TPO 75 口语 Task 2 听力文本

Now, listen to two students discussing the letter.

Woman: Hey, dan, what about this letter? You think it would help?
Man: Oh, definitely! The problem is student assistants have to work at other jobs to make
money, so their real jobs always come first.
Woman: What do you mean?
Man: I mean, like one of my friends was working for a show last year as a production assistant,
and he didn't show up for play rehearsal one night because his boss for his other job, his real job,
told him he had to stay late at work. He had no choice.
Woman: So if he had been paid to do the show…
Man: Then he wouldn't even have needed the other job. It wouldn't have gotten in the way
because helping out with the play would have been his main job.
Woman: I guess that's true. But what about the training thing? Is that necessary?
Man: Oh, absolutely! You know, the equipment that assistants have to operate now is a lot more
complicated than it used to be. You really need to know what you're doing, so you don't mess up.
Woman: Yeah, especially on the night of the performance.
Man: But having someone professional show them what to do, you know, someone who knows
all about the latest equipment, show them step by step how to work it.
Woman: I see what you mean.
Man: Not only would their skills improve, but the plays would be better too.

TPO 75 口语 Task 3 听力文本

Now listen to part of a lecture on this topic in a psychology class.

I've used a version of this technique with my children. When my son Tommy was 8 years old,
we moved here to Los Angeles. And when we first got here, Tommy was afraid to talk to the
kids in the neighborhood. He was afraid they wouldn't accept him, that they wouldn't like him.

Then one Saturday afternoon, I saw Tommy looking out the window, watching some kids riding
the bikes outside. Now, Tommy had a bike he loved to ride, and I knew he really wanted to go
out and play with those kids. So I said to him, Tommy, wanna walk down to the store and get
some ice cream? And of course, he said okay. Then I said, and how about when we walk past
those kids? Let's just say, hi, ok? He was a little reluctant, but he said, okay, so we walked to the
store, and as we approached the kids, I gave Tommy a little nudge, and he very bravely said, hi,
the kids all said hi back to him, and very friendly, and as we continued walking, I could see
Tommy starting to relax.

Then on the way back from the store, I said to him, how about this time when we walk past the
kids, you say something nice to them about their bikes? He said okay, and I could tell he was
feeling a little more confident now. And this time when we approached the kids, Tommy said to
one of them, that's a really cool bike. I bet you can go really fast on that. And the other boy’s
face lit up, and he said watch, and he rode his bike as fast as he could. Well, we reached home
and a little while later, Tommy said to me, dad, I think I'm gonna go outside and ride my bicycle.
So he went out on his bike and rode up to the other kids, and they started talking. And by the end
of the afternoon, he made several new friends.
TPO 75 口语 Task 4 听力文本

Listen to part of a lecture in a biology class.

So, let's continue the discussion on roosting, that is the resting and sleeping behavior of winged
animals. Today, we'll talk about roosting behavior in bats, which roost in large groups. Bats
roost by hanging upside down with their feet above their heads, from the roofs of caves, from
trees, or from under sides of bridges. Their roosting behavior is actually quite important for their
survival. How?

Well, bats, like other animals, need to eat to survive. They feed on a variety of insects which
they have to chase and catch in flight, so they must be ready to fly. However, unlike birds, bats
are not able to launch themselves into the air, they can't take off from the ground, but remember
that they roost in high places. They use their front claws to climb to a high place, like the roof of
a cave to roost, because they hang upside down from high locations, they can easily start to fly
by simply releasing their grip, letting go of whatever they were clinging to. Then they are
immediately in the air, ready to chase, catch and eat flying insects.

In addition, roosting provides a way for bats to hide from danger, it protects them from predators.
When bats are resting or sleeping, they can be easily attacked by predators like snakes and cats.
Can they defend themselves against these attacks while sleeping? Well, no! This is where
roosting helps. By hanging upside down so far above the ground, these predators, snakes and
cats, can't reach and attack them, so the bats can rest and sleep safely.

TPO 75 写作 Task 1 听力文本

Now listen to part of a lecture on the topic you just read about.

