a not . And so a gene usually can not be passed on, unless it?s an For memes however, fidelity is not always so important. For example, if you tell someone the alligator story I told you today, it probably won?t be , and the person who hears the story will be able to pass it along. Other memes are replicated with though, like the twinkle, twinkle song. It had same words 20 years ago as now. Well, that?s because we see songs as something that has to be each time.

So, you can see how looking at pieces of cultural information as replicators, as memes, and analyzing longevity, fecundity and fidelity, we can how

alligators 短吻鳄 sewer 下水道memes 文化基因analogy 类比genes 基因replicators 复制因子longevity 长寿fecundity 多产 fidelity 精确 housefly 家蝇genetic mutation 基因突变

Professor: 1@there are reasons in of another too, not the least of which is trying to the moon?s age. We could do this in by studying an known as the Basin. Um…it?s in the moon?s South Polar Region. But, since it?s on the side of the moon, it can only be seen from space. Here is an image of…we?ll call it the SPA Basin.

image of the SPA Basin, those aren?t its actual colors obviously, this image is from the mid 90s, from the American called Clementine. 2@Unlike earlier Clementine didn‘t only around the moon‘s Its orbits it to send of … well, is the South Poleand blues in the middle – the SPA Basin itself, the oranges and reds around it are The basin measures an amazing 2,500 km its is 12 km. That makes in You know love studying deep craters to learn about the impacts that created them, of a planet?s and in this case, 3@we especially Not everyone agrees, but some experts are that whatever created the SPA Basin did the Moon?s mantle. And we need to find out, because much more than the crust, the mantle contains information about a planet?s or Moon?s total and that is to Student: So, the only way to know the basin?s age is to study its rocks directly? Professor: 4@few hundred million years. But that?s not very y, we?d know whether the small craters were formed by impacts during the final of planetary formation, or if they resulted from Student: But if we know around how old the Basin is, I?m not sure that?s reason enough to go to the Moon again. things worth like is there water ice on the moon? Clementine?s data that . So some experts think there?s

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Student: Well if there?s water, how did it get there, underground rivers?

Professor: We think meteors into the may have the moon?s poles, that water the floors of those craters are always in if the water ice was in with rock and it would be Student: Professor: that?s not my point at all. OK, say there is water ice on the moon. That would be a very for a future for 5@Water ice could be and 5@– So water ice could the of a moon base someday, a camp Student: But hauling of to the moon to make fuel and build a life support system for a moon base, wouldn?t that be too expensive?

Professor: base, maybe a way?s off, but we shouldn?t have to wait for that. The story to tell. I wouldn?t a few samples of it.

Moon landing 登月 pinpoint 精确测定 impact crater 陨石坑South Pole-Aitken Basin 月球南极艾特肯盆地color-coated 上色的lunar mission 登月舱Clementine 克莱芒蒂娜（1994年发射的环月轨道探测器）color-coated Equator 迟到 topographical map 地形图 crust 地壳mantle 地幔 meteor showers 流星雨 comets 彗星 water molecules 水分子 oxygen 氧气 hydrogen 氢气

give or take 大约

Narrator: Listen to a conversation between a student and a professor.

Student: class.

Professor: Of course, Jill. Student: 1@It seems that everyone else in the class gets what they are to be doing but I‘m not so sure.

Professor: Well, the class is for students who are really about film. You must have taken film courses before.

Student: YProfessor: I wouldn?t think that would be enough. Did you mainly on or Student: Oh, definitely content. We?d watch, say Professor: 2@Oh, that film as what makes it Student: Professor: Sure, but that kind of class; well, I‘m not surprised that you are feeling a little lost. You know, we have two to be taken before you get to my course, one in film art, another in film history. So students in the class you are in should be pretty in film studies. In fact, usually the system anyone trying for the class they shouldn?t be taking. And who hasn?t taken the courses .

Student: Well, I did have a problem with that but I discussed it with one of your and she gave me permission.

Professor: 3@Student: Yes. But I?ve already been in this class for 4 weeks. I?d hate to just drop it now Professor: I guess so. 4@I can‘t believe you‘ve we‘ve been discussing and you‘ve been doing OK so farthe program?s been to through certain Like any other Student: 55

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Student: 4@No, no. I am just interested. I‘m actually in Professor: I still signing up for the introductory courses but I guess in trying to with this class. The interest is clearly there. 5@Instead of any extra reading just now though, you could some of the old introductory lectures. We have them on video. It?s still a pretty we will be you will really need Student: OK, I?ve been

Wondering 想 assignment 作业 film theory 电影理论 pretty much 几乎都 supposed 应该要 serious 严肃认真的 film appreciation 电影赏析 concentrate 专注于 form 形式content 内容 Lord of the Flies 蝇王approach 切入点 treat 对待 literature 文学 ignore 忽略 unique 独特though 但是 introductory courses 基础课 techniques 技法 technical stuff 技术方面的东西far-along 走了很远 block 限制 sign up 注册 required 被要求 prerequisites 预备课程 office staff 办公室员工No matter 不管 keep on 继续做 for your own good 为了你好 dropping back 退课especially 尤其是 Frankly 老实说 last 坚持 in-depth theories 艰深理论 designed 被设计 progress 进展 stages 阶段 professional training 职业训练 build on previous knowledge 在原有知识之上 recommend 推荐 extra 额外 catch up 跟上 intend 目的是 main concentration 主要重心 marketing 营销学 connection 关联 in that case 如果是那样 out of interest 基于兴趣 highly recommend 高度推荐at some point 在某个阶段 in the meantime 同时 there is no harm 也没坏处 keep up 跟上 view 观看 handle 处理 tall order 过高要求 right along 不间断地stay on top of it 处于主动 warned 被告诫的

Okay. I know you all have a lot of questions about this that?s coming out so I?m gonna take a little time this morning to discuss it. So, you know the assignment has to do with right? And your reading should help you get a good idea of what that?s all about. But, let?s talk about What give you is that spectroscopy is the study of the which together make up what?s called like you see in a And all all of matter, can be to what . It?s like, um, well, every And that?s Now, which is the of your assignment, works by very And in a And your assignment will be to choose a discipline that interests 1@For example, I‘m gonna talk about art. I‘m interested in the art and to me it‘s interesting how spectroscopy is used to analyze art.

Let?s say a museum comes to you with a problem. She?s come across this painting that to be an – let?s say, a Rembrandt. And she wants to it for her museum. But she?s got a problem: she?s not certain it?s an original. So, what do you do? whether the painting?s You?ve got the question: Is the painting a Rembrandt? So first, you?ll need to make a of the painting would have to have to be a Rembrandt. Then you have to discover whether the painting in question has those characteristics.

2@So first of all, you‘ll need to know the Rembrandt used when he he applied his paint. So you‘d need to work with of Rembrandt‘s style. You?d have to know when he created his paintings, what he used, in other words, what he used to make different colors of paint, cause the ingredients used in paints and Since you?re trying to that?s a Rembrandt, the ingredients in the pigment would need to have been used during Rembrandt?s th century. And that?s where in. You?ve got to find out what?s in those pigments, learn their lab

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work –– So, how do we use we put an –tiny bits of paint. And using light we can see the of each part of the pigment. Then we compare these signatures with those of elements like was made of. So, you can see why this requires some knowledge of the history of pigments, right? How and when they were made? 3@Say we determined a pigment was made with zinc, for example. We know the spectral signature of zinc. And it that of the paint sample. We also know that zinc wasn‘t discovered until the 18th century. And since Rembrandt lived during the 17th century, we know he couldn‘t have painted it.

4@works, because it‘s not analyze them. or because they?ve had so many to up damage from the paint having over time. Well, spectroscopy can the composition of those touchup layers too. 5@So we can find out when they were applied. Then if

Rembrandt（1606—1669）伦勃朗，欧洲17世纪最伟大的画家之一，也是荷兰历史上最伟大的画家。

Spectroscopy 光谱学 matter 物质 visible light 可见光wavelength 波长 spectrum 光谱element 元素spectral signature 光谱特征Laser spectroscopy 激光光谱学discipline 学科 museum curator 博物馆馆长canvas 画布 brushstrokes 笔刷，画法 pigments 颜料binding agents 粘结剂 varnishes 清漆 finishes 抛光剂infrared 红外线spectroscope 分光镜ultraviolet 紫外线zinc 锌 lead 铅 invasive 侵入式的 flecks 小片 restoration 修复restorer 修复者touchup 修补润色deteriorate 变质 undo 撤销 dissolve 溶解 what have you 等等

Professor: 1@Now we can‘t really talk about because there‘s a In fact, . So, what?s a folktale? How wJeff?

Student: Well, they are stories, stories. 5@They were within from so they a lot I mean, every Professor: That?s right. There?s . And that?s why we say folktales are 2@By we mean they the and the of a at a time, so the same could be told in different 5@Not the the But all the other like the or might be

Okay. So what about They also are in most but how are they different from folktales? 3@I guess the first question is: what is a fairy tale? And don‘t anyone say ―a story with a in it‖ because we all know that very few fairy tales actually have those But, what else can we say about them? Mary.

Student: Well, they seem to be than folktales, like they have something turning into a Oh, that?s another or 6@And fairy tales all seem to in a that?s Professor: oh, in the of each storyteller would a location and time, though the time and location would for different story tellers. 4@With fairy tales, however, the location is no matter who the storyteller is. That land far away... We?ll come back to this point in a few minutes.

Student: Professor: Well, is how many in the late 18th century, the Grimm throughout what?s now

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– some might say, It?s like the in your whether to someone, or letter. 5@The tale no longer be to a particular audience. So they become less more In folktales, characters might be by a , but you wouldn?t know anything more about them. But in fairy tales, people no longer have to They?re written down, right? 5@ , what people‘s were like whether they‘re small or And it?s that energy because the story, now in book isn?t in won?t be If a folktale isn?t by each it may be for But with a fairy tale, it?s always there in a book, waiting to be 5@

Grimm Brothers 格林兄弟

fairy tales 童话故事folktales 民间故事 genres 流派plot 情节characters 角色 settings 场景设置 characterize 描述特征orally 口头地 traits特征 fairy 小精灵lineup 固定开头Once upon a time 很久很久以前 cabin 小屋grand palace 大皇宫 royalty 皇室

so to speak 可以说

Narrator: Listen to a conversation between a student and an the university?s Student: Hi, do you have a minute?

Employee: Sure, how can I help you? Student: Employee: Student: 1@2@Well, are the only ones who can go? I mean, you know, they are finishing school this year and getting their and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me.

Employee: No, no, the career fair is opened to all our students and we who?s interested to go Student: Well, that?s good to know.

Employee: You?ve seen the Student: Sure, can?t Employee: 3@Actually they do, but it‘s in the Uh, we should probably make that part easier to reach, shouldn‘t we? I‘ll So, do you have any other questions?

Student: Yes, actually I do now. Since I?d only be going to myself with the you know, check it out, I was wondering if there is anything you recommend that I do to prepare.

Employee: That?s actually a very good question. Well, as you know, the career fair is an opportunity for businesses to new employees, and for you wouldn?t be right now, it still wouldn?t hurt for you to prepare much like you would if you were looking for a job.

Student: YEmployee: That?s a was thinking research. The flyers and posters list all the businesses the career fair. What?s Student: Well, I haven?t a major yet, but I?m strongly considering that?s part of the reason I wanna go to the fair, to help me decide if that?s what I really want to

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Employee: That?s very 4@Well, I suggest that you get on the computer and learn about companies from their internet websites. 4@

Student: Questions, hmm… so,

Employee: Student: Well, there is the job I mean, would I have an office, or would I work in a big room with a ther employees, and…and Employee: See? Those are all important things to know. After you do some research, you‘ll Student: Wow, I?m gl5@

Employee: Student: I?ll do that.

