Lost ID.....加試題

Part III

Listening 7: Lost ID

S: Hi, I am looking to a place to get a student ID card. Is this the right place?

C: Yah, but you can’t come into this place, unless you have a student ID.

S: Yah, but that’s why I am here. I am here to get a new card. I lost mine.

C: I am sorry to hear that, but I can’t let people in; people who don’t have ID.

You need to show your student ID to get pass the security.

S: I got in last month when I didn’t have my student ID. What’s the problem now?

C: During the first two weeks, sure. You have to take your photo taken. But now, it’s different.

S: So, what am I supposed to do? I couldn’t get into the dorm without my student ID. They sent me here.

C: ok. Let’s send an e-mail to find out. They will answer right away.

C: Hum, ok. We need to see your driver’s license then, or some government issued IDs, like a passport, and then I can let you in.

C: Do you have a picture ID?

S: No, that’s the problem.

S: I lost my wallet and all my IDs are in it. Everything’s gone.

C: well, they won’t give you a new ID without some sort of identification.

C: what about your passport?

S: That’s the problem. That’s in my dorm room and I can’t get into my dorm room.

S: Hum….. this is just …… (inpatient)

C: (interrupt) … wait wait…

C: Let me check again.

C: Do you happen to remember your ID number?

S: Sure, it’s 2-2-4-4-3-5

C: Ok. The director of security says I can let you in, but you need to be escorted. Sorry, it’s just one of our rules.

S: Oh, well… I don’t care.

C: don’t worry! They will look your records and verify that’s you. Your original ID’s picture is in our computer records, and you will get a new card right away. That should get you going.

S: Oh, thanks so much!

C: I know it must be terrible. Did you have much stuff in your wallet?

S: No, just a few dollars and my meal pass and party invitation.

C: your meal pass? (rising tone)

C: No problem, you can get one of those too. Just ask.

S: Hoow…I was just starting to get hungry.

C: Ok, here comes your escort. You are all set.

S: You’ve been a big help. I am really appreciated. Really!!!

C: Hey, I was glad I was able to help you out.

S: You are glad. ( rising tone and then fall down)

Q1: What is the student’s problem?

Ans: she needs to get a new ID card

Q2: why doesn’t the student go to her dorm room to get her passport?

Ans: she is not allowed to enter the dorm

○ She is not sure whether her passport is in her dorm room.

○ She is not allowed to enter the dorm.

○ She does not have an appropriate escort.

○ She does not have a passport.

Q3 how will the security staff verify the student’s identity?

Ans: by locating her ID records in the computer system

Q4 what does the man infer about the student’s meal plan?

Ans: It can be reissued at the same time as her ID card

Q5 Hey, I was glad I was able to help you out.

S: You are glad.”

What does the girl means when she says “ you are glad”.

○ She does not think the man is truly glad.

○ She is annoyed that it took so long to solve the problem.

○ She is surprised the man was able to help her.

○ She is relieved to have the problem solved.

Ans: She is relieved to have the problem solved

Literature – 18th and 19th Century’s British Poetry.....加試題

Literature – 18^th and 19^th Century’s British Poetry

P: Before we end, I wanna say a few words about your reading of your next class’s topic, which is the selection of poems by William Wordsworth. I’d like to talk a bit about Wordsworth’s poetry, his vision, and his ideas about poetry.

P: Now, Wordsworth’s best known for his lyrical and dramatic poems. On the surface, there are about common objects, ordinary situations. He wrote about his sister Dorothy, about nature, rainbows, birds, the beauty of nature. He wrote about simple rural people who represented the….um… he connected the rural life with the truth about the human nature. What it means to be human. What human needs for happiness? There were some things about nature and rural life that was emotionally … spiritually… central for him. And he felt that because he was writing the ordinary things that he should have write in simple ordinary language. Poetry should be directed to regular people, so for him, it shouldn’t be written with special vocabulary, specialized language that only certain highly educated people could understand. It was these features that made him not just the central figure, but really the beginning the British Romanticism.

