托福听力tpo52 section2 对话讲座原文+题目+答案+译文

托福听力tpo52section2对话讲座原文+题目+答案+译文Conversation2 (1)
原文 (1)
题目 (3)
答案 (5)
译文 (5)
Lecture3 (7)
原文 (7)
题目 (9)
答案 (11)
译文 (11)
Lecture4 (13)
原文 (13)
题目 (15)
答案 (17)
译文 (17)
Conversation2
原文
NARRATOR:Listen to part of a conversation between a student and an employee at the campus store.
FEMALE STUDENT:I like those ceramic coffee mugs you have on display at the other end of the store.Were they made by students?
MALE PROFESSOR:Oh,we only use certain suppliers—wholesalers who've been selected by the store manager.
FEMALE STUDENT:Do you ever sell things made by students?
MALE PROFESSOR:We use preferred vendors only because,I mean…if we said yes to one student,we’d have to say yes to any student who asks.And the store's only so big!
FEMALE STUDENT:Hmm,that’s too bad,'cause—um,I make these pretty ceramic bowls—I design'em myself—I'm a studio art major.Anyway,I was hoping I could sell’em here.You see,I’m taking Art202—“Marketing your Art.”And for my final project,I need to find a way to sell my own artwork.
MALE PROFESSOR:Hmm…What about selling online?A lotta art and crafts are marketed that way.
FEMALE STUDENT:I really don't have the computer skills,or the time to manage a Web site.
MALE PROFESSOR:What about the Emporium—you know,that gift shop downtown? I’ve seen items by local artists there—
FEMALE STUDENT:The Emporium buys directly from artists?
MALE PROFESSOR:Well,they sell items on consignment.
FEMALE STUDENT:Consignment…I think my professor mentioned that.
MALE PROFESSOR:Yeah,you give them some items to sell on your behalf,and then you and the store split the purchase price.But they wouldn't pay you anything up front—if that’s what you want.And might may need to provide your own display case.
FEMALE STUDENT:Oh,I already have a display case,a portable one with three shelves.But aren't there shops that would,you know,just buy stuff from me outright? 'Cause,if not enough bowls are sold,how would I recoup the cost of my materials—they’re not cheap…and neither was the case!
MALE PROFESSOR:All the stores around here that sell craft items are small and
independently owned,like the Emporium.For them,selling on consignment lowers their risk;they don’t get stuck with unsold items—they can return them to the owner. You just have to make sure you set a retail price high enough to make it worth your while.But you're right,consignment isn't for everyone.What about the spring craft fair?You know,that outdoor market that’s held on Saturdays?Plenty of local people sell their stuff there—ceramics,jewelry,decorative items…The vendor fee is nominal,I believe.
FEMALE STUDENT:Oh yeah,I remember seeing that last year…all those tables lined up in that vacant lot on Main Street,right?
MALE PROFESSOR:Right!Since the craft fair's only a few blocks from campus,it seems like a good place for students to sell things.
FEMALE STUDENT:Do you know how it works?
MALE PROFESSOR:I think you'd just rent a space and set up a table to display your bowls on.You’d set the prices and keep all the profits.
FEMALE STUDENT:Seems doable—But,hmm I don't have a car to haul everything down there.
MALE PROFESSOR:You could take the campus bus—it goes into town on weekends.
FEMALE STUDENT:True.But…I'd also hafta sit there all day when I should be in the library or the studio.I dunno…I suppose I could do my reading assignments between customers.
题目
1.Why does the woman go to talk to the man?
A.To find out how the store pays artists for their work
B.To purchase some ceramic coffee mugs
C.To find out if the store sells objects made by students
D.To ask about the advantages and disadvantages of consignment sales
2.What is the main reason that the woman cannot display her ceramic bowls in the campus store?
A.Her bowls are too expensive.
B.There is not enough room for her display case.
C.The store gets merchandise only from approved suppliers.
D.There is little demand on campus for ceramic bowls.
3.According to the conversation,what is a reason that the woman wants to sell her bowls?
A.To earn enough money to buy a second display case
B.To fulfill a requirement of one of her courses
C.To impress her studio art professor
D.To gain experience that could help in her future career
4.What is the woman's attitude toward selling items at the Emporium?
A.She is eager to display her work to the public there
B.She is encouraged because the Emporium specializes in selling ceramics
C.She is worried because she does not fully understand the consignment process.
D.She is worried that she might not make much money.
5.What concerns does the woman initially express about selling items at the craft fair? [Click on2answers]
A.Whether doing so would interfere with her studies
B.Whether customers would appreciate her artistry
C.Whether she could afford the fee charged to sellers
D.Whether she would be able to transport her items to the fair
答案
C C B
D AD
译文
旁白：请听一段学生和大学商店雇员之间的对话。

