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À´Ô´£ºÓû§·ÖÏí ʱ¼ä£º2025/5/21 9:30:45 ±¾ÎÄÓÉloading ·ÖÏí ÏÂÔØÕâÆªÎĵµÊÖ»ú°æ
˵Ã÷£ºÎÄÕÂÄÚÈݽö¹©Ô¤ÀÀ£¬²¿·ÖÄÚÈÝ¿ÉÄܲ»È«£¬ÐèÒªÍêÕûÎĵµ»òÕßÐèÒª¸´ÖÆÄÚÈÝ£¬ÇëÏÂÔØwordºóʹÓá£ÏÂÔØwordÓÐÎÊÌâÇëÌí¼Ó΢ÐźÅ:xxxxxxx»òQQ£ºxxxxxx ´¦Àí£¨¾¡¿ÉÄܸøÄúÌṩÍêÕûÎĵµ£©£¬¸ÐлÄúµÄÖ§³ÖÓëÁ½⡣

D. To find unusual musical elements he could use in his own compositions

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½âÎö£ºÏ¸½ÚÄ¿µÄÌâ¡£ Õâ¸ö³öÏÖÔÚʦÉúÎÊ´ð»·½Ú¡£×¢ÒâÎÊ´ðǰºóµÄ³öÌâÏÝÚå¡£ Ô­ÎÄÈçÏ£ºNo. At first, he went around to document the folk music.

16. According to the professor, why was Bart¡¯k music popular in Austria-Hungary? 03:40

A. Bart¡¯k music was considered more sophisticated than other concert-hall music B. Bart¡¯k compositions incorporated music from the local culture

C. People were familiar with the Romantic elements Bart¡¯k included in his music

D. Bart¡¯k took advantage of the popularity of ballet there and wrote many new ballets

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½âÎö£ºÏ¸½ÚÒò¹ûÌ⣬³öÒò¹û·½ÃæµÄʱºò£¬×¢ÒâÌýÁ¦Ô­ÎĵÄһЩÌáʾ´Ê£¬Èç because, why, so, casuse µÈµÈ£¬ÌýÁ¦ÀïÃæÌáµ½ÁË BB Ò»¸ö·Ç³£°ÅÀÙÎè¾ç·Ç³£ÓÐÃûÊÇÒòΪÒôÀÖ°üº¬Á˵±ÌáÃû¶îºÍ ÒôÀÖ·´Ó¦Á˵±µØÒôÀÖ´«Í³ÎÄ»¯¡£ËùÒÔÑ¡ B. Ô­ÎÄÈçÏ£ºIt happened to be a time of strong nationalism in Austria, Hungary. So his composition came just at the right time. It became very successful there. Particularly, when Bartok's ballet The Wooden Prince opened, it was a great excitement for music that included musical elements from local folk songs, and music reflected the region's musical traditions

17. What does the professor mean when he says this: ÖØÌýÌâ 03:14-03:31

A. He wants to change the topic of discussion

B. He wants to acknowledge that the students may not be familiar with Bart¡¯k¡¯s music C. He believes the students should already be familiar with the term ¡®glissando¡¯ D. He will use an example of glissando to help define the term

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½âÎö£ºÌ¬¶ÈÌ⣬ÕâÀïÓиöÌáʾ´Ê Gelli Sandor£¬Õâ¾ä»°µÄǰÎÄ˵ B ϲ»¶Óà GS¡­as his home mark, ºóÃæµÄÕâ¸öÖØÌý¾äÃ÷ÏÔÊǶÔǰһ¾äµÄ define. A,B ¶¼²»¿¿Æ×£¬C ´ÓÓïÆøÉÏûÓÐÌåÏÖ³ö½ÌÊÚÈÏΪ ѧÉúÃÇÒѾ­ÖªµÀÁË£¬Ç¡ºÃÊÇ˵ѧÉú²»ÖªµÀ£¬½ÌÊÚÏëÀ´½âÊ͵ÄÄÇÖָоõ¡£

Ô­ÎÄÈçÏ£ºHe adopted a number of elements from what he heard, like unusual rhythms and he liked to use Gelli Sandor as his home mark, which you probably got from listening to Croatian folk music. Gelli Sandor is, well, I've got a recording of Bartok here.

