Please _____ to me soon and tell me about your country.
[
]A. talk B. speak C. write D. like - 跟谁学
在线咨询下载客户端关注微信公众号
搜索你想学的科目、老师试试搜索吉安
在线咨询下载客户端关注微信公众号&&&分类：Please _____ to me soon and tell me about your country.
[
]A. talk B. speak C. write D. likePlease _____ to me soon and tell me about your country.
[
]A. talk B. speak C. write D. like科目:最佳答案C解析
知识点:&&基础试题拔高试题热门知识点最新试题
关注我们官方微信关于跟谁学服务支持帮助中心当前位置：
＞＞＞Please_____ to me soon and tell me about your country.[ ]A...
Please&_____ to me soon and tell me about your country.
A. talk B. speak C. write D. like
题型：单选题难度：中档来源：同步题
马上分享给同学
据魔方格专家权威分析，试题“Please_____ to me soon and tell me about your country.[ ]A...”主要考查你对&&动词短语，祈使句&&等考点的理解。关于这些考点的“档案”如下：
现在没空？点击收藏，以后再看。
因为篇幅有限，只列出部分考点，详细请访问。
动词短语祈使句
动词短语：由动词和动短语成，或以动词为中心，功能同动词的短语叫动词短语,动词短语是动词的一种固定搭配形式，动词短语的搭配可分为下列四种基本类型。 动词短语搭配形式：1．动词+副词 ①作及物动词，例：&He brought up his children strictly． 　　 从以上的例句中可以看出，在“动词+副词”的词组中宾语位置有两种情况：宾语如是名词，则可置于副词后面，亦可置于动词和副词之间。而如果宾语是代词，只能置于动词后面，即动词和副词之间。 　　 ②作不及物动词，例： 　　&Something unexpected has turned up． 出现了令人意外的情况。（turn up=appear） 　　 ③既可作及物动词又可作不及物动词，例： 　　 The barrel of gunpowder blew up．（不及物）火药桶爆炸了。 　　 The soldiers blew up the bridge．（及物）士兵们把桥炸毁了。 2．动词+介词&动词与介词构成的词组在词义上相当于一个及物动词，宾语总是在介词后面，例：I don’t much care for television．我不很喜欢电视。（care for=like） 3．动词+副词+介词 在这类动词短语中，动词、副词、介词紧密结合，是动副词组和动介词组的合成体，词义上相当于一个及物动词。它兼有以上两类短语动词的特点，但宾语总是位于介词之后，例：&We must work hard to make up for lost time．我们必须努力工作来弥补失去的时间。（make up for＝compensate） 4．动词+名词 这类动词短语中的常见动词是have，take，give，make等，后面的名词通常是从动词转化而来的动作名词，并表达了短语动词的真正意义，例： 　　&Let’s have another try．让我们再试一下。（have a try=v．try） 　 5．动词+名词+介词 　　&这类动词短语只用作及物动词。名词前可加形容词说明程度，宾语总是位于介词之后，&例：Keep an eye on the baby while I am out．我不在家时请照看一下小孩子。 　　 6．be+形容词（包括过去分词作形容词）+介词 　　&这类动词短语也相当于及物动词，宾语位于介词后面，形容词是短语动词的真正词义， 例：I know he is slow at understanding，but you have to be patient with him. 我知道他理解力差，但你得对他耐心些。 动词短语与短语动词:一、短语动词(1)短语动词常常是两个词（一个动词+一个副词性小品）构成，如：wake up , get up ,turn out 等。
(2)同一个动词后面可以有不同的副词性小品词，构成不同意义的短语动词。如：He turn on the radio .Bob turned out smiling.
(3）短语动词用法普遍，尤其在非正式语言中：
我们可以说 He awoke late the following morning .但这太正式了。
我们通常说 He woke up late the following morning .
短语动词的类型
Here is a page from Mr Jones` diary :
Monday ,February 5th.
*有些短语动词不带宾语：
The car broke down .Cigarette prices are going up.
*多数主短语动词可以带宾语，宾语通常在副词性小品词的前或后：
动词+副词性小品词+宾语 动词+宾语+副词性小品词
I rang up a garage. I rang a garage up.
如果宾语较长，则通常放在副词之后：
I filled in an application form.(不说 I filled an application form in .)
如果宾语是代词，其结构通常如下：
动词+代词+副词性小品词
I put it down.(不说 I put down it .)
*有些短语动词是由三个词构成的（动词+副词性小品词+介词），这样，宾语就只能放在介词后面：
I don`t get on with the people at work.短语动词由动词加上介词或副词小品词构成。比如：1. 由动词break构成的常见短语动词有：break away (from) 突然逃离；断绝往来，脱离；改掉，破除break down （机器等）坏了；（计划等）失败；（谈话等）中断；（健康等）变坏；感情失去控制break in 突然进来，强行进入；插嘴，打岔；训练，使适应break into 强行进入；突然…起来；打断，插嘴；占用时间break off 停止讲话；暂停，休息；（使）折断break out （火灾、战争等）突然发生，爆发break through 突破；克服，征服；强行穿过；（太阳等）从云层里出来break up 解散，驱散；（学校等）放假；结束，破裂；击碎；绝交break with 与…绝交，与…决裂2. 又如由bring构成的常用短语动词有：bring about 引起，实现，导致bring (a)round 使改变观点或看法；使苏醒；顺便把某人带来串门bring back 送还；使想起，使恢复bring down 击落；打死，打伤；使倒下；降低bring forth 产生，引起，结果bring in 收获；获利；介绍，引进；聘请；逮捕bring off 从船上救出；设法做成bring on 带来，引起；促使生长；帮助提高bring out 取出，拿出；显示出，使出来；出版bring over 说服，使改变（思想等）bring through 使度过（困难，危机等）bring together 使和解bring up 提出，提起；抚养，培养；呕吐二、动词短语动词短语由动词加上宾语或状语构成。如：break a glass 打破一个玻璃杯break one’s leg 摔断腿break a window 打破窗户break the rules 违反规定break a bad habit 改掉坏习惯break the world record 打破世界记录bread easily 容易断break to pieces 破成碎片bring a book 带来一本书bring sb sth 给某人带来某物bring sb great satisfaction 给某人带来极大的快慰bring death and famine 导致死亡和饥荒初中英语动词短语整理：1. breakbreak down破坏，出毛病，拆开break off暂停，中断 break in破门而入， 打断break into破门而入，突然…起来 break out爆发 break away from打破陈规；奋力挣脱；放弃习惯 break through 出现，突破break up打碎，拆散， 分裂、分解
2. callcall at a place (车船等)停靠;到某地拜访。call away 叫走，叫开…;转移(注意力等)。call back唤回; 回电话;call for需要，要求call for sth (sb) 喊着叫某人来，喊着叫人取来某物call in 叫进，请进; 找来，请来;来访；收回call off取消; 叫走，转移开call (up)on sb 拜访或看望某人call sb sth 为某人叫某物call (up)on sb to do sth 叫(请)某人做某事call up给…打电话;& 想起，回忆起; 召集，应召入伍&&& call out大喊，高叫; 叫出去3. comecome down下跌，落，降，传下来&&& come in进来&& come out出版，结果是come on来临/ 快点&&& come along一道来，赶快come over走过来&&& come up发芽，走近&&&&& come back回来&&& come from来自，源自4. cutcut down砍倒，削减&& cut up连根拔除，切碎5. diedie of死于（疾病，饥饿，寒冷，情感原因）die from死于（外界原因）&&&& die out绝种6. fallfall behind落后& fall down掉下，跌倒 fall into 落入；陷入fall off 从。。。掉下 fall out与。。。争吵7. gogo along沿着。。。。走go through通过，经受 go over复习，检查&&&&&&&&&&&&&&&&&& go up（价格）上涨，建造起来&&&&&&&&&&&&&&& go against违反&& go away离开go by时间过去&&&&&&&&&&&&&&&&&&&&&& go down降低，（日、月）西沉go on(with)继续进行&&&&&&&&&&&&&&&&&& go out外出，熄灭&&&&&&&&&&&&&&&&&& go off发出响声8. getget down下来，记下，使沮丧&&&&&&&&& get on进展，进步，穿上，上车&&&&&&&&&&& get off脱下,下车get away逃跑，逃脱，去休假get over克服，从疾病中恢复&& get along with进展，相处get up起床&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& get into (trouble) 陷入困境中&&&&&&&&&&&&&& get back取回，收回&&&&&&&&&&&&&&&&&&&&&& get out 出去get to 到达。。。9. givegive away赠送，泄露，出卖&&&&&&&& give out发出，疲劳，分发，&&&&&& give in (to sb.) 屈服give up放弃，让（座位）10. handhand in交上，提交hand out分发&&&& 11.holdhold on to…继续，坚持hold up举起，使停顿 hold on别挂电话，等，坚持&&&&&