Employee 雇员 career services 职业服务 a couple of 几个 career fair 招聘会 shoot 问吧 seniors 大四学生 degrees 学位 encourage 鼓励 check it out 看一下 flyers 传单 posters 海报miss 错过 attend 参加 small print小字印刷条款规则make a note 注意 Since 因为familiarize 使熟悉process 过程 generally 通常 local 当地 recruit 招聘 soon-to-be 即将 graduates 毕业生 interviews 面试 in your case 就你的情况 even though 即使 look for 寻找 employment 就业机会 resume 简历 suit 西装 given 习惯性的 along the lines 关于 representatives 代表 major 专业 declare 申报专业 accounting 会计学 wise 明智的 in particular 特别是 list 列表 in a way 某种程度上 That?s one way of looking at it. 可以这么说 firm 公司salary 工作 working conditions 工作条件 zillion 巨多人 advancement 晋升 tailor 量身定做 came by 拜访 sign up 注册 interview workshops 面试技巧学习班

Professor: ??, what does that bring to mind? Student: Professor: Ok. The boom in the late 1990s when all those new Internet companies up and for huge of money, then the bust around 2000…2001 when many of those same Internet companies went out of business. Of course, booms busts. We?ve certainly seen times when economies for a while and then of growth. But, there?s a type of

2@industry that seems like it will make them lots of money fast. You‘d think that by the 90s, people Student: Tulips? You mean like the flower?

Professor: Exactly. For do you have any idea where tulips are from? I mean.

Student: Professor: That?s what most people think, but no. 3@Central Asia, a very It was who first discovered Now, around the 16th centuryhome with them. 4@bulb to show up in the Netherlands, the merchant who received them It turns out that the Netherlands was an for growing tulips. It had the right kind of for one thing, but also, it was a nation with a to spend lots of money on new things. Plus, the Dutch had a history of Wealthy people money to buy the flowers for their gardens.

Soon tulips were beginning to show up in different colors as tried to them for colors which would make them even more But they were never completely sure what they would get. Some of the most tulips were white with 63

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What happened then was a for these tulips. We called that craze “

1@So, here we‘ve got all the conditions for an irrational boom: 5@so more people had more —money to spend on but they weren?t new 5@ Sure the like that dark purple tulip. 5@

There was always much for tulips . Tulips didn?t like Tulips bloomed in the early spring. And that was for the year. valuable, well, according to records, one tulip bulb

As demand the priced tulip bulbs. the notes at These promissory notes kept changing from buyer to buyer until the tulip was ready for it was all said, there was no way to know if the bulb was really going to produce the 6@But that didn‘t matter to the of the note. The owner only about having that piece of paper so it could be 6@ey were sure they‘d find an easy way to make money.

So now, you?ve got all the for a huge bust. And bust it did, when one cold were Tulip mania郁金香狂热 (1637年发生在荷兰，是世界上最早的泡沫经济事件) boom and bust 繁荣与萧条 dotcom crash 互联网经济泡沫 carried away 失去理智 Netherlands 荷兰Celestial Mountains 天山 hail 生长在novelty 新潮事物 streak 条纹petals 花瓣 prospering economy 繁荣的经济disposable income 可支配收入 luxury 奢侈品 thrilling 让人激动的 commodity 商品 specimens 样本breed (过去式bred) 培育 unregulated marketplace 自由市场 government constrains 政府监管 promissory notes 本票demand

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需求supply 供应 bloom 开花 at a profit 获利 mortgage 抵押ingredients 成分bidders

竞标人collapse 崩溃

Professor: . It?s a species of a very grows in it?s the .

Now, it was only very just a few years ago. It for so long because it?s so

Now another interesting thing about the Nightcap Oak is that it is…1@it a very to the tree. So, it‘s a tree. you might say. It?s of what we are talking about. Here?s a picture of the of the tree and its flowers. I don?t know how well you can see the flowers. They?re those little

6@Okay, what have we tried to find out about the tree since we?ve discovered it? How…1@why is it so rare? That‘s one of the first questions. How is it…how does it This is another question. Jim? Student: I don?t know. But I can that…for instance, I mean if the, you know, in the you know, the new areas. It can?t from the area where it?s growing.

Professor: Right. That?s actually a very good answer. Of course, you might think there might where the well, it?s very in terms of the . But, that?s not really the case here. 3@The habitat, that is, the Now this tree is a tree as I showed you. It a much like a 4@On the inside there‘s a seed with a hard to allow the seed to up water. You know, if the Nightcap Oak

4@Actually, the seeds, they don‘t years. So there‘s actually quite a So the shell somehow has to be before this ability And…and then there?s a kind of 66

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tree does . It doesn?t explain how it explains why it doesn?t OK, so it seems to be that the species, this Nightcap Oak is not very good at 5@However, it seems, though we can‘t be sure, that it‘s very good at re some to population of the Nightcap Oak has over the last, you know, many hundreds of years. So it‘s stayed quite It?s not st few hundred years for some reason. It?s Ok, so it cannot spread very well, but it‘s good at itself. It‘s , but it‘s not Ok, the next thing we might want to ask about the plant into the future. Let?s look at that.

Nightcap Oak 睡帽橡树 New South Wales 新南威尔士州 primitive 原始的living fossil 活化石clusters 花簇 seed dispersal 种子传播colonize 移居hectares 公顷crack open 破壳而出 germinate 发芽 window of opportunity 时间限制 expire 过期 persisting 坚持 dwindle 减少 in retreat 逐渐消失 that?s not the case事实并非如此

Narrator: Listen to a conversation between a student and a professor.

Student: Professor Martin?

Professor: Uh, hi, Lisa, what can I do for you?

Student: Well, I?ve been thinking about, you know, what you were saying in class last week, about how we shouldn?t wait until the last minute to find an idea and get started working on our Professor: Student: Well, . See, I?ve never had a mean, I was looking over a don?t know what it is talking about, you know, or what it means. But there was one thing that Professor: Yes? Student: 5@The on cause, like, that?s the kind of thing that?s always

Professor: Student: Well, 2@I‘ve got like one and another one from New York. And we all talk like totally different, you know?

Professor: Yes, I understand, but… Student: , like, we don?t really you know. So I…

Professor: could always start by reading the in the book on That will give you a Student: Yeah, that?s what I thought. So I started reading the chapter, you know, about how everyone speaks some dialect of a language. And I?m wondering like, well, how do we even Professor: Ah, yes, an interesting question. You see… Student: ou know, the idea that people tend to their speaking to make it to the of whomever they?re talking to, and I?m thinking, yeah, 3@I do that when I talk with my roommates, and about it or anything, you know.

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Student: So I was thinking like, I wonder just how much other people do the same thing. I 3@Does everyone change the way they talk Professor: You‘d be surprised.

Student: So, anyway, 1@my question is, do you think it‘d be OK if I did a for my term paper? You know, find students from different parts of the country, record them talking to each other how their speech or not, that kind of thing?

Professor: 4@for this project, how you‘re And I think this?

term paper 期末论文 come up 想出sort of 差不多 linguistics 语言学course description 课程简介stuff 东西section 部分 dialects 方言 intrigued 好奇的 topic 话题 scope 规模 especially 尤其是 roommate 室友noticing 注意到 get into this 涉及到这个 till 直到 semester 学期 pointers 指示 where to go 从何下手 chapter 章 social linguistics 社会语言学 key issues involved 涉及到的关键问题manage to 能够at all 究竟dialect accommodation 方言调和 adapt 适应 closer 更接近 speech 讲话 without even thinking 甚至不用想 manageable 易于操作的 from all over the place 各地来的 to some degree 在某种程度上 depending on 取决于 project 项目 combinations 结合 accommodate 相应调整 short proposal 短的提案 carry out 开展 design plan 设计方案 work out just fine 一切顺利

1@for today is, well, we‘re gonna take a look at how to start for the story you‘re writing. One way of doing that is to come up with what?s called “a ”, I don?t mean a sketch like a , I guess that?s your characters? characters? We don?t just I mean we don?t create them them on people, or we several people?s their into one character. But when people think they may the characters come from the 2@But the writer‘s imagination is from and of real people. You use these people, and the bits of , make a interesting people you know or why they?re Then make about their or attributes. As you create fictional characters, you?ll almost always just one character. Keeping this kind of character sketch can help you your character?s personality, so that it . Y 3@Get to know them like a friend, to know how they‘ll act in certain situations, right? Say you the situation. And let?s say, both John and Mary to her surprised, because he always gets when things go wrong. Then he tells you how Teresa for each person and got them on their way. Again, you?re not surprised. It?s exactly what you?d you need to know your characters, like you know your friends. If you know a lot about a person?s character, it?s easy to how they?ll if your character?s personalities are it will be easy for you as the

While yourself questions, even if you

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prefer, the the city, what about their to or

But, here I need to warn you about a possible Don?t make you character into a needs to know how your character is different from other people area for years. 4@To make sure he is not a stereotype; ask yourself how he life of the ―‖.

Okay, now, I?ll . It?s easy stuff. called “characters”. characters are sometimes called, well, just the , “”. 5@; a flat character isn‘t, The flat character to mainly as a For you flat character who has experienced some sort of And then your round, your main character who loves success and loves the flat character?s defeat in front of others, the other guy. The flat

sketch 素描、梗概stereotype 刻板印象成见cliché 陈词滥调 show off 炫耀

Professor: 1@We‘re really just now beginning to understand how quickly 6@I mean, you wouldn?t call it a you had you had water. the Sahara was thousands of years ago, was something painted on the rock, art, Student: Professor: That?s right.

Student: But how that the Sahara used to be a lot wetter? I mean the people couldn?t they have seen them on their Professor: Okay, in they could, Karl. 2@But the rock paintings aren‘t the only 2@the Sahara are huge basically a sea of fresh water, that‘s 2@from low and that once grew in the Sahara. In fact these plants still grow, but hundreds of miles awayareas. Anyway, it?s this aquifers and things are all evidence that the Sahara was once much greener than it is todaySo what happened? How did it happen? Now, we?re so to hearing about how human activities are the climate, right? 3@But that takes the away from the in ice just a few thousand years ago. Now as far as the Sahara goes, there is some Student: Huh?

Professor: What do I mean? Okay, a monsoon is a that can bring in a large if the monsoon that means that the rains move to another area, right? So what caused the monsoon to migrate? 3@Well, the answer is: the of earth‘s The earth?s not always the from the sun, and it?s not always in these . They?re 72

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Student: That?s Professor: Well, yeah, considering take thousands of years, this one anet?s motions, they called it ?the climate change?, but it was a sort of “ 4@As I said the monsoon migrated itself, so there was less rain in the Sahara. The land started to get drier, which in turn caused huge decrease in the amount of vegetation doesn?t grow as well right? And then, less vegetation means the soil can?t hold water as well, the soil loses its ability to water when it does rain. So then you have less help form, nothing to for cloud And then the less rain, drier soil, less vegetation, fewer clouds, less rain etc. etc.

Student: But, what about the people who made the rock paintings?

Professor: Good question. No one really knows. But there might be some to at about the same time that the Sahara was becoming a desert. 5,000 years ago, Egypt really began to out in the . And that?s not that far away. So it?s that this was more 5@that‘s okay, that‘s and they that this actually provided an in the development of ancient Egypt. Well, we‘ll

hippopotamuses = hippos河马 aquifers 蓄水层 pollen 花粉 giraffe 长颈鹿migration of the monsoon 季风的迁徙 tilt 倾斜 compounded 复合的 Nile River valley 尼罗河河谷 impetus 动力stay tuned 拭目以待

Student: Hi, Professor Mason, do you have a minute?

Professor: Yeah, of course, Eric. I think there was something I wanted to talk to you about too.

Student: Professor: Ah, that must be it. I thought maybe I?d lost it.

Student: No, I?m sorry. Actually it was my computer that lost it, the anyway.

Professor: Oh, I haven?t mail box yet today. Well, I?m it?s there. I will read it this weekend.

Student: Well, sorry again. Say, I can send it to you by email too if you like.

Professor: Great. I?ll be interested to see how it all comes out.

Student: 2@Right. Now, ah, I just have some students talking something about a party for Dean Adams?

Professor: yes, all students are . Wasn?t there on the Student: 1@Ah, I don‘t know. But I wantneed. Dean Adams, well, I took a few anthropology classes with her and they were great, That?s why I want to Professor: Oh, that?s very you, Eric, 3@That‘s not her Student: So there?s nothing?

Professor: No, we?ll have coffee and 3@But actually a couple of the are working on that. You could ask them but I think they‘ve Student: Ok.

Professor: Student: What?s it?

Professor: Well, it?s with the party and I?m sure there are more exciting ways that you could spend your time. But we do need some help with something. We are faculty 5@There is not but we are looking for someone with some knowledge of anthropology who can the articles. 74

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Professor: Wonderful. And there are also some Do you know Dean ? Most of them haven?t been published yet.