Section 2

TPO16-L4 Conversation 2

18.Why does the man go to see the professor? 00:16 00:30

A. To find out how to distinguish between different types of whale songs B. To request permission to change the topic of his paper

C. To discuss the difference between using the internet and using books to find sources D. To get help locating some information for his paper

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½âÎö£ºÖ÷Ö¼Ô­ÒòÌ⣬ ѧÉúÏȸú½ÌÊÚ˵ÁËһϱ³¾°£¬È»ºó˵ÁËÒ»Ò»¸öÎÊÌâ¹ØÓÚ¾¨ÓãÔõôÔÚË® ϺôÎüµÄÊÂÇ鵫ÊÇ·¢ÏÖ¾¹È»¶ÔÕâ¿éÈÔÈ»²»ÊǺÜÁ˽⣬´ð°¸ D,È¥ÕÒ½ÌÊÚ¶¨Î»Ò»Ð©¹ØÓÚËûÂÛÎÄ ÉϵÄÐÅÏ¢¡£×¢ÒâÓïÆø±ä»¯

Ô­ÎÄÈçÏ£ºWell, I was thinking about it, and I realized I don¡¯t understand how they hold their breaths under water. It¡¯s a little crazy for me to be writing a paper about migration patterns

without actually knowing how they stay underwater for so long.

19.What is the topic of the man¡¯s paper? A. How whales hold their breath B. Whale migration patterns

C. Characteristic of whale habitats

D. The differences between the circulatory system of whales and that of other mammals

´ð°¸£ºB ½âÎö£ºÏ¸½ÚÌ⣬¶ÔÓÚÄǸöÄÐÉú¶øÑԺܷè¿ñµÄÊÂÇéÊÇÄÇÆªÇ°Ï·ÖÖÀàµÄÂÛÎÄÖÐÉæ¼°µ½¾¨Óã¡£¡£¡£¡£ µÄÊ ԭÎÄÈçÏ£ºWell, I was thinking about it, and I realized I don¡¯t understand how they hold their breaths under water. It¡¯s a little crazy for me to be writing a paper about migration patterns without actually knowing how they stay underwater for so long.

20.What is the professor¡¯s attitude toward the man¡¯s question about how whales hold their breath? 01:01

A. She thinks he does not need to spend a lot of time looking for the answer B. She is surprised because she has already addressed this question in class C. She dismissed it as unimportant

D. She is pleased that has a plan to obtain the answer himself

´ð°¸£ºA ½âÎö£ºÌ¬¶ÈÌâ¡£½ÌÊÚÕë¶ÔѧÉú¿´ÁËÄÇô¶àÊéȴûÓÐÏà¹ØÐÅÏ¢±íʾ³Ô¾ª£¬ÒòΪѧÉúʱ¼äÓÐÏÞ£¬ Ëý×öÁËÆÀ¼Û˵ I don¡¯t expect you to read a dozen of books on whales for this assignment. Focus on just a few

Ô­ÎÄÈçÏ£ºOk, I know I encourage everyone in class to look at a substantial number of sources, but I don¡¯t want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each paper. I don¡¯t expect you to read a dozen of books on whales for this assignment. Focus on just a few.

21.Why does the professor mention the limited time students have to complete their papers? A. To suggest that looking at research on the internet is a good way to save time B. To point out that the library has reduced the amount of time it is open each day C. To indicate her expectations for the amount of research to be done for the paper

D. To emphasize the important of starting to write the paper a couple of weeks before it is due

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½âÎö£ºÕâµÀÌâÍÆ³çÅųý·¨£¬A internet ÌýÁ¦Î޹شÊÅųý£¬B, library ÌýÁ¦Î޹شÊÅųý£»D£¬Ìáǰ Á½¸öÀñ°ÝÈ¥×öÂÛÎĵÄ×¼±¸ conversation ûÓÐ×öÕâ·½ÃæµÄ×¼±¸¡£C ˵ÊÇΪÁ˱êÃ÷½ÌÊÚ¶ÔÓÚÂÛÎÄ ·½Ãæ×ö³öÏàÓ¦Ñо¿ÊýÁ¿µÄÆÚ´ý¡£×¢Òâ but Ç°ÃæÄǾ仰¡£

Ô­ÎÄÈçÏ£ºOk, I know I encourage everyone in class to look at a substantial number of sources, but I don¡¯t want you to get overwhelmed. Looking at a number of sources gives you a good knowledge base, but students only have a limited amount of time to work on each paper. I don¡¯t expect you to read a dozen of books on whales for this assignment. Focus on just a few.

