托福听力TPO22原文 Lecture3

托福听力TPO22原文Lecture3

下面就让小编来为大家介绍一下托福听力TPO22原文中Lecture3的文本内容吧,大家要好好把握,这些都是非常有价值的材料,同时,大家也可以登录前程百利论坛进行TPO练习辅导,希望能够给准备托福听力的同学带来帮助。

TPO22Lecture3(Zoology)

Professor:A mass extinction as when numerous species become extinct over a very short time period,short,geologically speaking that is,like when the dinosaurs died out65 million years ago.And the fossil record,it indicates that in all the time that animals have inhabited Earth,there have been five great mass extinctions,dinosaurs being the most recent.In each of the others up to half of all land animals and up to95percent of marine species disappeared.Well,today we are witnessing a sixth mass extinction,but unlike the others,the current loss of bio-diversity can be traced to human to human activity.Since the Stone Age,humans have been eliminating species and altering ecosystems with astounding speed.Countless species have disappeared due to over-hunting,habitat destruction and habitat fragmentation,pollution and other unnatural human causes.So,as a way of repairing some of that damage,a group of conservation biologists has proposed an ambitious,or some might say,a radical plan,involving large vertebrates,or,megafauna. Megafauna include elephants,wild horses,big cats,camels,large animals.Eh,actually,the proposal focuses on a particular subset of megafauna,the kind that lived during the Pleistocene epoch.

Ok.The Pleistocene epoch,most commonly known as the Ice Age,stretched from1.8 million to11,500years ago.In the Americas,many megafauna began disappearing by the end of the Pleistocene.So here’s the biologists’idea.Take a select group of animals, megafauna from places like Africa and Asia,and introduce them into other ecosystems similar to their current homes,beginning in the United States.They call their plan Pleistocene rewilding.Now,the advocates of Pleistocene rewilding cite two main goals. One is to help prevent the extinction of some endangered megafauna by providing new refuges,new habitats for them.The other is to restore some of the evolutionary and ecological potential that has been lost in North America.What do I mean by restore evolutionary potential?Well as you know the evolution of any species is largely influenced by its interactions with other species.So during the Pleistocene epoch…let’s take the now extinct American cheetah,for instance.We believe it played a pivotal role in the evolution of the pronghorn antelope,the antelope’s amazing speed,to be exact,because natural selection would favor those antelope that could outrun a cheetah.When the American cheetahs disappeared,their influence on the evolution of pronghorn and presumably on other prey animals stopped.So it is conceivable that the pronghorn antelope would have continued to evolve,get faster maybe,if the cheetahs were still around.That’s what’s meant by evolutionary potential.Importing African cheetahs to the western United States could,in theory,put the pronghorn back onto its…uh,natural evolutionary trajectory according to these biologists.Another example is the interaction of megafauna with local flora,in particular,plants that rely on animals to disperse their seeds.Like Pleistocene

rewilding could spark the re-emergence of large seeded American plants,such as the maclura tree.Many types of maclura used to grow in North American,buy today,just one variety remains and it is found in only two states.In the distant past,large herbivores like mastodons dispersed maclura seeds,each the size of an orange in their droppings.Well, there aren’t any mastodons left,but there are elephants,which descended from mastodons.Introduce elephants into that ecosystem and they might disperse those large maclura seeds,like their ancestors did.

Get the idea?Restoring some of the former balance to the ecosystem?But as I alluded to earlier,Pleistocene rewilding is extremely controversial.A big worry is that these transplanted megafauna might devastate plants and animals that are native to the western United States.In the years since the Pleistocene epoch,native species have adapted to the changing environmental there,plants,smaller animals,they have been evolving without megafauna for millennia.Also,animal species that went extinct11,000years ago,uh,some are quite different genetically from their modern-day counterparts,like elephants don’t have thick coasts like their mastodon ancestors do when they graze the prairies of the America West during the Ice Age.Granted,the climate today is not as cold as it was in the Pleistocene.But winters on the prairie can still get pretty harsh today.And there are many more considerations.Well,you see how complex this is.If you think about it though,the core problem with this sixth mass extinction is human interference.Pleistocene rewilding is based on good intentions,but you know,it probably would just be more of the same thing.