Student: No, like what?

Professor: 4@Well, she is really She just spent several months studying in Indonesia and she‘s been

Student: Professor: Well, how?s when population of the same species are each other and then two Student: Interesting.

Professor: Yes, while she was there lot of Student: Well. I hate to see her leave.

Professor: Don?t worry. She?ll still . She?s got lots of that she?s still

late essay 迟交的论文 first draft 初稿 mail box 邮箱check 查看 glad 高兴 overheard 碰巧听到 graduates 研究生 Retirement party 退休派对 invited 被邀请的 notice 注意到 Anthropology Department 人类学系 bulletin board 公告牌 offer 提出 inspiring 启发的 pitch in 做出贡献thoughtful 贴心的 low key 低调的 flashy 高调的 style 风格 cookies 曲奇饼a couple of 两个 administrative assistants 行政助理 got it covered 有人做了 never mind 算了 nothing to do 跟。。无关 compile 编辑 database 数据库 articles 文章publish 出版 glory 荣耀 enter 录入 hesitate 由于 suppose 猜 unpublished studies 未出版研究field research 实地考察 Indonesia 印度尼西亚 versatile 多才多艺的 social interactions社会相互作用influential 有影响力的 ecology 生态学closer 更接近 biology 生物学 speciation 物种形成 uninformed 无知的species 物种form 形成 distinct species 不同物种 isolated 隔离directions 方向 ended up 结果 collect 收集 linguistic information 语言信息 fascinating 引人入胜的 be around 出现 projects 项目 in the middle of 未完成

The 19th century was the time that what we called: developed in theater. 1@plays that beginning with some early 19th century?s

That used here weren?t anything new, they have been around for But the for a Well Made Play that certain be in a most 2@fact, some of the would start by writing the of the play, and work is whatever you have to to the so they will understand what?s going on. Before this time, might have come from might walk out on the stage and say @#$%^&, and then tell all about the 3@to be So, for example, you might have two as they are And one says, oh, master?s son is still not married, and the ?The After we have to get things moving, that really makes in what happens to we just heard about. So, for example, after the two all these background information, we need the young man, just as he first the beautiful young woman, and immediately 6@This is the

4@often don‘t know. or through someone else?s who this gentleman is, and why he the town many years before, but the young man doesn?t know about this, and the woman doesn?t understand her family and to the For example, the woman not to even young man, and him like But then, he learns that she wants to meet him too. So, 76

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so they can?t see each other. But, just the young man has all he finds out, 4@the audience‘ And generallyfor the had to it in every play, which is why it?. And that?s – the or the when all the have to be in the 5@very hard to keep in mind.

So, as I said, the Well Made Play, this of became the for in for a lot of we find in later many later play.

Realism 现实主义Well Made Play 佳构剧 playwrights 剧作家logical exposition 逻辑铺陈inciting incidents 煽动事件 obligatory scene 必有场景 denouement = resolution 落幕，尘埃落定 feuding family 世仇 set off 引起reversal of fortune 命运的逆转tension 紧张hero 主人公happy ending 大团圆结局 loose ends 细枝末节subtle distinction 微妙的区别 things turn out well 结局很好

Professor: So, that is how use 1@Now, let‘s talk about the ‘– Ultrasound is used by many animals very what is a good example? Yes, Carol?

Student: Well, since there is all bets have to use sound for, you know, to keep Professor: That Mike?

Student: Well, finding food is always important, and I guess food for other animals.

Professor: Right, on both other and

bats are blind. that don?t use echolocation, that for navigation, but it is true that, for many bats, their vision soundwaves that we can?t hear. And then, they the echoes, how the waves So the bat out these very and echoes bounce back. 2@You know, I don‘t think I need to draw the echoes, you‘class; it has a diagram that shows this very clearly. So, anyway

Another thing it uses ultrasound is the a moth its However, moths happen to have a over most other insects. They can detect ultrasound; this means that when moth can bat?s 3@So, it has time to to 3@or else they can just they will be much for the

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sophisticated can the echo from the object on the Radar does this to information about or that it doesn?t need. But bats, we thought they were filtering out these kinds of couldn?t analyze it. But, it looks as if we were wrong. Recently there was this experiment with trees and a

Now, a tree should be a for bat, right? I mean it?s got all kinds of with different and So, well, the echoes from a tree are going to be a right? Not like the echo from a moth. So, we thought for a long is tree. 4@Yet, it turns out that, bats, or at a tree, tree, like a or an tree, just by their And when I say Student: Well, like with the moth, could it be their shape?

Professor: – it?s actually the echo of all the leaves as a that 5@in which what‘s we called a but an oak, which has leaves wave And these bats can distinguish between the two, and not just with trees, but with any echo that comes in a smooth or rough shape.

infrasound 次声波 acoustic spectrums 声谱ultrasounds 超声波bats 蝙蝠echolocation 回声定位 self-explanatory 不言自明的navigation 导航orientation 定位ultrasonic pulses 超声波脉冲high-pitched 高声的verses of sound 声段moth 蛾filter 滤过 radar 雷达 ground clutter 地面杂波lesser spear-nosed bat 小矛嗅蝙蝠chaotic 混乱的reflection反射 pine 松树deciduous tree 落叶树maple 枫树 oak 橡树pine needles 松针jagged 不平坦的 You are on the right track. 你说得对。

Student: Hi, I am a new here and I couldn?t come to our student 1@I‘m I?d really Professor: Sure. I will be glad to. What?s your Student: Professor: OK. Well, the section where we have language, literature and arts. 2@And if you go downstairs you will find Generally, the students who Student: Hum, you are right. I am a year in another university so I know how the research can go that spent a lot of time on history section. So how Professor: If you need to a book that not in our library, there is a that runs between our library and a few public and university libraries in this area. It comes around three times a week.

Student: That?s great! 3@ Professor: Sure. There is a whole area here on the you can bring a it we also internet that every Student: Nice, so I can do the all research I need to do right here in the library. All I Professor: Yep. That?s the idea. I am sure you?ll needtoo. There to the left. We have system where you have to use copy cards so you?ll need to buy a card Student: Professor: .

Student: Professor: Rare books are upon the second floor. There is in the room where the in them. 4@4@and then you have to need to wear because the in our hands 80

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Student: Ok. Thanks. I suppose that all I need to know. You?ve been very helpful. Thanks. Professor: Anytime. Bye

Student: Bye.

orientation 新生介绍会 wondering 想 quick points 简单要点 appreciate 感激 major 专业downstairs 楼下 Latin American Literature 拉丁美洲文学 over here 这里 history section 历史书目区 concentrate 专注于 transfer 转学 borrow 借 loan period 借阅期 inter-library loan service 跨图书馆借阅服务 get to hold 得到 truck 卡车 materials 材料way in advance 提前很久 hook up 连上 main floor 主层 laptop 笔记本 plug in 插上 power 电源 on top of that 除此之外 connection 联网 seat 座椅 resources 资源That?s the idea. 对了 photocopiers 复印件 down the hallway 走廊尽头 front desk 前台 insert 插入 charge 收费 cents 分 collection 收藏 rare books 珍藏本separate 单独的 temperature controlled 温控的 preserve 保护 special permission 特许 access 进入 gloves 手套 handle 处理 oil 油 destroy 毁坏 basket 篮子

Professor: So we?ve been discussing 16thNow, back then, their the tree. The birch tree can grow in and it?s in that area. Now Student: Professor: Yes. The birch tree has white bark, and this tough protective outer layer of the tree, this white bark, is waterproof. And this waterproof quality of the bark, it made it useful for making things like cooking containers, a variety of utensils. And if you peel birch bark in the winter, we call it the Winter Bark, another layer a tougher inner layer of the tree adheres to the bark, producing a stronger material. So the winter bark was used for larger utensils and containers.

Student: I know people make utensils out of wood, but utensils out of tree bark?

Professor: Well, birch bark is pliable and very easy to bend. The Native Americans would cut the bark and fold it into any shape they needed, then secure with cords until it dried. They could fold the bark into many shapes.

Student: So if they cooked in bowls made of birch bark, wouldn?t that make the food taste funny?

Professor: Oh, that?s one of the great things of birch bark. The taste of the birch tree doesn?t get transferred to the food. So it was perfect for cooking containers.

But the most important use of the bark, by far, was the canoe. Since the northeastern region of North American is interconnected by many streams and waterways, water transportation by vessels like a canoe was most essential. The paths through the woods were often over-grown, so water travel was much faster. And here?s what the Native Americans did. They would peel large sheets of bark from the tree to form light-weight yet sturdy canoes. The bark was stretched over frames made from tree branches, stitched together and sealed with resin. You know that sticky liquid that comes out of the tree? And when it dries, it?s watertight. One great thing of these birch bark canoes was that they could carry a large amount of cargo. For example, a canoe weighing about 50 pounds could carry up to nine people and 250 pounds of cargo.

Student: Wow! But how far could they drive that way?

Professor: Well like I said, the northeastern region is interconnected by rivers and streams and the ocean at the coast. The canoes allow them to travel over a vast area that today it would take a few hours to fly over. You see, the Native Americans made canoes of all types, for travel on

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boats, while a large canoe was needed for the ocean. They could travel throughout the area only occasionally having to portage, to carry the canoe over a land short distance to another nearby stream. And since the canoes were so light, this wasn?t a difficult task. Now how do you think this affected their lives?

Student: Well if they could travel so easily over such a large area, they could trade with people from other areas which I guess would lead them to form alliances?

Professor: Exactly. Having an efficient means of transportation, well, that helps the Iroquois to form a federation linked by natural waterways. And this federation expanded from what is now Southern Canada all the way south to the Deliver River. And this efficiency of birch bark canoe also made an impression on newcomers of the area. French traders in the 17 century modeled their...well they adopted the design of Yreka?s birch bark canoes, and they found they could travel great distances more than 15 kilometers a month. Now besides the bark, Native Americans also used the wood of the birch tree. The young trees were used to support for loggings with the waterproof bark used as roofing. Branches were folded into snow shoes and the Native American people were all adept to running very fast over the snow in these birch brand snow shoes which if you ever tried walking in snow shoes you know wasn?t easy.

Last time, we started to talk about the and how these of ice from and some of you were at how huge some of the these glaciers are. 1@Now, even though it may be difficult to understand how a huge mass of ice can it‘s another word for it; it‘s really no glaciers flow because of how Now the first type of the glaciers flow Basal slip or as it?s often

So, this shouldn?t be too hard to imagine. 2@What happens is that the ice of the the ice I mean, is So, ice at the of glacier even though it‘s zero , it‘s like a the bedrock. Ok? ou already know that -they will kind of the glacier, the within this the in a way that allows them Now, there are a couple of the that the glaciers 3@ because of the gravity of the weight of the ice. 3@And temperature also plays a part here, in that cold ice does not move as easily as the ice that is close to the in fact, it is not too different from the way oil is, temperature. So, if you had a 6@Now I‘d like to touch as types as a type of glacier movement, but you will see that these are as many 84

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so they don?t deform easily, they tend to be more brittle. And of stress but can?t deform quickly enough. So, the ice would or and that can cause big big to form in the of the ice, and that brittle surface ice moving, is sometimes a type of glacier movement, depending on which you

Now, as you probably know, glaciers move really slowly. But sometimes, they experience and during these surges, in some places, they can move at speeds as high as 4@the movement of glaciers, but you can actually see glacier move during these surges,

Glaciers 冰川crystallized snow 结晶雪 gravity basal slip 基底滑动 bedrock 基岩melting temperature 熔化温度 Degree Celsius 摄氏度friction 摩擦lubricant 润滑剂deformation 变形brittle 脆的 hammer 锤子plastic 易变形的 oozing 渗出 extension 扩张compression 压缩omit 省略crevices = fissure 裂缝 expand 扩张 constrict 收缩 surges 激流

Student: Hi, I?d like to drop of my understand you need this in order to Professor: Ok, I will take that. Before you leave, let?s me check our computer. Looks like Student: Really?

Professor: Yeah. Let?s see was what. Are you familiar with your Student: Yes, I think so

Professor: for the rest of your time here. In the past, we also issue letters before students? final year began to let them know what they needed to take in the final year to be OK, but we don?t do that anymore.