12. keep&&&&&&& keep up with跟上keep out 不使。。。进入&&&&&&&&&&&&&& keep from克制，阻止keep away from避开，不接近， keep on继续，坚持下来keep down 使。。。处于低水平&&&&&&&&&&&&&&&&& 13.knockknock at/on敲knock into撞到某人身上&&&&&&&&&&&&&&&&&&& 14. looklook up查找，向上看& look through翻阅，浏览&&&&& look after/ at / for 照顾/看/寻找look out(for)当心&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& look about / around/round四下查看look forward to盼望&&&&&&&&&&&&&&&&&&&&&&&&&&& 15. makemake up编造，打扮，组成&&&&&&&&&&& make into / of / from 制成&&&&&&&&&&& 16.pass&&&&& pass by经过&&&&&&&&&&&&&& pass down(on)…to传给 17. paypay back还钱，报复& pay for付钱，因…得到报应&& 18. pickpick up拾起，接人，站起，收听，pick out挑选，辨认，看出&& 19. putput up张贴，举起，&&& put out伸出，扑灭&&&&&&&&&&&& put off推迟&&&&&&&&&&&&&&& put into放进，翻译put away放好，存钱&&&&&&&&&&& put down记下，平息put on穿戴，上映，&&&&&&&&&&&&&& put aside放到一边&&&&&&&&& put back放回20. standstand out 突显，引人注目stand up 起立，站起来38.其它常用词组wake up 醒，唤醒，弄醒stay up 不睡觉；熬夜depend on依靠；取决于worry about为。。。担忧laugh at嘲笑。。。begin with以。。。开始mix up混合、搀和major in 主修grow up成长open up 打开，张开；开发end up到达或来到某处； 达到某状态throw away 丢弃。。。ask for要求。。。wait for等待。。。agree with同意。。。find out（经研究或询问）获知某事send out 发出，放出，射出search for 搜索，搜查chop down 砍到have.. on 穿着。。。step out of 跨步走出drop out of 从。。。掉出happen to 发生在。。。belong to属于arrive in /at到达。。。try on试穿。。。vote on对。。。进行投票strech out伸展。。。hang out闲逛leave for离开前往 sell out 卖完、售完show up 出席；露面21. runrun after追逐，追捕&&& run away逃跑&& run off跑掉，迅速离开&&&&&&& run out of用完22. setset up建立&&&&&&& set off 激起，引起&&&&&& 23. taketake after 与…相像take off脱掉，起飞&& take away拿走&& take up从事，占用（时间空间）&&& take down记录，取下&&&&&&& take back收回take pride in以… ……为自豪, take the place of 代替24. thinkthink of想起，考虑，对…看法&&& think out（自然）想出办法&& think up想出（设计出、发明、编造） think about考虑&&&&&& think over仔细考虑&&&&&& 25. turnturn off / on打开&&&&&&&&&&&&&&&&&& turn to翻到，转向，求助turn down调低，拒绝&&&&&&&&&&&&&&& turn back返回，转回去turn round转过身来&&&&&&&&&&&&&&&&& turn up向上翻，出现，音量调大&&&&&&&&&&&&&&&&&&&&& 26. care care about 担心，关心；在乎，介意care for 关心，关怀，照顾27. cleanclean up 把…打扫干净，把…收拾整齐clean out 清除；把…打扫干净28.learnlearn about 获悉，得知，认识到learn from& 从/向。。。学习29. fightfight for..争取获得…fight against 争取克服、战胜…fight with…与。。。搏斗/战斗30. dreamdream of梦想，想橡dream about 梦到。。。31. workwork for 为。。工作work out 产生结果；发展；成功32. argueargue with …与。。。争论argue about..争论。。。33. complaincomplain to 向。。抱怨complain about抱怨。。。34. hear hear of 听说，得知hear about听到。。。的事，听到。。的话hear from接到。。。的信35. talktalk about 讨论。。。talk with/to..和。。。讨论36. livelive in 住在。。。live on 以。。。为主食&祈使句：表示请求或命令的句子是祈使句。祈使句一般用降调，为使祈使句听起来比较婉转，可用低声调，祈使句句末用句号或感叹号。 每种类型又有肯定形式和&祈使句的组成①动词原形+其他②Please+动词原形+其他③否定形式:don‘t+动词原形,用don’t否定时，只能用其缩略形式。例如：Welcome to Beijing Park.&Walk about three blocks.&Don’t mention it.
祈使句的含义：
1. 表请求&Pass me the sugar, please. 请把糖递给我。
2. 表命令&Put up your hands. 举手。&Fill in this form. 把这个表填好。
3. 表建议&Let’s have dinner together. 我们共进晚餐吧。
4. 表邀请&Come in and have a seat. 进来请坐。&Help yourself to some fruits. 请吃水果。
5. 表警告&Hurry up or you will be late.抓紧点，不然你要迟到了。&Do that again and you”ll be in trouble.要是再干那事，你会有麻烦的。
6. 表禁止&Don’t touch the exhibits.不要触摸展品。&Don’t play on the road.不要在马路上玩耍。
7. 表叮嘱&&&&&&&&&&&&& Be sure to get there before nine. 务必在九点前赶到那里。&Take care not to catch cold. 小心别着凉了。
8. 表号召&Workers of all countries, unite! 全世界工人阶级联合起来！
9. 表祝愿&Have a good trip. 祝你旅途愉快。祈使句有三种类型：一、含第二人称主语的祈使句1. 当祈使的对象是第二人称you时称为含第二人称主语的祈使句。这时，主语you通常不出现在句中，谓语动词用原形。有时在句首或句末加please，还可加上称呼语，用逗号与句子主体隔开。如： Please be quiet, boys! 孩子们，请安静！ Come this way, please. 请走这边。如要加强语气，可在动词前加do。如： Do keep away from the fire! 切记远离火种！2. 否定式在谓语动词前加Don’t或Do not,强调否定式则在动词前加Never。如： Don’t alway make the same mistake. 不要老犯同一个错误。 Never be late again. 千万别再迟到了。3. 有时，为了强调指明向谁提出要求或发出命令，或表达说话人的急躁、厌烦、不满、恼怒的情绪，就用主语you表示，且放在动词前。如： You come here! 你到这里来！ You mind your head! 小心别碰到头了！若为否定式，则把Don’t放在主语you之前。如： Don’t you come here! 你别来这里！二、含第一、第三人称主语的祈使句1. 含第一或第三人称主语的祈使句通常以Let开头，第一人称由“Let + me / us +动词原形”构成，第三人称由“Let + 第三人称代词（用宾格）或名词+动词原形”构成。这类祈使句往往用于提出建议。如：Let me have a try if you don’t want to. 如果你不想，就让我试一试吧。 Let’s spend this weekend in the country. 咱们到乡下去度这个周末吧。 Let him be here by ten o’clock. 叫他10点到这里吧。有时也可以先称呼对方的名字，，后跟一句无人称主语的祈使句。如： Jane, sit down please. 简，请坐下。 Mum, remember to bring me an umbrella. 妈妈，记得给我带把伞。2. 这类祈使句的否定式是在动词原形前加not，也可以在let前加Don’t。如： Let’s not wast our time about it. 我们不要为了这件事而浪费时间。 Don’t let us wait here. 别让我们在这儿等。 Don’t let him go out. 别让他出去。三、无动词祈使句 在请求、命令和口号中，常用无动词祈使句，它实际上是省略了动词，从而使语句更简洁或有力。如： Just a minute, please! 请稍等！ This way, please! 请这边走！ Attention! 立正！ Up the stairs! 上楼！ To the playground, everyone of you! 到操场上去，你们每个人都得去！在一些指示牌上，常用“No +动名词/名词”构成简略式的否定祈使句。如： No smoking! 禁止抽烟！ No parking! 禁止停车！ No photos! 禁止拍照！还有一些是祝词类的无动词祈使句，如： May　you　succeed！祝你成功！ Long　live　our　friendship！我们的友谊万岁！&祈使句特点口令：祈使句无主语,　主语you常省去;动词原形谓语当,　句首加don't否定变;朗读应当用降调,　句末常标感叹号。
祈使句的语调特点 ：1、语音强度一般比陈述句重，书面上用叹号表示。2、句末用降调，较长句子的后半部分几个音节速度加快。
对特定的人使用的祈使句：祈使句如Wait here! (在这儿等着!) 可以是对一个人说，也可以是对几个人说，其主语暗含you。但我们却可以用下列方式引起我们说话的对象的注意： ■You+祈使语气动词 You wait here for a moment. 你在这儿等一会儿。 语调和重音很重要。在上面这一句里，如果不重读you，那么句子的意思是this is where you wait (这就是你应等着的地方)；如果重读you，那么句子的意思就是this is what I want you to do (这是我要你做的事)。此外，重读you时还可以表示愤怒、敌意或不客气。如： You mind your own business! 不关你什么事You try teaching 40 noisy children five days a week! 你来试试每周5天教40个吵闹的孩子! 在否定句中Don’t要重读 (不重读you)。如： Don’t you speak to me like that! 你别这样跟我讲话! ■“you+人名”或“人名+you” You wait here, Jim, and Mary, you wait there. 你等在这儿，吉姆；玛丽，你等在那儿。 ■“祈使语气+人名”或“人名+祈使语气”： Drink up your milk, Sally! 把你的牛奶喝光，萨利! Sally, drink up your milk! 萨利，把你的牛奶喝光! ■祈使语气+反身代词 Enjoy yourself. 你好好享受吧。 Behave yourself. 你放规矩点。 ■对一群人讲话时，祈使语气可与everybody, someone之类的词连用： Everyone keep quiet! 大家安静! Keep still everybody! 每个人都保持不动! Nobody say a word! 都不许说话! Somebody answer the phone please. 请来个人接电话。 ■在表示否定的命令语气后面可用带any的复合词 Don’t say a word anybody! 谁都不要说话! Don’t anybody say a word! 任何人都不许说话!