教授:大量消亡是指大规模的物种在短期内灭绝的现象,这里的短期,从地质学角度来讲就是像六千五百万年前恐龙灭绝一样。而且化石记录显示,地球上生存过的物种已经经历过五次的大量消亡,恐龙灭绝是最近的一次。每次物种灭绝,都有半数甚至95%的海洋生物彻底消失。那么今天我们正在目睹着第六次大量消亡,和前几次不一样,这次生物多样性的消失是由人类活动导致的。从石器时期开始,人类就在以惊人的速度消除物种,并改变着生态系统。不计其数的物种的消失都由于人类的过度捕猎、栖息处摧毁及破坏、污染及其他人类引起的非自然原因引起的。因此,作为对这些破坏的修复,一群保护主义生物学家提出了一个雄心勃勃的计划,有人可能会觉得这个计划很激进。这个计划涉及到了大型脊椎动物或巨型动物。巨型动物包括大象、野马、大型猫科动物、骆驼等。呃,其实,这项提议主要是针对一个居住于更新世的巨型动物支群。好的。更新世,也就是大家熟知的冰河时代,从一百八十万年前延伸至一万一千五百年前。在美洲,很多巨型动物在更新世后期开始消失。那么生物学家们的想法是这样的。从非洲及亚洲选一批动物,然后把它们引进到与它们目前生活环境相似的生态系统中,从美国开始。他们称之为更新世野生动物重返计划。在,更新世野生动物重返的提倡者们主要是有两大目标。一个是通过提供新的避难所和栖息地帮助防止濒临灭绝的巨型动物继续消亡,另一个是重建北美已丧失的一些进化及生态的能。重建进化及生态的潜能是什么意思呢?你们都知道,物种的进化很大程度上受与其相互活动的物种的影响。

所以在更新世时期我们来拿已经绝种的美洲印度豹来举例。我们相信它在叉角羚的进化中起重要的作用,精确来讲,羚羊惊人的速度是一种自然选择的结果,因为只有能跑过印度豹的羚羊才能生存下来。当美洲印度豹绝种以后,它们对叉角羚及其他可能猎食的动物进化的影响就停止了。所以可以想象,如果印度豹还存在的话,叉角羚本可以继续进化,跑的更快。这就是进化潜能。按照这些生物学家的说法,从非洲向美国引进印度豹,在理论上就可以将叉角羚放回在其自然那的进化轨迹上来。另一个例子就是巨型动物和本地植物群的相互联系,尤其是那些仅依赖动物传播种子的

植物。更新世野生动物重返可以促使美国一些种子颗粒大的植物重新出现,比如桑橙树。以前在美国北部有很多种类型的桑橙树,而现在,只剩下了一种,而且仅在生长在两个州。在不远的过去,大型的食草动物比如说乳齿象就传播桑橙树种子,橙子般大小的种子从它们的口中露出,便能得到传播。而现在已经没有乳齿象了,但是有大象,也就是乳齿象的后代。将大象引进到这个生态系统中可能就会帮助传播大颗粒种子了,正如它们的祖先一样。明白了吗?重建一些曾经的生态平衡?但是正如我之前暗指的一样,更新世野生动物重返非常的富有争议性。最让人忧心的就是这些转移过来的巨型动物可能会毁灭美国西部一些土生土长的动植物。自从更新世之后,本地的物种就一直在适应那里变化着的环境,植物、小动物在这个千年期内都是在没有巨型动物的环境下进化的。同样,这些一万一千年前就绝种的动物,和今天与其相似类的动物们基因有很大差异,比如大象的祖先乳齿象有一层厚厚的皮,它们层在冰河时期的美国西部草原上吃草,而大象则没有。但是,今天的气候也不像更新世那时候那么冷。而草原上的冬天现在依旧是很严寒。而且还有众多需要考虑到的因素。你们应该可以看到这个复杂性。如果你仔细的想一下,其实第六次大量消亡的核心问题是人类的干预。更新世野生动物重返计划意图是好的,但是你们知道,这很可能会使情况更加恶化。

以上就是托福听力TPO22原文中Lecture3的文本内容,希望大家能够用心体会,更多TPO 文本内容小编稍后为您呈现。最后,小编祝大家在托福考试中取得好成绩!