Student: I definitely met with my chair person 2 years ago; he told me that I need 8 more courses at the intermediate level or higher in the last 2 years to be OK. So I am not sure what the problem is, I make sure I got these credits.

Professor: Unfortunately, the computer is usually pretty I am not sure what was going on here.

Student: It could be that I have taken 2 but couple both of them with Professor: What do you mean?

Student: I could only take because there were no intermediate level courses available for those particular topics. My chair person told me that if I did the independent courses. My classmates, some of my classmates, did this for an easy way to meet their intermediate course requirement, but I did it to get the kind of depth in those topics was going for. As I turned out I was really enjoy the field work, it was nice supplement to just sitting and listening the lectures

Professor: I am sure that?s true, but the computer still showing the miss basic level courses despite the field work.

Student: I am not sure what to do then, I mean, should I cancel my graduation party?

Professor: No, no reason to get worry like that, just contact your chair person immediately, ok, tell him to call your field work arrangement and

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more than a few weeks go by, we might have a real problem that would difficult to fix in time for you to graduate. In fact, there probably would be nothing we could do.

Student: I will get on that.

Professor: Well, last time like plants for example, they don?t make the And if the seeds in a habitat, they do and With animal is so important, we animal species to for habitats. Places have the best chance for 1@So let‘s look at the effect the preference can have by looking at some examples, but first let?s What do we mean by habitat? Frank?

Student: Well, it?s the place or environment where an organism lives and grows.

Professor: food water, and it?s got have the right and for 2@And we saw how important habitat selection is when we look at habitat where some of the are perhaps I just read about a short bird, the plover. The plover lives by the and small and plants. It blends in with the sand, so it well from birds above. But it its eggs in in the sand with very little protection around them. So if there are people or dogs on the beach, the eggs and in the in California where there has been a lot of human development by the ocean, the plovers are now is a threatened species, so tried to a new habitat for them. They made and in area to people and dogs. And the plover population is quite a in those places.

6@But nowwhere an animal a choice between two suitable habitats? In cases like that, Well, let?s look at the blue warbler. with the trees. They actually in the shrubs, not the trees, the ground. But these warblers also nest in the forests that have 3@, because the older and

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than those in nest does have

4@But preferred environment doesn‘t always seem to reproductive success. For example, In Europe, studies have been done of warblers. We just call them blackcaps.

The blackcap can be in two different environments. Their habitat is forest been done on the for birds in both areas, and the result showed, – the preferred It turned out there were actually four times as many bird or living in the much population, which meant more for wanting to the same thing or build their nests in the same places, which lower the of the habitat even though its their habitat. 5@So the results of the point, the habitat becomes just as as the prime habitat, just because there are fewer members of the same species living there. So it looks like for

disperse 传播 agent 媒介active habitat selection 主动选择栖息地recap 概要重述 habitats destruction 栖息地破坏plover 珩科鸟 shellfish 甲壳类动物camouflage 伪装 depressions 低洼地 fledgling = chick雏鸟 sand-bar 沙坝warbler = songbird蓝鸣鸟hardwood 阔叶林shrub 灌木 correlate 关联blackcap warblers 黑头莺

Professor: We had been talking about the art world in the late century in Paris. Today I?d like to look at the woman who went to Paris at that time to become artists. Now from your reading what do you know about Paris about the art world of Paris during the late nineteen centuries?

Student: People came from all over the world to study.

Student: It had a lot of art schools and artists who taught painting. There were, our book mention is classes for women artists. And it was a good place to go to study art. Professor: And women could find there. Before the late 19 century. If they women who want to become an artist have to lessons or learn from family members. They have more than men did. But around 1870s, some artists in Paris began to offer classes for female students. These classes were for women only. And by the end of the 19 century, it became much more common for woman and man to study together in the same classes.

Ok let again and talk about the time period from 1860 to the 1880s and talk more and for decades it was the probably the most famous private art school in the world. Its founder Rudolph Julian was a And quickly his school as a for women artists. What he did was, after an of class, He changed the schools? Student: Any reason why he did that?

Professor: Well. Like I said Julian man, ideas. He thought another small private art school where all the students were women was very popular at that time. And that?s probably why he the art of all the students in the class from best to worst. How would you like if I did that in this class?

Student: No way. But our test book said the the was good for women. It helps them see where they need to improve.

Professor: Isn?t that interesting? One woman artist, her name was Marry Bashkirtseff. Bashkirtseff once wrote how she felt about work. She thought her classmates? art was

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women?s art classes gave women more in the art world after And even though Bashkirtseff could not study in the same classes as man, she was having an look like what do you know about the salon?

Student: Student: Professor: You can have a painting or in the salon and go back to your home country saying in great in the salon were by woman, much higher than in the past. In fact, Marry Bashkirtseff had a of Julian?s art school. It is not in your test book I will show you the painting next week, the painting depiction active crowd studio with woman drawing and painting life model. It was actually Bashkirtseff actually follow Julian savvy suggestion and painted her fellow students in a class at the school was the artist herself at far right. A great advertisement for the school when the painting eventually hung up at the salon, for a woman studio had never been painted before.

seal of approval 正式认可

Professor: So, Richard, what is up?

Student: I know we will have a test coming up on chapter...

Professor: Chapter 3 and 4 from the textbook.

Student: Right, 3 and 4, I didn?t get something you said in class Monday.

Professor: Alright? Do you remember what was it about?

Student: Yes, you were talking about a gym, a health club where people can go to exercise, that kind of thing.

Professor: Ok, but the health club model is actually from chapter 5, so…

Student: chapter 5, so it?s not-Ok but I guess I still want to try to understand…

Professor: Of course, I was talking about an issue in strategic marketing, the health club model; I mean with a health club you might think they would trouble attracting customs right?

Student: Well, I know when I pass by a healthy club and I see all those people working out, the exercising, I just soon walk on by.

Professor: Yes, there is that. Plus, lots of people have exercise equipment at home, or they can play sports with their friends, right?

Student: Sure.

Professor: But nowadays in spite of all that, and expensive membership fees, health club are hugely popular, so, how come?

Student: I guess that is what I didn?t understand.

Professor: Ok, basically they have to offer things that most people can?t find anywhere else, you know quality, that means better exercise equipment, high-end stuff, and classes-exercise classes, maybe aerobics.

Student: I am not sure if I… Ok I get it. And you know another thing is I think people probably feel good about themselves when they are at gym. And they can meet new people, socialize.

Professor: Right, so health club offer high quality facilities. And also they sell an image about people having more fun, relating better to others and improving their own lives if they become members.

Student: Sure that makes sense.

Professor: Well, then, can you think of another business or organization that could benefit from doing this? Think about an important building on campus here, something everyone uses, a major source of information?

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Professor: Well, that is not what I had in my mind.

Student: Oh, You mean the library.

Professor: Exactly, libraries. Imagine public libraries; there are information resource for the whole community right?

Student: Well they can be, but now with the internet and big book stores, you can probably get what you need without going to a library.

Professor: That?s true. So if you were the director of a public library, what will you do about that?

Student: To get more people to stop in, well, like you said, better equipment, maybe a super fast internet connection, not just a good variety of books but also like nice and comfortable areas where people can read and do research. Things make them want to come to the library and stay.

Professor: great.

Student: Oh, maybe have authors come and do some readings or, I don?t know, special presentations. Something people couldn?t get at home.

Professor: Now, you are getting it.

Student: Thanks, Professor Williams, I think so too.

So we?ve been talking about the . How it changes people?s lives, making books more to everyone. More books more reading, right? But, as you know, not for eye glasses. And here?s something you probably haven?t This increased demand 1@ And, um, what did people with vision do, I mean, those few people who

Well, they had different ways of with not seeing If you think about it, poor vision wasn?t their only problem. I mean, um, think about the they lived in: houses 6@So in some places, like for example, the people with poor vision could Another solution was something called a “”.rock letters, making them appear um, looks like what happens of water falls on something, whatever?s below the drop of water appears larger, right? Well, the “reading stone” works in a way. 2@weren‘t cheap. Late in the 13th century, glass in came up with a They made reading stones out of clear glass. And these clear glass reading stones .

So we?re pretty sure that glasses were invented about the 1200s, well over a hundred years before the printing press. But it?s not clear who invented them first or year. 3@, we call this ―

Independent discovery means when something is invented in different parts of the world at the same time and it‘s not as You can of things were invented at about the same time to see what I?m talking about.

So now let?s this to what I?ve said before about societal attitude towards glasses. 4@Initially in parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is in the from the European often or

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5@Now let‘s go back to the of the painting press in 1440. What happened? actually not only the need but the for more glasses glasses were and then glasses were available to everyone. printing press 印刷术 literacy 读写能力 vision correction 视力矫正 quartz 石英 optical quality 光学质量 timeline chart 时间表 affluence 财富 status symbol 身份象征

traveling peddler 流动小贩

Narrator: Listen to part of a lecture the professor has been discussing

Professor: So, are there any questions? Student: Yes, Professor Harrison, you were saying that the periodic table exactly does that mean? I mean I understand how it the elements, but where?s the Professor: Ok, let?s look at our periodic table again. Ok, it Student: Um huh.

Professor: , which is… Student: Professor: 2@Every time you had one more proton, you had another element. And then, there‘d be atomic number, for which there‘s no element. 1@And the prediction was that the element, with that atomic number but it just hadn‘t been found yet. And its in the table would tell you what properties that you should have. It was really pretty exciting for scientists at that time to find these missing elements and their predictive

Well, in early was no symbol for element 43 protons because no element with 43 protons had been discovered yet. So the periodic table had a between elements 42 and 44. And then in 1925, a team of by scientist named Ida Tacke?s and they were using this to an And they claimed that they?d found an element with 43 protons. And they named it Masuria. Student: Um, Professor Harrison, then, in my periodic table, here, element 43 is , that?s Technetium, right?

Professor: Ok, let me add that. Actually, um, that?s the point I?m coming to.believed that Tacke?s discovered the new element. X-ray spectroscopy was a new

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Professor: 3@That‘s right, but they named it Technetium to that it was making was the only way to get it. We still haven?t found it radioactive element?

Student: it turns into other elements. Oh, so does that explain why was in periodic table?

Professor: 4@if that ever had been on earth, it would decay ages ago. So the Masurium people were obviously wrong, and the Technetium people were right, right? Well, that was then, now we know naturally from that has And guess what, the ore sample that the Masurium group was working with had plenty of Uranium enough to split into of Masurium. So Tacke?s team might very well have found small amounts of Musurium in the ore sample just that

6@You know here?s an Ida Tacke, led the chemist of that Musurium team, and Uranium could into small Student: So is my of periodic table wrong? Should element 43 really be called Musurium?

Professor: 5@Maybe, but it‘s hard to tell for sure after all this time, if Ida Tacke‘s group discover element 43. They didn‘t, um, for us to know for sure. But I?d like to think element 43 was discovered As Musurium, it was the first element to discover that occurs in only from and as periodic table of elements 元素周期表property 性质 atomic number 原子量 atom 院子 proton 质子 oops 糟糕Ida Tacke 艾达·塔克（德国女化学家） X-ray spectroscopy X射线光谱学 ore 矿石Technetium锝 synthesize 合成 cyclotron 粒子回旋加速器radioactive 放射性的 decay 衰减 Uranium 铀 spontaneous split = fission 自发裂变irony 讽刺

Listen to a conversation between a student and her professor.

Professor: Before we get started, I...I just wanted to say I?m glad you chose food science for your major courses study.

Student: Yeah, it seems like a great industry to get involved with. I mean with the four-year degree in food science, I?ll always be able to find a job.

Professor: You?re absolutely right. Before entering academia, I worked as a scientist for several food manufacturers and for the US Food and Drug Administration. I even worked on a commercial fishing boat in Alaska a couple of summers while I was an undergraduate. We bring in the day?s catch to a floating processor boat where the fish got cleaned, packaged and frozen right at sea.

Student: That?s amazing! As a matter of fact, I?m sort of interested in food packaging.

Professor: Well, for that, you?ll need a strong background in physics, math and chemistry. Student: Those are my best subjects. For a long time, I was leading towards getting my degree in engineering.

Professor: Well, then you should have a problem. And fortunately, at this university, the department of food science offers a program in food packaging. Elsewhere, you might have to hammer courses together on your own.