发现相似题
与“Please_____ to me soon and tell me about your country.[ ]A...”考查相似的试题有：
971211684507517153416140491105131tell or talk about
Chinese - English Free Di... ...
叙述 = relate (a story or information)
叙述 = tell or talk about
叙述的 = narrated ...
基于2个网页-
You never tell me how you feel or talk about yourself.
你从不和我说你的感受或者谈论你自己。
Always tell your parents about the people you meet or talk to onthe Internet.
请将与你见面或聊天的网友告知父母。
Talk about it when you can. Some people find it helpful to tell the story of their loss or talk about their feelings.
当你觉得可以谈论的时候，和他人谈谈。
The next day we were sitting on the deck and I was trying to get him to tell me stories or talk to me about ingredients, and it was like banging my head against a wall all day long, in the hot sun, with a hangover.
Your student may tell you about friends whose drinking habits scare you to death—or talk about his or her own hair-raising adventures.
She said that to be redeemed, Mr. Armstrong needed to tell the whole truth to Usada or the World Anti-Doping Agency and talk about others who aided and abetted him in doping.
$firstVoiceSent
- 来自原声例句
请问您想要如何调整此模块？
感谢您的反馈，我们会尽快进行适当修改！
请问您想要如何调整此模块？
感谢您的反馈，我们会尽快进行适当修改！TPO5听力文本+题目+答案+中文概要_SindyMay_新浪博客
TPO5听力文本+题目+答案+中文概要
音频请从博文“托福听力专区使用说明”中下载。
-------------------TPO5听力文本--------------------------------------------------------------
Conversation 1
Listen to a conversation
between a student and a counselor at the University Counseling
Hi, thanks for seeing me on such short notice.
No problem. How can I help?
Well, I think I might have made a mistake coming to the
What makes you say that?
I’m a little overwhelmed by the size of this place. I come
from a small town. There were only 75 of us in my high school
graduating class. Everyone knew everyone. We all grew up
So it’s a bit of a culture shock for you? Being one of
15,000 students on a big campus in an unfamiliar city?
That’s an understatement. I just can’t get comfortable in
class or in the dorms. You know, socially.
Hmmm…well, let’s start with your academics. Tell me about
your classes.
I’m taking mostly introductory courses and some are taught
in these huge lecture halls.
And you are having trouble in keeping pace with the
No, in fact I got an A on my first economics paper. It’s
just that, it’s so impersonal, I’m not used to it.
Are all your classes impersonal?
No, it’s just that…for example, in sociology yesterday,
the professor asked a question, so I raised my hand, several of us
raised our hands. And I kept my hand up because I did the reading
and knew the answer. But the professor just answered his own
question and continued with the lecture.
Well, in a big room it’s possible he didn’t notice you.
Maybe he was trying to save time. In either case I wouldn’t take it
personally.
I suppose. But I just don’t know how to, you know,
distinguish myself.
Why not stop by his office during office hours?
That wouldn’t seem right. You know, taking time from other
students who need help?
Don’t say that. That’s what office hours are for. There is
no reason you couldn’t pop in to say hi and to make yourself known.
If you are learning a lot in class, let the professor know.
Wouldn’t you appreciate positive feedback if you were a
professor?
You are right. That’s a good idea.
OK, er…let’s turn to your social life. How’s it going in
the dorms?
I don’t have much in common with my roommate or anyone
else I’ve met so far. Everyone’s into sports and I’m more artsy,
you know, into music. I play the cello.
Hah, have you been playing long?
Since age ten. It’s a big part of my life. At home I was
the youngest member of our community orchestra.
You are not going to believe this. There is a string
quartet on campus, all students. And it so happened that the
cellist graduated last year. They’ve been searching high and low
for a replacement, someone with experience. Would you be interested
in auditioning?
Absolutely. I wanted to get my academic work settled
before pursuing my music here. But I think this would be a good
thing for me. I guess if I really want to fit in here I should find
people who love music as much as I do. Thank you.
My pleasure.
TPO 5 Lecture 1
Listen to part of a
lecture in a sociology class.
Professor:
Have you ever heard the one about alligators living in New
York sewers? The story goes like this: a family went on vacation in
Florida and bought a couple of baby alligators as presents for
their children, then returned from vacation to New York, bringing
the alligators home with them as pets. But the alligators would
escape and find their way into the New York sewer system where they
started reproducing, grew to huge sizes and now strike fear into
sewer workers. Have you heard this story? Well, it isn’t true and
it never happened. But despite that, the story has been around
since the 1930s.&
Or how about the song ‘twinkle, twinkle little star’, you
know, ‘twinkle, twinkle, little star, how I wonder what you are’.