托福TPO5综合写作阅读+听力原文+满分范文【雷哥托福】

托福TPO5综合写作阅读+听力原文+满分范文 【雷哥托福整理】 在备考托福写作的过程中,总是将托福的独立作文放在了第一位,但是实际上,综合作文也是占到了作文总分30分里面的50%的分值,不要等到分数出来了,才发现其实是综合作文的limited或者fair极大的影响了自己的分数。 考过的同学会发现托福综合作文分数不高,很大程度上是受我们听力实力的影响,我们很多托福考生的听力分数只有16分上下的时候,对于托福综合作文的听力妥妥的是束手无策,而且很多托福考生还感觉自己都听懂了,那也只能说明你听懂了大意,但是听力里面要的是每一个细节!请注意,是每一个细节! 雷哥托福小托君给大家分享TPO1-33综合作文部分的阅读和听力文本全集与综合作文的满分作文,以及满分作文的解析。如果自己的托福综合作文分数如果可以很给力的话,就已经搞定了15分的分数,可极大地缓解托福独立作文的压力。文末教你如何使用这个材料。 TPO5 综合写作听力+阅读原文 Reading As early as the twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their "great houses," massive stone buildings that contain hundreds of rooms and often stand three or four stories high. Archaeologists have been trying to determine how the buildings were used. While there is still no universally agreed upon explanation, there are three competing theories. One theory holds that the Chaco structures were purely residential, with each housing hundreds of people. Supporters of this theory have interpreted Chaco great houses as earlier versions of the architecture seen in more recent Southwest societies. In particular, the Chaco houses appear strikingly similar to the large, well-known "apartment buildings" at Taos, New Mexico, in which many people have been living for centuries.

托福TPO12综合写作阅读原文+听力原文+满分范文

为了帮助大家高效备考托福,为大家带来托福TPO12综合写作阅读原文+听力原文+满分范文,希望对大家备考有所帮助。 托福TPO12综合写作阅读原文文本: Jane Austen (1775-1817) is one of the most famous of all English novelists, and today her novels are more popular than ever, with several recently adapted as Hollywood movies. But we do not have many records of what she looked like. For a long time, the only accepted image of Austen was an amateur sketch of an adult Austen made by her sister Cassandra. However recently a professionally painted, full-length portrait of a teenage girl owned by a member of the Austen family has come up for sale. Although the professional painting is not titled Jane Austen, there are good reasons to believe she is the subject. First, in 1882, several decades after Austen's death, Austen's family gave permission to use the portrait as an illustration in an edition of her letters. Austen's family clearly recognized it as a portrait of the author. So, for over a century now, the Austen family itself has endorsed the claim that the girl in the portrait is Jane Austen. Second, the face in the portrait clearly resembles the one in Cassandra's sketch, which we know depicts Austen. Though somewhat amateurish, the sketch communicates definite details about Austen's face. Even though the Cassandra sketch is of an adult Jane Austen, the features are still similar to those of the teenage girl in the painting. The eyebrows, nose, mouth, and overall shape of the face are very much like those in the full-length portrait. Third, although the painting is unsigned and undated, there is evidence that it was painted when Austen was a teenager. The style links it to Ozias Humphrey, a society portrait painter who was the kind of professional the wealthy Austen family would hire. Humphrey was active in the late 1780s and early 1790s, exactly the period when Jane Austen was the age of the girl in the painting. 托福TPO12综合写作听力原文文本: Professor:The evidence linking this portrait to Jane Austen is not at all convincing. Sure, the painting has long been somewhat loosely connected to Austen's extended family and their descendants, but this hardly proves it's a portrait of Jane Austen as a teenager. The reading's arguments that the portrait is of Austen are questionable at best.First, when the portrait was authorized for use in the 1882 publication of her letters, Jane Austen had been dead for almost 70 years. So the family members who asserted that the painting was Jane had never actually seen her themselves. They couldn't have known for certain if the portrait was of Austen or not.Second, the portrait could very well be that of a relative of Austen's, a fact that would explain the resemblance between its subject and that of Cassandra's sketch. The extended Austen family was very large and many of Jane Austen's female cousins were teenagers in the relevant period or had children who were teenagers. And some of these teenage girls could have resembled Jane Austen. In fact, many experts believe that the truesubject of the portrait was one of those relatives, Marianne Kempian,

