正好想长线突破英语听力，今天又突然看见ASAHI的帖子 http://edu.taisha.org/bbs/thread-1093842-1-1.html ，膜拜~~ing~~~~~~~顿时激情澎湃，打算跟随ASAHI童鞋的脚步，开始练习日志。
* g0 n+ y- _- z7 t! ~' R" U' l    第一阶段：热身，目标熟悉方法和培养感觉。从手头有的书CE疯狂英语的《VOA（校园篇）慢速英语听力》开始（这本书挺老了，很早的时候买了屯着），前6篇语速能比较让人有信心，SO，把这六篇当成热身先，用来熟悉方法和培养感觉。9 T. ]( E8 d# Y* _/ b" T4 t- h. P
    第二阶段：随行阶段。毕竟ASAHI童鞋有开贴很久了，同步随行不现实，那就随后跟行吧，用asahi的听力材料，从他的第一篇开始听，在使用过程中自己灵活处理。
% _$ T- f6 ?' ~9 {* O% o+ m0 u9 W     开始磨耳朵吧！！6 \. O: \1 J6 G& l
   
/ j! R2 \" u- H0 q( g     下面再贴一下搜到的经典听说训练方法，打算以这些方法为参考，希望也能给大家一些参考
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VOA# B  |2 {. ]3 y/ _7 V$ g2 B# D