学生：我喜欢你展示在这家店那一边的那些陶瓷咖啡杯。

它们是学生做的吗？雇员：哦，我们有固定的几家供应商，都是批发商，被商店管理者选出来的。

学生：那你们卖过学生制作的东西吗？
雇员：我们只和首选的生产商合作，因为……我的意思是，如果我们答应了一位学生的请求，那我们就需要答应其余每一个学生的请求。

但是这家店就这么大。

学生：太糟糕了，因为我自己制作了这些漂亮的陶瓷碗，我自己设计的，我是室内艺术专业的。

无论如何……嗯……我希望我可以在这里售卖它们。

你看，我在修读艺术202课程，也就是如何推销你的艺术作品。

为了我最后的项目，我需要找
办法卖掉的自己的艺术作品。

雇员：嗯……在网上卖怎么样？很多艺术品和工艺品都这样卖……
学生：我真的不具备经营一个网站的计算机技能，也没时间这么做。

雇员：那去商场怎么样？你知道，就是放到市中心的礼品商店去售卖。

我在那里看到过当地艺术家的作品。

学生：他们直接从艺术家手里进货吗？
雇员：他们是寄售的。

学生：寄售……我记得我的教授提过这个词。

雇员：是的，你给他们一些物品，以你的名义卖，然后你和商店瓜分收入。

但是他们是不会提前给你任何费用的，如果这是你想要的话。

你可能还需要自己提供展示柜。

学生：哦，我已经准备好展示柜了，是一个便携式的柜子，带着三个架子。

但是这些商店难道不是……你知道，不是直接从我手里买吗？因为如果卖不出足够数量的碗的话，我要怎么收回我原材料的费用呢？-它们并不便宜，展示柜也不便宜。

雇员：那里所有卖工业品的商店店面都不大，而且是个体独立经营的，不像大商店。

对于它们来说，寄售可以降低它们的风险；它们不需要担心货物卖不出去堆积在店里-它们可以把货物返还给卖家。

你只需要确保零售价足够高，以符合你的期望。

但是你是对的，寄售不一定适合每个人。

春季工艺品集市怎么样？你知道每周六举办的露天集市吗？很多当地人在那里售卖他们的物品，比如陶器，珠宝，装饰物。

摆摊费基本上只是象征性地收取，我认为。

学生：哦，好的。

我记得去年见过这个集会。

在主大街的空地上排列了很多桌子，对吗？
雇员：对的。

因为这个工艺品集会离大学只有几个街区远，这看起来是学生卖东西的好地方。

学生：那你知道具体要做什么吗？
雇员：我想你就直接去找个空地，支起桌子来，然后把你的碗摆上就行了。

你自己定价格，自己拿着所有利润。

学生：好像挺可行的-但是……嗯……我没有车，没法把所有东西拖过去。

雇员：你可以搭校车。

校车周末会进城。

学生：真的……嗯……但是我还得坐在那儿一整天，这个时间我是需要去图书馆或演播室的……我也不清楚，我想我应该可以在顾客光顾的间隙里做我的阅读作业吧。

Lecture3
原文
NARRATOR:Listen to part of a lecture in a chemistry class.
MALE PROFESSOR:OK,so today we're going to talk about the Arctic,ozone depletion, and…snowflakes.And it’s all related!Let’s start with snowflakes.Now,I find snowflakes fascinating.To even begin to understand them,you need to understand physics,chemistry,and mathematics.Even though there's been a lot of research, there's still actually a lot about snowflakes that we don't understand yet—hard to believe,I know…
Anyway,snowflakes have a particular form:there’s a six-sided center,with six branches or arms that radiate out from it.But how do they get that way?Well,you start with water vapor—you need a pretty humid atmosphere—and that water vapor condenses directly into ice,into an ice crystal.At this point it looks kind of like a thin dinner plate that,rather than being circular,is hexagonal,with six flat edges.It's at this point in the process where we begin to see why each snowflake is unique.Imagine this dinner plate is floating around in the wind,right,and when it
encounters water vapor,molecules from that vapor attach to each of the six sides. You begin to see the development of six arms or branches radiating out from the center plate.Each time the snowflake encounters water vapor,more molecules attach to it,leading to more and more complex structures—and,of course,each snowflake takes a unique route through the clouds,on its way down…and so the quantity of water vapor it goes through is gonna be unique for each one.
Now,one important characteristic of snowflakes is that they have something called a quasi-liquid layer—the QLL.Our snowflake is an ice crystal,right?Well,we find a quasi-liquid layer on the surface of ice.It's basically a thin layer of water that's not completely frozen—and it exists at temperatures well below freezing,though the thickness varies at different temperatures.Now this quasi-liquid layer,it plays an important role in what we're going to talk about next…—uh,…yes,Mary?
FEMALE STUDENT:How can liquid exist below freezing?Why doesn't it freeze?