Well we’ve all heard this song. Where am I going with this? Well,
both the song and the story are examples of memes. And that’s what
we would talk about, the theory of
A meme is defined as a piece of information copied from
person to person. By this definition, most of what you know, ideas,
skills, stories, songs are memes. All the words you know, all the
scientific theories you’ve learned, the rules your parents taught
you to observe, all are memes that have been passed on from person
to person.&
So what? You may say. Passing on ideas from one person to
another is nothing new. Well, the whole point of defining this
familiar process as transmission of memes is so that we can explore
its analogy with the transmission of genes. As you know, all living
organisms pass on biological information through the genes. What’s
a gene? A gene is a piece of biological information that gets
copied or replicated, and the copy or replica is passed on to the
new generation. So genes are defined as replicators. Genes are
replicators that pass on information about properties and
characteristics of organisms. By analogy, memes also get replicated
and in the process pass on cultural information from person to
person, generation to generation. So memes are also
replicators.&
To be a successful replicator, there are three key
characteristics: longevity, fecundity and fidelity. Let’s take a
closer look.&
First, longevity. A replicator must exist long enough to
be able to get copied, and transfer its information. Clearly, the
longer a replicator survives, the better its chances of getting its
message copied and passed on. So longevity is a key characteristic
of a replicator. If you take the alligator story, it can exist for
a long time in individual memory, let’s say, my memory. I can tell
you the story now or ten years from now, the same with the twinkle,
twinkle song. So these memes have longevity because they are
memorable for one reason or another.&
Next, fecundity. Fecundity is the ability to reproduce in
large numbers. For example, the common housefly reproduces by
laying several thousand eggs, so each fly gene gets copied
thousands of times. Memes, well, they can be reproduced in large
numbers as well. How many times have you sung the
‘twinkle, twinkle song’ to someone? Each time
you replicated that song, and maybe passed it along to someone who
did not know it yet, a small child
And finally, fidelity. Fidelity means accuracy of the
copying process. We know fidelity is an essential principle of
genetic transmission. If a copy of a gene is a bit different from
the original, that’s called a genetic mutation. And mutations are
usually bad news. An organism often cannot survive with a mutated
gene. And so a gene usually cannot be passed on, unless it’s an
exact copy. 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 word for word exactly as I said it.
Still, it will be basically the same story, and the person who
hears the story will be able to pass it
Other memes are replicated with higher fidelity though,
like the twinkle, twinkle song. It had the exact same words 20
years ago as it does now. Well, that’s because we see songs as
something that has to be performed accurately each time. If you
change a word, the others will usually bring you in line. They’ll
say, ‘that’s not how you sing it’,
So, you can see how looking at pieces of cultural
information as replicators, as memes, and analyzing them in terms
of longevity, fecundity and fidelity, we can gain some insight
about how they spread, persist or
TPO 5 Lecture 2
Listen to part of a
lecture in an Astronomy Class
Professor:
Last week, we covered some arguments against going back to
the Moon. But there are compelling reasons in favor of another Moon
landing too, um… not the least of which is trying to pinpoint the
moon’s age.&
We could do this in theory by studying an enormous impact
crater, known as the South Pole- Aitken Basin. Um…it’s located in
the moon’s South Polar Region. But, since it’s on the far side of
the moon, it can only be seen from
Here is an image of…we’ll call it the SPA Basin. This
color-coated image of the SPA Basin, those aren’t its actual colors
obviously, this image is from the mid 90s, from the American
spacecraft called Clementine. Um… unlike earlier lunar missions,
Clementine didn’t orbit only around the moon’s equator. Its orbits
enabled it to send back data to create this topographical map of …
well, the grey and white area towards the bottom is the South Pole,
the purples and blues in the middle correspond to low elevations -
the SPA Basin itself, the oranges and reds around it are higher
elevations.&
The basin measures an amazing 2,500 km in diameter, and
its average depth is 12 km. That makes it the biggest known crater
in our solar system and it may well be the oldest. You know
planetary researchers love studying deep craters to learn about the
impacts that created them, how they redistributed pieces of the
planet’s crust. And in this case, we especially want to know if any
of the mantle, the layer beneath the crust, was exposed by the
impact. Not everyone agrees, but some experts are convinced that
whatever created the SPA Basin did penetrate 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 composition.
And that’s key to understanding planet formation. Um…
So, the only way to know the basin’s age is to study its
rocks directly?
Professor:
Well, from radio survey data, we know that the basin
contains lots of smaller craters. So it must be really old, about 4
billion years, give or take a few hundred million years. But that’s
not very precise. If we had rock samples to study, we’d know
whether these small craters were formed by impacts during the final
stages of planetary formation, or if they resulted from later
meteor showers.
But if we know around how old the Basin is, I’m not sure
that’s reason enough to go to the Moon again.
Professor:&
No…, but such crude estimates…um…we can do better than
Besides, there’s other things worth investigating, like is
there water ice on the moon? Clementine’s data indicated that the
wall of the south-polar crater was more reflective than expected.
So some experts think there’s probably ice there. Also, data from a
later mission indicates significant concentrations of hydrogen and
by inference water less than a meter underground at both
Well, if there’s water, how did it get there? Underground
Professor:&
We think meteors that crashed into the moon or tails of
passing comets may have introduced water molecules. Any water
molecules that found their way to the floors of craters near the
moon’s poles, that water would be perpetually frozen, because the
floors of those craters are always in shadow. Um…furthermore, if
the water ice was mixed in with rock and dust, it would be
protected from evaporation.
So are you saying there might be primitive life on the
Professor:
Tthat’s not my point at all. Um… o.k., say there is water
ice on the moon. That would be of very practical value for a future
moon base for astronauts. Water ice could be melted and purified
for drinking. It could also be broken down into its component parts
- oxygen and hydrogen. Oxygen could be used to breathe, and
hydrogen could be turned into fuel, rocket fuel. So water ice could
enable the creation of a self-sustaining moon base someday, a
mining camp perhaps or a departure point for further space
exploration.
But hauling tons of equipment to the moon to make fuel and
build a life support system for a moon base, wouldn’t that be too
expensive?
Professor:&
Permanent base, maybe a ways off, but we shouldn’t have to
wait for that. The dust at the bottom of the SPA Basin really does
have a fascinating story to tell. I wouldn’t give for a few samples
TPO 5 Conversation
Listen to a conversation
between a student and a professor.
Hi, I was wondering if I could talk with you about the
assignment in the film theory class.
Of course, Jill.
It seems that pretty much everyone else in the class gets
what they are supposed to be doing but I’m not so sure.
Well, the class is for students who are really serious
about film. You must have taken film courses before.
Yeah, in high school, film
appreciation.&
Hmmm…I wouldn’t think that would be enough. Did you
concentrate mainly on form or content?
Oh, definitely content. We’d watch, say Lord of the Flies,
and then discuss it.
Oh, that approach, treating film as literature, ignoring
what makes it unique.
I liked it, though.
Sure, but that kind of class. Well, I’m not surprised that
you are feeling a little lost. You know, we have two introductory
courses that are supposed to be taken before you get to my course,
one in film art, techniques, technical stuff and another in film
history. So students in the class you are in should be pretty far
along in film studies. In fact, usually the system blocks anyone
trying to sign up for a class they shouldn’t be taking, who hasn’t
taken the courses you are required to do first as
prerequisites.
Well, I did have a problem with that but I discussed it
with one of your office staff, and she gave me
permission.
Of course. No matter how many times I tell them, they just
keep on…&
Well, for your own good, I’d really suggest dropping back
and starting at the usual place.
Yes. But I’ve already been in this class for 4 weeks. I’d
hate to just drop it now especially since I find it so different,
so interesting.
I guess so. Frankly I can’t believe you’ve lasted this
long. These are pretty in-depth theories we’ve been discussing and
you’ve been doing OK so far, I guess. But still, the program’s been
designed to progress through certain stages. Like any other
professional training we build on pervious knowledge.