& A6 f5 R5 ]) X6 Q" Jhttp://www.cnielts.com/ielts/9103.html
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从慢速英语入手是真正科学的听力突破方法。而且在我自己的实践过程中摸索出一些听力带动口语，锻炼口译的好方法。下面我想谈谈利用VOA慢速英语听力资料学习听力的三个步骤：
- u$ _  i0 D& Q; m- B: u1 f4 M　　第一步、精听VOA慢速英语听力资料(最好不要看原文)
) `0 c+ i; f; ~8 j　　刚开始的时候绝对不要看原文，尤其对那些本来就很清晰的听力资料。这主要是希望大家不要依赖原文，自己一定要一个单词一个单词的完全听懂。有的同学说我有那么几个单词实在听不懂怎么办?
9 h/ r% h+ z% r5 y6 ~- D( }　　大家想一想，慢速英语的单词量是1500到2000，也就是说一个比较好的高中生的单词量已经超过了许多，更何况四六级都已通过的你。听不懂的唯一原因绝对不是生词的问题，只能是你对这个单词的发音极其陌生，大脑根本没有反映。如果让你看一看原文，你会不屑一顾的，但在听的时候却不知所云。本网站的论坛上提供了VOA基本词汇，并提供了音标和例句。起初我练习的时候有时为了一个单词可以想上整整一天，嘴里老是念道着这个单词的发音。当然如果有些同学说这段录音我已经听了十遍了，当中的几个单词你就是打死我我也听不出来。如果真的到了这个地步，你可以看看原文。
7 ^) M3 N2 a  U8 U# b　　接下来要做的就是要保证这一段录音你是完完全全的听懂了。什么是完完全全的听懂了呢?就是每听完一句话，你都能准确的复述出来，包括每一个单词。这里在语音上不是很好的朋友要注意了，由于是慢速英语，所以只要你有正常的听力能力再加上一定的毅力，就完全可以把自己的发音模仿的和VOA的播音员没什么两样，正如李阳老师所指出的：发音是一个人的英语门面。的确是这样的！如果你按照这样的方法用心练习，不出一两个月，你的发音就会有长足的进步。其实我们大多数中国人的模仿发音天赋都是很好的，随便叫出一名大学四级通过的大学生，他(她)的发音就要比我所见到的意大利人，日本人，菲律宾人的发音不知要好多少倍。
. [+ j8 G9 `8 v/ d7 V" Q　　其实我们中国学生在口语和听力上缺陷主要有两个原因：
( P  \: Z9 R9 _/ s% b　　一是缺乏练习。这也是传统教学方法的遗憾。包括我自己，也是这种只注重书面的“分析英语”的受害者。二是缺乏勇气。老是害怕自己会说错，害怕丢脸。除非你是在国外长大，英语就是母语，你可以“自豪”的说：我就是说错了那也是对的，因为英语是我的母语。而我们把英语作为第二语言的学习是不可能不犯错误的，多犯错误是为了少犯错误。
3 l' S4 J7 v) `  N0 }　　还是说听力吧。这样一句一句直到把每一句话完全“吃掉“，已经基本上可以保证你已听懂了这段文章。要达到什么样的标准呢?我对自己的要求是在落后一两个单词的同步复述。如果说上面这一点是练习了语音的话，下面的两个重要工作才是我们利用听力材料练习口语和口译的重要。
2 [6 F3 h) ~3 P　　第二步、同步复述3 ?9 V" S3 @1 I, [! {
　　现在大家已经把这段录音的意思完全搞懂了，而且能够惟妙惟肖的基本同步复述了。请大家注意，直到现在你的大脑还没有动起来，也就是说这些完全是些机械的模仿，刻板的复述。这种机械的重复对于我们的口语和开口能力是不会有“事半功倍“的效果的。
" j  l" E+ A7 u　　要想提高自己的口语水平，在这里就一定要学会用自己的话，请注意是用自己的话，而不是照本宣章，把所听到录音的大意死活说出来。做这一步是在听完整段录音之后。此时所说的英语才是你真正的英语口语水平。在练习中尽量使用刚刚听到的一些关键动词和词组。在说的时候，想象自己正在对一个没有听过录音的同学讲述故事的情节。我相信很多同学在刚刚开始练习的时候会“憋的”说不出几句象样的话，或是在大意和情节上丢三落四的。出现这种情况太正常了。这样就反映了我们刚刚所做的同步复述只是一个辨音过程。现在所做的自我总结才真正开动了我们的大脑，提高了真正的口语水平。
6 Q7 G( ]4 ^4 A5 {# v　　第三步、练习口译能力
' m1 b2 T- G+ S- U. w　　好了，到了这一步你已经很不错了，不仅能够把这段录音完全听懂，同步复述，而且还可以用自己的英语对你的朋友娓娓道来。是不是感觉很有成就感啊!但是我还得继续更深层次的练习。对了，就是口译能力，我们中国学生特有的中英文自由转换能力。还是刚刚那段录音，这回是放一句英语，你就立刻把这句话翻译成地道的中文，翻译成我们平时所讲的中国话。
8 ^" s' ]% b6 }1 q5 |　　你可别小看这一步，自己试着去翻翻看，就会马上懂得：我们能够同步的用英语复述了并不代表我们就可以同步的翻译成地道的中文。我对自己的要求也是在落后一句的速度下进行同步翻译，由于是慢速英语，所以只要耐心的多练习几遍就一定能够达到同步听译的水平。! u# U5 W3 ^+ B  n# [! w8 Q" ]8 x
　　至此，我们不仅已经对这段录音了如指掌，而且还利用它进行了有针对性的口语和口译训练。很多同学老是抱怨没有语言环境，我觉得语言环境多数情况下还得靠自己创造。请大家再次注意，上面我所介绍的听力方法都是针对慢速英语的，大家不要操之过急，一步一个脚印，把十盘慢速英语的磁带按照这样三步认真的做下来，你的听力就已经打好了坚实的基础

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这里引用Ashahi和听力练习方法（感谢！）

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听写具体步骤：/ j6 V; w, b( w7 J2 f
. s6 S4 R7 X* B9 |  t$ W1 p6# _7 e5 1 整体听2-3遍，把握讲话的大体内容
1 p7 {7 b" A* v6 z" j' |     2.一句一句听写。这里要注意：播放的时候要以句子为单位，因为我们听不懂有一个原因是大脑的瞬时记忆储存能力太差，这个需要多加训练，逐渐扩大一次储存的“大脑内存量”。播放完整的一句，没听清，再重复听，再重复听，直到能写出来为止。继续听下一句。实在听不出来的空出来，修改的时候补充。这一步切忌：听三个单词暂停，写，写完了再听三个单词，再写，这样一点效果都没有！" T# J# Z& x. }0 o, G
( j. `8 D9 M, y& g6 z     3。 一句一句直到写完讲话全部内容之后，再从头连着听一遍，把自己的听写稿修改补充。; r, y+ w1 w2 u# U' G