Unfortunately, while the measures described in the reading will help, none will really stop
invasive Northern Pacific sea stars from spreading.

First, quicklime doesn't hurt commercially important mollusks, but that doesn't mean it's safe for
the entire marine ecosystem. You see, this poison destroys not only invasive Northern Pacific
sea stars but also native ones. And native sea stars are critical to maintaining their local
ecosystems. Once quicklime is spread over the sea floor, it remains active there for a long time,
and that'll be a problem for native sea stars. Soon after the quicklime kills the invasive sea stars,
native sea stars will move into the sea floor areas where the invasive sea stars used to live, and
when that happens, they'll die too.

Second, the idea of importing some of the Northern Pacific sea stars’ natural enemies is unlikely
to work as well as the reading would have you believe. The problem with parasites is that they
do not completely destroy male northern pacific sea stars’ reproductive system. This means that
male sea stars infected with the parasite will still be able to fertilize the eggs of females. And
given that a single female can produce up to 20 million eggs, it seems unlikely that introducing
these parasites into habitats that the Northern Pacific sea star has invaded will have much impact
on the population of these sea stars.

Finally, sterilizing the ballast water of ships is unlikely to prevent Northern Pacific sea star
larvae from spreading to new locations. Unfortunately, ballast water isn't the only way that sea
star larvae are transported from place to place. While floating in the sea, Northern Pacific sea
star larvae stick to objects around them. For example, to the bottom of small boats or to
equipment used for fishing. because of their ability to stick to objects around them. Invasive
northern pacific sea stars will likely continue to spread to new areas regardless of whether ships
sterilize their ballast water or not.

TPO 75 听力原文对照

Conversation 1

Listen to a conversation between a student and the university public relations director.

Donna Blake.

Michael Jones.

Great to see you. I'm so glad you're interested in helping our adult literacy program at the
community center. We really need someone like you to promote our services.

I don't know anything about that. The reason I asked you to come in today was to discuss the
community achievement award you won for your volunteer work.

That's what this is about. It's all connected. Anyhow.

I'm sorry?

The achievement award. I won it cause of all the volunteer hours I've put into the adult literacy
program I started it actually.

Teally. Could you tell me more? It's for a news release. Whenever any of our students are
faculty wins a national honor, it reflects well on our university. So I write a news release and
send it to the media. This way, there's a good chance the city newspaper will pick up the story.

Cool. I've been quoted in the student newspaper, but the city paper that's different. It'll bring so
much publicity to our program.

You've earned your moment in the spotlight. In fact, you represent one of the best things about
our school, caring people. So let's get started. You said you founded the literacy program? When?

3 years ago. I volunteered after school program at the local community center. It was fun. We
were helping kids learn to read. Then one kid's mom told me she also had trouble reading, so I
thought maybe I could expand the program to teach literacy skills to adults, too. The director of
the community center, he loved the idea. So now any adult can come in if they want to become
better readers.

So how'd you get chosen for the achievement award? Did you apply for it?

No, the director nominated me. You can't nominate yourself, but the director submitted my name
and all this information about my volunteer work to the award committee.

But you knew beforehand that you were nominated?

No, I had no idea. Basically, I was shocked when I won. There were only like ten winners out of
several hundred college students from around the country who were nominated very impressive.

So how many people has your program served?

We've tutored several hundred people so far.

We?

Yeah, I recruited like 12 volunteer tutors, friends, professor, I even got my family involved.

Any plans for the prize money that comes with your award? Take a vacation, maybe.

Na. I'll use it for supplies for the literacy program, like workbooks and writing materials. Maybe
now we can hire somebody to promote our program. We'd really like to bring in some more
volunteers, so we can help more adult students.

I think I've got enough for the release now. Listening to you. Maybe I can do some publicity for
your center. I'll try to stop by soon to see if I can help.

Lecture 1

Listen to part of a lecture in an ancient history class.

