资源描述
学术讲座—学生版
生物tpo22 lecture 3
一、 背景介绍：
生物学讲座主要涉及到的小学科有conservation biology保护生物学，marine biology海洋生物学，zoology动物学和botany植物学。主要话题有以下五个：动物行为研究；动物和环境之间的关系；动物交流方式；动物身体结构；动物保护。
二、 分类表格：
TPO
Lecture
生物
Biology
1
4
2
2
4
4
6
2
7
2
8
1
10
1
11
1
12
1
14
2
15
4
16
3
17
4
18
4
19
3
20
4
21
3
22
3
23
3
24
1
25
1
25
4
26
2
27
1
27
3
28
2
28
3
29
1
30
2
三、 各分类常见逻辑结构：
生物类考点分析
分类
部位及特征
用途（植物）
习性（动物）
栖息地
繁殖
与其他生物的关系
生存状况
相关研究
生物类常见逻辑结构
在课堂演讲中，教授常常会就某一生物现象或者生物特征进行讲解，并举出相应的例子进行证明，期间往往会有老师的自问自答和已经和学生之间的讨论。
四、十三大原则中这节课会用到的原则+举例
1. 开头原则：
2. 问答原则
3. 举例原则
4. 强调原则（语义的强调）：
5. 结尾原则
五、本次课可能用到的笔记法
1. 笔记热身
1）中文简写
2）符号
2. TPO1 Conversation1 笔记
六、词汇，短语及句式
1）生物类场景常用的词汇
英语
汉语
species
物种
sub-species
亚种
gene pool
基因库
ancestor
祖先
descend
传承
extinction
灭绝
endanger
濒危
eradicate
灭绝
introduced animals
外来动物
wildlife reserve
野生动物保护区
sanctuary
保护区
refuge
保护区
habitat
栖息地
quarantine service
检疫局
parasite
寄生虫
insect
昆虫
reptile
爬行动物
mammal
哺乳动物
pollinate
授粉
2）本次课常用词汇
英语
汉语
vertebrate
adj. 脊椎动物的；有脊椎的
n. 脊椎动物
subset
n. 子集，小团体
endangered
adj. 濒临灭绝的，有生命危险的
habitat
n. 栖息地，产地
cheetah
n. 猎豹
pronghorn
n. 叉角羊
herbivore
n. 食草动物
megafauna
n. 句型动物
prairie
n. 大草原，牧场
disperse
v. 分散，使散开
adj. 分散的
3）本次课常用短语及句式：
英语
汉语
die out
灭绝
over-hunting
过度捕食
focus on
集中于
play a role in
在……起作用
used to
过去常常，习惯
adapt to
适应
be different from
与…不同
human interference
人类干扰
mass extinction
大量消亡
natural selection
自然选择
七、文章框架分析
1. a. What is the mass extinction?
b. What is the sixth mass extinction, it is the extinction caused by human activity.
2. a. Pleistocene Rewilding：the plan to recover the megafauna in Pleistocene epoch.
b. the goal of Pleistocene Rewilding: 1) to help prevent the extinction of some endangered megafauna
; 2) to restore some of the evolutionary and ecological potential that has been lost in North America.
c. examples: cheetah and pronghorn
megafauna and maclura tree
3. a. the limitations of the Pleistocene Rewilding
1) Transplanted megafauna might devastate plants and animals that are native to the western United States
2) Some megafaunas are quite different genetically from their modern-day counterparts.
3) The climate today is not as cold as it was in the Pleistocene
b. the core problem: Even though the Pleistocene Rewilding is based on good intention，it belongs to human interference.
八、听力文本
Narrator: Listen to part of a lecture in a zoology class.