    4 对照原文修改。用红笔标出修改的部分。3 F: s* W# }# @9 N# [
     5 再一次听录音，重点听错误之处和自己没听出来的部分。分析原因，是因为单词不会呢？还是连读等等发音没有听出来？9 G; t9 O8 A, `4 w3 _
    6. 总结记忆出现的生词。5 W! S4 L, {/ ]( V4 a2 M- [& C2 F% }* W( R) T0 b: Z3 n! p0 `
（如果有时间，之后还可以做“跟读练习”，同时加强口语）

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    开始试用，每天汇报情况^^

   

     

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[ 本帖最后由 Assiduous_snake 于 2009-5-17 19:04 编辑 ]

College Fight songs7 w$ c. A; q: e2 R, c' ?
听抄文
3 _, O$ e" w; P' s; XSongs like this are being heard on Saturday afternoons at colleges and universities across the United States. They are the sounds of students cheering for their college football team as a marching band plays. Soon, some of the best college football teams will be taking parts in special championship games. College bands will be playing their fight songs. A student at the university in
- s  ~7 h$ e0 m2 V6 z0 x4 xM in amarbor wrote the first song ever written for a(删去) college sports. That was in 1898, the student is L. A. ,the song was the victories. The university in M still plays it today. Another old college fight song still play today is from the
) I. F+ `6 D. I! T: p5 tJor Institude technolege in Antalanta JORjur,it's called ran in rank from Jorjur tack. It’s writer is still unknown, but expert said the music has been played since the end of the 1800.Perhaps the most famous and R in American college fight song
3 J3 F% {) }! W- _" Pblongs to the university of noteday in south band Indeana. Two noteday students wrote the song in 1905,they were brothers Michal and John Tray. We leave you now with that university fight song, noteday victory march.(songs)& [5 g' \9 o6 W; e- F2 `
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Songs like these are being heard on Saturday afternoons at colleges and universities across the United States. They are the sounds of students cheering for their college football team as a marching band plays. Soon, some of the best college football teams will be taking parts in special championship games. College bands will be playing their fight songs. A student at the university in Michigan in Ann Arbor wrote the first song ever written for college sports. That was in 1898, the student is Louis Elbel, the song was “The Victors”. The University in Michigan Marching Band still plays it today. 9 q" K# F$ ?/ ?  w  _" ]/ K6 f
Another old college fight song still played today is from the Georgia Institute of Technology in Atlanta, Georgia. It is called “Rambling Wreck from Georgia Tech”. It’s writer is unknown, but experts say the music has been played since the end of the 1800’s. Perhaps the most famous and recognized American college fight song belongs to the University of Notre Dame, in South Bend, Indiana. Two Notre Dame students wrote the song in 1905, they were brothers, - i2 [/ W2 o/ i. z& s! r
Michael and John Chea. We leave you now with that university fight song,” Notre Dame Victory March”.(songs)) J# l. q/ ]4 M( o6 X: c3 C
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涉及生词：3 F2 n! y! m& v
1.Michigan ['miʃigən]. o' l! b' F! Q9 V4 M5 f6 b
n. 密西根州+ e/ {! h5 g: |, T5 M) j
2.Atlanta [æt'læntə]
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3. Georgia ['dʒɔ:dʒjə]
* f+ {$ n  U% o% i* sn. 乔治亚州! {" H, R/ C" ^& Y, B1 {9 D
4. institute ['institju:t]( w# @6 y9 f0 P; k! G$ m/ D% S- M
n. 学会,学院,协会v. 创立,开始,制定
9 r: ?- l2 F1 u3 D* ?* g& q5. recognized
1 i. N- j" _0 z- Z, r7 Jadj. 公认的, 经过验证的
# z+ _( `5 J& h4 t# t" Z6. Notre Dame
. P# p5 M$ S3 v8 a- y$ On. 圣母大学) Y( {  ]  N  v1 _9 O
7.Indiana ['indi 'ænə]
, a1 k! [# w/ N7 n, Y1 g+ w- Cn. 印地安纳(州)# b# o8 A0 g; N+ x
8. rambling ['ræmbliŋ]' C) _4 ]7 E- T. c7 Y2 |
adj. 杂乱无章的
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n. 失事,残骸,破坏,健康受损的人vt. 破坏,造成...失事$ H, f' E: h( G: Z8 e5 j- O

