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2016年托福（TOEFL）考试公布成绩的时间(全年)
来源：　 16:39:57　【】　
一般规律，结束后10天到15天左右ETS会在官网公布考试成绩。考生可在登陆报名网站查询成绩。
　　一般规律，结束后10天到15天左右ETS会在官网公布考试成绩。考生可在登陆报名网站查询成绩。ETS正式打印的成绩单随后将发到各考场供考生领取。需要寄送成绩单的考生，可事先与考场管理人员约定办理成绩单有偿寄送事宜。下面托福网整理了2016年托福出分时间表，供大家参考。
2016年出成绩时间表
托福出分时间
　　注：带有*标记的日期可能会受到美国重大节日的影响。出分时间虽然官方说是15个工作日，不过按照规律一般在考试结束后10个工作日内就会出分，除非受到美国公共假日的影响会延迟出分，如果加场考试另行更新发布。
　　关于托福成绩单寄送：
　　托福成绩打印分数报告将于后大约13日时寄出。在美国，托福成绩邮件递送需要 7 - 10 日，而在其他地区，邮件递送需要更长时间。 ETS 无法控制邮件递送时间。如需具体邮政系统的相关信息，请联络您当地的邮局并询问从美国寄件的预计到达时间。建议考生提前通过ETS将电子版成绩送分至美国院校，提前时间建议为一个月。
　　成绩查询方法：
　　TOEFL iBT?考试(网络形式考试)的另一大优势是能够在线查看分数(英语内容)。大约在考试结束约 10 天后，您将收到一封电子邮件，告知您可查询分数的日期。您可以在TOEFL?注册网站上登入您的TOEFL iBT账户，并在您的主页上点击“查看分数”，以便查看您的分数。
　　成绩查询的三个方法：
　　网上查分：
　　从以上那张表中，大家就可以看到你的托福成绩将会是在哪天公布。你可以登录之前报名托福的网站，登录进去后在左边的栏目中找“查看成绩，如果你很不幸运地忘了自己的登录id，你可以从网站上找回，会让你核对一些信息，比如三个问题等等，建议你可以多试几次。
　　电话查分：
　　电话查分的电话号码：1-609-771-7267(适用于中国大陆的考生拨打)如果在叫美国的亲朋打电话查分的免费号码是：1-888-863-3544。查询时间：早上6点到晚上10点(纽约时间)，一周七天均可。但请注意此项服务的花费以美元计算。
　　为了节约电话时间，在拨打电话进行托福查分之前，你需要做如下准备：
　　TOEFL admission ticket. (你将会被问及七位的registration number，考试日期，以及出生年月日。)一张信用卡(VISA， MasterCard，或者American Express)。你将会被问及信用卡号码以及到期时间。
　　成绩单寄出：
　　如果网上查分不顺利而又不愿意国际长途来查分，那么，就耐心的等待托福成绩单的寄出吧。一般来说成绩单在考试后15个工作日寄出了。成绩单到达的时间通常为考试后8周左右，最长不超过12周。
　　成绩查询步骤如下：
　　1、登录教育部报名网站
　　2、输入考生的NEED用户ID和密码登陆;
　　3、在“我的首页”点击“查看成绩”进行成绩查询。
　　1&&&　　相关推荐：
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日托福考试成绩查询入口
日考试成绩查询入口
日托福考试成绩查询已开通，考生可登录托福报名网站进行查询。
托福考试成绩查询的步骤如下：
1、登录教育部托福考试报名网站(http://toefl./cn/);
2、输入考生的NEED用户ID和密码登陆;
3、在&我的首页&点击&查看成绩&进行托福考试成绩查询。
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日托福考试真题解析
10183 学分
来自: 超级蚂蚁
综合写作：
　　讲congestion pricing。说为了缓解交通拥堵，想要在city中的某个区域收费，这样就能缓解一下。1.
这样做可以improve time(主要就是说节省时间)2. 可以改善环境improve that area's environment3.
收的fee可以用于revennue(这个单词没记住怎么拼大概就) the city 可以再修路，修桥什么的:
　　1. 他认为这样做有些司机不愿意花钱走这个区域就得绕路，更浪费时间。举了个例子：送快递的，他们要省钱，所以送快递的时候会变长。2.
在收费区里面环境可能会好点，但是周围的车相对就会增多，noise and air pollution就会多。所以不是整个city都能环境变好3.
有的人不能afford这个费用了，就会去坐subway，政府就得出更多的钱维护subway，这样一来收的那点钱可能还不够维护的，所以也不能起到帮
助修桥，修路什么的作用了。
　　独立写作：
　　Do you agree or disagree with the following statement? It is easier for more people now than in the past to get an education.
　　The twentieth and twenty-first centuries have seen the development
and advancement of many fields and areas of society. Education is an
area that has developed tremendously in the past hundred years. The rise
of the middle class, the standardization of education, and the opening
of many more schools has made it possible for more people now than in
the past to get an education.
　& 相关：
10183 学分
来自: 超级蚂蚁
TOPIC 灰草原猴发声(Vervet Monkeys Vocalization)
　　版本一：猴子的vocalization。三种方式，分别是：1、针对?(忘了是什么动物)，当听到这种alarm
call的时候，猴子会爬到树上去;2、针对eagle，当听到这种alarm
call的时候，猴子会先向上看天空，然后会躲到丛林里，因为eagle能够从树上抓到猴子，所以猴子是不会爬到树上来避险的;3、针对蛇，这种情况下，
猴子们群起而攻击蛇。然后讲科学家们对猴子的vocalization的研究观察，有说即使没看到predator，猴子们听到alarm
call也会做出相应的反应的。最后讲年轻的小猴子们是怎么学会vocalization的，老猴子们不会特意去训练小猴子们。一开始，小猴子不会识别友
善的还是敌对的动物，比如它们可能误以为鹰是友善的小鸟什么的，但是当它们发出alarm时，老猴子们一般会再巡视下周围，确定是什么predator，
然后老猴子会发出正确的alarm，这样，小猴子们也就慢慢学会了正确的vocalization了。
　　版本二：讲velvert(应该是这么拼吧)
monkey，怎么用vocalization传递捕食者的信息，然后对应不同的应对措施，(1。地上的什么动物(忘了啊。。)，然后它们就躲到树上面
2。天上飞的老鹰，这个就不会像碰到第一种predator那样躲到树顶，3。草地里的蛇，说如果召唤到足够的帮手就attack
蛇。)后面还讲那些young monkey使用这种vobal不专业和它们怎么学习这种技巧。
　　版本三：bio一种猴子Vervet
monkey在遇到各种捕猎者时候的向同伴发出的求救信号-大猫-老鹰-蛇还有小猴子学习大猴子模仿;某种猴子会发出三种声音,一种是对付大猫,一种是
蛇,一种是鹰,然后说了baby monkey是怎么学会用这种voice alarm的。
　　这篇文章的主要部分与2002年5月SAT阅读真题内容基本一致，真题原文请见下。
　　Vervet Monkey Vocalizations[1]
　　下图为vervet monkey在看到鹰后发出eagle alarm call的场景
　　2002年5月SAT阅读真题
　　This discussion of vervet monkeys is from a 1984 book about animal communication.