P: Now, by Romanticism, we are not talking about the images of love. These the Romanticism with capital R, not Romance between two people. Romanticism is an artistic and literally movement, characterize by the interesting nature and the emphasis on the individual…um… individual’s emotions and imagination. Actually, it is a little bit misleading to call it a “movement”. Ummmm…. I mean it is no self style romantic movement at the time; Wordsworth didn’t call itself a romantic poem. It is just our way to characterize the poetry and to distinguish from what we preceded which was the Neo classicism. The Neo classicism of the 18^th century which we touched on a bit, was known for what …for it’s concerns with orders and balanced and idealization. And the elevated tone of its language. Neoclassical poem tried to sound as learned as possible.

P: Um… You’ve read some. Did they use the word “Bird” or do they use the expression like “feather people”? Would they be more likely to be referred to sky as sky or as a “blue expanse?” To the Romantic poet, Neo classical poem was writing down excessive. It was too pre-occupied with elaborate expression and forms. Wordsworth and other Romantic poems like ~ rejected Neo concerns with ideas and balance and the tendency toward the excessive of language. It’s an intellectual orientation.

P: So, Wordsworth doesn’t write about uncommon things or about ideas that the accessible only to the very high educated. He writes about humble matters, like children and nature. It was his poetic purpose to choose the ordinary things, ordinary situations…and… to describe them, to clarify....to reveal the essential nature. With his early lyric poems, Wordsworth introduced his poetry to new attitude to the individuals and the new attitude to the nature. One of the multitudes of a new Philosophy. He wasn’t just use the imagery from nature in this poem. He believed there was an organic connection between nature and the fulfillment of human’s satisfaction, happiness, between nature and human minds. It’s actually something I share. In fact, when I am out, just taking a walk, just enjoy the outdoors, I often think of Wordsworth poem, like To the Daisy or By the sea. They are kind of…they articulate that concept so well…. Anyway, regardless of your feeling about that, it is undeniable that Wordsworth’s ideas were revolutionary. It’s opening up what poetry could be written about. It could be about commonly experiences we all share as humans and they can be depicted realistically. Okay?

P: Now, many people divided his work into three periods. He wrote the lyric poems, the poems his best known for is his… so called early period. In his middle period, he wrote words were pretty …um… pretty harshly criticize, literally criticized of his days. They thought Wordsworth had moved away his source of his original inspiration. And in his late period, he did a lot of revising of his earlier work. He revised his earlier poems again and again. Um… his work, Prelude for example, went through four different versions before it is finally published. So, how much was improved by all these revision? Well, most readers and critics feel that the earliest Prelude is the best. So it is commonly held that the quality of Wordsworth’s poetry fell off over time which unfortunately is not something you will get to judge in this course. We only have enough time for samplings, so we will stick with the lyric poems from his early period which ….well… I hope you will see their beauty, if not how revolutionary they were.

Question 1: What is the lecture mainly about?

Ans: ?

Wordsworth’s poetry, his vision, and his ideas about poetry

Question 2: What are the two features of Wordsworth poems that professor discussed?

Ans: ?

(1) simple rural people

(2) simple ordinary language

Question 3: What are two points the professor makes about Romantic poets?

Ans: ?

(artistic & literally movement)

(1) interesting nature

(2) individual emotion & imagination

Question 4: What is the Professor’s opinions about Wordsworth’s poetry?

Ans: ?

早期較好（revolutionary）

Question 5: Why does the professor say this “Did they use the word “Bird” or do they use the expression like “feather people”? Would they be more likely to be referred to sky as sky or as a “blue expanse?”

Ans: ?

Neoclassical / much elaboration

Question 6: What does the professor imply when he says this “so it is commonly held that the quality of Wordsworth’s poetry fell off over time which unfortunately is not something you will get to judge in this course.”

Ans: ?

早期較好

Brain Cell- Neurons.....加試題

P: Okay…so…last time we were talking about the human brain – Neuron, we know the nerve cells in the brain. Just a quick review, someone tells me about Neurons. How do they work? Bernard?

S: Well… They are .. um… like wires carrying electrical signals and when the electrical signal reaches a contacting point, then a message sent out to another Neuron. And I think the interesting thing about Neuron is that ( the professor cut in …. )

P: Yes exactly…. That’s fine, Bernard. Today I wanna to discuss cells found in the brain, they are called Glial Cells. Um…Just to let you know, there are different types of glial cells, but we’ll discuss the specific types later.