22.According to the professor, how does a whale conserve oxygen while underwater? Click on 2 answers 01:43 A. Its heart rate decreases

B. Its lung capacity temporarily increases C. It slows the pace of its swimming

D. Blood flow to certain organs is decreased

´ð°¸£ºA,D ½âÎö£ºÏ¸½ÚÌâ¡£½ÌÊÚºóÀ´½âÊÍÁ˾¨ÓãÊÇÔõôÔÚˮϱ£´æÑõÆøµÄÒ»¸öÊǽµµÍÐÄÌø£»Ò»¸öÊÇÁ÷Ïò ijЩ֮µÄѪҺ½µµÍ

Ô­ÎÄÈçÏ£ºStudent£ºSo how does having more oxygen in their blood help them stay underwater longer?

Professor£ºIt¡¯s the way the whale¡¯s blood carries oxygen to the rest of its body. Whales carefully conserve their oxygen when underwater in a couple of ways. When a whale dives, its metabolic weight drops, causing its heart beat to slow down. And the blood flows to its muscles and some of its none-vital organs, like its kidneys, is also cut off. Whales muscles and none-vital organs are able to function without oxygen for an extended period of time.

TPO16-L5 History

23.What is the lecture mainly about? 00:08 00:30finally

A. The history of language in ancient Egypt

B. The process that was used to create hieroglyphic writing

C. The competition between two scholars to solve an archaeological puzzle D. The circumstances that led to the solution of an archaeological puzzle

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½âÎö£ºÖ÷Ö¼Ì⣬½ÌÊÚÒ»ÉÏÀ´¾Í½éÉÜÏ£À°µÄ×÷Æ·£¬µ«ÊÇ 1600 ÄêͻȻÖжÏÔì³ÉÁËÐí¶àÀ§ÈÅ£¬µ« ÊÇ×îÖÕ±»ÆÆÒëÁ˵ÄÊ¡£ËùÒÔ D Ïî һЩ»·¾³´Ù³É¿¼¹ÅÃÕÍŵĽâ´ð¡£

Ô­ÎÄÈçÏ£ºHieroglyphic writing ended abruptly about 1600 years ago, and it mystified the most brilliant minds in the study of the Egyptian artifacts and archeology for many many centuries. Finally, the possibility of deciphering hieroglyphs came about with the discovery in 1799 of the Rosetta stone.

24.What was demotic script used for in ancient Egypt? 01:13 A. Decorations on temples and monuments B. Administrative documents C. Illustration for stories

D. Representations of objects

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½âÎö£ºÏ¸½ÚÌâ¡£demotic ÊÇͨË×µÄÒâ˼£¬ÌâÄ¿ÎÊ demotic script ±»¹Å°£¼°ÓÃÀ´×öʲôµÄ ûɶ ÌØ±ðÌáʾ´Ê£¬¹Ø¼üÊÇ×¢ÒâÓïÆøµÄ±ä»¯£¬²¢ÇÒ½ÌÊÚÉæ¼°µ½Õâ¿éµÄʱºòÓиöǰºó¶Ô±È£¬demotic was not¡­. It was used for¡­..µÄ¶Ô±È

Ô­ÎÄÈçÏ£ºThe demotic script found on the Rosetta stone, um ¡­well, demotic was not as elaborate as the hieroglyphic writing. It was used for Mundey matters or like administrator documents.

25.Why was ancient Egyptian hieroglyphic writing difficult for scholars to interpret? 00:57 1:40

A. The language that it was based on was no longer used

B. The same words were often represented by several different symbols C. It consisted of a mixture of three different languages D. Only fragments of it were found

´ð°¸£ºA ½âÎö£ºÕâµÀÎÊÔ­Òò½âÊÍ£¬ÌýÁ¦ÉÏ˵ÓÖ˵¹Å°£¼°µÄÊָ壬ͨË×°æµÄºÍÏóÐÎÎÄ×Ö°æµÄ¶¼ÒѲ»ÔÙʹ ÓÃÁË£¬Èç¹ûÒª½âÊÍ£¬¾ÍµÃÓÐ×ÖµäɶµÄ¡£ËùÒÔÑ¡ A

Ô­ÎÄÈçÏ£ºAnd two of the three alphabets are ancient Egyptian scripts that stop being used, the hieroglyphic and the demotic...........The soon was centrally the dictionary that the scholars needed to interpret the meaning of hieroglyphs, and it took a uniquely equipped researcher to finally decipher and understand what was written on the stone.