　　Vervet monkeys have at least three different categories of alarm
calls. When a leopard or other large carnivorous mammal approaches, the
monkeys give on quite a different call is used at
the sight of a martial eagle, one of the few flying predators that
capturesvervet monkeys. A third type of alarm call is given when a large
snake approaches the group. This degree of differentiation of alarm
calls is not unique, although it has been described in only a few kinds
of animals. When ethologists, who study animal behavior, interpret data
of this kind, they require proof that variations in animal communication
signals convey anything more than information about the communicator's
internal state.
　　The first and relatively simple question is whether the vervet
monkey's three types of alarm calls convey to other monkeys information
about the type of predator. Such information is important, because the
animal's defensive tactics are different in the three cases. When a
leopard approaches, the monkeys climb into trees. But leopards are good
climbers, so the monkeys can escape them only by climbing out onto the
smallest branches, which are too weak to support a leopard. When the
monkeys see a martial eagle, they move into thick vegetation close to a
tree trunk or at ground level. Thus the tactics that help escape from a
leopard make them highly vulnerable to a martial eagle, and vice versa.
In response to the threat of a large snake, they stand on their hind
legs and look around to locate the snake, then simply move away from it,
either along the ground or by climbing into a tree.
　　Knowing that the monkeys give different alarm calls when they see
different predators does not establish beyond a doubt that the calls
actually describe the type of predator. When the monkeys, which are
usually close to each other, hear an alarm call, each one quickly looks
around at the caller. Like many other animals, they are adept at judging
the direction in which another animal is looking, so they can easily
see what the caller is looking at. This serves much the same function as
pointing. When monkeys other than the caller take the appropriate
action to avoid the danger, it is difficult to be sure whether they are
acting solely on the basis of the call or whether the call simply led
them to look at the source of the danger.
　　To clarify this situation, researchers conducted some carefully
controlled playback experiments under natural conditions. The basic idea
was to play from a concealed loudspeaker tape recordings of vervet
alarm calls when vervets had just seen a leopard, a martial eagle, or a
large python, and to inquire whether these playbacks, in the absence of a
predator, would elicit the normal response. The experiments required
many precautions and refinements. For instance, vervet monkeys come to
know each other as individuals, not only by visual appearance but by
minor differences in their vocalizations. They might not respond even to
an alarm call recorded from one of their own companions if that
individual was in plain sight some distance from the vegetation
concealing the speaker. In all experiments, the loudspeaker reproduced
calls of a member of the group, and the speaker was hidden in a place
when the monkeys would expect that individual to be. The experiments had
to be prepared with tape recordings of a known member of a well-studied
group of vervet monkeys and a hidden speaker located where this
individual frequently spends time.
　　When all these conditions were satisfied, the playback of alarm calls
did indeed elicit the appropriate responses. The monkeys responded to
the leopard alarm call by climbing i the martial
eagle alarm caused them to dive i and the python
alarm produced the typical behavior of standing on the hind legs and
looking all around for the nonexistent snake. Not all ethologists have
accepted the straightforward interpretation that the alarm calls convey
information about the type of predator. One alternative interpretation
is that the alarm calls are injunctions to behave in certain ways. Thus
the leopard alarm might mean "Go climb into a tree. But even this
interpretation necessarily ascribes three specific types of injunction
to the vocabulary of vervet monkeys. Even such postulated injunctions
would be more than a simple reflection of the internal state of the
communicator.
　　The development of alarm call behaviour in mammals and birds[2]
　　Rather than being age adaptive, young might alarm call toa greater
number of species than adults because they make moreerrors. For example,
Seyfarth& Cheney (1980) showed that alarmcalls normally given by
adult vervet monkeys to threatening stimuliare often uttered by young in
response to nondangerous stimuli,such as doves (Streptopelia sp.),
falling leaves or warthogs, Phacochoerusafricanus, although these
overgeneralizations are notentirely random: infants give ‘leopard’
alarms primarily to terrestrialmammals, ‘eagle’ alarms to objects in the
air, and ‘snake’alarms to snakes or long thin objects on the ground. As
they growolder, vervets restrict their calling to particular predator
specieswithin these general classes. Although little is known about
theneurological basis of alarm calling (see above), it could be that
theincreased vulnerability of young results in nervous systems andbrain
structures that are more sensitive to external stimulationthan those of
adults (Wiedenmayer 2009). The threshold for callingmight therefore be
lower in young, resulting in the production ofalarm calls in contexts
that would not
developmentof adult-like call usage
might therefore arise because ofneurological maturation.
　　Alternatively, adult-like call usage might develop throughincreased
experience with predator encounters and the alarm callsof others:
individuals could learn to make fewer mistakes andbecome better at
conveying the correct information. By hearingothers use specific calls
only in certain contexts, young could learnby association. There is also
some evidence that adults mightreinforce correct alarm call usage by
juveniles. For example, adultvervet monkeys are more likely to give
second alarm calls wheninfants alarm call to known predators than to
nonpredators (Seyfarth& Cheney 1980), although no data are available
on whetherthis leads to more rapid development. Moreover, if
reinforcementdoes play a role, it may be inadvertent from an adult’s
perspectivebecause they are equally likely to give second alarms
followinga correct alarm call by another adult as they are following a
correctalarm call by a juvenile (Seyfarth& Cheney 1986). So, while
adultresponses may facilitate learning of correct alarm call usage,
adultsdo not appear actively to teach infants in this context (Thornton
&Raihani 2008).
　TOPIC 古埃及战后的社会变化和外来文化的影响
　　版本一：埃及在经历独立解放战争和领土扩张战争后，社会的一些变化。一是关于艺术和宗教的变化，外来的god和本地的god不同(有说god的问题比
较好解决，因为都是关于还有说本地的god 影响会变小);二是关于权利拥有者的变化(temple
宗教势力获得了大量的战争reward从而财富增加，另外士兵军事势力的增大)，三是具有争议的，king是代表god独立行使权利(central)，
还是king需要教士、宗教势力的辅助来管理国家?