Student: I guess I like it a lot then. I am… so since my appointment today is to discuss my term paper topic, I wanted to ask, could I write about food packaging? I realize we?re supposed to research food-born bacteria, but food packaging must play a role in all of that, right?

Professor: Absolutely! Maybe you should do some preliminary research on that.

Student: I have! That?s the problem. I?m overwhelmed.

Professor: Well, in your reading, did anything interest you in particular? I mean something you?d like to investigate.

Student: well, I was surprised about the different types of packaging used for milk. You know, clear plastic bottles, opaque bottles, carton board containers...

Professor: True! In fact, the type of packaging has something to do with the way milk?s treated against bacteria.

Student: Yeah, and I read a study that showed how light can give milk a funny flavor and decrease the nutritional value. And yet most milk bottles are unclear. What?s up about that?

Professor: Well consumers like being able to visually examine the color of the milk.

That might be one reason that opaque bottles haven?t really called on. But that study... I?m

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Student: Maybe I should write about those opaque plastic bottles. Find out if there are any scientific reasons they aren?t used more widely? Maybe opaque bottles aren?t as good at keeping bacteria from growing in milk after the bottle has been opened for something… but where to begin researching this? I don?t have a...

Professor: You know, there is a dairy not far from here in Chelsea. It was one of the first diaries to bottle milk in opaque plastic, but now they?re using clear plastic began. And they?re always very supportive of the university and our students, and if you want it...

Student: Yeah, I like that idea.

As we have seen, the second half of the 18th century was an in Europe: it was from reading to museums, to travel. 1@in England in 1771, and immediately went to the famous Drury Lane Theater in London. From his first shows, Loutherbourg showed a for in the . 2@He accomplished this by giving the stage a greater feeling of which he did by cutting up some of the and placing it at and from the audience. 2@Another was using on the set, like and as to scenery. He also paid much more attention to and than had been done before.

5@than for the actors or the stories. 3@At the time, people were for travel and for with a show that he set up in his own home. He called it the "Eidophusikon".

"Eidophusikon" means something like of , and that?s what he moving scenes that change before the In this, he from Drury Lane: The "Eidophusikon" was Loutherbourg?s to painting from the of the picture After all, even the most exciting painting can only one moment in time; and any illusion of movement is after the first But Loutherbourg,

4@You know, the popular thinking is that Loutherbourg was by But why can‘t we say that the "Eidophusikon" actually influenced the painters? At the very least we have to consider that it was more... it was more of a We know, for example, that the important English landscape painter Thomas Gainsborough attended almost all of the yearly performances, and his paintings are for their color and

Loutherbourg?s influence on the theater though, he was incredibly influential: the way he

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in English theater?s Now, the "Eidophusikon" stage was actually a box: a few meters tall and a couple meters deep. That is, the action took place within this box. 5@This was much smaller of course than the usual stage. But, it also allowed Loutherbourg to the lighting to better effect. Also, the audience was in the dark, which wouldn?t be a common feature of the theater until a hundred years later. for example, a moved across the scene, and ships along the river. But what really got people was the to much like his work in Drury Lane. So, for example, he painted very ships, and their size on their distance from the audience. Small boats moved more quickly across the than larger ones did that were to the Other the time of day or night. Even the colors changed as they would in nature. Sound and light were change colors of light by using colored pieces of glass, to create effects like clouds that suddenly change in color.

Furthermore, he used effects to make of and light, rather than using the lighting that was common at the time. And many of the he are still in use today, like creating by on one of the of a thin 6@Loutherbourg‘s thunder was actually better than the real thunder.

two-dimensional 平面的three-dimensional 立体的Drury Lane 德鲁里巷（伦敦西区街区，17和18世纪以戏院云集著称）

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Professor: So since we?re around the topic of in the northern part of Alaska, over the last thirty years or so, temperature has increased about scientists have that there?ve been changes in

the temperature is very cold, and there?s not much And because of the cold temperatures, the tundra has two layer, which layer, is in the winter and spring, thaws in the summer. this active layer is the second layer called Student: So because of the permafrost, none of the plants that grow there can can they?

Professor: No, and that‘s one of the reasons that shrubs survive in the Arctic. Shrubs are . They?re not tall and being low in the ground protect them from the cold and wind. 2@And their roots don‘t grow very deep, so the permafrost doesn?t with their growth. OK? Now since the temperatures have been increasing in Arctic Alaska, the growth of shrubs has Student: I?m sorry, when you say the growth of shrubs has increased, do you mean the shrubs are bigger, or that there are more shrubs?

Professor: Good question! And the answer is both. The size of the shrubs has increased and

6@Ok, so what?s the armer temperatures should lead to increased vegetation growth, right? Well, the connections are not so simple. The temperature increase has during the winter and spring, not during the summer. But the increase in shrubs has occurred in the summer. So how can increase temperatures in the winter and spring result in increased shrub cause increased shrub growth in the summer, and here?s how: there are "2@These microbes the soil to have more which plants need to live and they quite active during the winter. There?re two reasons for this: first, they live in the active layer, water that doesn?t most of the precipitation in the Arctic is in the 102

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temperature of the soil to remain warm enough for microbes to remain active.

So there‘s been increase in nutrient production in the winter. And that‘s what‘s responsible for the growth of shrubs in the summer and their spread to new areas of the tundra. Areas with more new nutrients are the areas with the largest increase in shrubs.

Student: But, what about in the spring, when the snow finally ? Won?t the always washes away soil, doesn?t it?

Professor: 4@Well, much of the soil is usually still frozen during runoff. And the nutrients are deep down in the active layer anyway, not high up near the surface, which is the part of the active layer most affected by runoff. But as I was about to say, there?s more to the story. The tundra is windy, and the snow is across the tundra, it?s caught by shrubs. And deep often form around shrubs. And we?ve already mentioned the insulating effect of snow. So that extra means even more activity, which means even more food for the shrubs, which means even more shrubs and more snow around etc.. It?s a a And because of this loop, which is promoted by warmer temperatures in winter and spring, well, it looks like the tundra may be turning into shrub land.

Student: 5@years, and then it‘ll change back to tundra.

Professor: and tall in these environments does seem the point of causing a Once is shrub land in the Arctic, because Arctic shrubs are good at taking advantage of increased nutrients in the soil, better than other Arctic plants.

shrub 灌木 tundra 冻土地带precipitation 降水 permafrost 永久冻土带nitrogen 氮runoff 径流semiarid 半干旱的prairie 大草原

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Narrator: Listen to a conversation between a student and a librarian employee.

Student: Excuse me. Can you help me with something?

Librarian: I?ll do my best. What do you need?

Student: Well, I?ve received a letter in my mailbox saying that I?m supposed to return a book that I checked out back in January, it?s call "Modern Social Problems". But because I?m writing my senior thesis, I?m supposed to be able to keep the book all semester.

Librarian: So you signed up for extended borrowing privileges?

Student: Yeah.

Librarian: But we are still asking you to bring the book back?

Student: En-hen.

Librarian: Well, let me take a look and see what the computer says. The title was "Modern Social Problems"?

Student: Yeah.

Librarian: OK. Oh, I see, it?s been recalled. You can keep it all semester as long as no one else requests it. But, someone else has. It looks like one of the professors in the sociology department requested it. So you have to bring it back, even though you?ve got extended borrowing privileges. You can check out the book again when it?s returned in a couple of weeks.

Student: But I really need this book right now.

Librarian: Do you need all of it or is there a certain section or chapter you?re working with? Student: I guess there is one particular chapter I?ve been using lately for a section of my thesis. Why?

Librarian: Well, you can photocopy up to one chapter of the book. Why don?t you do that for the chapter you?re working on right now? And by the time you need the rest of the book, maybe it will have been returned. We can even do the photocopy for you because of the circumstances.

Student: Oh, well, that would be great.

Librarian: I see you?ve got some books there. Is that the one you were asked to return?

Student: No, I left it in my dorm room. These are books I need to check out today. Is it Ok if I bring that one by in a couple of days?

Librarian: Actually, you need to return it today. That is if you want to check out those books today. That?s our policy.

Student: Oh, I didn?t know that.

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who have their borrowing privileges suspended completely because they haven?t returned books. They?re allowed to use books only in the library. They?re not allowed to check anything out because of unreturned books.

Student: That?s not good. I guess I should hand back onto the dorm right now then.

Librarian: But, before you go, what you should do is fill out a form requesting the book back in two weeks. You don?t want to waste any time getting it back.

Student: Thanks a lot. Now I don?t feel quite so bad about having to return the book.

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Professor: 1@lakes, now I want to focus on what‘s The "Empty Quarter" is a oday it?s pretty hot. But there?ve been times in the past when Empty Quarter and turned it into that was with lakes and home to animals. There were actually two the first one began about 35000 years ago; and the second one

Student: Excuse me, Professor. But I?m lakes form in ? It?s just sand, after all. Professor: Good question! We know from modern day desert lakes, Eyre in South thousands of years ago. They formations that we can still see today. They look like white or long, narrow hills with a high. 2@A recent study of some of the formations presents some new about the area‘s past. Keep in min According to the study, two were important for lake formation in the Empty Quarter: first the rains that fell there . So it would?ve been for all the into the ground. Second, as 3@Now, when the rain fell, water ran down the sides of the formed a lake.

Now, the older lakes, about half the formations, the ones started forming 35000 years ago, the formation we see, they?re up to a long, but only a few meters and they?re in the is, the lakes formed there, on the desert floor, in these And we know, because of what we desert lakes, we know that the lakes didn?t very long, from a few

As for the more recent lakes, the ones from 10000 years ago, well, they seemed to have been . 4@between older lake beds and ones, is the of the limestone

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formed. 37000 years ago, the dunes were probably the top, so the water just ran right down their sides to the desert floor. But there were thousands of years of the at the top, full of and and these would?ve the rain right there on the top.

Now, in we?d to find from a and fossils have been found at least at these But, where did these animals come from? Well, the theory that is that they in from where they were already living. Then as the lakes dried up, they The study makes a couple of interesting points about the which I hope will be looked at in future studies. 4@of the more recent lakes, there‘re only cattle fossils, 5@for no fossils of not sure why. 6@Maybe there is a problem with the water. Maybe it was too . That‘s

Empty Quarter空白之地（阿拉伯半岛上的沙漠）Arabian Peninsula 阿拉伯半岛desolate 荒凉的monsoon 季风limestone 石灰岩 build 构造 torrential 暴雨dunes 沙丘particles 粒子clay 粘土silt 淤泥runoff 径流chop up 削平 hollow 空洞 ridge 山脊hippopotamuses河马 water buffalo 水牛 cattle 牛群 clams 蛤 snail shells 蜗牛壳 have to do 有关

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Listen to part of a lecture in a class. The professor has been discussing Professor: be found and the and of different types of Today, I?d like to look at some communication systems found in particularly in such as es, Thomas?

Student: Excuse me, Professor, but 6@when you talk about gorilla language, do you Professor: OK, wait just a minute. No one I hope. What we?re talking about here, are systems of communication, all right?

Student: Oh, sorry, communication, right. But could you maybe, like, with the differences? Professor: Of course, that?s a question. OK, well, to start with, let?s make it clear that language is a type of communication, not OK, so all communication systems, language have certain in common. For example, the used to communicate from the bee?s dance movements, to the word and sentences found in human languages. All these signals meaning. 1@But there‘re several features peculiar to human language that have, for the most part, never been found in the communication system of any other species; for one thing, . Animals have communication systems. When a dog, a gets to certain age, it?s able to It barks without having to learn how from other dogs, it just barks. But much of human language has to be learned from other humans. What else makes human language What makes it different from animal communication? Debra?

Student: Professor: OK, that?s another feature. And it?s a good example...

Student: I mean I mention this cause like in my biology class last year, I kind of remember talking about a study on dogs, where, 2@I think the researchers that the warning of prairie dogs language, because they have this, different parts of Y 108

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for those of you who don?t know, prairie dogs are not actually dogs. They?re type of who , the researchers looked at the makes when it And from this they made some pretty.., 3@different from those found among certain types of Well, let?s not even get into the question whether like noun and verb can be to animal communication.