老托福93篇听力原文

1 Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called "One On One" helps elementary students who've fallen behind. Y ou education majors might be especially interested in it because it offers the opportunity to do some teaching—that is, tutoring in math and English. Y ou'd have to volunteer two hours a week for one semester. Y ou can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week. Professor Dodge will act as a mentor to the tutors---he'll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. Y ou can sign up for the program with him and begin the tutoring next week. I'm sure you'll enjoy this community service and you'll gain valuable experience at the same time. It looks good on your resume, too, showing that you've had experience with children and that you care about your community. If you'd like to sign up, or if you have any questions, stop by Professor Dodge's office this week. 2 I hope you've all finished reading the assigned chapter on insurance so

托福听力TPO1原文 Lecture 4

下面就让小编来为大家介绍一下托福听力TPO1原文中Lecture 4的文本内容吧,大 家要好好把握,这些都是非常有价值的材料,希望能够给准备托福听力的同学带来帮助。 TPO 1 Lecture 4BiologyNarratorListen to part of a lecture in a biology class. ProfessorFor today’s discussion, we’ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that? StudentWell, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right? ProfessorUh-huh, so first let’s discuss the Eastern marmots. They reside throughout the eastern region of North America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating. StudentOh, I see. At first I wasn’t sure what growing season meant, just from the reading. But now I get it. It's the amount of time it takes for them to grow, right? So it would be five months? ProfessorUmm? Oh, uh… I’m sorry but no. It has nothing to do with that. It's not about the time it takes for Eastern marmots to grow. It’s when the food is available. That is when it’s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant’s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots’ social habits? StudentWell, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal. ProfessorUh-huh? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they

托福听力原文

0401 W: Hey Steve, got any plans for tonight? M: Hi, Jane. No, I don't think so. Why? Got any suggestions? W: In fact, I do. I just got two tickets to the opening of the exhibit of the reprints by Julia Margaret Cameron. I would have tomention it earlier, but I was on the waiting list for these tickets and I wasn't sure I'd even get them. M: An exhibit, huh? I like such things. But I don't know who Julia…… W: Margaret Cameron! She was a photographer in the 1800s. She is interesting to art-historians in general and students ofphotography in particular because she ... how should I say, change the aesthetics for photography. M: What do you mean? W: Well, her specialty was portraits and instead of just making a factual record of details like most photographers did, you know, justcapturing what a person look like in a dispassionate thought of way. She, like a portrait painter, was interested in capturing hersubject's personality. M: Interesting! How did she do that? W: She invented a number of techniques that affect the picture. Like one of these things she did was blur images slightly by using asoft focus on the subject. That's pretty common now. M: Yeah, seen that. Who did she photograph? W: Famous people of her day, Alfred Lord Tennyson, Henry Wadsworth Longfellow, Charles Darwin, I don't know who else. We'll seeat the exhibition. M: You really pick my curiosity. I am going to enjoy this. 31. What is the conversation mainly about? (A) A famous photographer 32. What did Julia Margaret Cameron emphasize in her portraits? (C) Her subject's personality 33. According to the conversation, what unique photographic technique did Margaret Cameron use? (D) Soft focus 34. What will be the subject of the pictures at the exhibit? (C) Well-known people M: Do you want to the movies with on Saturday? W: Thanks, but I have to study my research project. I'm taking that same anthropology course you took with Prof. Grady. M: The one on ethnographic interviewing? Oh, good! I'm sure you'll get a lot out of it. W: I have to admit the word "ethnography"(人种学) scared me a little at first. It seems so technical. But then when she explained that it's what anthropologists do, you know, how they investigate and record aspects of a culture, I didn't seem so intimidating! M: Yeah, it's all part of the fields work anthropologists conduct and it's good to start doing that now before you become a graduatestudent and have to conduct large projects yourself. Who are you going to interview? W: You know the publishing office where I used to work? Vivian, the woman I worked for, she's been a manager there for over 30years and had seen a lot of changes in the industry. I thought I'd start out by interviewing her about how the people in the officeinteract with each other and with outside clients. M: Isn't it funny how we use the thing that anthropologists study to foreign cultures and had the travel halfway across the world to doit? The best part of that course is that it shows you that ethnographic research can also be done on a familiar ground. W: Yeah. I got the idea from my project from reading Robert Marshal's study of office life and I