　　版本二：Egypt被外来文化的影响，什么temple，milirary，它们的god的地位的变化，，，云云。没怎么理解。
　　版本三：历史类，Egypt的战争扩展领土后对社会的影响;埃及的文化以及国王;埃及自从别的国家扩张以来,各种文化艺术power都被影响。
　　Ancient Egypt[3]
　　New Kingdom, Third Intermediate Period, and Late Period
　　The first king of the 18th Dynasty, Ahmose I, completed the expulsion
of the Hyksos from Egypt, which his brother Kamose had begun. Once
again, the south united a fractured land, giving rise to the New Kingdom
bc). During Ahmose’s reign, which lasted from about
1550 to 1525 bc, the central government was reestablished, the economy
improved, and Egypt’s borders were extended to the south and east. His
reign set the stage for the continuing expansionist activities of the
kings who followed. During the 18th Dynasty, Egyptians began using the
term pharaoh (literally “great house,” a reference to the palace) to
refer to their king. At its zenith, Egypt under the 18th Dynasty
controlled an area that extended south into what is now Sudan and east
into the Middle East. Much of this imperial expansion is credited to
Thutmose III, the dynasty’s fifth king, who extended Egyptian control
farther than had any other ruler. Thutmose III began his reign as a
coregent in 1479 bc but ruled alone after the death of Hatshepsut, his
stepmother, who ruled from 1473 to 1458 bc. As a daughter of a pharaoh
(Thutmose I) and the wife of one (Thutmose II), Hatshepsut took full
control of the throne as the ruling pharaoh during her reign. The
relationship between her and Thutmose III apparently was one of mutual
coexistence. However, late in his reign as sole king, Thutmose III began
removing Hatshepsut’s name and images from all painted or carved
surfaces, thus expunging her memory for posterity.
　　Amenhotep III, the ninth king of the 18th Dynasty, had a long and
fairly peaceful reign of almost 40 years ( bc). It was marked
by unprecedented wealth, cultural creativity, internal strength, and
prominence in the ancient world. The king built a magnificent pleasure
palace at Thebes, constructed and decorated huge temples throughout the
land, and encouraged a flowering of the arts. The influence and power of
the priesthood of Amun also increased in Egypt at this time, but the
stature of the ruler remained supreme. In fact, Amenhotep III emphasized
his own divinity with a focus on divine birth, as seen in reliefs on
the walls of Luxor Temple (portions of which he built) at Thebes and in
statues bearing his divine name.
　　Amenhotep IV, the son and successor of Amenhotep III, reigned for
less than 20 years ( bc). However, his reign represented a
focal point in history. He introduced the concept of a single supreme
deity, Aton (Aten), the disk of the sun, radically changing the belief
systems that had been in place in Egypt for more than 1,000 years. The
somewhat monotheistic religion that he developed was the first yet
known. In addition, there are indications that the new religion focused
even more on the divinity of the king than ever before. Along with the
religious changes came modifications in other areas, such as art,
language, and architecture. Amenhotep IV changed his name to Akhenaton
(“The one who is beneficial to Aton”). He abandoned Thebes and built a
new capital at Akhetaton, between Thebes and Memphis. The new capital
had innovative plans and structures. For example, temples had no roofs,
to let the sunlight in. The art used to decorate its walls displayed a
more natural style, and texts composed there used a unique hybrid
grammar. Akhenaton's revolution, sometimes known as the Amarna period
(after the site of modern excavations of Akhetaton), was short-lived,
however, and his successors quickly restored the traditional beliefs.
Tutankhamun, who some scholars think may have been the king’s son by a
minor wife, married the princess Ankhesenamun and succeeded to the
throne. He is known to history not so much for reestablishing order
after this chaotic period as for the discovery of his nearly intact
tomb, filled with magnificent treasures.
　　The last pharaoh of the 18th dynasty, Horemheb, was a general under
his predecessors. He reigned from 1319 to 1307 bc and set the precedent
for the military pharaohs who ruled during the 19th Dynasty, which
lasted from 1307 to 1196 bc. The ability to command troops became
critical for Egypt’s survival, since rival powers in Asia and elsewhere
created difficulties in the coming years. Ramses II, the third king of
the 19th Dynasty, ruled for about 67 years, from 1290 to 1224 bc. He
battled the Hittites from Asia Minor. The conflict, which at best was a
draw, resulted in the first recorded peace treaty. Ramses III, of the
20th Dynasty, was the last of the military pharaohs. He ruled from 1194
to 1163 bc. He had to contend with incursions by both the Libyans from
the west and invaders from the Aegean region, known as the Sea Peoples.
The remaining kings of the 20th Dynasty were less able to maintain
Egypt’s place in the ancient world. During their reigns, as well as
those of the kings of the 21st Dynasty, Egypt’s position was eclipsed.
　　During this period of decline, internal problems arose in the form of
a struggle for power between the pharaoh and the priesthood. By the
beginning of the 21st Dynasty in 1070 bc, Egypt was in another period of
transition, the Third Intermediate Period, which lasted until 712 bc.
Rival centers were established. Smendes, the first king of the 21st
Dynasty, ruled only in the north near Memphis, while a line of high
priests at Thebes controlled the south. The 22nd Dynasty (945-712 bc),
centered at Bubastis in the western delta, clearly reflected an earlier
Libyan presence in Egypt. Its first king, Sheshonk I, who ruled from 945
to 924 bc, even bore the title of Great Chief of the Meshwesh Libyans.
Sheshonk I and his successors were able to reunite the country
internally, but rival factions arose again with the 23rd Dynasty
(828-725 bc). At the same time, the kingdom of Kush in Nubia had been
gaining strength, wealth, and power. Soon it controlled much of Egypt,
and the Kushites established the 25th Dynasty (770-657 bc). In the
north, the 24th Dynasty (724-712 bc) ruled at Sais in the western delta,
but it survived for only 12 years.
　　War with the Assyrians brought about the end of Nubian domination
(see Assyria). In the 7th century bc, Psamtik I, ruling at first from
Sais, reunited the land in 664 bc, ushering in the 26th Dynasty and the
Late Period. His reign and those of his successors brought a revival of
the traditions of the past and the recapturing of some of Egypt’s former
reputation. Unfortunately, the respite lasted only a short time, for in
525 bc the Persians occupied the country (see Persia). The Persian
kings were regarded as the 27th Dynasty. The Egyptians were able to
regain control in 404 bc, but their last native dynasties ruled under
conditions of internal discord and continual external conflicts. The
Persians regained control of Egypt in 343 bc. Then, just 11 years later,
in 332 bc, Macedonian king Alexander the Great conquered Egypt and
annexed it to his Hellenistic empire. When he died in 323 bc, his friend
and general Ptolemy became satrap, or governor, of Egypt. In 305 bc he
took the title of king of Egypt, thus founding the Ptolemaic dynasty of
pharaohs. This line of Hellenistic rulers held power for almost 300
years. Cleopatra VII, the last of them, committed suicide after the
Romans defeated her forces at the Battle of Actium in 31 bc. The next
year, Egypt was made part of the Roman Empire.