5@other words, messages are built up out of smaller parts, sentences out of words, words out of sounds, Now maybe you could say that the prairie dog?s message is built from smaller parts, like say for example, our prairie dogs spot a predator, a big another one to you really it calls come in? No. But the that make up language can be put together in different ways. 4@Those smaller parts can be used to form an number of including For example, we can between: "A large coyote moves fast." and say "Move the large coyote fast." or "Move fast, large coyote.", and I truly doubt whether anyone has ever either of these sentences before. 5@Human language is and communication system,

And another feature of language that?s not what we call "". That is, language we can talk about things that aren?t rain next Thursday." Prairie dogs may be able to tell you about a that?s honey bees 蜜蜂 mammals 哺乳动物 primates 灵长类动物 orangutans红毛猩猩 chimpanzees黑猩猩 gorillas大猩猩 the other way around 反过来learnability 可学性 puppy 小狗prairie dogs草原狗 rodent 啮齿动物 burrow 挖洞 high-pitched 高音的 discreteness 离散性 coyote郊狼 novel 新的 open-ended开放式的displacement置换 hawk鹰

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Narrator: Listen to a conversation between a student and her Photography Professor.

Student: Professor Jason, there is something that?s been on my mind.

Professor: Ok.

Student: Remember last week, you told us that it?s really important to get our photography into a show, basically as soon as we can?

Professor: Yep, it?s a big step, no question.

Student: Thing is, I am sitting here and I am just not sure how I get there. I mean, I?ve got some work I like, but is it the really what the gallery is looking for? How would I know, how do I make the right context to get it into show, I just really don?t...

Professor: Ok, hold on, slow down. Um…these are questions, well; just about every young artist has to struggle with. Ok, the first thing you should do is you absolutely have to stay true to your artistic vision. Take the pictures you want to take. Don?t start trying to catch the flavor the monsoon, be trendy because you think you will be getting into a show-that never works, because you wind up creating something you don?t really believe in. It?s uninspired, and won?t make any shows. I?ve seen that happened so many times. This doesn?t mean that you should go into the caves. Keep up with the trends, even think about how your work might fit in with them, but don?t mindlessly follow them.

Student: Well, yeah, I can see that. I think though I have always been able to stay pretty true to what I want to create, not what others want me to create. I think that comes through in my work.

Professor: Ok, just remember that is one thing to create works that you really want to create when it?s in the classroom. The only thing in stake is your grade. But work created outside the classroom? That could be in different story. Eh, I?m not talking about techniques or things like that. It?s just there is so much more in stake when you are out there making art for a living. There are a lot of pressures to become something you are not, and people often surrendered to that pressure.

Student: But to get stuff exhibited…

Professor: Well, you need to be a bit of opportunist. Come and sense things, like always having a sample if you worked on hand to give the people. You won?t believe the kind of contacts and opportunities you get this way. And try to get your work seen in the places like restaurants, bookstores; you will be surprised how words get around about photography in places like then.

Student: Ok it?s just so hard to think about all of these practical things and make good work, you know.

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that from is how they became ocean 1@Because until recently there was no record of what we call ―the missing link‖-that is of that show between land-dwelling mammals and today‘s whales. Fortunately, some recent fossil discoveries have made the picture a little bit clearer.

For example, a few years back in Pakistan, they found a of a creature. It?s about 50 million years old. Scientists had seen this wolf-like creature before, but this skull was different. The ear area of the skull had only whales.

Well, then also in Pakistan they found a fossil of another creature, which we call Ambulocetus natans; that?s a The name Ambulocetus natans comes from of course, and means 2@that couldn‘t have been used for walking. 2@ something we don?t see in today?s whales. 2@But, it also had a long And that long skeletal structure suggests that it was aquatic.

And very recently in Egypt, they found a of Basilosaurus. Basilosaurus was a creature that we?ve already known about for over a hundred years. And it has been to modern whales because of its long whale-like body. But this new fossil find showed a full set of , something we didn?t have before. The legs were too small to be useful. They weren?t even to its and couldn?t have supported its But it clearly shows Basilosaurus? evolution from land creature. So that?s a

Now these discoveries don?t completely the mystery. I mean, 3@Ambulocetus natans very different from the whales who know today. So really we are working just a few from two different species is similar, it suggests that those two species are related. And when we compared some whale DNA with DNA from some other species, we got quite a surprise. 4@ Yes, the hippopotamus! Well, land and river dweller could be the up to 25 times its

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which suggests that the hippopotamus is only a And of course as I mentioned, that whales are descendent not from hippos but from that distant wolf-like creatures. 5@So we have evidences. And more research more questions and create we have a choice. We can believe the , not both.

And there have been some other interesting findings from DNA research. For a long time, we that all whales that had including whales and whales were and other baleen whales, we assumed that they be closely related. 6@But recent DNA studies suggest that that‘s not the case at all. The sperm whale was actually closely related to the baleen whale, and it?s only distantly related to the toothed-whales. So that?s the real surprise to all of us.

Ambulocetus natans 陆行鲸 Basilosaurus 龙王鲸 hippopotamus = hippos河马sperm whales 抹香鲸 killer whales 虎鲸 blue whale 蓝鲸（白长须鲸）baleen whales 须鲸 At any rate 无论如何

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Professor: 1@So would it surprise you to learn that many of the food that we today until quite recently, until the European started with the people in North and South America? I mean, you are probably Student: Wait. I mean I knew potatoes were from where, South America?

Professor: South America, right, the Andes Mountains.

Student: But you are saying tomatoes too? I just since they are used to so many Italian dishes.

Professor: No, like potatoes, Tomato grew in the Andes. Although potatoes, they weren?t there. That seems to first in Central America. And even then the tomato doesn?t appear to have been very important as a food plant until the European it back to Europe with them around 1550. And Italy was first place where it?s widely grown as a food So in a it really is more Italian than American.

And another thing and this is true of both potato and tomato. Both of these plants are of Nightshade family. 2@01:40The Nightshade family is a plants which many that you wouldn‘t want to eat, like mandrake, belladonna, and even So that people once considered potatoes and tomatoes to be even And in fact, the of the potato plant are quite So, too it took both plants Student: Yeah, you know, I remember, I remember my grandmother telling me that when her mother was a little girl, a lot of people still thought tomatoes are poisonous.

Professor: Oh, sure. People didn?t really start eating them here until the mid-1800s.

Student: But seems like I heard didn?t Thomas Jefferson grow them or something?

Professor: 3@02:38Well, that‘s true. But then Jefferson is known not only as the third He didn‘Now, potatoes went through a sort of especially when they were first in Europe. You know how potatoes can turn if they are left in the light too

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enough to put people off for over 200 years. Yes, Bill?

Student: 6@I?m sorry professor Jones. But I mean yeah Ok, American crops have , but…

Well, as a matter of fact, yes. I was just coming to that. Let?s start with North American , as it?s often called. Nowmainly on grains that often from And largely for this reason, the in Europe for centuries in the South, around which was where they could grow these grains with more But when corn came to Europe from Mexico, well, 4@potatoes weren?t really popular at first. 04:17But when they finally catch on which they did in why do you suppose it happen? 5@Because potatoes have the ability Plus, potatoes grow on the single of land could many more people than say, grow on the same land. Potatoes soon to France and other Northern European countries. And as a result, the and so the shift of power from southern to northern Europe continued.

squash 南瓜 Hungarian goulash 匈牙利浓汤 Andes Mountains 安第斯山脉 Nightshade family 茄科 mandrake 曼陀罗 belladonna 颠茄 tobacco 烟草 Thomas Jefferson 托马斯·杰弗逊 maize 玉米 crop failures 作物减产 Mediterranean Sea 地中海

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Narrator: Listen to a conversation between a student and an employee in the University bookstore.

Student: Hi, I brought this book at the beginning of this semester, but, something?s come up and… I?d like to return it.

Employee: Well, for full refund: store policy is that you have to return merchandises 2 weeks from the time it was purchased. But for science text books or anything having to do with specific courses. Wait...What is it for a specific course?

Student: Yeah, but actually…

Employee: Well... for course books, the deadline is 4 weeks after the beginning of the semester. So this forth semester, the deadline was October 1st.

Student: Ouch, then I missed it, but, why October.1st?

Employee: Well, I guess the reasoning is the by October 1st, the semester is in full gear. And everyone kind knows what courses all we are taking that semester.

Student: I get it, so it mainly for people who decided to its drop from… to changes new courses early on.

Employee: Exactly! The books have to been in perfect condition of course. They can?t be marked up or looked used in any way, for the full refund, I mean.

Student: Well, but, my situation is a little different. I hoped you might be able to make an exception.

Employee: Well, the policy is generally pretty rigid and this semester is almost over.

Student: Okay, here what?s happen? I think my professor really miscalculated. Anyway the syllabus was away too ambitious in my opinion. There?re only 2 weeks of classes last semester and there are I?d like 6 books on the syllabus that we haven?t even touched.

Employee: I see. So you?re hoping to return in this one.

Student: Yeah, professor already announce that we want be reading this one by Jane Boons and all the others I bought used.

Employee: Jane Boons? Which book of hers?

Student: It called “Two serious ladies”

Employee: Oh, but you should keep it that one. Are you interested in literature?

Student: Well. I am in English major.

Employee: You are lucky to have professor who includes the last note writer like her on the syllabus, you know, not the usual authors we?ve all read.

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Employee: I do. And especially if you into literature

Student: Hmm, well, this I wasn?t it expecting. I mean. Wow.

Employee: I am hoping you were done to get been too pushy. If you prefer, you can return the book and arrange for store credit, you don?t qualified for refund. Policy is policy after all, but you can make it exchange and you can use the credit for your books for the next semester. The credit carries over for one semester to the next.

Student: Hmm, that?s good to know, but now I am really entry, I guess that just because we run out of time to read this book in class, doesn?t mean that I cannot read it on my own time. You know, I think I?ll give it a try.

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So we?ve been talking about in for living to develop, live a healthy life and Some nutrients are quiet there just isn?t much of them in the environment. But fare used over and over in the environment, we call that a in this course. The three most important nutrient recycles are the cycle, the cycle 1@and the one we are going to talk about .

So the Phosphorus cycle has been studied a like I said, Phosphorus cycle is a most important nutrient and it?s not so The largest are found in rocks at the of the ocean. How the Phosphorus get there? Well, let?s start with the Phosphorus in The rocks get broken down into smaller and smaller as they are long periods of time. Phosphorus is . Once it?s Student: So that?s the reason people rocks lot of Phosphorus to help the agriculture?

Professor: Hum, 2@into the agricultural So humans can play a role in a first part of the Phosphorus cycle – the breaking down of rocks and the spreading Phosphorus into the soil by up the at which this natural process You see. Now after the Phosphorus is in the soil, the Phosphorus is recycled back into the soil; same thing with the animals that eat those plants, or eat other animals that have eaten those plants. We call all of this – the of the Phosphorus cycle.

And so begins another phase of the cycle. 6@Can anyone guess what it is called? Nancy?

Student: Well, if the one is called the land phase, then this has to be called the Professor: Yes, In a normal water phase, rivers into oceans, and once in the oceans, the Phosphorus gets absorbed by water

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used by larger amounts of Phosphorus gets into the rivers. This could cause a rapid which can change the flow of the water. Several current studies are looking at these and 4@I really do hope we can find the way to deal with this issue before these ecosystems are

Of course, 2@ The fishing industry helps bring Phosphorus back to land. In the normal water phase the Phosphorus makes its way, to the bottom of the ocean and gets into the ocean

But remember, this is a cycle. The Phosphorus at the bottom of the ocean has to somehow After millions of years, powerful 3@like underwater up the ocean sediments to form new land. When an under to the surface, a new island is created. Then over many more years the Phosphorus reach rocks of the new land begin to Student: What about, well, you said that the nitrogen cycle is also an important nutrient cycle. And there is a lot of nitrogen in is there a lot of Phosphorus in the atmosphere too?

Professor: Good question, George. You?re right to guess the Phosphorus can end up in earth atmosphere. It can move from the land or from the oceans to the atmosphere, and 5@However, there‘s just not as amount of it there, like there is with nitrogen, it‘s a

nutrient cycle 养分循环 Nitrogen 氮 Carbon 碳 Phosphorus 磷 algae 藻类 vice versa 反之亦然

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2@earliest would be about from age of 3, right? Well, that‘s true for most We cannot remember anything that happened before age of 3. And this is so and it has a name. It is called and it was first documented in 1893. As I said, this phenomenon to the adults not being able to remember the childhood It?s not children trying to remember from last month or last years. Of course it follows that if you can?t remember incidents as your child, you probably won?t remember as an adult, Ok？1@So, why is this? What is the reason for child amnesia? Well, 4@01:07 And so we can?ton…3@01:20well it‘s not based on the kind of solid research and lab testing I wanna talk about today. So let‘s put that exp

4@01:34forget as we get grew older, that‘s one explanation. 4@01:45 And that idea, that children are unable to form memories, that?s children.

