tpo-25听力解析

TPO-25听力解析
Conversation 1(场景分类——询问课程)
Listen to a conversation between a student and his academic advisor.
Academic Advisor
Hi Mark, what can I do for you?
Student
(1)I'm just filling out this approval for graduation form for the Dean's office and …I don't know,
I hope I will be able to graduate next semester.
Academic Advisor
Well, as long as you've met the departmental requirements and you submit the form on time, you Shouldn't have any problem. Make sure you include all the classes you will have taken for your degree in finance and the electives too.
Student
Yeah, but as I look over the form, I got confused because the way, uh, they've changed the requirements, so, now I'm not sure I'll qualify to graduate next semester. I know I would've before, under the old requirements.
Academic Advisor
(2)Well, when the business department changed the curriculum to include more courses in international business to dwell, because of the increasing globalization of business. (3)We made sure that students would finish to their second year, that is those who were in their third or fourth year wouldn't be affected. The new rules only apply to students in their first or second year.
Student
Oh, that's good to know. Uh, the department's hiring new faculty too, I heard, to teach some of the new courses? But, I want to…
Academic Advisor
Yes, one new faculty member has been hired. She'll be teaching International Banking as a matter of fact.
Student
Actually, that's what I wanted to ask about, International Banking. I took International Banking 1, but I never took International Banking 2. It used to be that the second semester of International Banking was an elective, but now it says it's a required class.
Academic Advisor
Yes, but that's one of the recent changes, so…
Student
Oh, oh, okay. Oh, and I am planning to take a management course next semester but I don't know if it's, if it will count toward my major.
Academic Advisor
What's the course?
Student
Organizational behavior.
Academic Advisor
Yes, that'll count toward your major, that's a difficult class you know, but well worth it. So it looks like you'll have all the required classes you need, you should be just fine. (5)Uh, I assume you've taken a seminar?
Student
Yeah, I took the marketing seminar.
Academic Advisor
OK, you're looking good. Just to be on the safe side, why don't you talk to someone in the Dean's office before you give them the form?
Student
OK, so should I just explain to them that even though one of these classes got changed from an elective to a required class I don't have to take it?
Academic Advisor
(4)Yes, you've met the requirements for graduation, and if there's something I need to do, if, if I need to write a letter or whatever, just let me know.
Student
OK, thanks. I'll let you know if I need that letter.
词汇：
submit v. 递交curriculum n. 课程elective n. 选修课required adj. 必修的seminar n. 研讨班eligibility n. 合格
题目：
1. What is the conversation mainly about?
*The student's eligibility to graduate next semester
The student's difficulties in registering for classes
A difficult class the student must take next semester Possible elective choices in the student's degree program
2. According to the woman, why was the program's curriculum changed?
To attract more international students to the program
*To reflect the growing importance of international business
To take advantage of the expertise of new faculty members
To give students a stronger background in management
3. What does the woman imply about the new departmental requirements?
*They will not affect the student's plans for graduation
They will not be officially approved by the department until next year
They will be limited to students specializing in the international business
They will be similar to recent changes made in other departments at the university
4. Why does the woman mention writing a letter?
To point out the best way for the student to contact the dean's office
To confirm that a personal letter is a graduation requirement
*To indicate that she is willing to provide the student with further assistance
To emphasize that the student will need special permission to graduate
5. Why does the woman say this
To suggest that the student has not fulfilled all of his requirements
To indicate one of the new graduation requirements
To find out the student's opinion about a particular class
*To be sure that the student has taken a required class
Lecture 1(学科分类——生物学)
Narrow: Listen to a part of a lecture in a conservation biology class
When consequence of global warming is extinction, there is compelling evidence that global warming will be a significant driver of many plant and animal extinctions in this century. (6)So we are considering various strategies to help some threaten species survive this unprecedented, this warming trend which, as you know, is caused mainly by green houses gases produced by the burning of fossil fuels.
The most radical strategy being debated among conservation biologists is Assisted migration. Assisted migration means picking up members of the species or members of a group of interdependent species and physically moving or translocating them. Translocating threatened species to a cooler place to higher latitudes or higher elevations for example.
Now migrations are natural survival strategy. (7)Over the past 2 million years, colder glacial periods have alternated with warmer inter-glacial periods. And so in response to this gradual climatic swings, some species have shifted their ranges hundreds of kilometers. So perhaps you
are wondering why not let nature take its course now. Well we can't. The main problem is today's fragmented habitats.