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[ 本帖最后由 Assiduous_snake 于 2009-5-16 17:39 编辑 ]

music and math# `0 D' U1 t+ B- m2 p

% i0 w2 Q1 E2 w; W2 l. l6 E    Students soon could find an unusual teaching tool in their mathmatics mathematic classrooms -  the piano. A study by researchers at the University of California  at Irvine says that children taught to read music and play simple songs greatly improve their ability to learn difficult mathematical ideas. The scientists relayed by the ficicid goden chore were led by the physicist Gordon Shaw. Six years ago,  Mr. Shaw did a study about music and learning. His study showed that college study students did better on a reasoning test after lisening to classical piano music by the great composer Wolfgang Amadeus Mozart.         5 C5 J, c+ ]& u+ P7 B% l  w$ l- K" O
    This time Mr. Shaw and his research team study 8-year-old children at a school in Los Angeles. One group of students learned to play the piano at school every day for 4 months. They also played special computer games desired designed to teach difficult mathematical  ideas not usually taught until 5 years later. The researchers then tested these children on math problems that involve parts and relationships.
( i& H) J9 Y0 {0 V" H    The students did 27% better than another group given computer games but not piano studies, And the students did 100% better than a group of children who had only the usual school studies with no piano or computer games.
* `! X- y0 M+ P) \    The reaseachers say they do not know exactly why learning to play the piano helps a child learn higher-level math. But both music and math have been shown to use the same mathod of thinking called special temporal reasoning. Special temporal means creating pictures in the brain to think about relationships in time and space.The researchers say their study shows that  playing the piano seems to make it easier for a person to learn to use special temporal reasoning.
2 {9 [2 n& c7 O- C' Q    The researchers say this maybe because the keys on the piano help a person better imagine relationships in distance. And the amount of time a note is held teaches are notice hold teaches relationships like one half as long or three times as long. The study also says reading music requires a person to think several steps ahead and to recognize developing partens(patterns) 7 x( U5 j: k& x+ [' N# e
    Mr.  Shaw and his team say finding a link between piano studies and learning high level mathematical iideas is very important, Students need to know highter level math for or all math and science classes taught at universities. And, people need higher level math knowledge to work in professions such as medicine, engineering, and architecter.    5 j* `( Q# A9 J/ I5 @
    The reseaches say higher level math has been very difficlt to teach many students. They math in America is taught almost completely without the use of the special temporal reasoning mathods. " d$ Q2 o0 B8 C/ D6 V; F: y
    Mr.Shaw and the other researchers now plan to study ways to make piano training part of education in the United States.The researchers belive their studies could change the way children learn science and math.6 l4 D6 |% t- a: \( ]
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    过去式，a 经常听不出来，还有人名 地名 这些也够纠结的
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# t2 K: D# Y/ N6 w     这篇好长，呼~~~~~~~~~~~校正的时候快郁闷死我了。不过配书的MP3语速还是挺慢的，基本都能听清
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    很想把音频也传上来，但是好像文件尺寸要小于1000KB，额，不懂怎么分割，等研究会了再传* }& [- K* K: w$ h) n( A

5 P7 _0 ^2 B9 @. U: v    下面几篇MS也很长的样子，好拖啊，抛弃~~~~~~~~提早进入跟习吧~
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[ 本帖最后由 Assiduous_snake 于 2009-5-17 18:39 编辑 ]