Then maybe you could recommend some extra reading I can do
to… catch up?
Well, are you intending to study film as your main
concentration?
No, no. I am just interested. I’m actually in marketing,
but there seems to be a connection.
Oh…well, in…in that case, if you’re taking the course just
out of interest, I mean I still highly recommend signing up for the
introductory courses at some point, but in the meantime, there is
no harm I guess in trying to keep up with this class. The interest
is clearly there. Eh, instead of any extra reading just now though,
you could view some of the old introductory lectures. We have them
on video. That would give you a better handle on the subject. It’s
still a pretty tall order, and we will be moving right along, so
you will really need to stay on top of it.
OK, I’ve been warned. Now, could I tell you
aboutmy idea for the assignment?
TPO 5 Lecture 3
Listen to part of a
lecture in a chemistry class.
Okay. I know you all have a lot of questions about this
lab assignment 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 Spectroscopy, right? And your reading should help you get a
good idea of what that's all about. But, let's talk about
Spectroscopy a little now just to cover the
What is Spectroscopy? Well, the simplest definition I can
give you is that Spectroscopy is the study of the interaction
between matter and light. Now, visible light consists of different
colors or wavelengths, which together make up what's called
spectrum, a band of colors, like you see in a rainbow. And all
substances, all forms of matter, can be distinguished according to
what wavelength of light they absorb and which ones they reflect.
It's like, um, well, every element has, what we call, its own
spectral signature. If we can read that signature, we can identify
the element. And that's exactly what spectroscopy
Now, Laser Spectroscopy, which is the focus of your
assignment, works by measuring very precisely what parts of the
spectrum are absorbed by different substances. And it has
applications in a lot of different disciplines. And your assignment
will be to choose a discipline that interests you, and devise an
experiment.&
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 curator comes to you with a
problem. She's come across this painting that appears to be an
original - let's say, a Rembrandt. And she wants to acquire it for
her museum. But she's got a problem: she's not absolutely certain
it's an original. So, what do you do? How do you determine whether
the painting's authentic?&
Okay. Think about the scientific process. You've got the
question: Is the painting a Rembrandt? So first, you'll need to
make a list of characteristics the painting would have to have to
be a Rembrandt. Then you have to discover whether the painting in
question has those characteristics.&
So first of all, you'll need to know the techniques
Rembrandt used when he applied paint to canvas - his brushstrokes,
how thickly he applied his paint. So you’d need to work with an art
historian who has expert knowledge of Rembrandt's style. You'd have
to know when he created his paintings, um... what pigments he used,
in other words, what ingredients he used to make different colors
of paint, ‘cause the ingredients used in paints and binding agents
plus burnishes, finishes, what have you, have changed over
Since you're trying to verify if it’s a Rembrandt, the
ingredients in the pigment would need to have been used during
Rembrandt's lifetime - in the 17th century. And that's where
chemistry comes in. You've got to find out what's in those
pigments, learn their composition, and that requires lab work -
detective work really - in a word, Spectroscopy. So, how do we use
Spectroscopy?&
Well, we put an infrared microscope - a spectroscope - on
tiny tiny bits of paint. And using ultraviolet light we can see the
spectral signature of each component part of the pigment. Then we
compare these signatures with those of particular elements like
zinc or lead, to determine what the pigment was made of. So, you
can see why this type of analysis requires a knowledge of the
history of pigments, right? How and when they were made? Say we
determined a pigment was made with zinc, for example. We know the
spectral signature of zinc. And it matches 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.&
Now, Spectroscopy has a very distinct advantage over
previous methods of analyzing our works, because it's not invasive.
You don't have to remove big chips of paint to do your analysis,
which is what other methods require. All you do is train the
microscope on tiny flecks of paint and analyze
Now a word or two about restoration. Sometimes original
art works appear questionable or inauthentic because they’ve had so
many restorers add touch-up layers to cover up damage, damage from
the paint having deteriorated over time. Well, spectroscopy can
reveal the composition of those touch-up layers too. So we can find
out when they were applied. Then if we want to undo some bad
restoration attempts, we can determine what kind of process we can
use to remove them to dissolve the paint and uncover the
original.&
TPO 5 Lecture 4
Literature
Listen to part of a
lecture in a literature class.
Now we can't really talk about fairy tales without first
talking about folktales because there's a strong connection between
these two genres, these two types of stories. In fact, many fairy
tales started out as folktales.&
So, what's a folktale? How would you characterize them?
Well, they are old stories, traditional stories. They were
passed down orally within cultures from generation to generation,
so they changed a lot over time. I mean, every story teller, or,
maybe every town, might have had a slightly different version of
the same folktale.
Professor:
That's right. There's local difference. And that's why we
say folktales are communal. By communal, we mean they reflect the
traits and the concerns of a particular community at a particular
time. So essentially the same tale could be told in different
communities, with certain aspects of the tale adapted to fit the
specific community. Um, not the plot, the details of what happens
in the story would remain constant. That was the thread that held
the tale together. But all the other elements, like the location or
characters, might be modified for each
audience.&
Okay. So what about fairy tales? Th…they also are found in
most cultures, but how are they different from
folktales?&
I guess the first question is: what is a fairy tale? And
don’t anyone say “a story with a fairy in it” because we all know
that very few fairy tales actually have those tiny magical
creatures in them. But, what else can we say about them?
Well, they seem to be less realistic than folktales…like
they have something improbable happening - a frog turning into a
prince, say. Oh, that's another common element, royalty - a prince
or princess. And fairy tales all seem to take place in a location
that's nowhere and everywhere at the same time.
Professor:
What's the line-up? How do all those stories start? Once
upon a time, in a far away land... oh, in the case of folktales,
each story teller would specify a particular location and time,
though the time and location would differ for different story
With fairy tales, however, the location is generally
unspecified, no matter who the storyteller is. That land far
away... We'll come back to this point in a few minutes.
Um... I, I thought that a fairy tale was just a written
version of an oral folk tale.
Professor:
Well, not exactly, though that is how many fairy tales
developed. For example, in the late 18th century, the Grimm
Brothers traveled throughout what's now Germany, recording local
folktales. These were eventually published as fairy tales, but not
before undergoing a process of
evolution.&
Now, a number of things happen when an oral tale gets
written down.&
First, the language changes. It becomes more formal, more
standard - some might say, "Less colorful". It's like the
difference in your language depending on whether you are talking to
someone, or writing them a letter.&
Second, when an orally transmitted story is written down,
an authoritative version with a recognized author is created. The
communal aspect gets lost. The tale no longer belongs to the
community. It belongs to the world, so to speak. Because of this,
elements like place and time can no longer be tailored to suit a
particular audience. So they become less identifiable, more
generalizable to any audience.&
On the other hand, descriptions of characters and settings
can be developed more completely. In folktales, characters might be
identified by a name, but you wouldn't know anything more about
them. But in fairy tales, people no longer have to remember plots.
They're written down, right? So more energy can be put into other
elements of the story like character and setting. So you get more
details about the characters, about where the action takes place,
what people's houses were like, ur, whether they're small cabins or
grand palaces. And it's worth investing that energy because the
story, now in book form, isn't in danger of being lost. Those
details won't be forgotten. If a folktale isn't repeated by each
generation, it may be lost for all time. But with a fairy tale,
it's always there in a book, waiting to be discovered, again and
Another interesting difference involves the change in
audience. Who the stories are meant for? Contrary to what many
people believe today, folktales were originally intended for
adults, not for children. So why is it that fairy tales seem
targeted toward children nowadays?&
-------------------TPO5听力题目--------------------------------------------------------------
Conversation1
Q1: What do the speakers mainly discuss?