MALE PROFESSOR:Well…when water becomes ice,the molecules bond together and they get sort of,uh,locked into place.They can't move around as much anymore. So each molecule is surrounded by other molecules,and they're all locked together. But what about the exterior of the ice?There's a layer of water molecules on the surface…they're attached to molecules only on one side,so they're a bit freer…they can move around a bit more.Think of a,think of a…brick wall.Uh,the bricks in the wall,they have other bricks above and below them,and they're all locked against each other.But that top layer,it only has a layer below it.Now…[not impressed with the brick illustration]this can only be taken so far…because of course,bricks don't move at all—they’re not liquid.But if the bricks were water molecules,well,this top layer would be the quasi-liquid layer,and it wouldn't be completely frozen.Does that make sense?So finally,we get to the connection between snowflakes and ozone.Ozone is a gas found in the atmosphere of Earth. Now,there's the ozone found in the stratosphere,which is the layer of the atmosphere from6to30miles above the Earth.This is considered“good”ozone, which occurs naturally and helps block harmful radiation from the Sun.
But there is also ground-level ozone.It's exactly the same gas,but it's found closer to the surface of the Earth.This ground-level ozone results from human activities,and at high concentrations it can be a pollutant.Now,snowflakes'quasi-liquid layer plays an important role in some complex chemical reactions—we're going to be looking at these in detail later today.But basically,these reactions cause certain chemicals to be released,and these chemicals reduce the amount of ground-level ozone.So…the more branches you have in an ice crystal,the more quasi-liquid layer there is.The more quasi-liquid layer,the more reactions…and the more chemicals that reduce ground level ozone.So you can see why this is such an important system to study and understand.
题目
1.What aspects of snowflakes does the professor mainly discuss?[Click on2answers]
A.How they develop into complex structures
B.How they are affected by the presence of ozone
C.The challenges researchers face in studying them
D.The function of their quasi-liquid layer
2.What does the professor say about the role of water vapor in snowflake formation?
A.Too much water vapor prevents the initial"dinner plate"from forming.
B.Water vapor's role in snowflake formation is not completely understood.
C.Water vapor molecules in snowflakes attract ice particles from the air.
D.Water vapor is necessary for snowflakes to be able to form branches.
3.What factor helps explain why no two snowflakes are alike?
A.They all freeze at different rates.
B.They all form in slightly different air temperatures.
C.They all begin with a different number of water molecules.
D.They all follow different paths through clouds.
4.How do molecules in the quasi-liquid layer differ from those in other parts of the snowflake?
A.They are not held in place as tightly as other molecules.
B.They react with ozone to keep the layer from completely freezing.
C.They prevent ice crystals from forming additional branches.
D.They are thinner than other molecules.
5.What does the professor imply about ice crystals with a large number of branches?
A.They help block harmful radiation from the Sun.
B.They form as a result of complex reactions with ozone.
C.They contribute to a reduction in ground-level ozone.
D.They have a thinner quasi-liquid layer than ice crystals with fewer branches.
6.What can be inferred about the professor when he says this:
The bricks in the wall,they have other bricks above and below them,and they are all locked against each other.But that top layer,it only has a layer below it.Now this can only be taken so far because of course bricks don’t move at all.They are not liquid.
A.He doubts that the students have understood his explanation.
B.He does not think that bricks are an ideal illustration of his point.
C.He is not sure that the information he has just given is accurate.
D.He thinks that the similarities between liquid and bricks are surprising.
答案
AD D D A C B
译文
旁白：请听一段化学讲座的节选片段。