T之分享-如何做精听+听抄，self-reflection版本（更新中）http://blog.onlycollege.com.cn/?uid-683-action-viewspace-itemid-33223 C+ D7 n6 _: b8 O+ c- G
   Self-reflection:
1 L0 x/ b" R3 L# g1 S" ~/ Q, T   个人对精听的这个训练的认识就是不断自我挑战和超越，今天下午4点下到了最新的world news, 听到老Charlie久违的声音，有一种想把新闻全部听抄下的冲动，用了20分钟做了headline部分的精听+听抄。发布上来和大家分享，这次冒险的是要拿自己做case-study，来分享我的听抄习惯和方法，当然也有失误。8 y2 N% d2 ?4 Q- A
   首先谈下第一个大家都很关心的问题：碰到生词怎么办？这个问题困扰着听力学习者。个人认为，首先心态要调整好，套用一下王晓波老师的话就是“Don't Play God!”这句话也是我在讲座和课堂上讲得比较多的，“记住你一定会被打到的。”曾经说过自己的口译经历，几乎每次总会碰到生词。所以在精听中遇见生词很正常，甚至有时候大面积的loss也有可能。
" H- E/ s+ ~6 G, z& j, Y  先分析自己听不出的原因，生词在我看来可以分两种层面，第一种属于new concept, 这类词并不是你不认识，而是它所承担的含义和背景你不熟悉，比如人名，头衔，机构，各种专有名词，新词，热门词等。E.g. 第一条新闻中的Fiscal Responsibility Summit,百度上搜出"财政责任峰会"可见也是比较心的概念，一时半会没有让人满意的翻译版。 第二条新闻中的Pope Benedict the16th, 16世教皇, 以及纽约天主教区前大主教Edward Egan这些名称，我听到的时候也会有一秒钟的差异，但是精听的好处在于我有充分时间捕捉，反复听，大致拼写出(基本都会拼错)， 听时先不用管它的含义，至少我捕捉到了，你告诉自己，"I win!" 那么接下来你要做的就是，听抄完成后，用google或者wikipedia这样的工具check这个模糊的拼写，找出new concept的含义。这里google上的好处是，能够帮你解决spelling层面的错，“人非圣贤”，英语词汇有上百万的海量，大量的专业名词和人名，有些听到能写出是一种wonder, 因此错很正常。 当然在word上做听抄，如有拼错常见词，也会自动更正，但是要自己记录好，否则错误会slipaway.; k% @& l5 n7 T* m; ]9 y
   自己也要划清楚一条分界线draw a line between the must and the recognition. 有些是听力中必须要命中的，主要是实义词，比如：ad, adj, v, n.这些是不能放过的，如有没听出，核对文本。属于unfamiliar的，需要抄写，背诵，强记。属于recognition, 但是拼写错误还是要加强spelling和读音，弥补这个“死穴”。8 P+ i, Q8 }/ {9 p9 U4 [# G7 x
   这样每次精听之后的成效是显著的，首先暴露了你本以为“自豪”的英语，让自己在拼写面前真正的直面弱点。其次通过发现问题并且改进，在这个过程中加强了对生词含义，读音，使用的所谓的“sense”.这样为下一次encounter做好了准备，直至最后你自己会自如的听出并且使用。这样扎实的反复数遍，将一段文字真正做到像母语那样自如。就真正提升了自己的听力。
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　　听抄是一种在听写的基础上发展起来的听力训练方法。它包括听写、跟读、重听这三个层层递进的步骤。7 U/ w2 R, Y' p7 Z% H/ ~& O

+ }) [8 Y- L) C7 ]0 q4 f       正确的做法包含三个‘三遍’和一个‘三十分钟’。, E( D& _5 p  T$ v5 T( ~4 Y1 W
       第一个‘三遍’是指同学们应该在脱离听力原文的基础上以句子为单位把听力材料先听三遍，这个步骤和听写是一样的。& O3 ^* [4 ~0 ?6 P) C: z6 I5 q6 y4 C
       第二个‘三遍’是指针对刚才第一个三遍中没有听懂的地方对照听力原文跟读三遍。这往往是同学们忽视的却异常重要的部分，因为这就是对没有听懂的地方的发音和拼写熟悉的过程。' O+ c1 D9 h6 [% T& k( N
      最后一个‘三遍’是脱离听力原文把刚才跟读的地方再听三次，很显然最后的这个三次是在发音正确的基础上增强同学们的听力敏感度。% w" t9 @# w8 E5 ?7 w& n