So Piaget?s theory of -Piaget?s suggested that because they don?t have language, children younger than 18-24 months leave in that is they lack the to and that will not that young children don?t have a way to represent things that aren?t right in front of them. That?s what language does, right? Words represent things, ideas. Once can talk about things which aren?tdidn?t don?t have any sort of memory it is like faces. And for many years this were very much in in psychology, 3@even thought memory tests were never performed on young children.

Well, finally in the 1980s, a study was done. And this study showed that very young children under age of 2 do have capacity for recall. 03:47Now if we children cannot talk, how was the recall tested? Well, that is a good question, since the capacity for recall has always been 120

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The children

And even after delay, the children could…could recall or used, and the steps months, now, test showed that there was a rate of forgetting among the youngest children 6@04:44but most importantly it shows that the development of the recall did not depend on language development. And that was an importance finding.

I guess I should that the findings don?t say there was no between the development of language and memorythe event does lead to memory of that event. But that does not seem the real here.

So, back to our question about the childhood amnesia, well, there is something called the And childhood amnesia may reflect high rate of forgetting, in other words, children under age of 3 do form memory and do so without language. But they forget the memories at a fast rate, probably faster than adults do. Researcher ….sort of an rate of forgetting, but that expected rate was set based on the tests done on the adults. 3@05:56So what is the rate of forgetting for children under the age of 3? We expected it to be high, but the tests to prove these really haven?t been done yet.

child amnesia 童年失忆症Jean Piaget让·皮亚杰（瑞士心理学家）cognitive development 认知发展 the here and now 此时此刻 rate of forgetting 遗忘速度

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Narrator: Listen to a conversation between a student and a university employee.

Student: Hi, I need to pick up the gym pass.

Employee: OK. I?ll need your name, year, and university ID.

Student: Here?s my ID card. And my name is Gina Kent, and I?m first year.

Employee: OK. Gina. I?ll type up the pass for you right away.

Student: Great! This is exciting. I can?t wait to get started.

Employee: Oh, this is a wonderful gym.

1@Student: That?s what everybody has been saying. Everyone is talking about the new pool, the new indoor course. But what I love is all the classes.

Employee : The classes…?

Student: Yes, like the swimming and tennis classes and everything.

Employee : Oh yeah, but this pass doesn?t entitle you to those.

2@Student: It doesn?t?

Employee : No, the classes fall into separate category.

Student: But, that?s my whole reason for getting a pass. I mean, I was planning to take a swimming class.

Employee : But that?s not how it works. This pass gives you access to the gym and to all the equipments, into the pool and so forth. But not with team practicing, so you have to check the schedule.

Student: But what do I have to do if I want to take a class?

Employee : You have to: one, register; and two, pay the fee for the class.

Student: But that?s not fair.

Employee : Well, I think if you can think about it. You?ll see that it?s fair. 3@Student: But people who play sports in the gym… they don?t have to pay anything. 5@Employee : Yes, but they just come in, and play or swim on their own. But, taking a class-that is a different story, I mean, someone has to pay the instructor.

Student: So, if I want to enroll in a class.

Employee : Then you have to pay extra. The fee isn?t very high, but there?s a fee. So, what class did you say you want to take?

Student: Swimming…

Employee : OK. Swimming classes are thirty dollars a semester.

4@Student: I guess I could swing that. But I?m still not convinced it?s fair. So, do I pay you?

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steer you into the right class, you know, beginner, intermediate…

Student: You mean, I have to swim for them? Show them what I can do?

Employee : No, no, you just tell them a little bit about your experiences and skills, so they know what level you should be in.

Student: Oh, OK. So, I guess I?ll need an appointment.

Employee : And I can make that for you right now. And I?ll tell up you about your gym ID card. You?ll need it to get into the building. Now about that appointment… how does Wednesday at three sounds?

Student: Fine…

Employee : OK. Then you?ll be meeting with Mark Guess. He?s a swimming instructor. He also coaches the swim team. And here, I?ve jotted it all down for you.

Student: Great! Thanks.

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Narrator: Listen to part of a lecture in a Biology Class. The class has been learning about Professor: 1@Ok, today we are going to continue our of the of birds. And we are going to start by talking about what are known as doesn?t know you are there, it is not going to try to eat you. the attention of that predator. Now why would they do that? from their their young birds. And the behaviors that 2@6@or that they‘re or that they‘re . And in a broken away from the nests so it really looks like a bird with a broken wing. And these broken wing 2@Another of this kind of distraction display is where the birds the of a or some other small that the A good 6@Now what?s the purple sandpiper does is when a it its but it And then its it looks like it got a And then it runs along the along it makes a little it really looks and sounds like a little animal running along the ground trying to get away. Again to the predator, it looks like an easy meal.

Now what?s interesting is that birds have different these distraction

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3@What they do is they their best performances their most and most And the time that way because that when that make the in their So ?t Now you have that are quiet are quite almost as soon as they babies? because once the babies are they can pretty much take care themselves, distraction displays 引离天敌行为 broken wing display 断翅炫耀行为 purple sandpiper紫滨鹬

parenting behavior 抚养行为predator 捕食者exact opposite 截然相反illusion 假象 prime time performance 黄金时段表表演conspicuous 出色的mature 成熟的 hatch 孵化

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Professor: 1@Today, we are taking a little from the styles of public we‘ve been studying Since this is something we can all think it will help us see the relationship between the we will be getting back to it just a moment. But before we get started, I want you to take a moment to think: 6@does anyone know popular style for a house in the United States is today? Bob?

Professor: ? Yes, Sue?

Student: How about the kind of house my grandparents live in? They call it a . Professor: That?s the one. Here is a drawing of what we consider of a Cape Cod house. These days, you see this style all over the United States. But it first showed up in U.S. northeast region, Cape Cod is a a narrow of land that out into the many houses name of the place became the name of the style. Now why did the Cape Cod style house become so popular in the northeast?

Well, one reason is that it?s a great example of this design a lot about form following function. And what did we say it?s

meant? form should follow Student: 2@Well, if it means the design of the building, it should be based on the needs of people who use it. , it?s Professor: Student: Cold in the winter.

Student: 3@, it‘s really wet. It?s usually either raining Professor: That?s right. So take another look at this drawing, and you can image how this design helpful in that kind of climate. Notice how the house is low to

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4@in the winter. Another thing, Cape Cod houses usually face south of the sun?s warm through the windows. That?s helpful in winter. Now what can Student: Well, it?s in the middle. Because, does that have something to do with the houses? I mean since the heat never has to travel very far.

Student: Professor: 4@in the weather, but there was probably another reason, not to the climate, more England society back then, you see Cape Cod houses were not built in the big cities, where all the rich people lived back then. These were the the people who built them simply couldn?t afford lots of expensive But it was more 5@had to help and supported each other in the difficult environment, so you didn‘t want to appear to be You wanted to anything that might you from your neighbors, the same people you might need to help you someday. So all these help to create an you can see why a modest, a Student: It is plain, but you know its nice looking.

Professor: Good point, and in fact it?s appeal, the…the the nearly perfect of the houses, 1@that‘s another reason for the cape cod popularity even in the places where the climate was so it‘s design doesn‘t matter.

New England region 新英格兰地区，位于美国大陆东北角、濒临大西洋、毗邻加拿大的区域 Cape Cod 科德角the Atlantic 大西洋modest dwelling 朴素的房屋 conformity从众行为show off 炫耀

127

Narrator: Listen to a conversation between a student and a professor

Student: Hi Professor Atkins, you wanted to see me?

Professor: Hi Bill thanks for coming. I want to talk to you about…

Student: Is there something wrong with my research paper?

Professor: No, not at all, in fact it?s very good. That?s why I wanted to talk to you.

Student: Oh, thanks.

Professor: I think you know that the department is looking to hire a new professor, are you familiar with our hiring process?

Student: 5@No, but what?s that got to do with me?

Professor: Well, Bill, we have several qualified applicants we are serious about, and as part of the interview process we have to meet with the committee of professors and students in our department. They also have to give a talk.

Student: You mean like a lecture?

Professor: 3@Yes, like a sample lecture on one of their academic interests.

Student: Oh, see you can see their teaching style.

Professor: Exactly.

Student: Hah…Make sense.

Professor: 1@So I?d like to know if you be willing to join us as a student representative on the interview committee. It?d be a good experience for you. You could put it on your resume.

Student: 2@Oh… That?d look good for my grad school application, I guess, so, what do I have to do?

Professor: The department?s secretary will give you a schedule of the applicant?s visits. If you are free, we?d like you to attend the talks and then later you can give us your opinion. Oh and we usually serve lunch or snacks depending on what time the talk is.

Student: Cool, that?s another good reason to do this. Um… when is the next talk?

Professor: We actually haven?t had any yet, the first one is next Friday at 10 am, then lunch, and then formal discussion with the applicant right after.

Student: Oh well, I?m free on Fridays. If all the talks are on Fridays, I will be able to make all of them.

Professor: That?s great. Now you should know this job candidate is interested in the life cycle in the forest.

Student: That?s what my research about.

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applicant?s research interests were similar to yours; we want you to tell us what you think about the teaching of all these applicants. Your perspective as a student, how the applicant teaches in the classroom, that?s what?s important to us.

Student: I understand. So how many applicants are there?

Professor: Let?s see, we have 4, all very good candidates that we will be looking at over the next few weeks. It?s going to be a tough decision. But it?ll be a good experience for you, especially if you?re going to grad school.

Student: Thank you. It?ll be cool to do this. I?ll get a copy of the schedule from the secretary on my way out.

Professor: You?re welcome; see you in class this afternoon.

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Professor: When land gets develop for human use, the changes. We don?t see as many types of This in turn leads to other losses: the loss of animal that once lived there. But these are the obvious changes, but there are also less obvious changes like the 1@One interesting case of this…of…of changes in the local land use causing changes in climate, specifically the temperature is in Florida. Now what comes to mind when you think of the state of Florida?

Student: Sunshine, beaches.

Student: Warm weather, oranges…

Professor: Yes, exactlylemons and the like. Florida?s winter is very ; the temperature doesn?t often get below But there are some areas in Florida that do freeze. So in the early 1900s, farmers moved even further south in Florida, to areas that were even less likely to freeze. Obviously, freezing a farm and the entire crop, anyway, before these citrus growers moved south, much of the land in south Florida, was what we called wetlands.

Wetlands are areas of land, areas where water covers the is present either at or near the surface of the soil for large part of the year. 6@Wetlands have their own unique with plants and animals with special an interesting Very exciting, but it?s not what we are talking about today. Hmm…where was I?

Professor: Oh, yes. Farmers moved south. But the land was not suitable for farming. You can?t grow orange in wetland, so farmers had to transform the wetlands into lands suitable for farming. To do that, you have to the water from the land, move the water elsewhere, and divert to the water sources such as rivers. 2@Hundreds of miles of drainage canals were built in the wetlands. Now these areas, the new areas the farmers moved to, used to be warm and unlikely to freeze, however, recently the area has become to freezes. And we are trying to understand why. Student: Professor: 3@ 130

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Professor: Well, think about what we?ve been studying so far. We discussed the of Student: Oh, yeah. Bodies of water tend to the during the day, and then they Professor: 4@Yes, exactly. What you just said is what I want you all to understand. Bodies of water release heat and back into the environment. So places near large bodies of not slightly different, slightly colder than they were 100 years ago, before the wetland were drained.

Student: Hmm…do we know what the temperature was like back then?

Professor: Well, we were able to estimate this. 5@We have data about South Florida‘s current landscape, the plant cover. And we were able to about the landscape Then we enter those data, information about what the landscape look like before and predict temperatures. And when all the data were entered, an overall cooling was predicted by the model.

Student: How much colder does it get now?