26.What is the professor¡¯s opinion about Thomas Young¡¯s word with hieroglyphs? 02:58

A. She feels that Young has not received the credit he deserves

B. She is amazed that Young¡¯s conclusion about hieroglyphs was correct C. She is surprised that Young did not recognize his own accomplishments D. She thinks that Young¡¯s work was not careful enough to be taken seriously ´ð°¸£ºC

½âÎö£ºÕâÊÇ̬¶ÈÌ⣬½ÌÊÚ¶Ô Thomas Yang ÊÇ»ý¼«ÈϿɵĴÓÕâ¾ä»° Thomas Yang, an English scholar, was the first to seriously attempt to decide for the symbols on the Rosetta stone¡£He suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures.ºóÃæÓиö´Ê Strangely though ºÍºóÃæµÄÏà¹ØÐÅÏ¢±íÃ÷ Young ²¢Ã»ÓÐÈÏʶµ½ ËûµÄ³É¾ÍÑ¡ C.

Ô­ÎÄÈçÏ£ºThomas Yang, an English scholar, was the first to seriously attempt to decide for the symbols on the Rosetta stone. He suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures...... Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own finding, as an anomaly, because the Ptolemy dynasty was Greek, not Egyptian.

27. According to the professor, what led to the decoding of the Rosetta Stone? 05:06 A. A hieroglyph that represented the name of a person

B. A written and oral description of a historical event

C. The realization that each hieroglyph represented a different object or concept

D. The discovery that the word for ¡°Sun¡± is written the same way in Greek, demotic, and

hieroglyphics ´ð°¸£ºA

½âÎö£ºÕâµÀÌâÊǸöϸ½ÚÌ⣬ÎÊÊÇʲôµ¼Ö ROsseta Stone µÄ½âÂë¡£Ç°ÃæËµÒª½âÂëÏóÐÎÎÄ×Ö£¬ ¾ÍµÃ±È½ÏÌØÊ⣬½ô½Ó׎ÌÊÚ½éÉܵÚÒ»¸öÕýÈ·½âÂëµÄ Young ÏÈÉú£¬Ëû spell out a single word,the name of ¡­..¶øÇÒºóÎÄÒ»Ö±·´¸´³öÏÖÕâ¸ö name¡£ËùÒÔÑ¡ A

Ô­ÎÄÈçÏ£ºUntil then, all scholars assumed that the hieroglyphs were pictographs, that they symbolize objects or concepts. Thomas Yang focused his attention on one set of hieroglyphs that he thought would probably spell out a single word, the name of a king or queen.

28. How did Young¡¯s and Champollion¡¯s studies of hieroglyphs differ from earlier studies of

hieroglyphic writing? 02:07 03:37

A. Young and Champollion had access to large collections of hieroglyphic writing B. Young and Champollion both guessed that hieroglyphs were symbols for sounds C. Young and Champollion both spoke Greek and Coptic

D. Young and Champollion shared their research with one another

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½âÎö£ºÕâµÀÌâ Y ºÍ C ÊÇÕ¾ÔÚÒ»Ìõ´¬Éϵ쬽éÉÜ yong µÚÒ»¸ö suspected rightly£¬ÈÏΪÏóÐÎÎÄ ×ÖÊǸúÉùÒôÓйء£

Ô­ÎÄÈçÏ£ºHe suspected rightly, that the hieroglyphs were phonetic symbols, that they represented sounds rather than pictures.

TPO16-L6 Behavior

29. What is the discussion mainly about? 00:06

A. The professor¡¯s recent research on play and brain development B. Differing explanations of the reasons for play C. Examples of two distinct types of play fighting

D. Differences in the play behaviors of various animal specials

´ð°¸£ºB ½âÎö£ºµÚÒ»ÌâÓÖÊÇÖ÷Ö¼Ì⣬½ÌÊÚÒ»¿ªÊ¼¾Í˵²¼ÖÃÁ˸öÈÎÎñ£¬¶Á¹ØÓÚ¶¯ÎïÍæË£µÄÎÄÕ£¬À´ÌÖÂÛ ¼¸ÖÖ²»Í¬µÄ¹Ûµã¡£

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