During previous inter-glacial periods, when glaciers were treated, they left behind open land in their wakes. Today human development has paved over much of the natural world. Ecosystems are fragmented. Housing developments, highways, and cities have placed or sliced through forests and prairies . There are few corders left for species to migrate through without help.
So conservationists are trying to save as many species as possible. Now, assisted migration could become a viable part of our rescue strategy, but there are a number of uncertainties and risks. Without more research we can't predict if assisted migration will work for any given species. A translocated species could die out from like a food for example.
At the other extreme, we might successfully translocate the species but within five or ten years, that species could proliferate and become an invasive species. Like a non-native plant that chokes out native plants by hogging the nutrients in the soil. (8)Translocated animals can become invasive, too. It happened in Australia. The cane toad was introduced back in 1935 to control an insect pest that was destroying Australia sugar cane plantations. But the cane toad itself became a pest and it destroyed much of the wild life on that continent.
(9)Also, many species are interdependent, intimately connected to one another. Like animals that eat a certain plant and that plant relys on a certain fungus to help it get nutrients from soil. And on a certain insect for pollination, we probably have to translocate entire networks of species. And it's hard to know where to draw the line. And in addition to all that it's not even cleared that the assisted migration or any migration for that matter will help at least for some species. Earth was already at one of its warm inter-glacial periods when we started burning fossil fuels.
And in the 21st century, global temperatures are expected to rise two to six degrees. That rate of heatings far greater than during the last glacial retreat some twelve thousand years ago. Whether to use the assisted migration? This debate is mostly within the biology community right now. (10)But the ultimate decision makers, in United States at least, will be the government agencies that manage natural resources. Assisted migration really needs this level of oversight and soon.
Currently there is no public policy on using assisted migration to help species survive climate change. People aren't even required to see permits to move plants or invertebrate animals around as long as they are not classified as pests. In one case a group of conservationists has already take it upon itself to try on their own to save the endangered tree, the Florida torreya tree through assisted migration. There is only about a thousand individual Florida torreyas left and global warming is expected to significantly reduce or eliminate this tree's habitat. (11)So this conservation group wants to translocate seedlings, Florida torreyas seedlings, 500 kilometres north, in order to expand the species' range. The group believes that its effort is justified, but I and many other biologists will be watching very closely how this maverick group makes out because, like I said there could be unintended consequences.
词汇：
compelling adj. 引人注目的strategy n. 策略unprecedented adj. 空前的interdependent adj. 相互依赖的translocate v. 改变……的位置latitude n. 纬度
elevation n. 海拔
glacier n. 冰川
alternate with 相间
swing n. 摆动
fragmented adj. 成碎片的wake n. 尾迹
pave v. 安排
prairie n. 大草原conservationist n. 自然资源保护者rescue v. 营救
proliferate v. 激增
invasive adj. 侵略性的
choke v. 使窒息
hog v. 贪婪索取
continent n. 洲
intimately adv. 亲密地
fungus n. 细菌
pollination n. 授粉
ultimate adj. 最终的
oversight v. 监督
seedling n. 幼苗
maverick adj. 行为不合常规的
题目：
6. What is the main purpose of the lecture?
To explain the government's role in the regulating assisted migration
To discuss ways in which plants and animals adapt to climate change
*To discuss a controversial approach to conserving plant and animal species
To describe a recently discovered consequence of global warming
7. According to the professor, what problem is assisted migration intended to overcome?
*To diminishing amount of undeveloped land that species can migrate through
The relative lack of nutrients available in cooler latitudes and higher elevations
The increase in alternations between cool and warm periods
Competition from other species in certain native habitats
8. What point does the professor make when she discusses the cane toad?
Translocated species sometimes die out from lack of food
*Translocated species may spread too quickly in their new environment
Several techniques are available to achieve assisted migration
Animal species are often easier to translocate than plant species are
9. What does the professor imply when she mentions translocating networking of species?
*There are aspects of interdependency that are unknown
Some species evolve in ways that help them survive in new habitats
It is difficult to know how far to move a network of species from its native habitat
Many assisted-migration plans should involve the translocation of just one species