That's your assignment for next week when we'll be finishing up our unit on the Sumerians. And
we are going to get to that reading on the hammer Robbie code in just a minute. But first, I
wanna urge you to sign up for the museum trip. The art department is organizing. It's a great
opportunity to see some of the Egyptian art we’ll be reading about. In fact, many of the photos
in your textbook are from the museum’s collection.

If I if I can just ask you to indulge me for a moment, I want to talk about one of my favorite
pieces from that collection, not just because it's a beautiful sculpture, but also because it's such a
great example of how much a work of art can tell us about the society that produced it, which is
especially important for studying ancient civilizations, where they're relatively few written
documents and what we called the material culture of a society, the physical objects,
archaeologists uncover is a major type of evidence. And in some cases, the only type, something
to keep in mind when you tour other ancient art collections which I hope you'll do.

Okay, so before I show you this slide, I need to fast forward to a period in Egyptian history,
known as the new kingdom. That's about 3,000 to 3,500 years ago about 1,000 years after the
great pyramids were built at Giza. But don't worry about the dates for now. We'll get to all of
that in the coming weeks. Anyway, what I'm going to show you is this amazing statue of queen
Hatshepsut. As we'll see later, Hatshepsut was one of a series of powerful pharaohs who brought
Egypt in contact with other parts of the middle East and Africa, and who helped make this new
kingdom, a period in which the Egyptian empire spread its political and cultural influence
throughout the Mediterranean.

Now, Hatshepsut, it was not the first queen in Egypt. Usually queens were the wives of the
pharaohs, the kings of Egypt, kings, the men were the ones who had power. Although when a
pharaoh died and his son wasn't old enough to become king, the queen would act as his protector
or so-called regent ruling on behalf of the young heir, who would then rule along when he was
old enough. And that was true for Hatshepsut At first. She was regent protector for her nephew
Thutmose the third after the death of her husband. But soon after becoming regent, she did
something quite remarkable. She adopted the title of pharaoh, a title which meant absolute
power over Egypt, but which was the title that only the kings of Egypt had used up to that time.

Now, this means that even after the young Prince was old enough to rule or share his reign with
Hatshepsut, she did, in fact, rule as pharaoh exercising, her power is absolute monarch until she
died for about all 15 years.

So this was pretty amazing in the male dominated royal court to move beyond the role of regent
to declare herself pharaoh. She clearly must have had the talent and skills to make such a bold
move, because she seems to have gained the support of key officials.

What did this remarkable ruler look like? Let's take a look at this slide to see how she had
herself represented. Now, for the most part, Egyptian statues, especially statues of public figures,
like kings, queens, and regions, are highly stylized and symbolic. They're not supposed to show
what a particular person looked like. Rather, they represented what the person stood for. In the
case of pharaohs, first and foremost, a symbol of political power. So that here we see Hatshepsut
wearing the distinctive headcloth called the nemes, a symbol of royal authority. In fact, it
probably looks familiar to you since pharaohs were always represented wearing the nemes. This
was actually accurate because pharaohs did wear these headcloths in public.

Another feature common to pharaoh statues is the ceremonial beard. That's what you see here
under head Hatshepsut’s chin. The point is she didn't really have a beard nor did anyone think
she did. But because it was the tradition for pharaohs to appear with such a beard, it became a
purely ceremonial decoration. Another interesting thing about this statue is the position of the
hands. We'll be talking later about the religious role of pharaohs in Egyptian society. They were
believed to act as intermediary between the Egyptian people and their gods, like a type of priest
or spiritual go-between so her hands, rather than holding weapons or anything to represent
military or political power. They emphasize this role.

Lecture 2

Listen to part of a lecture in a paleontology class.

So the best evidence we have suggests that earth is around 4.5 billion years old, right? So what
we'd like to know as paleontologist studying the origin of life is how long after that did life
begin on earth? Keith, I think the book mentions of fossil, the oldest fossil ever found from
like3.5 billion years ago. Good, that's right. That's the oldest fossil ever found that was left by
what was clearly a living organism. Plus there's some older rocks that show traces of chemicals
that are highly suggestive of life. But let's ignore that for now. It's been claimed that as much as
1 billion years passed between earth formation and the origin of life on this planet.
But we have to consider, does this fossil evidence tell us conclusively when life began, it can't
really be conclusive. Can it? Cause like, just because we haven't found any older fossils, doesn't
mean there weren't any right. I maybe we just haven't looked hard enough.