　　What type of government did ancient Egypt have?[4]
　　The pharaoh was the supreme ruler. Egyptologists believe the people
of Egypt considered the pharaoh to be half man/half God. However, the
ancient belief in "The Divine Right of Kings" assumed that the first
child born to the "supreme ruler" was ordained to be king by God because
He had effectively determined the person who would be that child. This
obviated the need to elect a head of state and is still one of the main
reasons why many modern systems of government continue to use this
manner of establishing the Head of State today. It is doubtful that any
ancient Egyptian believed the king or pharaoh was God. Likewise, no
Englishmen ever thought King Charles I was God even though they believed
in the "Divine Right of Kings" as many of us still do today. Certainly
King Charles I who believed in God never considered himself to be God.
However, he did believe God gave him rights to dismiss Parliament. Only
when the king behaved really badly did the people or army overthrow the
king e.g., after the death of Akhenaten of Egypt.
　　The pharaoh owned all of Egypt, the land and all the people in it.
Also, he could order farmers to build pyramids for him when they didn't
work. He taxed everything. According to the Bible, this happened after
Montuhotep I of the 11th dynasty installed Joseph of Israel ("Inyotef")
to be Prime Minister when Egypt was stricken by the terrible seven year
famine the whole world suffered in circa 1900 BC. In gratitude to
Joseph, the Egyptian kings Montuhotep I and Inyotef I to II named their
successor after Joseph.
　　They used something called the SOCIAL PYRAMID to determine your spot.
Kind of like the food chain. Slaves were at the bottom (because there
were lots of them) then you had farmers, then crafts people, then
government officials, then soldiers, then pharaoh (smallest space
because one person not millions). This is the norm for most societies
and is not necessarily unique to Egypt.
　　It depended on the period. During New Kingdom Egypt, the acquisition
of an empire meant that the government or administration of Egypt had to
become much more refined, structured and efficient. Pharaoh was still
the supreme head, but directly under him ruled the two Viziers, of Upper
and Lower Egypt, as well as the High Priest (s) of Amun. By repairing
the Egyptian chronology problem, we now view Egypt as having two eras
which could be named the Old then New Kingdoms or before the "Hyksos"
(Old Kingdom, to 1500 BC) and after the Hyksos (New Kingdom,
BC). The "acquisition of empire" came with the conquests of Thutmosis
III now dated 930 BC not circa 1420 BC.
　　These Viziers held various titles, and were the overseers of public
works, including buildings, quarrying and temple repairs. They were the
heads of civil service, the collectors of tribute and tax as well as the
chief judges. They were chose "take the office,
watch over everything that has to do with it, for the existence of the
entire country depends on it".
　　The High Priests of Amun, Ptah and Re were very influential in Egypt,
none more so than the ones of Amun during the New Kingdom period.
Temples acted as miniature central governments outside Memphis, and were
in charge of the stores, maintenance of temple cults, upkeep of the
gods, ceremonies, funerary rites and huge amounts of land, cattle grain
and crops. Scribes were also an important part of the religious
government as they were responsible for writing the records and official
documents.
　　When the 18th and 19th dynasties fell (800-680 BC and at various
times from circa 600 BC but under foreign suzerainties (Chaldea, Persia,
Greece), priest kings sometimes took power in various regions of Egypt.
According to the Bible, they retained their land when Joseph took
control over privately-held land in the great famine. Unlike in the
England of Henry VIII, the religious orders in Egypt kept control over
their land.
　　Following the expulsion of the Hyksos at the beginning of the 18th
Dynasty, the military became an ever increasingly important part of
Egyptian society. Pharaoh was the head of the military, and this period
saw the begging to the "Warrior Pharaoh" (e.g., Thutmosis III), who
smote his enemies in the name of Amun wearing the Kpresh. The military
had its own hierarchy, there were deputy commanders, one for the north
and a second for the south, and officers that served underneath them.
The military bureaucracy involved anyone that had a hand in organizing
war, and included villages of military veterans and the Garrisons within
Egypt. The highest ranked soldiers were usually nobles, and had the job
of teaching the young princes, (even princesses) and pharaohs the
skills or warfare. At home, pharaoh ruled his country with the same
absolute power, efficiency and meticulous attention to detail that
characterized his command of the army. Pharaoh's power over the civil
government no longer rested on his status as a god, but rather on his
'control of the machinery of government, including the army and police'.
The central administration occurred in Memphis, but there were separate
administration units in towns, villages and provinces. with town
majors, police, viceroys and local councils.
　　The structure of New Kingdom government ensured that, apart from
pharaoh, there was no single person of entity whose jurisdiction
extended over the whole kingdom, let alone the whole empire. The
maintenance of a government operating at peak efficiency and free of
corruption required the constant supervision of the king to an extent
never before required by an Egyptian Ruler.
　TOPIC 海胆对褐藻的影响
　　版本一：关于一种海洋生物(动物?)对一种海洋植物(类似海藻)数量的影响。首先说这种动物会吃这个植物(记不太清了)，彻底或有选择性地破坏植物,
还有。。。人们发现当这种生物增多的时候，植物会减少或增长变缓。第二段提出不能简单的认为，植物的减少完全是这种生物的原因。貌似说，因为在这种生物的
predator增多的时候，植物并没有增多。所以人们提出另一个原因，环境变化。接着，又说在某个特定的地方，这种生物的数量和植物的数量确实密切相
关。后面的。。。忘了。
　　版本二：某种动物(urchin?)对seawed的影响的观点。然后提出了一些weakness。。
　　忘了忘了。。。记不住啊。。
　　版本三：bio话题，说的一个海洋生物类似贝壳类的动物的数量和周围环境kelp以及各种捕食者的关系;海里的某种ur什么和kelp的关系。
　　Kelp forest[5]
　　Classic studies in kelp forest ecology have largely focused on
trophic interactions (the relationships between organisms and their food
webs), particularly the understanding and top-down trophic processes.
