听写要求：& E8 x3 ?# h% |1 A2 `! k

: {+ A, a# q& j6 l+ M4 i（1）请大家听写完在看文字答案3 Z8 A* f8 z8 s1 C% h6 |
（2）对照文字答案时，找出未能识别出来或者识别有误的地方并用记号标注出来
; [6 V! k1 Z# v0 r; Q（3）听写完的内容自己总结（不熟悉听觉的单词；关键词）! s" |* c3 u$ N4 S9 K/ `2 D- u
（4）听写是一句一句的听，对于句子短的可以两三句合并，大家自己把握
8 I3 Y9 `, f2 q- E3 n9 Y0 K2 V（5）最好只给自己三遍的机会来训练自己的听觉存储力' K/ N% Z7 G" T3 W" @& |9 a& J0 q2 ]
（6）听写所推荐的软件请在论坛里下载
! L8 j! R0 C( |- G# K（7）更有效的听写不推荐非要把每一篇文章听写完之后再对照文字答案，这样对于很长的文章来说，听觉模糊的或未识别/识别错的地方已经印象模糊，故不能更有效果的从听写中得到你的weakness1 {' {, u( W# @  t9 H9 g
（8）我会针对文章的长度进行切割，把文字答案切割成小的part以适合每次听写，按照跟贴的顺序完成大家的听写。比如：先听写第一楼；再第二楼；……以此类推

Passage one

S: professor, I have a question about taking the engineering course that you’ll be teaching. I already took this course once, but I didn’t do very well in it, and I’d like to take it over again.

P: why do you want to try it again? Do you think you can do better this time?

S: well, I understood about half of the material last time, and if I concentrate on the rest of the material, I think I can do much better next time.

P: it’s…uh…
   possible to repeat a course to try for a higher grade, as long as the appropriate form is filled out.

S: I’ve got the form right here, and I’ve already filled out most of it. All I need is your signature at the bottom.

P: that’s fine. You really do seem prepared. Give me the form, and I’ll sign it.

Passage two

S: I have a problem, and I hope you can help.

W: what’s your problem?

S: I haven’t received my grade report from last quarter, and my friends have already received their grade reports.

W: grade reports from last quarter were mailed out two weeks ago. You haven’t received your yet?

S: no, I haven’t

W: did you move in the last quarter? Has your address changed? Um…maybe the grade report went to the wrong address

S: no, I’m still in the same place. I haven’t moved. The address should be accurate

W: and did you take all of your final exams?

If you missed an exam, then your grade report would be held up

S: no, I took all my exams

W: then, uh, you should’ve received your grade report by now. give me a moment, please, and I’ll look your grade report up in the computer system and see if I can figure out what the problem is.

S: thanks very much for your help

Passage three

W1: ok, let’s see where we are on this project for geography class. Our presentation’s in two days, and I hope we’re almost ready.

M: I hope so, too. We were each going to look up information about a different lake—with an emphasis on how each lake was formed—and we’ll each present information on that lake to the, to the class. My job was to look up information on Lake Superior, and I’ve done that

W2: I’ve done my research on the Caspian Sea

W1: and I’m ready with information about LakeBaikal

W2: great. I’ll go first. I’ll be discussing the Caspian Sea, which is the largest inland body of water in the world. The Caspian Sea is a saltwater lake between Europe and Asia. It is believed that this lake was originally connected to the world’s oceans, which would account for its saltwater content. As the earth’s plates moved, this arm of the ocean was cut off

M: well, here’s what I found on Lake Superior. Lake Superior is, of course, one of the Great Lakes in North America, and it’s the largest freshwater lake in the world. Along with the other Great Lakes, it was formed by glaciers. Glaciers covered the northern part of North America until 10.000 years ago and were responsible for carving out the Great Lakes, including Lake Superior.

W1: Ok, now for Lake
    Baikal, which is the lake I’ll be discussing. Lake
    Baikal’s in earth’s crust broke apart at a fault. Because Lake
    Baikal formed over a split in the earth’s crust, it’s a very deep lake, the deepest lake in the world. Lake
    Baikal’s so deep that, even though its surface area is much smaller than the surface area of Lake Superior, it could hold the water of all the Great Lakes combined

M: well, it looks like we’ve all found information about each of these lakes, and, in particular, how they were formed. Now we need to talk about how we can present the information to the rest of the class

Passage four

P: today, instead of lecturing, I’m going to start out by taking questions. You all know that the exam’s tomorrow, so today I’d like to spend time talking about whatever’s unclear to you. Yes, anne, what’s your question?

A: I’ve got a question about the theories of Redfield and Espy. I understand that they were meteorologists, American meteorologists in the nineteenth century, and that they had different theories about how storms behave, but I’m…um, not quite sure I really understand the two theories. Could you explain them again?

P: Ok. It’s true that William Redfield and James Espy were two nineteenth-century meteorologists and they had different theories on the behavior of storms. Espa argued that centripetal force was at work in storms. Anne, do you understand what direction the winds would be moving if centripetal force were involved?

A: I think so. Centripetal force would cause winds to move in ward from all directions toward the center of the storm. But that’ not what really happens during a storm, is it? Winds don’t move inward toward the center of the storm.

P: that’s right, Anne. Espy’s theory was that centripetal force pushed the winds of a storm inward toward the center from all directions, but this theory hasn’t proven very accurate…now, the other meteorologist was Redfield. Did Redfield agree or disagree with Espy?

A: I know that Redfield disagreed with Espy, but I’m not quite sure how

P: can someone else explain what Redfield believed? What about you, Chris?

C: sure. Redfield argued that the winds in a storm rotated around the center of the storm, so the winds would be moving in a circular path. And he believed that the winds moved in a counterclockwise direction, which means that they move in the opposite direction from the direction that a clock moves

P: yes, that’s correct. Is that clear to you, Anne?

A: so, Espy believed that centripetal force caused winds to move inward toward the center of a storm, and, um, Redfield believed that the winds in a storm moved in a counterclockwise direction

P: exactly. Now, for the most important question…we’ve already said that Espy’s theory on how the winds in a storm behave wasn’t very accurate. What about Redfield’s theory? Was his theory accurate or inaccurate? Anne?

A: I think Redfield’s description was quite close to what actually happens in a storm

P: that’s right. Now…who has another question?