P: Right, Glial Cells, so, first off, historically speaking, um… I am talking about the 1950s here. Researchers didn’t think the glial cells were that important. They always focused on neurons… neurons…neurons… the thinking was that neurons are responsible for all the communications going on within the brain. As far as the glial cells concerns, early researchers just thought glial cells supporting the a few jobs like, carrying nutrients to neurons because in order to keep functioning, brain cells need energy. And another job …um… protecting brains from invading agents of diseases. You know… um.. things that the immunes system should have discovered and captured, but didn’t.

P: So, again, early researchers assumed that the main purpose of glial cells was to support neurons. With their support, neurons could make connecting, with their support, neurons can make the connections … um… like to think, feel, remember or even eat a sandwich. So, the thinking was why study glial cells? These days though, there’s new thinking of gial cells. In recent researches we discovered and the exchange of information, communication between brain cells and the glial cells throughout once lifetime. So, instead of glial cells having just an unimportant role, we see them communicating; actually having impact on the connection of Neurons, swaying them, determining which connection go stronger and which one go weaker. So, there are really three communication networks or communication systems in the brain. Neurons communicate with neurons, glial cells communicate with glial cells and then glial cells communicate with neurons. In other words, glial cells do much much more than previous thought. At least, that’s what the recent researches showing. And where will the new understanding of cell function lead us? Well, we don’t know. It’s very exciting. And the really marvelous part is glial cells outnumber the neurons’ in brain by far. But they’ve barely been explored. Brenda, you have a question?

B: So, the research field in glial cells is growing?

P: I think there’s a lot of opportunity in glial cell research, especially a few years from now when you folks graduated. As I see the field is really opening up.

P: But, let’s go back a little and analyze. Why did we miss so much about glial cells in the past? Well, we have incorrect assumptions about glial cells. We knew how signals travel through neurons and assumed that glial cells would use the same mainly electrical mode of transmitting information. But they don’t. Again, just as Bernard explained. Neurons mainly use electrical activities to carry the messages. Glial cells though, glial cells use chemicals, not electrical signals to carry messages. And since our basic assumption back then was wrong, we missed out the real understanding. And there’s still a lot we don’t know.

B: What else can glial cells do? Can they repair nerve damage for instance?

P: We’ve been still asking questions, experimenting and learning. Some people have an extremely high numbers of glial cells more than normal, more than the typical person’s brain has. One question we have does a person with higher number of glial cells in brain mean greater intelligence? And there are different types of glial cells, so maybe being genius is caused by having an unusual high number of them or maybe just have a certain type. We don’t know yet. As we gained answers to these questions what would we be able to do that we couldn’t do before? Well, perhaps someday we would be able to utilize glail cells to treat injuries. Some scientists are doing experiments on that possibility now.

S: But what do you think Dr. Zoller?

P: Well…I think ….. Yeh… soon there would be something accomplishing new things in science and in the field of medicine as we gained a deeper understanding of how the brain works.

P: Does anyone have any questions? No? We will move on to different types of glial cells then.

Q1. What does the professor mainly discuss?

○ How two types of brain cells were discovered.

○ Brain cell research in the 1950s

○ How the understanding of glial cells has changed.

○ The role played by glial cells in determining human intelligence.

Answer: how the understand of glial cells have changed

Q2: Historically, what does the researchers assumed the main purposes of glial cells?

○ Repairing nerve damage in the brain

○ Exchanging information with neurons

○ Supporting the needs and activities of neurons

○ Determining the strength or weakness of neuron connections

Answer: supporting the needs and activities of neurons

Q3: Early brain researchers focus on Neurons, what does the professor imply was the results of the emphasis?

○ New methods were found to treat injured brain cells

○ Little research was done on glial cells

○ A relationship between intelligence and the number of brain cells is established.

Answer: little research was done on glial cells

Q4: According to professor what kind of discovery let the researchers to gain a better understanding of a role of glial cells?

Answer: glial cells use chemical signals to send messages

Q 5: Listen to part of the conversation, and then answer the question.