A.Why the woman has little in common with her
B.How the woman can keep up in her academic
C.The woman’s adjustment to life at the
university
D.The woman’s decision to transfer to another
university
Q2: Why does the woman mention her hometown?
A.To draw a contrast to her current
situation&
B.To acknowledge that she is accustomed to living in big
C.To indicate that she has known some people on campus for
a long time&
D.To emphasize her previous success in academic
Q3: What does the woman imply about incident that occurred
in her sociology class?
A.She was embarrassed because she gave an incorrect
B.She was upset because the professor seemed to ignore
C.She was confused by the organization of the professor’ s
D.She was surprised by the comments of the other
Q4: According to the counselor, why should the woman visit
her professor’s office?
Click on 2 answers.
A.To offer a compliment
B.To offer to help other students
C.To introduce herself&
D.To suggest ways of making the class more
Q5: What does the woman imply about joining the string
A.It would enable her to continue a hobby she gave up when
she was ten&
B.It would allow her to spend more time in her major area
C.It would help her stop worrying about her academic
D.It would be a way to meet students with similar
interests.
Lecture 1 Sociology
Q6: What is the main purpose of the lecture?
A.To introduce a method that can help students remember
new information
B.To introduce a way to study how information passes from
one person to another
C.To explain the differences between biological
information and cultural information
D.To explain the differences between stories, songs, and
other pieces of information
Q7: Why does the professor tell the story about
alligators?
A.To explain the difference between true and false
B.To draw an analogy between alligator reproduction and
cultural transmission
C.To give an example of a piece of information that
functions as a meme
D.To show how a story can gradually change into a
Q8: According to the professor, which of the following are
examples of meme transfer?
Click on 2 answers.
A.Telling familiar stories
B.Sharing feelings
<posing original music
D.Learning a scientific theory
Q9: What example does the professor give of a meme’s
longevity?
A.A story has been changing since it first appeared in the
B.A person remembers a story for many years
C.A gene is passed on through many generations without
D.A song quickly becomes popular all over the
Q10: What does the professor compare to a housefly laying
many eggs?
A.A child learning many different ideas from or her
B.Alligators reproducing in New York sewers
C.Different people remembering different versions of a
D.A person singing the “Twinkle, twinkle” song many
Q11: Why does the professor say this:
A.To explain why some memes do not change
B.To ask the students for their opinion about songs as
C.To acknowledge a problem with the meme theory
D.To ask the student to test an idea about
Lecture 2 Astronomy
Q12: What is the main purpose of the lecture?
A.To explain why scientists disagree about the age of the
B.To present arguments in favor of another Moon
C.To explain how scientists discovered a crater on the far
side of the Moon
D.To review some finding of a recent mission to the
Q13: What does the professor imply about the spacecraft
Clementine?
A.It sent back the first color photographs of the
B.It was powered by solar energy
C.It landed in the far side of the Moon
D.It flew over the Moon’s polar regions
Q14: Why does the professor mention the Moon’s
A.To explain why scientists believe that meteor impacts
cannot affect the Moon’s mantle
B.To explain what kind of information scientists hope to
obtain from the mantle
C.To point out that the Moon’s crust and mantle are made
of similar materials
D.To point out that the Moon’s mantle and Earth’s mantle
have different compositions
Q15: Why is the South Pole-Aitken Basin thought to be
exceptionally old?
A.The walls of the Basin are more reflective than those of
most other craters
B.Testing of rocks from the Basin’s floor proves them to
be as old as the Moon itself&
C.Many small craters have been detected at the bottom of
D.A large amount of dust has been detected in and around
Q16: Why does the professor consider it important to find
out if water ice exists on the Moon?
Click on 2 answers.
A.Water ice could be processed to provide breathable air
for astronauts
B.One component of water ice could be used as a fuel for
C.Water ice could contain evidence of primitive life on
D.Water ice could be tested to find out what type of
meteors crashed into the Moon
Q17: What does the professor imply when he says this
A.The current age estimates for the South Pole-Aitken
Basin are based on incorrect assumptions.
B.The technology to analyze Moon rocks has not advanced
much since the days of the Moon landings
C.Too few of the original Moon-rock samples were dated
accurately
D.Only by testing samples from South Pole-Aitken Basin can
its age be precisely determined
Conversation
Q1: What is the conversation mainly about?
A.An assignment about which the student would like
B.Concerns as to whether the student should be in the
professor’s course&
C.The selection of films to be viewed by students in a
film theory course
D.The structure and sequence of courses in the Film
Department
Q2: What is the professor’s attitude toward the student’s
high school film course?
A.He does not consider it satisfactory preparation for the
class he teaches
B.He does not think that literary works should be
discussed in film classes
C.He believes that this type of course often confuses
inexperienced students
D.He feels that the approach taken in this course is the
best way to learn about film
Q3: Why was the student permitted to sign up for
professor’s film theory course?
A.Her high school course fulfilled the requirement for
previous course work
B.The computer system that usually blocks students was not
working properly
C.An employee in the department did not follow
instructions
D.The professor made an exception in her case
Q4: Why does the professor decide to allow the student in
his class?
Click on 2 answers.
A.She needs to take the course in order to
B.He is impressed with her eagerness to
C.She convinces him that she does have adequate
preparation for the course&
D.He learns that she is nor studying film as her main
course of study
Q5: What does the professor advise the student to so in
order to keep up with the class she is in?
A.Take the introductory course
B.Watch some video recordings
C.Do extra reading
D.Drop out of her marketing class
Lecture1 Chemistry&
Q6: What is the main purpose of the lecture?
A.To discuss recent innovations in laboratory
B.To give an example of a practical use for a particular
scientific technique
C.To familiarize students with the chemical composition of
paint pigments
D.To show how researchers were able to restore a
particular work of art
Q7: What does the professor imply when he mentions an art
historian?
A.Art historians have been learning how to use
spectroscopes
B.Scientists need to learn how art historians analyze
C.Confirming the authenticity of artworks requires
collaboration
D.Spectroscopic analysis can help identify a painter’s
techniques
Q8: Why does the professor discuss the presence of zinc in
paint pigments?
A.To explain why some paints may deteriorate over the
course of time
B.To stress the need for caution when attempting to
restore old artworks
C.To show how pigments differ from varnishes and binding
D.To show how spectroscopy can help establish the age of a
Q9: According to the professor, what is the primary
advantage of spectroscopy over other laboratory methods for
analyzing artworks?
A.It does not damage the artworks
B.It provides a more accurate analysis than other methods
C.It uses equipment that can be transferred to other
D.It can be used by individuals with little scientific
Q10: What is one way the professor mention that can help
with art restoration?
A.By re-creating the pigments and binding agents used by
artists of earlier eras&
B.By removing pigments and binding agents that dissolve
paintings over time
C.By creating protective coatings of paint that do not
damage original paintings
D.By developing ways to safely remove paint added by
previous restorers
Q11: Why does the professor say this:
A.He is searching for a synonym for the term
B.He is not sure how much information the student
C.He is going to briefly address a related
D.He is giving the students a writing
assignment
Lecture2 Literature
Q12: What is the lecture mainly about?
A.Oral traditions in folktales and fairy tales
<mon characters and plots in folktales and fairy
C.Differences between folktales and fairy tales
D.Hidden meaning in folktales and fairy tales
Q13: What does the professor mean when he says that
folktales are communal?
A.They vary little form one community to
B.They serve to strengthen tiles among individuals within
a community
C.They relate important events in the history of a
D.They can be adapted to meet the needs of a
Q14: Why does the professor clarify the concept of a
“fairy tale”?
A.To explain the origins of the term “fairy
B.To eliminate a possible definition of the term” fairy
C.To support a claim about the function of fairy
D. To indicate that fairies are a major element in fairy
Q15: What does the professor say about the setting of
fairy tales?
