【正文】 ll be...they39。s part of it. Stone meteoroids, if they lie around exposed to the weather for a few years, well, they39。re mixtures of minerals. They are generally classified into three broad categoriesstones, stony irons and irons. Stone meteoroids, which we refer to simply as, uh, stones, are almost entirely rock material. They actually account for almost all of the meteorite material that falls to earth. But even so, it39。s from meteoroids that we get meteors and meteorites. Roids are, for the most part anyway, they are just smaller bits of asteroids and ets. When these bits enter earth’s atmosphere, well, that makes them so special that they get a special name. They39。ll e back later and do that. From now, I39。ve learned from them about the formation of earth, and solar system. Uh… the thing is what39。ve got a lot of rooms open right now. When you e in, you sign your name on the list and I signed the room number or if you call that event that it attended tell you your room number, if you fet, just e in and take a look at the list. The videos are over there. Student: Great, thanks. TPO 13 – Lecture 3 Narrator: Listen to part of the lecture in poetry class, the professor is discussing medieval poetry. Professor: OK, so the two poems we are looking at today fall into the category of medieval times, which was how long ago? Student: Almost a thousand years ago, right? Professor: Yes, that’s right. Student: But, professor, are you sure these are poems? I mean I thought poems were shorter。t take any videos out of the lab. Student: OK, so how long can I use the video room for? Manager: You can sign up for two hours at a time. Student: Oh, good, so I can watch more than one video when I e up here. Is the lab pretty busy all the time? Manager: Well, rooms are usually full read after dinner time, but you can sign up the day before to reserve the room if you are. Student: Err...the day before....But, I can just stop in to see if the any lab is open, right? Manager: Sure, stop in any time. Student: What about copies of these videos? Is there just one copy of each in the series? I don39。m not sure, but err... is this the Carter language lab? Manager: Yes, it is. How can I help you? Student: I39。s what a keystone species does in an ecosystem. It39。s continually flooding the surface, which increases the amount of water below. So where is there a wetland, you get a lot of ground water, and ground water happens to be a big source of our own drinking water today. All right… So, back to the beavers, what if the beavers weren39。s so important, cause if you go back before European settled in north America, like before the 1600s, back when native Americans were the only people living here, well, back then there were a lot of beavers, but later on, after Europeans… Professor: OK, wait, I see where you are heading with this, but before we go into how European settlement affected the ecosystem, tell me this what kind of environment do beavers live in? Think about what it was like before the Europeans settlers came, we’ll e back to where you were headed. Student: OK, well, beavers live near streams and rivers and they block up the streams and rivers with like logs and sticks and mud. You know, they build dams that really slow down the flow of the stream. So then the water backs up, and creates like a pond that floods the nearby land. Professor: And that creates wetlands. OK, tell me more. Student: Well with wetlands, it39。s location, but what about design? Well, design doesn39。s start with location. In choosing a specific location for pedestrian mall, there are in fact two considerations. Proximity to potential customers, UN…that39。 TPO 13 – Listening Part Part 1 Script: TPO 13 – Conversation 1 Professor: Good afternoon, Alex, can I help you with something? Student: Well, I want to talk with you about the research project you have assigned today. I um…I hop e you could clarify a few things for me. Professor: I’ll certainly try. Student: Ok, all we have to do is do two observations and take notes on them, right? Professor: Ur, that’s the start, but you need to do some research, too. Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read. Student: Ok….And what about the children I am suppose to observe? Professor: Not children, a single child observed twice. Student: Oh…Ok, so I should choose a child with a permission of a child’s parents of course and then observed that child a couple of times and take good notes, then? Professor: Actually after your first observation, you go back and look through your textbook or go to a library and find a few sources concerning the stage of development, the particular child is in. Then