10. What does the professor imply about the government's role in regulating assisted migration in the United States?
The government should continue to encourage assisted migration
The government has created policies that have proved unhelpful
The government should follow the example set by other countries
*The government needs to increase its involvement in the issue
11. What is the professor's attitude toward the effort to save the Florida torreya?
She is glad that some conservationists are willing to take a chance on assisted migration
*She is concerned because it may have unintended consequences
She is surprised because other species are more endangered than Florida torreya is
She expects the effort will have to be repeated several times before it succeeds
Lecture 2(学科分类——艺术)
Narrow: Listen to part of a lecture in a music history class
Professor: So, I just finish reviewing your papers on the influence of nationalism of composers' music. And initially, I was surprised that none of you chose to write about Bella Bartok. That isn't until I remembered that we haven't had a chance to discuss him in the class yet. He was a wonderful and ground-breaking composer. Bella Bartok was a Hungarian whose life stretched from the late 19th century to the middle of 20th century. But he was not a fan of the romantic style of music that was popular in his homeland during his youth.
Female student: Wait, Hungary wasn't a country in 1900, was it?
Professor: You're right, I should have been clear. Bartok was born in Austria Hungary, a nation that broke apart when he was 40 years old. Actually the town where he was born is presently part of Romania. The political history of that region is complex. Suffice to say Bartok is generally known has a Hungarian composer.
So, during Bartok's youth, the music played in the concert halls of the Austria Hungary was dominated by romantic pieces by mostly German composers. We discussed the romantic style last week. These pieces were long and lyrical. They were meant to have a sort of grandeur about them.
(13)And in the early 1900, composers worked in the romantic style were most popular in Austria Hungary. But Bartok, he was part of the musical community that was trying to change this. And it let him to, well, the first thing ... was to led him travel, he looked to the countryside for the music of the farmers and the people who lived in the small towns. And their music, well, you can say he discovered the music that was popular in those areas.
Male student : What do you mean?
Professor: Well, all the music we've been talking about the past few weeks, it really was all in the cities. That's where the composers and the orchestras were. Out in remote areas of the countryside in rural locations, music was more traditional. The same song was enjoyed by previous generations. Bartok went out, he traveled through a significant portion of eastern Europe actually.
(14)He roamed the countryside and listened to the music heard in the small towns and all sorts of celebrations.He attended weddings, dances and religious ceremony where he heard a very different sort of music from the romantic stuff being played in the concert halls in the cities. The music he heard is what we considered folk music.
Male student : And any of those same songs played in the concert halls?
Professor: No.(15) At first, he went around to document the folk music. He really wanted to make sure that folk songs were written down before they disappeared. In fact, Bartok did start out a trip thinking himself as a composer. He was an ethnomusicologist, and he studied the traditional music of the region. But it turns out that what were later had but notable influence on the European music on the whole, was the way Bartok used the elements he heard in folk songs in his own compositions. He adopted a number of elements from what he heard, like unusual rhythms and he liked to use Gelli Sandor as his home mark, which you probably got from listening to Croatian folk music. (17)Gelli Sandor is, well, I've got a recording of Bartok here. Let's wait until the music is fresh in our minds. Suzi, do you have something you want to ask first?
Female student: Yeah. Before, you mentioned nationalism, and ...
Professor: Ah, right! Yes. (16)When Bartok kept new pieces performed, their folk music routes made them instantly popular. It happened to be a time of strong nationalism in Austria, Hungary. So his composition came just at the right time. It became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, it was a great excitement for music that included musical elements from local folk songs, music that reflected the region's musical traditions.
However, as popular as Bartok was in his homeland, he did not get much international recognition during his lifetime.