Bottom-up processes are generally driven by the abiotic conditions
required for primary producers to grow, such as availability of light
and nutrients, and the subsequent transfer of energy to consumers at
higher trophic levels. For example, the occurrence of kelp is frequently
correlated with oceanographic upwelling zones, which provide unusually
high concentrations of nutrients to the local environment.This allows
kelp to grow and subsequently support herbivores, which in turn support
consumers at higher trophic levels. By contrast, in top-down processes,
predators limit the biomass of species at lower trophic levels through
consumption. In the absence of predation, these lower level species
flourish because resources that support their energetic requirements are
non-limiting. In a well-studied example from Alaskan kelp forests,sea
otters (Enhydralutris) control populations of herbivorous sea urchins
through predation. When sea otters are removed from the ecosystem (for
example, by human exploitation), urchin populations are released from
predatory control and grow dramatically. This leads to increased
herbivore pressure on local kelp stands. Deterioration of the kelp
itself results in the loss of physical ecosystem structure and
subsequently, the loss of other species associated with this habitat. In
Alaskan kelp forest ecosystems, sea otters are the keystone species
that mediates this trophic cascade. In Southern California, kelp forests
persist without sea otters and the control of herbivorous urchins is
instead mediated by a suite of predators including lobsters and large
fishes. The effect of removing one predatory species in this system
differs from Alaska because there is redundancy in the trophic levels
and other predatory species can continue to regulate urchins.However,
the removal of multiple predators can effectively release urchins from
predator pressure and allow the system to follow trajectories towards
kelp forest degradation. Similar examples exist in Nova Scotia,South
Africa, Australia and Chile.The relative importance of top-down versus
bottom-up control in kelp forest ecosystems and the strengths of trophic
interactions continue to be the subject of considerable scientific
investigation.
　　The Disappearing Kelp Forest[6]
　　If you were to dive into the cool coastal waters of the Channel
Islands, you might find yourself swimming through a magnificent
underwater forest of enormousalga called kelp. Kelp is a type of seaweed
that can grow almost two thirds of a meter per day. Kelp forests
provide a home for hundreds of species, like sea urchins, brittle stars,
and sea slugs.
　　Generally, an increase in sea urchin density at Johnson’s Lee South
is associated with a decrease in kelp density. However, other factors in
the ecosystem such as disease outbreaks, pollution, and other human
activities may alter this relationship.. After severe El Ni?o events,
large numbers of sea urchins appear in the kelp forest, which reduce
kelp density.
　　[1]http://www.psych.upenn.edu/~seyfarth/Baboon%20research/vervet%20vox.htm
　　[2] Linda I. Holle?n*, Andrew N. Radford, School of Biological
Sciences, University
ofBristolhttp://www.bio.bris.ac.uk/research/behavior/vocal_communication/pdfs/alarm_call_review.pdf
　　[3]Silverman, David Peter. "Ancient Egypt."Microsoft(R) Student 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008.
　　[4]/Q/What_type_of_government_did_ancient_Egypt_have
　　[5]http://en.wikipedia.org/wiki/Kelp_forest
　　[6]Extension of JASON XIV: From Shore to Sea — Unit 4
10183 学分
来自: 超级蚂蚁
感谢冲分班李伯超同学的回忆!
　　综述：
　　本次听力考试由两个对话和四个讲座组成，考生分别考到了不同的经典加试题。整场考试难度属于中等偏上分别涉及到了人类学相关的土地使用与进化、环境科学中的鲸、自然科学的雨和艺术中的美术史。
　　考试内容与解析正文：
　　Conversation1
　　一个男生，他姐姐结婚了，但是他们班有个活动，要去远地方观察大海龟，而他又得去Boston参加姐姐的婚礼，所以到时候回来会来不及，因为得花很多
钱买贵的机票才能赶得及，而他家已经为姐姐婚礼花很多钱了(有题)，所以没有cash。他问老师能不能申请一个什么，学校为学生紧急事情准备的基金。老师
说不行，因为那个只有毕业的学生才可以，然后老师告诉他，他可以自己活动，因为在Boston 的海也可以观察，因为那的海是与暖流什么交汇点(有题)。
　　Conversation 1
　　讲一个男的，本来计划飞去一个什么岛，参加一个活动，参观还有保护什么大毛海龟，反正就是一个世界上最大的龟。他特别想去，但是有一个什么问题呢，他
妹妹的婚礼也是在当天。所以说，本来教授以为他不能去了。但是他的意思说，他当天就从波士顿参加完妹妹的婚礼直接就飞过去了，但是比较贵。所以他去找教授
就是为了问教授，能不能从助学贷款里面，申请一部分买机票，但是老师说不成，贷款都是给毕业大学生的，不能给你，男的就急了，说怎么办呢?老师就说，这样
吧，我给你介绍一下，去一个波士顿附近的海里吧，也能看到大毛海龟，但是男的就有点疑问，那是不是太冷了，海龟都躲起来了吧，教授就说不是，海龟其实挺耐
寒的，还能看到它们在海里游呢。然后男的说这样就行了，就皆大欢喜了。还有这个计划本来就是学校组织的。
　　Conversation 2
　　学校的开放周，学生host问老师都要干什么，老师说他们住的地方学校管，host可以带来参观的人去吃饭上课，然后还有个orientation要host参加，但是学生有
　　有一个女生去见校长了，问关于host的事，她好像要住寄宿家庭。要接待有200个学生将要进入大学参观，他们现在还不是大学生呢，好像是明年或者什
么时候进入大学学习，女的要接待一个人，这出题了，那个女的说她可不可以带她的学生去一块上她的物理课，但是校长怎么说的呢?说他要接待的学生是个学建筑
学的，可能对物理学不太感兴趣。这出题了，学生可能不对他们接待人员所上的课感兴趣。后来女的又说他要参加一个club
挺好的，应该是rehearsal什么排练之类的，这个挺好的，能不能带他一起去?有重听题，那女的一直在说不确定那个rehearsal是对外公开的。
　　温老师解析：
　　听对话是一定还要把握住一下几点：
　　1，注意对话开头主旨题：
　　如回忆：
　　有一个女生去见校长了，问关于host的事，她好像要住寄宿家庭。
　　一个男生，他姐姐结婚了，但是他们班有个活动，要去远地方观察大海龟，而他又得去Boston参加姐姐的婚礼，所以到时候回来会来不及，因为得花很多
钱买贵的机票才能赶得及，而他家已经为姐姐婚礼花很多钱了(有题)，所以没有cash。他问老师能不能申请一个什么，学校为学生紧急事情准备的基金。
　　2，学生或老师对事物的态度看法
　　如回忆：
　　老师说不行，因为那个只有毕业的学生才可以，然后老师告诉他，他可以自己活动，因为在Boston 的海也可以观察，因为那的海是与暖流什么交汇点(有题)。
　　3，老师建议
　　如回忆：
　　这样吧，我给你介绍一下，去一个波士顿附近的海里吧，也能看到大毛海龟，但是男的就有点疑问，那是不是太冷了，海龟都躲起来了吧，教授就说不是，海龟其实挺耐寒的，还能看到它们在海里游呢。然后男的说这样就行了，就皆大欢喜了。还有这个计划本来就是学校组织的。
　　4，师生问答与进一步解释说明
　　如回忆：
　　那个女的说她可不可以带她的学生去一块上她的物理课，但是校长怎么说的呢?说他要接待的学生是个学建筑学的，可能对物理学不太感兴趣。这出题了，学生
可能不对他们接待人员所上的课感兴趣。后来女的又说他要参加一个club
挺好的，应该是rehearsal什么排练之类的，这个挺好的，能不能带他一起去?