老托福听力30篇下载之地球内部构成(原文+翻译)

官方网站:https://www.360docs.net/doc/fa17393796.html, 老托福听力30篇下载之地球内部构成(原文+翻译) 老托福听力30篇下载之地球内部构成(原文+翻译)。托福考试备考资料你选老托福听力30篇了吗?没选也不要紧,下面小马编辑为大家精选了老托福听力30篇中地球内部构成相关的原文及翻译,同学们不用下载完整版的老托福听力30篇也可以,还等什么,赶快来下载吧。 老托福听力30篇是托福听力考试备考必备的材料,下面为大家整理了老托福听力30篇中地球内部构成相关内容,还附带有原文及翻译,同学们可下载进行练习。 I'm glad you brought up the question of our investigations into the makeup of the Earth's interior. In fact, since this is the topic of your reading assignment for next time, let me spend these last few minutes of class talking about it. There were several important discoveries in the early part of this century that helped geologists develop a more accurate picture of the Earth's interior. The first key discovery had to do with seismic waves. Remember they are the vibrations caused by earthquakes. Well, scientists found that they traveled thousands of miles through the Earth's interior. This finding enabled geologists to study the inner parts of the Earth. You see, these studies revealed that these vibrations were of two types: compression or P waves and shear or S waves. And researchers found that P waves travel through both liquids and solids, while S waves travel only through solid matter. In 1906, a British geologist discovered that P waves slowed down at a certain depth but kept traveling deeper. On the other hand, S waves either disappeared or were reflected back, so he concluded that the depth marked the boundary between a solid mantle and a liquid core. Three years later, another boundary was discovered, that between the mantle and the Earth's crust. There's still a lot to be learned about the Earth. For instance, geologists know that the core is hot. Evidence of this is the molten lava that flows out of volcanoes. But we're still not sure what the source of the heat is. 我很高兴你对我们关于地球内部构成的研究提出问题。事实上,这个话题将是你们的下一个阅读作业,现在让我用占用课堂上的几分钟说说这个话题。在这个世纪有几个重要的发现,它们帮助地质学家显影出一张更精准的地球内部构成图。第一个关键的发现与震波有关。记住震波是地震引起的震动。于是科学家发现这些震波是穿过数千英里从地球内部传来的。这个发现使科学家能够研究地球里面的部分。你看,这些研究显示震动有两种类型:压缩波或者叫P型波,和切变波或者叫S型波。研究人员还发现P型波可以穿过液体和固体,而S型波只能穿过固体物品。在1906年,一位英国地质学家发现P型波在一定的深度传播很慢,但是会继续向更深的地方传播。另一方面,S型波不是消失就是被反射回来,所以他推断出深度标志着固体地幔与液体地心的边界。三年后,另一个边界被发现,是地幔与地壳的边界。还有很多关于地球的奥秘等着我们去了解。例如,地质学家根据从火山流出的熔岩知道地心是炎热的,但是我们还是不能确定地心热量的来源是什么。

托福听力原文

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