词汇：
nationalism n. 民族主义ground-breaking adj. 开拓性的suffice to say 可以说dominate v. 支配
lyrical adj. 抒情的
grandeur n. 宏伟orchestra n. 管弦乐队
rural adj. 农村的
roam v. 漫步
celebration n. 庆典ethnomusicologist n. 人种音乐学家rhythm n. 节奏
题目：
12 What is the lecture mainly about?
The influence of the Romantic style of music on eastern European composers
The relationship between nationalism and popular music in the early 1900s
The popularity of folk music in Austria-Hungary during the early 1900s
*The influence of folk music on the compositions of one Hungarian composer
13. What does the professor imply about romantic music in Austria-Hungary in the early 1900s?
It was not as popular there as it was in other European countries
*It motivated Bartok to listen to other types of music
It was listened to in the countryside more than it was in the cities
Its popularity was due to the work of Bartok and other ethnomusicologists
14. Why does the professor mention local celebrations in the countryside?
To show how folk music influenced composers throughout Eastern Europe
To give an example of when performances of Bartok music took place
*To give an example of occasions when Bartok had an opportunity to hear folk music
To talk about why romantic music was popular in the countryside
15. What was Bartok original goal when he started to travel through eastern Europe?
To promote his ballet, the wooden prince
*To document the local popular music
To discover which musical elements were popular in all countries
To find unusual musical elements he could use in his own compositions
16. According to the professor, why was Bartok music popular in Austria-Hungary?
Bartok music was considered more sophisticated than other concert-hall music
*Bartok compositions incorporated music from the local culture
People were familiar with the Romantic elements Bartok included in his music
Bartok took advantage of the popularity of ballet there and wrote many new ballets
17. What does the professor mean when he says this:
He wants to change the topic of discussion
He wants to acknowledge that the students may not be familiar with Bartok's music
He believes the students should already be familiar with the term 'glissando'
*He will use an example of glissando to help define the term
Conversation 2(场景分类——老师办公室)
Listen to a conversation between a student and his biology professor.
Student
(2)Well, you know, I'm reading the papers about whales, and the path they travel as they swim through the ocean, their migration patterns.
Professor
Yes, I remember.
Student
(1)Well, I was thinking about it, and I realized I don't understand how they hold their breaths under water. It's a little crazy for me to be writing a paper about migration patterns without actually knowing how they stay underwater for so long.
Professor
Did you do any research to find out how they do it?
Student
Yeah, I did. I searched on the Internet, and there was a lot of information about whales, their habitats, the way they communicate, you know, their songs. But if there was anything about whales and how they hold their breaths, I missed it. I've got a bunch of books. Actually, I've got so much information, it's a little overwhelming.
Professor
I'm surprised that there is nothing about it in any of those books.
Student
Well, to be honest, I've only skimmed them so far. I'm still working on finding sources.
Professor
(3)OK, I know I encourage everyone in class to look at a substantial number of sources, but I don't want you to get overwhelmed. (4)Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each paper. I don't expect you to read a dozen of books on whales for this assignment. Focus on just a few.
Student
OK, thanks.
Professor
You know, since you're already here, I can give you a quick summary of how whales hold their breaths underwater. It's just a matter of certain adaptations in their anatomies, specifically in their circulatory system.
Student
So, the blood flow was what makes the difference?
Professor
Yes, and in a couple of ways. First, blood makes up a larger share of whale's weight than any other mammals.
Student
So they can store more oxygen because they have more blood?
Professor
Yes, but that's only part of it. They also have a greater capacity than land animals to store oxygen in their blood.
Student
So how does having more oxygen in their blood help them stay underwater longer?
Professor
It's the way the whale's blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. (5)When a whale dives, its metabolic weight drops, causing its heart beat to slow down. And the blood flows to its muscles and some of its none-vital organs, like its kidneys, is also cut off. Whales muscles and none-vital organs are able to function without oxygen for an extended period of time.
Student
I see, well, now I can concentrate on my topic.
词汇：
migration n. 迁移overwhelming adj. 压倒性的substantial adj. 大量的anatomy n. 身体结构circulatory system 循环系统metabolic adj. 新陈代谢的kidney n. 肾脏
题目：
1. Why does the man go to see the professor?
To find out how to distinguish between different types of whale songs
To request permission to change the topic of his paper
To discuss the difference between using the internet and using books to find sources
*To get help locating some information for his paper
2. What is the topic of the man's paper?
How whales hold their breath
*Whale migration patterns
Characteristic of whale habitats
The differences between the circulatory system of whales and that of other mammals
3. What is the professor's attitude toward the man's question about how whales hold their breath? *She thinks he does not need to spend a lot of time looking for the answer
She is surprised because she has already addressed this question in class
She dismissed it as unimportant
She is pleased that he has a plan to obtain the answer himself
4. Why does the professor mention the limited time students have to complete their papers?
To suggest that looking at research on the internet is a good way to save time
To point out that the library has reduced the amount of time it is open each day
*To indicate her expectations for the amount of research to be done for the paper
To emphasize the important of starting to write the paper a couple of weeks before it is due
5. According to the professor, how does a whale conserve oxygen while underwater?
Click on 2 answers
*Its heart rate decreases
Its lung capacity temporarily increases
It slows the pace of its swimming
*Blood flow to certain organs is decreased
Lecture 3(学科分类——历史)
Narrow: Listen to part of lecture in history class, the professor has been discussing Egyptian hieroglyphs.