6 _& [! ~0 p* u! x0 x  R2 M4 l      相信这三个逐步递进的三遍训练结束后，同学们对于这个语言点就完全可以掌握了。最后的这个‘三十分钟’指的是每天听抄的时间保持在三十分钟比较适宜，即达到了一定的训练强度，又不至于负担过重。9 j' D: Y& N: p+ }) x6 o) W1 B) R( y
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Questions 32 though  34, lisen to a student telling his classmates about something he saw last summer6 [3 |0 T$ q9 \% g0 L% B3 u/ G3 x/ ^
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When I was in Pritish Clonebeer last line working in the apartment at a logical dig. (British Columbia last July working at the department’s  archaeological dig) I 'tntsaw the wiredist(weidest) rainbow. At first I can't (could't believe my eyes, because the bends (bands) of color I saw want(weren't) a single  hensil crock half circle are across the sky.Instead I saw a four (fall) circle of rainbow hues hunging in the sky just about(above)the sea. Inside the circle there was a big white disk(disc). And above the circle there was another round band of the colors forming a heel.There were(was) curf blags (curved legs) of mody color back(multicolored light) coming off the sites of the circles. It was an incrediable site(sight). I ran back to a(our) main camp and tried to get a cook to come with me, to see my fantasty find before it disappeared. He just left(laughed at) my excited story and told me what I saw was nothing special, just some sun dogs.7 ?8 o6 ?' q" h/ W6 s( _+ ]
He said I been I'd be sure to see many more before I left, and sure enough, I did. When I got back from the dig, I asked the professor Crock (Clark) about the some(sun) dogs, and she is going to tell us more about them.
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2 C) t. F' x5 I5 Y* E$ I天呐，惨不忍睹了* L9 w! {  c5 _. d+ M. o/ G' V

5 D1 ~) A2 @1 p. Q[ 本帖最后由 Assiduous_snake 于 2009-5-18 07:25 编辑 ]

坚持！

昨天晚上有事没上网，早上爬起来补发 5.19的练习
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Questions 38 through 41, Listen to an annoucementannouncement in a university class.
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% z" F* ~+ G# pIn the few minutes remained of today's class, I'd like to discuss next week's schetureschedule with you. Because I'm presenting a paper at conference into choicein Detroit on Thursday, I won't be here for either Wedsday'sWednesday's or Friday's class. I will have ever be here for Mondays.I will, however, be here for Monday's. Next Friday, a week onfrom today, it's the Midterm exam,  Marking the halfway point in the semester. Professor AnglesAndrews has agreed to administer the exam. In place of the usual Wednesday class, I've arranged some obtionaloptional review setionsession. Since it's obtionaloptional, attendence(attendance) will not be taken, however, attending the class would be a good idea for those worried about the Midterm. So, remember, optional class next Wednesday, Miterm Friday.
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5 a5 Z) h- k* e; o7 ?5 ?0 `4 K7 S依旧惨不忍睹，写的时候，一些司空见惯的词居然也能写错，突然短路状态，大概平时不够熟练。
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- Q) N# Y$ _! v: H" q: I突然不知道怎么写的单词——8 \4 Q0 G) \1 O3 d
annoucementannouncement2 s- E' t) M3 k- X+ ~! c
schetureschedule
! a3 u' A# m. b" \- ?2 o' ?- xWedsday'sWednesday's
* _# R) j" t, k4 c# l+ k$ Tattendence(attendance)
' p% V7 {- s; H0 Tadminiter（administer）
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生词
: X8 w  l5 u0 ]/ B1.Detroit [di'trɔit]   n. 底特律[美国城市]- v1 P. K' [) ^3 L! D3 b. d+ K' T
2.semester [si'mestə] n. 学期 （这个其实不算，但是忘记了就收进来吧）! f' j  R3 F6 X4 O0 D; W
3.optional ['ɔpʃənəl] adj. 可以任选的,非强制的7 I$ S0 \# Y0 r4 D4 G7 a
4.session ['seʃən]  n. 会议,开庭期,市盘2 L" M+ i# I$ \! f. Q

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. ]' Z, V( b+ A2 C0 h( e还是有种相当惨烈的感觉~~~~~~ ~~~~~~~~~~~~
8 u7 C$ R; @4 D* ?% \好多低级错误……
. ^6 x9 S* t) w' U2 D死得惨烈，才能生得光荣~好吧
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[ 本帖最后由 Assiduous_snake 于 2009-5-20 06:49 编辑 ]

引用:

原帖由 asahi 于 2009-5-18 11:50 发表 * N; `( V- j3 k2 c
坚持！

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哇！ASAHI出现了！ 4 M* u" g$ C* ?+ R
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谢谢~~ , Y# c' e9 i$ d; Y4 K2 r0 P
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加油加油！~~~~~~~