教授：好的，所以呢，今天我们要讲讲北极圈，臭氧损耗和雪花。

这三者都是有关联的。

我们从雪花开始。

雪花是令人惊艳的事物。

甚至在我们开始研究它们之前，我们就需要懂得物理、化学和数学。

即使已经有了大量的研究，但我们对于雪花还是有很多不了解的地方。

我知道这可能很难相信。

无论如何，雪花有某种特定的形态，它有一个六边的中心，六个分支或枝干从中辐射出去。

但是它们为什么会以这个形状出现呢？嗯，我们要从水蒸气开始说起。

我们需要一个相当潮湿的环境，水蒸气直接凝结成冰，形成冰晶。

这个时候它看起来就像是一个带六个平边的薄薄的六边形餐盘，而不是圆形的。

这个时候我们就需要看看为什么每一片雪花都是独一无二的了。

想象一下这个餐盘是漂浮在空中的，对吗？当它遇到水蒸气的时候，水蒸气分子就会附着在六道边上。

这就逐渐演变成了六个分支，从冰晶主体中向外辐射。

每一次当雪花遇到水蒸气时，更多的水蒸气分子会附着其上，这就形成了越来越复杂的结构。

当然，每一片雪花从云朵中飘落时候的飞行路线都是独一无二的。

所以附着在每一片雪花上的水蒸
气的量也是各不相同的。

雪花的重要特征之一是它们拥有一种叫做类液态薄层，缩写为QLL。

我们的雪花是一种冰晶，对吗？嗯，我们在冰的表面上找到的类液态薄层基本上是一层薄薄还没有结冰的水。

但是这个时候的温度已经是在0度以下了，而雪花的厚度是因温度的不同而不同的。

但是这个时候的温度已经是在0度以下了，而雪花的厚度是因温度的不同而不同的。

啊，玛丽，你有什么问题?
Mary:为什么会有液体在0度以下保持液态呢？为什么它不结冰呢？
教授：嗯，当水结成冰的时候，水分子会连接到一起，然后就被……固定住了。