　　5，结尾态度题或推理题
　　如回忆：
　　应该是rehearsal什么排练之类的，这个挺好的，能不能带他一起去?有重听题，那女的一直在说不确定那个rehearsal是对外公开的。
10183 学分
来自: 超级蚂蚁
　讲座部分回忆解析：
　　Lecture 1
history，讲表现主义跟现实主义。前半部分没太听清楚，就画的像照片似的有什么区别。画是心灵的窗户。后半段主要是说日本一个表现主义画家，介绍他
的一种画法，消失点在图片上，就是两条线一点一点变小，最后消失在地平线上了。画家画的是木版画。主要讲就是讲消失主义和消失点的画法。有一道题是，画家
怎么将把观看画的人的注意力从这种消失点的画法中的大片的空白中吸引到两边的东西的什么的。
　　艺术类。主要讲了impressionism绘画的特点。提到了一个日本画家H，在平板上刻好图案，然后印到纸上。在这个过程中，H用到了
perspective技术(并介绍了这个技术，用铁轨的例子介绍。本来铁轨是平行的，但为了让它看起来是平行的，我们要用到one point
perspective技术，让两个铁轨在画面上有个交点，这个点就是vanishing
point。具体内容好像delta上有一篇讲perspective的，可以参考一下。)。然后还说了与欧洲画的不同，印象中有三个：1)用色很
2)描绘的都是ordinary
objects(例如curtains，有考题考curtain的作用。其作用是使观看者的注意力远离vanishing point);3)忘了
　　版本3,
　　印象画。由于照相技术的出现，绘画在真实性上无法与照相匹敌。于是印象画主张非完全真实的风格(有题，问为什么画派风格这样)。Japanese
对印象画派影响很大，因为他们擅长在二维空间制造立体效果。他们的画是非完全真实的，就像两条平行线，为了造成立体效果，是画成在vanishing
上相交。同时，日本画分前景和后景。他们把希望强调的东西放在前景上。举例了一个窗帘画，说由于把窗帘画在前景，因此人们的注意里都会大部分放在窗帘上
(有目的题)。同时印象画派愿意学习日本画的原因，是日本画也喜欢natural sight，同时会使用color(双选)。
　　温老师解析
　　音乐史是托福听力最常考到的话题，基本每期必考，大家听艺术类文章时注意按照时间顺序或演化过程把握文章结构与讲解思路。
　　1， 注意某个艺术家的艺术风格的特殊性分析
　　2， 全文经常以一个具体案例分析
　　3， 与同类艺术家的比较对比：共同点和区别
　　4， 艺术风格之间的关联与互相影响
　　5， 受到当时社会背景的影响或对社会的影响
　　6， 讲座人个人的评价态度
　　艺术类词汇补充：
　　gallery ['ɡael?ri] n. 画廊;走廊
　　sum [s?m] n. 金额;总数
　　sum up 总结
　　realism ['ri?liz?m,'ri:-] n. 现实主义impression 印象
　　impressionism [im'pre??niz?m] n. 印象派，印象主义
　　impressionist 印象派画家
　　depict [di'pikt] vt.描述;描画
　　brushstroke n. 一笔;笔的一划
　　texture ['tekst??] n. 质地;纹理;
　　canvas ['kaenv?s] n. 帆布
　　landscape ['laendskeip] n. 风景，景色
　　scene [si:n]风景，场景
　　bleak [bli:k]adj. 阴冷的;荒凉的
　　blurry ['bl?:ri]adj. 模糊的;污脏的
　　posture ['p?st??]n. 姿势;态度;
　　depiction [di'pik??n]n. 描写，叙述
　　pumpkin ['p?mpkin,'p??-]n. 南瓜
　　messed up 混乱;
　　a blanket of：厚厚的一层
　　zigzag ['ziɡzaeɡ]adj. 曲折的;锯齿形的
　　chaotic [kei'?tik]adj. 混沌的;混乱的
　　vibrant ['vaibr?nt]adj. 振动的充满生气
　　electric blue 钢青色;铁蓝色
　　assessable [?'ses?bl]adj. 可估价的;
　　appreciate [?'pri:?ieit]vt.欣赏领会;;
　　illustration [,il?'strei??n]n. 说明;例证
　　medieval [,medi'i:v?l,]adj. 中世纪
　　category ['kaetiɡ?ri]n. 种类，分类;
　　poem ['p?uim]n. 诗
　　evoke [i'v?uk]vt.引起，唤起;
　　predictable [pri'dikt?bl]adj.可预言
　　rhythm ['ri??m,'riθ?m]n.节奏韵律
10183 学分
来自: 超级蚂蚁
　　版本1：
　　雨的生成。热气能让很沉的水聚集在空中不落下来。然后说上升气流可以烧一堆热火，然后看到很沉的dust在上边。降雨有两种方式，一种是icy-crystal，另一种是coalescence。
　　版本二：气象学就说成云成雨的，水+尘土+重力和空气浮力作用下形成两种方式，中间过程比较复杂，一是大个少量的冷雨过程叫什么忘了，一个是小个多量的热带雨过程是coalescent吧好像
　　讲雨的形成，怎么形成落雨的。先回顾一下上节课的知识，云是由什么组成的，这里没有出题。有人说云是由和水和小颗粒什么组成的。教授接着问云是怎么停
在天上的?这里有一道题，教授一直问问题，问学生问云是怎么停在天上的，学生就说是因为冷空气下降，热空气上升。最后有一个学生提问，他说我知道热空气能
上升，但是我一直不知道为什么。教授举了一个例子，这出题了，问举例子是为什么?他举得例子是，当爆炸的时候，就会升起像蘑菇云一样似的什么东西，反正就
是这么个意思。完了看到地上尘土，爆炸之后的尘土就都卷上天了，这是为什么?就是因为热空气带着这些尘土颗粒上去了，他举这个例子就是为了说明云是怎么
stay的。之后有学生问怎么落雨，老师先说了一下引力，地球的重力引力吸引着雨下去，这个好像没怎么出题。后来全篇都讲了两种雨的形成，一个叫做ice
crystal，就是落得时候如果是遇到冷空气，它们就会聚在一起，就会变成雪，虽然块都比较大，但是数量比较少。如果遇到热空气就会变成雨，因为ice
crystal就都融化了么,因为比较热，就都变成小水滴，水滴虽然比较小，但是落得比较多，这好像没出题，这就是第一种叫ice
第二种叫c什么的,就是雨滴都combine在一起，都组合，聚合在一起。这个好像是主要发生在地球上任何一个地方，这出题了，还有这个
选项。这种方式就是说讲雨滴啊就在云里面汇聚，然后就都变成大块掉下来。还说到在赤道附近发生过这种现象，还有冰雹什么的。再补充一下，这篇文章说的特别
快。一道是说土地利用，开始人们随便占土地。因为unoccupied很多。后来人多了，unoccupied的少了，就建篱笆阻拦。学生问，要是俩人一
起抢一块土地呢?就立法吧
　　温老师解析：
　　气象类词汇拓展
　　weather [‘we??] n.天气
　　humidity [hju:’miditi] n.湿度
　　precipitation [pri’sipi’tei??n] n.降水
　　pressure [‘pre??] n.(气)压
　　various [‘v??ri?s] adj.不同的，好几个