When the electrical signal reaches a contacting point, then a message sent out to another Neuron. And I think the interesting thing about Neuron is that ( the professor cut in …. )

P: Yes exactly…. That’s fine, Bernard.

What does the professor imply when she says this “Yes exactly…. That’s fine, Bernard.”

Answer: Bernard’s answer is complete

Q 6: What does the professor imply when she says this “I think there’s a lot of opportunity in glial cell research, especially a few years from now when you folks graduated. As I see the field is really opening up.”

○ The student considers working in glial cell research as a career

○ Research are starting to reveal the results of their work on glial cells

Answer: The student considers working in glial cell research as a career

Bird Migration.....加試題

Bird Migration

Listen to a conversation between a student and his Biology professor.

S: Doctor Russell, I was hoping to discuss my term paper with you. I am getting a little bit stuck here.

P: of course. So, what do you have so far? What’s your topic?

S: Well, I wanna to write about bird migration, but I am having troubles finding enough sources.

P: You are having troubles finding sources on bird migration? (rising tone)

S: No, actually on a particular aspect of bird migration that I wanna write about. The thing is I wanna to write a specifically early theories of bird migration, describe some of the theories, like how Aristotle thought how birds change into different species during the winter. Other naturalist thought bigger birds carry smaller birds to warmer spots for the winter time. But I only got a couple of books to work with right now.

P: Hum. I have to admit that it’s an interesting topic and you certainly seem excited by it. But remember, I told you all to ask yourself how your topic is going to help you to show how you can apply what you learned in this semester. A sum of description is not really what I am looking for, as much as your analysis of a certain topic.

S: I guess that’s really not what we are supposed to do, hum. (falling tone)

P: Right. So, how about we think about some other ideas for your paper. I mean you don’t need to discharge your ideas completely, but take a really different focus. Um, for example, you could present what you believe for some reasons, the rationale behind some of those theories - early naturalists’ had. But you would support with more modern research – those are the sources you need to seek out.

S: ok, I think I see what you are saying. So, like today; today we know a lot of birds migrate at night. But maybe because people don’t see them; didn’t see the small birds migrating. They only saw bigger birds, like Geese, saw them migrating during the day. They thought that bigger birds are carrying smaller ones under their wings.

P: There you go. That’s exactly what I mean. You show me you are thinking of the topic, not just telling me what you read.

S: ok. I also have a real cool example of the migratory bird I wanna discuss in my paper. It’s the Common Poorwill. I mean it seems that some naturalists believe that Common Poorwill does hibernate instead of migrating and that maybe the only bird that does.

P: If I were you, Um…

I think you should just stay at the migration research. Remember, this is only a 15 – page paper.

S: ok. I see your point.

P: But it’s great that you are finding it’s also interesting. Now, I want you to come back see me in a week. So, we can take a look at the new direction of your paper and evaluate the sources you found in the meantime.

S: ok, and thanks for your help!

Q1: Why does the man go to see his professor?

a) He does not have enough time to write his term paper.

b) He is having trouble organizing the information for his term paper.

c) He cannot find enough information on the topic of his term paper.

d) He does not understand some of the ideas he has been reading about for his term paper.

Q2: How does the professor help the man?

a) By suggesting a change in his approach to the paper.

b) By explaining some theories about bird migration to him.

c) By providing some additional examples he can use on the topic he chose.

d) By giving him directions on where to find sources.

Q3: What information will the man probably include in his paper? ( two answers)

a) A description of the migration habits of the Common Poorwill?

b) His own analysis of early theories about bird migration

c) A comparison between birds that migrate and birds that do not.

d) Findings from recent research on bird migration

Q4: Why does the man talk about birds that migrate at night?

a) to demonstrate that he understand the professor’s recommendation

b) to give example of what he wants the professor to explain

c) to give an alternative explanation for the hibernation of the Common Poorwill

d) to ask whether he should change is topic to the sleeping behavior of birds

Q5: what does the professor imply when she says this “You are having troubles finding sources on bird migration?”

a) she is not sure the man should write about bird migration

b) she thinks finding sources on bird migration should be easy.

c) she is not sure that she can help the name

d) she thinks the man has already found enough sources on bird migration