他们不能再到处移动了，所以每个分子都是被其他水分子包围着的，它们都被固定在一起了。

在冰的表面上有一层水分子，它们只和其他分子保持一面的接触。

所以，它们就会稍微更自由一点。

它们可以稍微动一动。

你们可以想象一下……一堵砖墙。

墙里的每一块砖块上下都有其他的砖块，它们就被彼此锁住了。

但是最上面的一层砖，它们就只和下面的一层砖相邻。

但是这个例子就只能类比到这种程度了，因为砖块本身并不能移动。

它们不是液体。

但是水分子集结成的“墙”，嗯，它的上层就是类液态薄层。

这一层不会是全部冻住的。

我说明白了吗？所以，最后我们就得到了雪花和臭氧的联系。

臭氧是一种在地球大气层里发现的气体。

在距地面6到30公里高的平流层中存在臭氧。

这一些臭氧被认为是好的臭氧，是自然形成的，可以帮助我们抵挡太阳的有害辐射。

但是也有地面臭氧。

它和前者是同一种气体，但是它被发现的位置是更加靠近地球表面的。

这种地面臭氧是由人类活动产生的，如果其浓度过高的话，它可以变成一种污染物。

雪花的类液态薄层在一些复杂的化学反应中起到重要的作用。

我们晚些的时候会仔细地讨论这一点。

但是基本上，这一些反应会导致某些化学物质被释放出来。

这些化学物质会减少地面臭氧的含量。

所以你在一片冰晶里看到的分支越多，其上面的类液态薄层就越多。

所以，冰晶中的分支越多，准液体层就越多。

准液体层越多，反应就越多，减少地面臭氧的化学物质也就越多。

所以你可以看到为什么这是一个值得研究和理解的重要系统。

Lecture4
原文
NARRATOR:Listen to part of a lecture in an archaeology class.The professor has been discussing ancient Mayan civilization.
FEMALE PROFESSOR:Now,as you remember from your reading,the Maya were an ancient civilization which occupied an area corresponding to parts of modern-day Mexico and Central America.Early Mayan settlements date back over3,000years…and,oh,say,from about600to900C.E.,the civilization was in what's considered a “golden age”of cultural achievement—what we call the“Classic period.”
The period after this—after the Classic period—is called the“Postclassic period.”Now,it's long been thought that,during the Postclassic period,Mayan civilization was in decline.But…we're continuing to find new evidence that,in certain areas, Mayan civilization flourished right up to the end of the Postclassic period—what we refer to as the"Late Postclassic period.”The Late Postclassic corresponds to the period from the1200s to the1500s,right until the arrival of the Spanish in the mid-1500s.A good example of a site which continued to flourish,through the Late Postclassic,is the inland Mayan community of Lamanai,located in what is today the country of Belize,in Central America.Now…Lamanai is one of the largest and most prominent archaeological sites in Belize.It was occupied for over3,000years.That makes it the longest continually occupied site by the ancient rge-scale excavation at Lamanai began back in1974,under the leadership of a Canadian archaeologist.The first excavation there was on a building that dated back to the Late Postclassic period.When the excavation began,we didn't know much about Mayan life during that time.As I said,most people considered the Postclassic period as a time of decline that came after the so-called golden era.But during the first few years of excavation,the archaeological team realized that Lamanai had continued to be an important center of Classic Mayan culture,almost right up until the1500s.
MALE STUDENT:So basically,what you're saying is,while other Mayan cities were
collapsing—or had already collapsed—Lamanai is one of those places that was flourishing?
FEMALE PROFESSOR:Uh-huh.Exactly.In fact,the evidence shows that one of the greatest periods of construction in the city occurred during the Postclassic.That's definitely not what was happening at neighboring sites during that time.And consider this:archaeologists found ceramic artifacts from Lamanai's Late Postclassic period at a recently discovered site on an island off the coast of Belize.And,in Lamanai,they found objects that had been imported from parts of the region which correspond to modern-day Mexico during the Late Postclassic.What do those finds tell us?
FEMALE STUDENT:Uh,that trade was still going on.So you'd probably still find the same Mayan social structure and economic practices,right?
FEMALE PROFESSOR:Yes.Now,these researchers,and subsequent research teams, have been helping us see a bigger picture:we now know that there was still a widespread trading network up and down a long portion of the coast of what is modern-day Mexico and Central America,for more than two centuries after the golden era ended.Those finds are telling.
FEMALE STUDENT:How big is Lamanai overall?
FEMALE PROFESSOR:Well,in all,700stone structures have been documented.It’d take several lifetimes—and lots of funding—to uncover all of them.Uh,OK,if that’s not a helpful mental picture,um,well,here's another detail that might help:There was once a population of between35and55thousand there.The southernmost end of Lamanai had become the city center by the Postclassic period.It was there,at the southern end,that the people continued to develop technological capabilities—especially in ceramics,and eventually in metalwork.The center of Lamanai society had previously been in the northern part of the city—we're not yet sure why the focus of life shifted southward,only that it did.
FEMALE STUDENT:Was the former center—the one in the north—smaller than the new one in the south?Uh,like,maybe the population grew,so they needed more room,and moved?
FEMALE PROFESSOR:Actually,the new city center was smaller.It’s possible that's because the population had decreased by that point.So they actually needed less room.In any case,the restructured community thrived.
题目
1.What is the main purpose of the lecture?
A.To familiarize students with the Mayan civilization in the Classic Period
B.To prepare students for an archaeology project about the Mayan civilization
C.To provide evidence for a point made in a previous class about the Mayan civilization
D.To call into question a common view about the decline of ancient Mayan civilization
2.Why does the professor discuss Lamanai in detail?
A.To present findings about one Mayan settlement from the Postclassic period
B.To describe the physical layout of the first Mayan settlements in Central America
C.To criticize the excavation methods used there during the1970s
D.To note how the size of a typical Mayan settlement varied throughout its history
3.What is one of the features that gives Lamanai special archaeological significance?
A.It was the first Mayan site in Belize to be excavated in modern times.
B.It was occupied by two distinct cultural groups during the Classic period.
C.It was continuously occupied by the Maya longer than any other site.
D.It had an economic structure that was distinct from that of other Mayan cities.
4.Why does the professor say that it would require“lots of funding”to uncover the stone structures that she discusses?
A.Because there are so many of them
B.Because very few archaeologists are given access to them
C.Because they are located on so many different islands
D.Because of difficult weather conditions in the region
5.According to the professor,what can be inferred from the ceramic artifacts found on the island?
A.The island was the source of most of the pottery used at Lamanai.
B.Much of Lamanai's population relocated to the island during the Postclassic period.
C.The Mayan trading network remained strong during the Postclassic period.
D.The Maya developed new technological capabilities on the island.
6.Why does the student say this:
As I said,most people considered the Postclassic period as a time of decline that came after the so-called golden era.But during the first few years of excavation,the archeological team realized that Lamanai had continued to be an important center of
classic Mayan culture,almost right up until the1500s.
Student:So basically,what you are saying is while other Mayan cities were collapsing or had already collapsed,Lamanai was one of those places that was flourishing?
A.To request that the professor repeat the point she just made
B.To express his doubt about the period of time being discussed
C.To disagree with the professor's interpretation of the evidence about Lamanai
D.To find out if he correctly understands the professor's point
答案
D A C A C D
译文
旁白：请听一段考古学的讲座。