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Today's lecture will sendcenter on prehistory prehistoric people of the Nevada desert. Now, most of these prehistory prehistoric desert people moved across the countryside throughout the year. You might think that they were wondering wandering aimlessly --- far from it! They actually followed a series of carefully planned moves. Where they moved depended on where food was available --- places where plants were ripening or fish were spawning., u6 T5 y& b; N, [. [

  ?7 T' H$ [9 d: d# ~, F! _Now often when these people moved, they carried all their possessions on their backs, but as the journey was long, extra food and tools were sometimes stored in caves or beneath rocks. One of these caves is now an exciting archaeological site. Beyond its small opening is a huge underground grotto. Even though the cave's very large, it was certainly too dark and dusty for the travelers to live in --- but it was a great place to hide things, and tremendous amounts of food supplies and artifacts have been found there. The food includes dried fish, seeds, and nuts. The artifacts include stone spear points and knives; the spear points are actually rather small. Here's a picture of some that were found. You can see their size in relation to the hands holding them.
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& w& J# M+ k5 y2 I9 F1.prehistoric ['pri:his'tɔrik]   adj. 史前的4 k4 s7 M: ]0 d, y
2.Nevada [ne'vɑ:də]             n. 内华达[美国州名]
! Z0 z$ F& b3 C, q3.spawning ['spɔ:niŋ]          产卵  Q$ k$ ?7 n( t, `1 m( E* ?' V2 O
4.beneath [bi'ni:θ]               adv. 在下方 prep. 在...之下  Z+ V+ W7 o8 n6 `9 v0 e
5.archaeological                  adj. 考古学的,考古学上的
  N6 c# X* H( s: m+ c4 J3 B5 @6.tremendous [tri'mendəs]      adj. 巨大的,惊人的
+ u: _6 \" b! U" Z! W$ D! g7.artifacts                            n. 史前古器物1 C1 D1 h: M3 {2 q% e# {; u) E
8.spear [spiə]                     n. 矛(正负电子对撞机)
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幼小纯洁的心灵又被深深打击了  # L. U& V, K- H% h0 m
生词 生词6 X$ a+ B4 \, Y2 g! R8 O$ k
茫茫一片
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lz挺你！加油！

To us, the environment in which fish dwell often seems cold, dark, and. But there are advantages to living in water, and they have played an important role in making fish what they are. One is that water isn't subject to sudden temperature changes. Therefore it makes an excellent habitat for a cold-blooded animal. Another advantage is the water's ability to easily support body weight. Protoplasm has approximately the same density as water, so a fish in water is almost weightless. This "weightlessness" in turn means two things: One, a fish can get along with a light weight and simple bone structure, and two, limitations to a fish's size are practically removed.

Yet there is one basic difficulty to living in water --- the fact that it's incompressible. For a fish to move through water, it must actually shove it aside. Most can do this by wiggling back and forth in snakelike motion. The fish pushes water aside by the forward motion of its head, and with the curve of its body and its flexible tail. Next, the water flows back along the fish's narrowing sides, closing in at the tail, and helping the fish propel itself forward.

The fact that water is incompressible has literally shaped the development of fish. A flat and angular shape can be moved through water only with difficulty. And for this reason, fish have a basic shape that is beautifully adapted to deal with this peculiarity.

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今天练的是这篇，刚才录入听写版的时候，都格式修改好了，居然发不了，结果数据找不到了，伤感
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* o* ]7 `# W4 e感觉不大对，有点强拉上阵的感觉，熟悉词写错一片，生词听不出，全文意思没法很好理解（只知道它大概在讲什么）
! O2 b& `) C0 h# Y) n8 c是不是需要跟读熟悉节奏？

坚持就是胜利啊！

这几天很乱，需要理一下思绪
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7 ?2 _  z0 ^8 p把一些事情先想清楚……1 @  U! U0 ~( I. S

4 F- c/ B, F& p) g) T0 j' Q5 |请几天假……3 t( y- [$ p! `+ a2 w) \: _; \
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会尽早回来
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有些路还是一个人走好大概