Professor: A mass extinction is when numerous species become extinct over a very short time period, short, geologically speaking that is, like when the dinosaurs died out 65 million years ago.（细节，定义mass extinction，把握住开头句型。） 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 to 95 percent 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 disappear due to over-hunting, habitat destruction and habitat fragmentation, pollution and other unnatural human causes.（此处可出细节题，什么原因导致物种灭亡）
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 from 1.8 million to 11,500 years 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. （细节可考察，Pleistocene rewilding 的定义）
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. （考察考生是否了解Pleistocene rewilding的主要目的。1重塑进化过程；2帮助阻止某些大型动物物种的灭绝。24题细节题已考察）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.（考察考生是否明白在更新世时期，美国猎豹是如何影响叉角羚的。教授在论述猎豹与叉角羚的例子时，提到以上信息。因此可知，自然选择会选择那些速度快于猎豹的羚羊，猎豹是影响羚羊速度发展的重要因素，作为细节题已在25题中考察。）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. （从以上信息可知，“Pleistocene rewilding”能够帮助重新恢复减少的植物物种。本题已作为推断题考察。）Many types of maclura used to grow in North American, but 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 environment there, plants, smaller animals, they have been evolving without megafauna for millennia. (考察学生是否明白为什么professor会提到植物和小型动物的进化问题, 因为本地物种自从更新世时期后自身进化并适应了当地环境，外来物种的引进，很有可能破坏当地物种的生存，所以professor提到植物和小型动物的进化主要为了指出Pleistocene rewilding可能会带来的问题, 已考察。) Also, animal species that went extinct 11,000 years 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. （重听题已考察，Pleistocene rewilding 出于好的意图，但是仍然是人类对于环境的干涉。）
九、 学生听力过程
注：此过程中，“小节”的长度由老师根据每个学生的水平来决定，两个句子到两个自然段不等。注意不要让学生听起来太吃力，有挫败感，也不要让学生听着太简单而没有提升。
第一小节
学生听+记笔记
学生复述
学生猜考点
老师讲解（结合笔记法，带领学生逐句听，该小节进行完之后综合听一遍，保证学生每句话都听明白了再进行下一小节）
第一段笔记：
第二小节
学生听+记笔记
学生复述+回顾之前的内容
学生猜考点
老师讲解（结合笔记法，带领学生逐句听，该小节进行完之后综合听一遍，保证学生每句话都听明白了再进行下一小节）
第二段笔记：
第三小节
学生听+记笔记
学生复述+回顾之前的内容
学生猜考点
老师讲解（结合笔记法，带领学生逐句听，该小节进行完之后综合听一遍，保证学生每句话都听明白了再进行下一小节）
第三段笔记：
全部小节进行完之后，让学生全文一起综合听一遍
十、 题目，答案及解析
1. What is the lecture mainly about?
A. A proposal to identify all the animals that became extinct during the Pleistocene epoch
B. A strategy for reintroducing native plants to an ecosystem
C. A process for identifying alternative habitats for large animals
D. A proposal to re-create features of ecosystems of the Pleistocene epoch
Answer:
2. According to the professor, what are the two main goals of Pleistocene rewilding? Click on 2 answers
A. To restore some evolutionary processes that ended during the Pleistocene epoch
B. To help prevent the extinction of certain species of mega fauna
C. To increase populations of native animal species in the western United States
D. To create a living laboratory where animal interactions can be observed
Answer:
3. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?
A. The cheetah prevented the antelope's population from growing too large.
B. The cheetah was a factor in the development of the antelope's speed.
C. The cheetah dispersed the seeds of plants that the antelope needed to survive.
D. The cheetah caused the antelope to migrate out of the western United States.
Answer:
4. What point does the professor make when she discusses the maclura tree?
A. The feeding habits of large animals could help revive some diminishing plant species.
B. The climate has changed in North America since the Pleistocene epoch
C. Mass extinctions of animals are generally preceded by mass extinctions of plants.
D. The maclura tree has changed very little since the Ice Age.
Answer:
5. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?
A. To indicate why the western United States is well suited for Pleistocene rewilding
B. To suggest a way to balance an ecosystem using Pleistocene rewilding
C. To identify a potential problem with the Pleistocene rewilding concept
D. To explain how the idea for Pleistocene rewilding came about
Answer:
6. What does the professor mean when she says this:
A. Pleistocene rewilding has been tried before without success
B. Pleistocene rewilding should be tried with just a few species
C. Pleistocene rewilding has already been thoroughly researched
D. Pleistocene rewilding is another form of human interference.
Answer:
作业：
1）本次课的所有词汇及理论知识复习并掌握
2）本次课的材料重新听写一遍，笔记提交给老师
3）习题练习：生物类讲座2个（具体数量老师课根据学生的时间及水平调节）要求：按照托福听力作业积累本完成
展开阅读全文
浙ICP备2021020529号-1 | 浙B2-20240490 