You're on the right track. The evidence we have certainly isn't conclusive, but you can't really
say we haven't. Let me get back to that in just a second. First, think about this. Is it reasonable to
expect it to take 1 billion years for life to evolve here? That depends on lots of other factors?
Doesn't it like, how long did it take for earth's temperature to cool down enough to support life?
For other conditions to be right? A fair question. But if I may rephrase it slightly, what you
really wanna know is how long was it before water could exist in liquid form? Let's just say that
by the time earth's atmosphere had stabilized, and this was not long after the creation of the
moon, say, 4.4 billion years ago. By this time, there were already substantial oceans covering the
earth. We're still talking a 900-million-year gap before that first fossil.

Well, I guess when you put it that way and it does seem like rather a long time, I thought you
might think. So, but to get back to the point I was making before, we're not gonna resolve this
question just by searching the world for older fossil records. Why? Before that oldest fossil we
have from 3.5 billion years ago before that, any kind of fossil record really had no chance of
surviving. The process is going on within the earth during that time, the convection of molten
rock within earth's mantle rising to the surface cooling and then sinking again, the volcanic
activity earthquakes. All the things that led to the creation of plate tectonics, in fact, were so
intense than any rocks pre dating that first fossil would have been crushed and very likely
melted.

So earth has, in effect, erased its earliest history. There really are no early samples of earth left
on earth. So, you mean, that's it. There's no way we can tell when life first appeared on earth.
There might be, let's think about this a minute. If no earlier rocks on earth could have survived
with their fossil records intact. Is there anywhere else we could look what you mean like an
outer space or something? No, wait, I think I see where she's going with this. Remember a few
years ago when they found those meteorites and like Antarctica or somewhere. And it turned out
they actually came from Mars. So maybe the reverse could have happened, right? I if rocks from
Mars could end up on earth, why couldn't there be earth rocks on Mars or even better on the
moon?

Exactly. In fact, it's almost a certainty. We know that there were lots of meters in our region of
the solar system during this time period. And quite a few of them hit the earth with a big enough
impact, tons of earth rocks would have been tossed up into space. It's really not much of a leap
to theorize that a good number of them might have ended up on the moon. In fact, researchers
have calculated that there are probably thousands of tons of earth rocks on the moon just waiting
to be found. If we could find, say, some 4.2 4.3 billion year old earth rock there, it happened to
contain evidence of life. That would tell us something amazing, wouldn't it? Cause that would
mean that life on earth began quite quickly as soon as it possibly could have, which in turn
would suggest that life is easily generated. And so it can probably be found all over the universe.

Conversation 2

Listen to a conversation between a student and her advisor.

Felicia, can you tell me why you haven't received a grade yet for your molecular biology course?
Well, it's a long story, but my rp 73 experiment got messed up.

Wanna run that by me again, please?

I'm sorry. I was running at a protein essay…

A protein essay?

It's like an experiment to determine whether this rp 73 protein could have potential therapeutic
value.

Like be applied in a medical context?

That's the general idea of the hope anyway. But in order to do that, you first have to isolate the
protein, produce it in a pure enough form for the experiment. And you have to produce enough
of it also.

I think I'm starting to understand.

Well, when you're actually producing the protein that takes a long time, usually there's an
overnight step where you need 16 hours in the incubator to what keep it at a warm enough
temperature. And well, that's when things started to go downhill.

You didn't wait long enough?

Actually, I waited too long. The protein got degraded, kind of disintegrated in there. I needed to
come in to stop the incubation on Saturday, but it was one of those days. First, my car wouldn't
start. I usually drive because the lab is kind of far, right? I tried taking the bus, but like I had no
idea that there's hardly any buses on the weekend. Now I'm really panicking and I think I'll try to
phone it in call the lab and ask someone to take my experiment out of the incubator and stick it
in the freezer. But no one's there cause it's the weekend.