A.The tales are usually set in a nonspecific
B.The location is determined by the country of origin of a
C.The tales are set in a location familiar to the
D.A storyteller varies the location of a tale depending on
the audience
Q16: In the lecture, the professor discusses
characteristics of folktales and fairy tales, indicate the
characteristics of each type of the tale
Q17: Why does the professor say this :
A.To support the student’s statement
B.To ask the student to clarify her statement
C.To find out if the students know what story the line
comes from
D.To clarify the relationship between time and space in
fairy tales
-------------------TPO5听力答案--------------------------------------------------------------
16.Folk tales: B,C
Fairy tales:&A,D,E,F
-------------------TPO5听力中文概要--------------------------------------------
第一篇：学生与咨询中心老师之间
学生来找大学咨询中心的老师，他向老师倾诉自己碰到的问题：他来自于一个小城镇，但现在他被大学的规模给吓坏了。
学生讲：在class和dorms里很不舒服（学生应当在此做预测，学生讲到这两个场景，advisor肯定会做出回应，所以应该会出题）接下来advisor就问起了class的事情（start
from the academics, tell me about your
classes）[Keyword:接下来学生给老师解释class的问题：围绕class
学生应当展开适当联想，设身处地的简略想一下自己来到一个陌生的人很多的教室里会怎么样，以对题目有个预期]
接下来具体展开class（sociology）[符合托福听力材料展开的一贯做法：范围渐渐变小变精确（举例，例子往往会成为考点）然后总结]
学生讲到Professor ignored her
,advisor对此作解释，解释很可能成为考点：为什么教授会没看到她举手。
学生想要让教授认识自己(distinguish
myself)但不知道怎么做，advisor给建议.[
诸如此类的suggestion很容易成为考点：因为是回答一个问题的。联想自己在学校里可能遇到的问题，自己去咨询相关人员之后所需要获得的有效信息就是考点所在。因为托福要检验一个学生能否在语言上适应校园生活和学习。]
接下来讲到social的事情（dorm）[对前面学生问题另一方面的回应。]
学生讲自己和没什么志趣相投的室友（细节：室友们爱sport，她喜欢音乐，cello）
Advisor针对cello给出建议.[重复出现cello，学生可以不知道cello是大提琴，但是应当听到并且记住这个词，因为围绕这个词，advisor给出了另一个建议（前一个建议针对class）]
老师让他谈一谈如下几件事：
1）他上课的班级：学生觉得一门课的人数很多，非常“impersonal”，如教授问了个问题，他积极举手，但最后教授只是自己解答了问题。老师一边向他解释教授这么做的原因。一边建议可以在“office
hour”的时候主动去找教授。
2）他的寝室：他和他的室友都兴趣各不相同，他喜欢拉大提琴。老师正好建议他去参加学校四重奏乐队的“auditioning”。
第一篇：关于“sociology”
开始讲到一个词alligator（美洲短吻鳄）
[学生很可能不知道alligator是什么意思，且一般情况下托福考试会在开篇给出lecture的topic(lecture部分听力有些像以下这个场景：学生事前做过预习，教授讲的内容通常是introduction的内容而且是prologue。)，而这篇文章开篇上来讲了一些零碎看似无关的东西，学生不需要理解这些信息，只需要提取关键词：alligator,
New York sewer system, Twinkle
song.即可（推荐笔记）
然后接着听，instructor肯定会给出解释（仔细听解释）]
开篇教授先用两个例子：短吻鳄住在纽约下水道的故事和一首“twinkle, twinkle,
little star”的歌来引出上课主题：theory of
给出Meme的定义，然后举例进一步解释
Meme意指一个信息从一个人传到下一个人。例如主意，技能，歌曲等都能叫做memes。
定义加举例解释过后，教授拿出一个大家已知的概念gene来类比解释Meme这个新的概念。
然后教授先拿基因来和meme做类比。基因是指一条生物被复制并传到下一代。所以基因也被定义为“replicator”。
Meme也是一种replicator，只不过它传递的是文化的信息。(pass
on cultural information from generation to generation, from person
to person.[
学生很可能不知道alligator是什么意思，且一般情况下托福考试会在开篇给出lecture的topic(lecture部分听力有些像以下这个场景：学生事前做过预习，教授讲的内容通常是introduction的内容而且是prologue。)，而这篇文章开篇上来讲了一些零碎看似无关的东西，学生不需要理解这些信息，只需要提取关键词：alligator,
New York sewer system, Twinkle
song.即可（推荐笔记）然后接着听，instructor肯定会给出解释（仔细听解释）]
要做一个成功的“replicator”得具备三个特点：
To be a successful replicator there are three key
characteristics:
[对replicator做解释和定义了（有三点），学生应当在心里或在草稿纸上记下这三点]
然后直接给出三个学生可能不认识的抽像单词：longevity, fecundity,
学生应当在草稿纸上简单记录这三个单词（注意留白方便记录教授后续解释）
1）Longevity。[与之前预测的“时间”（也就是generation
to generation）呼应]
也即这个replicator必须存在足够长的时间来被复制。比如教授开头说的两个例子，十年后她照样能记得也能再复述。因为它们对于她来说印象深刻。
2）Fecundity。给出例子解释：house
fly的繁衍方式。也即它必须有能力不断“繁衍”。接着举例解释：比如那首twinkle,
twinkle, little
star的歌曲，每次你唱它的时候，你就将它传给了一个不知道此歌的人。
3）Fidelity。也即复制过程中的精确性。和gene的复制不喜欢mutation的出现相对应的，（做一个让步说明，说到gene的时候学生应当预见到教授refer
gene的时候会给出与主题相应的观点因为gene已经第二次出现且在这里是一个让步承接作用）对于meme来说，fidelity不是最重要。举例解释说明为什么不是那么重要。比如你再次复述教授告诉你的那个短吻鳄的故事的时候，不会和她说的一模一样，会有出入。补充说明歌曲和故事的传播不一样：而那首歌却会复制的完全一样。为什么不一样，因为歌曲1.变了就不一样了2.变了就会有人出来纠正。
4）重复前面三个抽像词，解释这三样东西在研究中的作用。
通过研究meme，我们可以知道一个文化信息是如何传播，保留和改变的。
第二篇：关于“astronomy”
开篇先说上节课内容，马上转折（but）出现主旨句（仔细听）
本节课讨论的是：我们有什么可以再次登月的重要的原因（compelling reason
in favor of another moon landing）。
reason(学生听到这里就应当对整篇lecture有一个预期：会罗列一切reason去
support 开篇说的another landing,
在草稿纸上写下reason，留白，备用记录instructor讲的reason和举例支持)一是要去了解月球的年龄，我们可以通过去研究“South
Pole-Aitken Basin”（SPA
Basin）来了解（SPA
Basin是月球上一个巨大的坑）。然后教授介绍了一些SPA
Basin的基本情况：包括它的直径非常长，也很深，可能是太阳系中最大也是最老的一个坑了。以及这些情报是怎么来的：一个不仅仅绕着月球赤道（equator）旋转的太空船（Space
craft K）发回来这些信息（create topographic
map）然后列举map包含的信息(解释颜色和地形的对应。)
接下来列举一串数字来说明这个盆地（撞击坑）很大，大到它是整个太阳系里最大的也可能是年代最久远的（probably
the oldest）。
罗列一些相关但是矛盾的观点