Professor: Well, actually the model shows a drop of only a But this is enough to cause dramatic damage to crops. If temperatures over night are already very close to the freezing point, then this drop of just a few degrees can take the temperature below freezing. And freezing causes frosts, which kill crops. These damaging frosts wouldn?t happen if the wetlands were still in existence, just as the tiny temperature difference can have major consequences. citrus industry 柑橘业 El Nino厄尔尼诺现象

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1. 1@Let?s get started. Um, last time we were talking about the need Now, let‘s look at how you can successfully call attention to the or you want to sell. 2@00:20To succeed, you‘ve got to develop a . If you don‘t come up with a system, um, a plan, you making decisions that waste money, or even away customers. But what does a systematic advertising plan look like? Well, it – the ?Four Ms‘.

2. The ?Four Ms? : Market, Media, Money, Message. All are important areas to focus on 3. The First step is to look at your Market, that?s the people who might become customers, buyers of your service or product. You need to know all about your possible customers： Who got that? A market is a group of potential customers. 4. Which media you should advertise through? Which media will reach your your market? So, you do research, trying to which media will reach the most 3@For instance, if you have a product that, we‘ll say teachers would like; then teachers are your market. So you ask yourself: What magazines to much radio? At what times of the day?

5. Say, now your research turns up two magazines that teachers read. And it also shows that the of teachers-say ages twenty to thirty-read the magazine about classroom activities. While most teachers older than that read the other magazine, the one about, oh, let?s say- ?You think your product will appeal most to teachers aged twenty to thirty, so you decide to put your advertisement in their favor magazine, the one about classroom activities. You don?t waste money advertising in the ?Educational Psychology? magazine, you know the one that the younger teachers generally don?t read. And since you?re reaching the majority of the teachers in your target age group, you?re probably spending your money well, which bring us to the third M -- Money.

6. You have an advertising to spend, but how do you to spend it Again, research is the key. Good research gives you facts, facts that can help you decide, well, as we already mentioned, decide the right market to and the best media to use. But also:

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you have been spending most of your budget during the holiday season when people buy gifts for each other. Now, in theory, that would seem a great time to advertise, but may be a research shows you?re wrong, that the customers who buy sports equipment to give it as a holiday gift, but want to use it themselves. In that case, advertising during a different season of the year might give you better results. And, um, may be it even lower, non-holiday rates, so you actually save money. But you need to get the facts; facts that come from good research to be certain and know for sure that you?re getting your money?s worth.

7. OK, finally, there is your message: What you want to say about your product? Why buying it will make the customer?s life easier, or safer or better somehow. Whatever the message is, make sure you get it right. 6@Let me give you an example of not getting it right, Ha...ha...ha... you are going to love this one: really tasty, but there weren?t a lot of customers. The owner thought that may be if they give 5@But, then even fewer people came to the restaurant. Well, you can imagine why. People started to associate the soup with they began to imagine the soup smelled like feet. The advertising massage, soup means free socks, was a bad choice; it was a waste of money. And worse, it caused the loss of customers.

8. Now, I want everyone to get into small groups and come up with some examples, not of up, and talk about the reasons those messages are unsuccessful. And then we?ll get back together and share.

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Narrator: Listen to a conversation between a student and a professor.

Student: So Professor Tidbits, your notes said that you want to see me about my Hemingway paper. I have to say that grade wasn?t what I was expecting. I thought I?d done a pretty good job.

Professor: Oh, you did. But do you really want to settle for pretty good when you can do something very good?

Student: You think it can be very good?

Professor: Absolutely!

Student: Would that mean you?d…I could get a better grade?

Professor: Oh, sorry! It?s not for your grade. It?s…I think you could learn a lot by revising it. Student: You mean, rewrite the whole thing? I really swamped. There?re deadlines wherever I turn and… and I don?t really know how much time I could give it.

Professor: Well, it is a busy time, with spring break coming up next week. It?s your call. But I think with all a little extra effort, you could really turn this into a fine essay.

Student: No… yeah…I mean, after I read your comments, I...I can see how it tries to do too much.

Professor: Yeah. It?s just too ambitious for the scope of the assignment.

Student: So I should cut out the historical part?

Professor: Yes. I would just stick to the topic. Anything unrelated to the use of nature imagery has no place in the paper. All that material just distracted from the main argument.

Student: Yeah, I never know how much to include. You know…where to draw the line?

Professor: All writers struggled without one. But it?s something you can learn. That will become clearer with practice. But I think if you just cut out the…

Student: The stuff about history, but if I cut out those sections, won?t it be too short?

Professor: Well, better a short well-structured paper than a long paper that poorly-structured and wanders off topic.

Student: So all I have to do is to leave those sections?

Professor: Well, not so fast. After you cut out those sections, you?ll have to go back and revise the rest, to see how it all fits together. And of course, you?ll have to revise the introduction too, to accurately describe what you do in the body of the paper. But that shouldn?t be too difficult. Just remember to keep the discussion focused. Do you think you can get it to me by noon tomorrow?

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Professor: OK, good! Do try! But if you can?t, well, sure for after spring break, OK?

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development of cells, then maybe we can explain a very important observation, that when we try number of times before they die. , many more times. But finally the OK, you know that all of persons? DNA called . 46 of them are in the human cells that?s 23 one Chromosome is about to divide into two. You see that it sort of looks like, well actually it?s information. 2@It‘s for genes, you still have maybe 70% of the DNA left over. That?s the so-called . Though is that even these DNA doesn?t make up any of the genes it must sequence of DNA at each end of every human Chromosome, called a . 3@Now a calling junk DNA. But it does have any important purpose; 4@ Well, the telomere at the end of Chromosomes seems to do about the same thing-protect the Chromosome divides, every time one cell divides into two. Pieces of the ends of the Chromosome, that may happen after a while is that pieces of the genes themselves get broken off the

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happening.dividing. very interesting, a in them, and an called As bits of the telomere break off from the end of Chromosome, 6@, the telomere that the Chromosome is lost. Someday we may be able to take any cell and keep it alive and itself forever through the use of telomerase. And in the future we may have nerve cells and immortal skin cells of whatever because of these chemical, telomerase can keep the telomere on the ends of Chromosomes from getting any shorter.

chromosome 染色体 telomere端粒体enzyme 酶 telomerase 端粒酶 tongue in cheek 开玩笑的, 不严肃的 resemble 长得像 ≠ reassemble 重新组织

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Professor: Ok, as we?ve talked about a of running a successful business is knowing, um, getting a good of what the customer actually wants, and how they your product. So with that in mind, I want to describe a very simple of researching it is becoming common, it?s called – MBWA-which stands Now, MBWA, that?s not the most sounding name you?ve ever heard, but it describes or business managers just go out and actually talk to their customers, and learn more about how well the business is serving their needs, and try to see what the customer experiences, because that?s a great way to discover for yourself, how your product is perceived, what the

You know Dalton?s; they make soup and vegetables and such. Well, the head of the company, had Dalton?s walk around supermarkets, um, asking shoppers what they thought of Dalton?s soup, and he use the data to make changes to the company?s product, 6@I mean, when Dalton?s of all the companies, A, it really yes, Lisa?

Lisa: 2@But this is dangerous to decisions on information from a small of

Professor: That‘s a good question, and well I don‘t want to that MBWA is some sort of, um, replacement for other methods of customer research. Now, the market research data give you a good idea of, um, of the big picture, but MBWA is really useful kind of in you know, getting a good sense of how you products you use, es, the numbers of opinion you get is small so you do the most problems they come across is well becoming out of with what their customers really want and need, you know and market research stuff like that, they can only tell you so much about what the customers actually want in their day-to-day lives.

3@Managing by wandering around, on the other hand, that get you in there give you a 4@Oh, here is another example for you, um, see you executive for a clothing manufacture. It was, um, Elkin, Elkin you know, they went in work in the store for a few days, selling Elkin?s cloths. Now that give them a very different idea about their

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questions about it, yes Mike?

Mike: Well, I would think that a lot of customers will be by, you know, if I?m shopping, I don?t know if I want some business up to me and asking me questions, it?s.. It?s like when I got phone call at home from marketing researchers, I just up them

Professor: Oh, well, it?s certainly true that well no one likes getting calls at home from market researchers or people like that, but I will tell you something. Most customers have when they comes to MBWA. Now, don?t ask me why, because I really have no idea, but the fact is that customers tend to respond really well to MBWA, which is the key reason for a success.

5@kinds of different like for instance, Um, a few years back, the of Baltimore, Um.. I can guess its name is Shaper or something like that. Anyway, he decided that the best way to serve the people of the city, of his city, was actually get out there in it and experience the things that they experienced, so he ride around the city in, you know, all parts of it, and he see they go back to the office and they write these and these memos to about the problems he had seen, and how they needed to be you know that sort of thing, but the thing is he got all the information just by going around and seeing the different Baltimore and talking to the people in them, and he called politics, we?d call it MBWA, or just, playing good customer service.

Managing by Wandering Around 走动管理

139

Narrator: Listen to a conversation between a student and a Department Secretary.

Student: Hi. Miss Andrics.

Secretary: Hi Bret, how are you?

Student: I?m fine; except I have a question about my paycheck.

Secretary: Sure. What? up?

Student: Well it?s already been several weeks at the end of the semester my check was supposed to go directly into my bank account but there haven?t been any deposits.

Secretary: That?s odd.

Student: Yea, I thought graduate teaching a system for automatically put on the payroll at the beginning of the semester.

Secretary: They are. Let?s see did you complete all the forms for the payroll?

Student: I filled in whatever they sent me, and I returned like the end of August.

Secretary: Hum, well, you definitely should have been paid by now. At least two pay periods have passed since then

Student: I asked the bank and they didn?t know anything. Who should I talk to about this, payroll?

Secretary: I?m going to contact them for you. There was a problem in processing some of the graduate students? payroll paper work because their computer program crashed after all the information was processed. And some people?s information couldn?t be retrieved.

Student: Hum. But why didn?t any one let me know?

Secretary: I don?t know how they work over there because they couldn?t even figure out whose information was missing. And this isn?t the first time, seems like something like this happens every semester.

Student: So how do I find out if my information was lost?

Secretary: I will contact them tomorrow morning to see if you?re in the system. But you?re probably not.

Student: What then will let me to do?

Secretary: Sorry but you will need to fill out those forms again and then I will fax them over the payroll office.

Student: And then what… Well, what I really need to know is how long till I get the money, I?m already a month behind my bills and my tuitions due soon.

Secretary: That?ll get you into the system the same day they receive your paper works. So if

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Student: That?s a long time from now. Will that pay checking include all the money I am owed?

Secretary: It should. I will double check with the payroll department.

Student: And another thing, Is there any way I could get paid sooner, I have been teaching all these weeks…

Secretary: I know that?s not fair but I don?t think they can do anything; all the checks are computed automatically in the system. They can?t just write checks.

Student: But there is another one to make mistakes. They?ve never told me!

Secretary: I understand how you feel and if I were you, I?d be upset too. I?ll tell you what: when I call them, I will explain the situation and ask them if there is any way you can be paid sooner. But I have to tell you that base on past experiences you shouldn?t count on it.

Student: (Sigh) I understand thanks. I know it?s? not your fault and that you?re doing everything you can.

Secretary: Well, what I CAN do is make sure that your first check for total amount the university owes you.

Student: That?ll be great! Thank you. I will be on campus about 10 tomorrow morning and I will come back to see you then.

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The word means work, actually it means works. It?s the from the Latin. And in Italian in general to works of art. Opera Lyrica or to what we think of as opera, the musical drama. Opera was in Italy for almost a thousand of years before as a 1@And during those years, several Musical drama started in as a for teaching and was generally in the Latin, the language of the Christian Church which had influence in Italy at that time. But the language of everyday in Europe and at a certain point in it was really only to their lives. 2@And so in what is now Italy, operas

musical drama moved from the church to the right outside the church. And the themes again, the themes changed. And opera was no longer about teaching religion as it was about 3@ancient Greek theater, the term ?melodious drama? being shortened to operas together that we have today… it was a group of men that included Galileo?s father Vincenzo, and they met in Florence he and a group of friends of the Count of Bardi and they formed what is called the Camerata de' Bardi. ‘s time. This produced some of the operas that we have today.

Now what happened in the following centuries is very simple. Opera in Italy but was Italy any more than the Italians were. And so as the Italians happened is that the The French said opera in mind that we are talking 4@dramatic cadence of language, to the way the rhythm of language was used to express feeling and used to add drama and of course as a result instead of or which would come to

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