教授讨论的主题是玛雅文明。

教授：现在，你们应该还记得你们读到过的内容，玛雅文明是一种古老的文明。

这种文明占据的地域相当于现在的墨西哥和美洲中部。

早期玛雅定居点可以追溯到3000年前，大约是公元600年到公元前900年之间。

玛雅文明被认为是文化成就的黄金时代，我们把这段时期称作古典时期。

古典时期之后被人们称作：后古典时期。

现在，长期以来人们认为在后古典时期，玛雅文明开始进入了衰退期。

但是，我们一直在发现新的证据，这些证据表明玛雅文明的一些地区的兴盛期直到后古典时期末才结束，我们把这段时期称为后古典时期晚期。

后古典时期晚期大约从13世纪开始到16世纪结束，直到16世纪中期西班牙人入侵才宣告结束。

玛雅文明内陆的一个名叫Lamanai的群体是后古
典时期晚期兴盛繁荣的很好例证。

这个群体位于今天中美洲国家伯利兹地区。

Lamanai是伯利兹境内最大的也是最出名的玛雅文明的遗迹。

它有长达3000多年的历史。

这使它成为了古玛雅文明最长的部落群体。

1947年，在一名加拿大考古学家的领导下，大规模的挖掘工作在Lamanai展开。

第一项展开的挖掘工作是关于一座可以追溯到后古典时期晚期的建筑。

当挖掘工作开展时，我们对当时玛雅文明的生活状态了解的并不多。

正如我所说的，大部分人会把后古典时期当作黄金期结束后的衰退期。

但是，在挖掘工作开展的头几年，考古队意识到Lamanai长久以来一直是玛雅文化的一个重要中心，一直到16世纪才结束。

学生：所以你的意思是说其他玛雅城市当时可能正在崩溃或者已经崩溃，但是Lamanai是最后还处于兴盛期的城市？
教授：恩…对。

事实上有证据表明后古典时期是Lamanai大量兴建建筑的时期。

毫无疑问，当时其他的城市是不可能做这种事的。

思考下这个问题，考古学家们最近在离伯利兹海岸不远处的一个岛上发现了一处遗址，在那里发现了Lamanai 后古典时期的陶瓷手工物。

在Lamanai他们发现了后古典时期后期从其他地区（相当于现在的墨西哥）进口的物品。

这些发现说明了什么？
女生：当时还有贸易往来？因此，你很有可能发现同样的玛雅文明的社会结构和经济活动，对吗？
教授：是的，这些研究人员和后来的研究队伍一直在让我们从一个更宏观的角度来看问题。

我们现在知道在黄金时期结束后的两千多年中，当时在现在墨西哥和中美洲地区的海岸线上还存在着一个分布广泛的贸易网络。

这些发现非常能说明问题。

女生：Lamanai总共有多大？
教授：恩。

总共有700座石制建筑结构被记录下来。

要挖掘这些东西需要花费很长时间而且还要耗费很多资金。

好吧，如果这还不能帮你们有个概念…另外一个细节或许会有帮助。

在后古典时期，Lamanai的最南部成为了城市中心。

就在那时，出乎意料之外，人们不断发展技术能力，特别是在陶瓷制作方面，最后转移到了冶炼金属方面。

在这之前，Lamanai社会的中心位于城市的北部。

我们到
现在都不确定为何生活重心会南移。

女生：那之前的那个中心，就是北方那个，比南方要小咯？可能是因为人口增长了，因此他们需要更多的空间，然后就搬家了？
教授：事实上，新的城市中心更小。

这很有可能是因为到那时人口减少，因此他们不需要这么多的空间了。

不管怎样，这个新构成的群体依旧繁荣发展。