（学生应当清晰教授讲述这些信息的逻辑背景：陨石撞击（impacts create the
basin），穿透地幔，地幔碎片(redistributed the pieces
of the planet’s crust))在地面重新分配，而地幔(the
mantle, the layer beneath the
crust)里有重要信息，这个陨石坑这么大，很可能有这些暴露(if any of
the mantle the layer beneath the crust was exposed by the
impact)出来的地幔，而研究清楚这个陨石坑的年龄就有机会知道太阳系年龄因为这个陨石坑是太阳系里最老的。）
研究人员想要了解是什么样的撞击力造成了这些很深的坑，以及地壳的碎片是如何重新分配的，还有地幔是否会露出来。有些专家认为，无论是什么造成了SPA
Basin，它肯定穿(what ever creat the SPA basin
did penetrate the moon’s
mantle)过了月球的地幔。地幔包含了重要的信息：月球的组成(moon’s
total composition)，这对了解整个月球的组成很关键(key to
understand the planet’s formation) 。
学生提问：是否知道SPA
Basin的年龄的唯一方法是直接研究它的石头(only way…study the
rocks directly)。
教授说：SPA
Basin包含了许多小坑，所以我们能判定它已经很老了，但具体时间长度不能确定。如果我们能研究石块样本的话，就能知道这些坑是在月球形成的最后阶段受撞击所致，还是之后的流星雨造成的。
学生认为仅仅为了知道SPA
Basin的年龄不是再去月球的充分理由。
教授说还有其他值得研究的东西（crude estimates, better than
that），如月球上的“water
ice”。同时教授向学生解释了为什么月球上会出现水：撞上月球的流星或彗星会带来水分子，然后水会冻住，而且与石头尘土结合在一起就不会挥发了。
学生提问：（既然那儿有水）那么有primitive
教授回答：那不是他想说的。接下来说他认为水的作用（他说到水的原因）。
ice对将来的月球基地或登月宇航员很有帮助，可以用它来做（melted and
purified, also could be broken down into its component
parts）饮用水，，分解成氧气和氢气后分别可以用作呼吸气体和燃料等。Used
to sustain moon camp,举例：a mining
学生提问：弄数以吨计的东西去月球就为了那么点燃料和给养会不会太贵？
教授回答：其实SPA
basin下面还有很多fascinating stories to
tell（他因回答学生的问题）
第二篇：学生与教授之间
学生提问引出主旨：assignment in the film theory
class(听出这点，对接下来的对话有个预判断：围绕film theory
assignment展开)
学生遇到作业问题，教授给出建议1：学生应当之前已经上过电影课程
学生回答高中上过，教授回应：I wouldn’t think that’s
enough(态度，可能会出态度题)
教授提问：concentrate on form or
content,学生回答(对content的解释)（可能出题点为什么要提到学生高中电影欣赏课的内容（movie
appreciation）
教授讲到应该上过之前的两门introduction，并且给出一个例子：学生没上过那两门课的就不能登陆现在这门课的系统（细节，可能会出题，教授为什么讲到不能登陆这个事情，或者对应之后学生的回答：教授的officer给了她permission，为什么会讲到permission，学生在练习听力的时候应当在心里问为什么会讲到这些，讲到这些内容对解决问题有什么帮助，哪些信息才是解决问题的关键，哪些信息是构成问题的等等，带着这些问题去听对话。这符合托福考试的考察动机）
接下来教授抱怨officer乱给permission（可能出重听题：为什么要讲到这个，因为出现态度）
学生来找他参加的电影课程的教授，他在做作业时碰到了问题，他不确定怎么做。
学生在高中时也上过电影课程，但着重学习的是电影内容不是形式。
教授说他的这门课需要其他两门入门的电影课程做基础，他建议学生先去学基础课程。
但学生认为他已经上了4个星期，而且他觉得课程很有趣。他希望教授给他推荐一些书他可以自己学习一下。学生观点：坚持上这堂课。教授给建议【建议很容易成为考点，因为建议是解决问题的有效信息，可能考为什么改变原来态度（态度很容易成为考点）转变成建议或者是建议了什么】：
在了解到学生选此课只是出于兴趣后，首先教授还是推荐他去学习一下基础课程，同时建议他去看一下旧的基础课程讲座的录像。
第三篇：关于“chemistry”
引出要讨论的新概念“spectroscopy”（光谱学）并给出定义（解释抽像词汇，听的时候预测这是考点）：光谱学研究的是物质与光之间（between
matter and light）的相互作用。（细节举例：彩虹解释band of
colors）所有物质都可以被区分开只要根据它们所吸收的光的波长和反射的波长即可。每个元素都有独特的“spectral
signature”（光谱特性）。通过发现这个特性我们可以辨认这是什么元素。这就是光谱学的作用。
spectroscopy”能够精确的测出什么物质吸收了光谱中的各部分（which
is the focus of our
assignment,回应之前开篇时讲的实验内容：呼应主题）。这个在很多领域都能运用，典型的就是艺术领域。
举个例子：如果一个博物馆管理员找到你，让你鉴别一幅画是不是画家伦勃朗的真迹。然后你需要按照以下的步骤来行事：（determine
the authentic）
列出所有伦勃朗画作的特点，然后研究我们要确认的那幅画有没有这些特点。首先我们要和一个艺术历史学家合作，从他那里了解伦勃朗会用到哪些作画的技巧，如他涂料的厚度等等。他何时创作了他的画作，他用了什么颜料来调制不同的颜色。罗列方法，学生需要在草稿纸上写下大概的步骤。（解释一个事物或方法是常考知识点，因为这也是教授上这堂课需要学生掌握的知识：托福考试所检验的内容之一：校园学习中的语言能力）
光谱学是这样被运用到这件事上的：在这幅画很细微的部分上装上分光镜，通过使用紫外线我们可以辨认颜料组成的spectral
signature。然后辨认出颜料中的元素是什么。如我们发现其中有锌元素，而锌是18世纪才被发现的，但伦勃朗生活在17世纪，以此判断这幅画不是伦勃朗画的。
运用光谱学的一个好处（distinctive advantage of previous
methods of analyzing artworks: not
invasive）[出现态度：学生需要听出advantage，同时在这个句子中知道invasive和advantage是相反的概念因为之前有个not]是它不会损坏画作或艺术作品。它同时也可运用到“去除对原画修复的不成功的部分”上来。
逻辑主线：作业是进实验室做光谱分析，教授于是给学生解释什么是光谱分析，用一个光谱分析的实用例子来举例说明。拿出鉴定伦勃朗画的例子。在阐述例子的时候提到光谱分析的在艺术分析中运用的一个优点，通过这个优点进一步解释说明光谱分析的特点和其他应用。
第四篇：关于“literature”
这篇主要讲“fairy
tales”和“folk
tales”的联系与区别(can’t,
without双重否定加强后引出connection,重要主旨信息必须抓住)。很多fairy
tales起源于（started out
as）folk tales。
tales做定义：（教授提问学生回答）它们是传统的老故事，在一个文化中一代一代通过口头传下来。它有一个特点就是“communal”（共享的，共有的）。它们反映了一个特定的时间一个特定的团体关注的事情。这些故事在传承的时候基本主线保持不变（the
details of what happens in the stories remain constant, that was
the thread that held the stories
together），但如地点人物等一些信息会有改变。[变与不变，出现一个对比，很有可能是考点：因为出现概念的抽取和转折。]
然后是fairy
tale的定义：（教授提问学生回答）它们没有folk
tales那么现实，经常会有不可思议的事情发生。主角通常是皇家贵族，开篇总是：曾经。。。。（很久很久以前，在一个遥远的地方…splash:
STAR WARS…^^）而地点总是模糊的。而folk
tale总是有具体故事发生的地点。以此引出folk
tale转变成fairy
tale后的不同：
1）语言：会更书面化，地方色彩少一些。
2）作者：一篇故事会有一个权威的作者，不像以前是“communal”的了。
3）人物与背景会被发展的更完善：因为人们不用像以前一样去记忆整个故事了，所以可以加入更多的细节等。
4）观众群：folk
tale的受众群主要是成人而非孩子，转变成“fairy
tale”后的对象反而（originally intended for
adults not for
children）变成了孩子。（有个提问，教授提问可能成为考点，特别是出现态度的提问）
博客等级：
博客积分：0
博客访问：215,945
关注人气：0
荣誉徽章：