　　monsoon [m?n’su:n] n.季风
　　thunderstorm [‘θ?nd?st?:m] n.雷雨
　　tornado [t?:’neid?u] n.龙卷风
　　well-defined [‘wel-di’faind] adj.明确的
　　cycle [‘saikl] n.循环, 周期
　　feature [‘fi:t??] n.特征
　　govern [‘ɡ?v?n] v.支配
　　motion [‘m?u??n] n.运动
　　meteorology [‘mi:ti?’r?l?d?i] n.气象学
　　weather forecast [‘we??-’f?:kɑ:st] n.天气预报
　　region [‘ri:d??n] n.地区
　　climate [‘klaimit] n.气候Kelvin [‘kelvin] n.开氏温标
　　scale [skeil] n. 刻度
　　Celsius [‘selsj?s] adj.摄氏的
　　centigrade [‘sentiɡreid] adj. 摄氏温度的
　　Fahrenheit scale [‘faer?n’hait-skeil] n.华氏温标precipitation [pri’sipi’tei??n] n. 降水
　　reduce [ri’dju:s] v. 减少
　　excess [‘ekses] adj. 过量的
　　vapor [‘veip?] n.蒸气
　　condense [k?n’dens] v.浓缩，凝结
　　droplet [‘dr?plit] n.小滴
　　crystal [‘krist?l] n. 晶体
　　fog [f?ɡ] n.雾thicken [‘θik?n] v.使变厚，使变浓
　　acidify [?’sidifai] v.酸化
　　sulfur-laden [‘sulfur-’leidn] adj.含有硫黄的
　　soot particle [‘sut-’pɑ:tikl] n. 煤烟颗粒
　　coal [k?ul] n.煤
　　dense [dens] adj.(烟、雾等)浓密的
　　acid fog [‘aesid-f?g] n.酸雾
　　legislation [‘led?is’lei??n] n.法规、法案，立法
　　prohibit [pr?’hibit] v.禁止
　　optical phenomena ['?ptik?l-fi'n?min?] n.光学现象
　　rainbow [‘reinb?u] n.彩虹
　　halo [‘heil?u] n.日晕
　　strike [straik] v.照在……上
　　raindrop [‘reindr?p] n.雨滴
　　cumulonimbus [‘kju:mjul?u’nimb?s] n.积雨云
　　prism [‘priz?m] n.棱镜
　　bend [bend] v.使弯曲
　　reflect [ri’flekt] v.反射
　　angle [‘ae?ɡl] n.角，角度
　　band [baend] n.(光、频)带，(波)段
　　cirrostratus [‘sir?u’strɑ:t?s] n.卷层云
　　a variety of [?-v?’rai?ti-?v] adj.多种多样的
　　drizzle [‘drizl] n.细雨
　　freezing rain [‘fri:zi?-rein] n.冻雨
　　hail [heil] n.冰雹
　　ice pellet [ais-’pelit] n. 结冰的小球
　　sleet [sli:t] n.雨夹雪，雨淞
　　snowflake [‘sn?u’fleik] n.雪花
　　cluster [‘kl?st?] n. 串
　　hailstone [‘heil’st?un] n.(一粒)冰雹
　　collide [k?’laid] v.碰撞
　　violent [‘vai?l?nt] adj.猛烈的
　　updraft [‘?pdrɑ:ft] n.上升气流
　　suspend [s?’spend] v.悬浮(大气、液体中)
　　horizontal [‘h?ri’z?nt?l] adj.水平的
　　hurricane [‘h?rik?n] n.飓风
　　typhoon [tai’fu:n] n.台风
　　exceed [ik’si:d] v.超过(限度、范围)
　　approach [?’pr?ut?] v.接近，逼近
　　tornado [t?:’neid?u] n.龙卷风
　　height [hait] n.海拔
　　troposphere [‘tr?p?usfi?] n.对流层
　　stride [straid] n.进步
　　prediction [pri’dik??n] n.预报
　　satellite [‘saet?lait] n.人造卫星
　　agency [‘eid??nsi] n.机构，机关
　　apply [?’plai] v.应用
　　law of motion [‘l?:-?v-’m?u??n] n.运动定律
　　laws conservation of energy/mass [‘l?:z-’k?ns?’vei??n-?v-’en?d?i/maes] n.能量/质量守恒定律
　　forecast [‘f?:kɑ:st] n.预报
　　in advance [in-?d’vɑ:ns] adv.预先
　　chaotic [kei’?tik] adj.无秩序的
　　oceanography [‘?u??’n?ɡr?fi] n.海洋学
　　subdivision [‘s?bdi’vi??n] n.部分
　　bound [baund] v.标明界限
　　continental mass [‘k?nti’nent?l-maes] n.大陆块体
　　Antarctica [aen’tɑ:ktik?] n.南极洲
　　Arctic Ocean [‘ɑ:ktik-’?u??n] n.北冰洋
　　landlocked [‘laendl?kt] adj.被陆地包围的
　　shoreline [‘??:lain] n.海岸线
　　submerged [s?b’m?:d?d] adj.水下的
10183 学分
来自: 超级蚂蚁
　　讲环境科学，最开始教授讲说我们怎么样确定一个物种它的数量是在激增还是减少到快要灭绝。怎么确定这个。举了科学家研究一种鲸鱼为例子，这种鲸鱼爱迁
徙，一个季度能从一个海还到另一个海，这出题了，问教授为什么要提及到鲸鱼一个季度能从一个海到另一个海?答案应该是，讲科学家要用常规的方法，教授说这
个的意思就是想要表达这个不好研究。因为它们不好研究嘛，所以之后就讲科学家记录他们的方法，有两种，第一种是比较原始的，科学家比较物理的方法，在鲸鱼
的背上做记号，之后让附近的人来观察它们并汇报给科学家。但是这种方法太不可靠了，因为观察会有很多误差嘛。另外一种，现在科学家们用的方法是给他们照
相，因为鲸鱼有黑白条的部分，可能是鲸鱼眼睛的部分吧，反正有黑白的还有一条一条的，为什么要照相观察这个呢?因为这个就跟人的指纹差不多，通过照相，观
察黑白条来确定它们的身份。
　　一个lecture是关于如何统计whale的数量。我记得的题目有：1，这篇文章的主要内容是什么?选"在一定范围统计whale数量的方法(带
methods那项);2，为什么提到northern iceland和Puerto
Rico?我选的是whale会migration那项(好像是);3，现在的科学家用什么方法mark