Egyptian hieroglyphs are the ancient Egyptian writings, found in ancient Egyptian on walls, monuments, and on the inside and outside of the temples. (6)Hieroglyphic writing ended abruptly about 1600 years ago, and it mystified the most brilliant minds in the study of the Egyptian artifacts and archeology for many many centuries. Finally, the possibility of deciphering hieroglyphs came about with the discovery in 1799 of the Rosetta stone.
The Rosetta stone is arguably the most famous archeology artifact ever discovered. It contains the same exact text written in three different alphabets: Greek, demotic and hieroglyphic. But we didn't even know at first, that the three texts on the Rosetta stone contain the same information. And two of the three alphabets are ancient Egyptian scripts that stop being used, the hieroglyphic and the demotic. The demotic script found on the Rosetta stone, um …
(7)Well, demotic was not as elaborate as the hieroglyphic writing. It was used for Mondey matters or like administrative documents. (8)These ancient Egyptian scripts were replaced by Coptic script, but eventually the Arabic language replaced the Coptic, and this cut off the linguistic link between ancient and modern Egypt. Now the Rosetta stone was remarkable, because as I said, honored with the same text in three different alphabets: Greek, demotic and hieroglyphs. The soon was centrally the dictionary that the scholars needed to interpret the meaning of hieroglyphs, and it took a uniquely equipped researcher to finally decipher and understand what was written on the stone.
(11)Thomas Yang, an English scholar, was the first to seriously attempt to decide for the symbols on the Rosetta stone. He suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures. Until then, all scholars assumed that the hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Yang focused his attention on one set of hieroglyphs that he thought would probably spell out a single word, the name of a king or queen. He guessed that the symbols represented the name of the earlier Egyptian ruler Ptolemy, since Ptolemy was also written in Greek on the stone and was indeed a Greek name. (9)And Yang, did actually prove that these hieroglyphs represented sounds rather than whole words.
Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs.
He actually dismissed his own finding, as an anomaly, because the Ptolemy dynasty was Greek, not Egyptian. In other words, he figured it was an exception to the rule. It was phonetic because it was Greek not Egyptian. How else could an Egyptian to pick a Greek name other than spell it out? And that brings us to the hero of our story, Jean-François Champollion.
(10)Champollion built on Yang's work, showing that different hieroglyphs spell the name of the kings or queens like Alexander or Cleopatra. But his critics noticed that this was still not traditional Egyptian names, he hadn't done anything more than Yang has been able to do. So he couldn't disprove the dominant theory. Then, in 1822, Champollion was shown a set of hieroglyphs that contain traditional Egyptian names.
The first two of the symbols were unknown, but Champollion knew that the repeated hieroglyphs to the far right symbolized an 's' sound. He then drew on his linguistic knowledge to arrive at the solution to the problem. You see, unlike the any of other scholars who have tried to crack the code, Champollion happened to be fluent in Coptic. (11)He wondered, and this was the real breakthrough, if the Coptic was the language that symbolized by the hieroglyphs on Rosetta stone, and if so, then perhaps that first this shape symbol might represent the sound. And the Coptic word for sound is 'ra' . See where this was it headed, so if the symbol were Coptic, the first symbol would be 'ra'. And then, an unknown symbol followed by a double 's' sound, was this Champollion Yang wondered the name "Ramses". He was eventually able to confirm that it was. So, he had figured it out. Hieroglyphs were mainly phonetic, they represent sounds not pictures, and the underlined language was Coptic. A lot of work remained, but Champollion had cracked the code.
词汇：
hieroglyph n. 象形文字mystify v. 使迷惑artifact n. 人工制品decipher v. 解译arguably adv. 可论证地alphabet n. 字母系统elaborate adj. 详尽的Coptic n. 埃及古语phonetic adj. 音形一致的pictograph n. 象形文字anomaly n. 反常事物
题目：
6. What's the lecture mainly about?
The history of language in ancient Egypt
The process that was used to create hieroglyphic writing
The competition between two scholars to solve an archaeological puzzle *The circumstances that led to the solution of an archaeological puzzle
7. What was demotic script used for in ancient Egypt?
Decorations on temples and monuments
*Administrative documents
Illustration for stories
Representations of objects。