And was there no way to salvage the experiment?

Mhm. It was like 1 o'clock when I finally made it to the lab. And by that time, the protein had
degraded, was basically unusable.

I see, but couldn't you just start over?

And I did. Or normally, this kind of stuff happens in the lab all the time. And it's usually no big
deal. But this experiment was too close to the end of the semester. Timing was too tight. I'm
writing it again as we speak, but in the meantime, the semesters over and the grades had to be
turned in. That's how I ended up with an Incomplete.

Now, I understand. So you expect you'll be able to complete it soon?

I'll probably need a couple more weeks. I spoke to my biology professor, and she doesn't mind
that I'm using the lab over the break. The lab never closes. There's always something going on.

Yes. I may be in the humanities, but I know enough about the sciences to know that much. I'll be
expecting to receive a grade.
Lecture 3

Listen to part of a lecture in an acting class.

As you already know, from the course description, this class is going to teach you the
fundamentals of acting. But before we get into any techniques and exercises, what you're going
to be learning in here, this semester is what's known as method acting. How many of you have
heard of method acting? Almost all of you who can tell me what method acting is. Nobody.
Donna, what's method acting? I'm not sure, but I think it was invented by a man named
Stanislavski. That's a start. Method acting is usually associated with a man named Constantine
Stanislavski. Stanislavski did not directly invent method acting. The story is he was born in
Russia in 1863. He developed a systematic approach to acting that became known as the
Stanislavski’s system.

Before Stanislavski Acting meant forgetting about yourself and pretending to be someone else.
And you pretended by using certain conventions. If an actor wants to show this character want
revenge, he'd shake his fist and stop his feet. Or if an actor wanted to show that her character
was in love, she'd put her hands over her heart and so on. But Stanislavski developed a different
approach, a psychological approach, where actors had to use their own personality, their own
experiences and emotions when they were performing. And that principle became the basis for
us now known as method acting. What happened was that starting back in the 1930s, acting
teachers in the United States heard about the Stanislavski system, and they were very impressed
by it, and so they adapted it and began teaching it in their own classes. And this modified
version of the Stanislavski system became known as the method or method acting.

Actually, there are quite a few varieties of method acting, but they're all based on Stanislavski
idea. Actors have to tap into their own experiences and emotions when they're performing
Donna. But what if that character is really different from me? I can't just stand up there and be
myself, right? No. You can't be Don Smith from Kansas City, Missouri. But you can draw on
certain parts of your personality, certain parts of your experience and emotional life. The key is
you have to find parts of you, your life that are analogous to those of your character to your
characters life.

But let's say I'm playing a character who's like, really brave, like she's not afraid of anybody. I'd
be willing to bet that if you thought about it, you could think of a set of circumstances where
you'd stand up and confront someone who is much more powerful than you.

For example, suppose you had to do that to protect your family, but I'd be scared and my
character wouldn't be. Okay, let me tell you something. If you portray your character is not
being afraid of anything, is going to be a very boring performance. What moves an audience is
to see someone who scared to death but stands up and does the right thing anyway. That's
inspiring. It's that sort of complexity, the complexity of real people like you. That's what brings
a performance to life. Okay? But what if the script doesn't say that she's afraid? you can just
invent that yourself. You can't just invent anything that pops into your head. But if it's consistent
with the playwright’s intentions, yes, you can certainly incorporate that. You mean, you can just
change the words. No, you can't change the words. What you're doing is filling in between the
lines. Stanislavski once said something to the Efecto people can read the lines at home. They
come to the theater to hear what's between the lines.

So you mean like the audience can see that the characters afraid by like her, her body language
when she's not speaking, or even when she is speaking, something in her voice or her body
language. When we say between the lines, we don't mean literally between one line of the script
and another. We're talking about things that are not explicitly stated in the actors’ lines. For
example, your character might say to another character. I hate you. But from the way you say it,
your intonation and your body language, we know you're lying. So this semester, remember,
people can read the lines at home.