whale?(注意题目有modern这个定语)，选项里有以前他们使用的方法干扰项，我选"taking
pictures";其他记不得了，想起来了再补。
　　Lecture 4
　　最后一篇讲土地保护,讲原来的时候土地可能被人为的破坏，记得举了一个例子，刚说了一分钟后，就开始一直开始说例子，在16世纪的欧洲，土地的
holder们，他们自己有一块地，使劲作，种地啊打猎啊什么，爱怎么作怎么作，作坏了一块再换一块，因为没有人管他们，导致很多土地都被摧毁了。但是后
来是说了一个人L，这个人提了一个土地的政策，土地的holder们就变成了owner了，这有一个变化，土地就归他们了，他们就不能随便换，他们对自己
的土地就比较关心。叫L的那个人，他对土地的价值有一个自己的看法，只有被农耕的才是有价值的，像公园这种不被农耕的是没有价值的。这有一道题，那道题问
的就是他对土地的看法，应该选C选项，C就是说不被耕种的土地是是没有价值的，意思就是说只有被耕种的土地才有价值，这是他对土地value的一个看法。
最后有一个重听题，有一个男生问了，如果土地一直被耕地，反正变得贫瘠了的话，那这个土地怎么还能产生价值呢?教授就说这也是我们现在要解决的问题。答案
是学生对L这个人的理论有所怀疑的意思。
　　温老师解析：听讲以上讲座时注意以下下几点
　　1， 注意某个特殊事物的特殊性分析：如回忆中关于土地破坏的讲解与例证和以鲸的进化为例正的全文讲解。
　　2， 该事物的历史顺序进化过程等。
　　3， 与同类事物或它类事物之间的比较对比：共同点和区别
　　4， 对当时社会背景的影响或对社会的影响
　　5， 不同学者们对它的研究所提出的观点和态度
　　6， 讲座人个人的评价态度
　　加试：
　　神经元，ID卡，浪漫主义诗人
10183 学分
来自: 超级蚂蚁
　　Task 2
　　Task 3
　　【教师作业】：一个物理老师布置assignment要求每个同学负责读一个单元，并做详细笔记。理由1、到期末，老师会把这些笔记综合成册，发给每
个学生review。理由2、每个人都会成为对应chapter的expert。如果有人对什么内容不明白，可以互相问。
　　【学生态度】：女生反对此建议。两个理由：理由1、这样学生就不会看书了，每个人只会管自己负责的那一章而忽略其它章，因为反正最后都会知道答案。理由2、期末考试期间，学生都在忙着准备自己的考试，没时间给别人详细讲自己所负责的单元。 NA
　　解析：阅读材料物理老师提出学习任务，即要求每个同学负责读一个单元，并做详细笔记。因为1、到期末，老师会把这些笔记综合成册，发给每个学生
review。理由2、每个人都会成为对应chapter的expert。如果有人对什么内容不明白，可以互相问。（阅读材料中的理由较长，可适当删减该
部分的阐述，在听力中体现已理解阅读材料即可）听力中，女生反对此建议。按照听力笔记复述即可。注意将听力材料与阅读材料中的两点理由相呼应。
　　Task 4
　　【名词解释】：restoration ecology（恢复生态学）：人类主动恢复已经被破坏了的生物的自然景观，必须试图恢复以前那片地所有的因素,lack essential factor可能会恢复失败it must fail。
　　【教授举例】：教授举了个例子，美国以前的XXWEED很多，但因为过度放牧和人类开农场铲掉种玉米corn，WEED已经被destroy了。为了
恢复生态，科学家先除去庄稼、然后在草原上撒草籽种WEED，但草并没有长起来，因为唯独没考虑加入fire。FIRE烧死WEED还形成肥料。最后加入
了fire后，问题便迎刃而解。 NA
　　解析：阅读中的关键术语是恢复生态学（restoration
ecology），记录下对此术语的解释。教授举了个例子，按照时间发展顺序将笔记内容一一阐述清楚。答题要点，以前weed多，现在被destroy，
为了恢复开始撒种，但是唯独没有加fire，所以没有成功，最后加fire，问题解决（注意时态是过去式，基于对阅读材料中对术语的理解进行答题）。
　　Task 5
　　【学生困难】：女生的室友whole night给她男友打电话太吵always talks over the phone with her
boyfriend over night，影响了她的休息can't fall in asleep and get enough
sleep。她同时室友谈过，但是室友不听。【解决方案】：男生给她两个方案：方案1、去房管科housing
office投诉complain。但女生认为，这个做法过于正式formal。后果会很严重：室友会被赶出宿舍be kicked out of
the dorm，而且室友并不坏she is not a bad person，这样would destroy the relationship
with her roommate。方案2、move to a new extra room in the same
building。女生说这样她会失去miss 住在这个floor her friends, and feel
lonely。她舍不得。NA
　　解析：答题思路：The woman is confronted with a problem that her roommate
always talks over the phone with her boyfriend over night, so that she
cannot fall asleep or get enough sleep. They've talked about it, but her
roommate never listened to her. 两个解决方案，一个是找housing office
complain，一个是move to a new extra room in the same
building。可以选择第二个方法，因为这样不会让室友被赶出宿舍，而她还会在其他楼层交到更多的朋友，因此她不必担心会孤独。
　　Task 6
　　【讲课要点】：two ways to improve the employees' productivity.一个是social活动，大家在一起，很多了解，促进友谊，提高员工生产力。一个是职业培训，给员工以资鼓励，员工更乐意学习，提高生产力。
　　解析：答题思路：教授阐明提高劳动者生产力有两个方法，一个是社会活动，一个是这也培训。根据听力笔记分别阐述两个方法。构架如下：The
professor gives two ways to improve the employee's productivity. One is
the social activity, and the other one is professional training. For the
first one, …（大家在一起，很多了解，促进友谊，提高员工生产力。）For the second one,
….（给员工以资鼓励，员工更乐意学习，提高生产力。）
来自: 一然要一百
阅读这次比较简单，结构清晰
来自: liuaozhi
来自: dsfrghytjtedwd
来自: 4055106
很好很好~~~~加油！！！
来自: lulu123
0 0果断要抱走的
来自: Lacee
学习一下，谢谢
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