托福聽力lecture并列型分析

之前我們介紹了lecture的并列型結(jié)構(gòu)，一般是圍繞某一個(gè)主題并列平行展開去講解。這類結(jié)構(gòu)沒有之前我們見到的直線型結(jié)構(gòu)那么好區(qū)分，因?yàn)樗麤]有明顯的表示時(shí)間地點(diǎn)人物的信號(hào)詞，但是這種結(jié)構(gòu)類型是我們TPO和考試中出現(xiàn)的比較多的結(jié)構(gòu)類型。我們這次分析一篇按并列結(jié)構(gòu)分層的一篇文章。

今天我們以TPO33-L2為例，給大家講解一下。

I’d like to continue with the topic of managing water resources, but I want to focus on a particular case. Uh, um, an example of water management that’s made us reconsider the methods we use when we make these decisions. So let’s look at what’s happening in the Colorado River basin. 這篇文章主要要講到的是管理水資源，并且舉了一個(gè)具體的例子Colorado River basin。

The Colorado River basin is a region in the Southwest United States. Seven states rely on the Colorado’s water. And as you can imagine, as the populations of these states began to grow, it became clear that a system to distribute, uh, to make sure each state got its fair share of water…some kind of system had to be created. And in 1922, a water-sharing agreement was made. Elizabeth, you have a question?

Student

Well, how exactly do you figure out how to share a river? I mean, you can’t…like cut it up into pieces.學(xué)生首先提出一個(gè)問題：我們?nèi)绾稳シ忠粭l河呢，河也不能被切開啊

Professor

Well, let’s start with the first step. And that’s trying to figure out how much water on average flows through the river each year. Now, researchers had started gathering data on water flow back in the late 1890s using instruments they placed in the river. When the 1922 water-sharing agreement was made, there were about twenty years of data on water flow available. The average annual flow was calculated. And, well, the agreement was based on that calculation. The same basic agreement is in effect today. 老師回答這個(gè)問題之前先提出了一個(gè)問題：我們?nèi)绾未_定一條河的流量呢?確定了流量才能考慮河流的分配

Student

Wait! That was all the data they had? And they based their decision on that?這個(gè)地方學(xué)生明顯表現(xiàn)出了自己的態(tài)度：覺得這個(gè)數(shù)據(jù)是有問題的

Professor

Yes. And we’ll why that was a bad decision in a moment. 老師也直接表明了學(xué)生的想法是對(duì)的，這確實(shí)是一個(gè)不好的決定。OK. As decades passed, it became clear that measuring river flow was much more complicated than we had thought. See…a river has periods of low flow and periods of high flow. And this wasn’t taken into consideration when the 1922 agreement was made. In the 1970s, the population of the area was rising while the amount of water flowing through the river seemed to be falling. By this time, we had…what? A hundred years of recorded data to look at? That’s still a pretty short time for an ancient river. 隨著時(shí)間的推移，我們有了更多的數(shù)據(jù)，積累了100年的數(shù)據(jù)，但是這還是不足夠的。

To get more data, we looked at a different source—a source that was able to tell us about hundreds of years of the river’s history—tree rings. OK. Let me explain.

You probably know that we can determine a tree’s age by counting the rings on a cross section of its trunk. Each ring represents one year of the tree’s life. So if you know the year the tree was cut, you can count inwards and date each ring all the way back to the center. You can also tell how much moisture the tree got during each of those years by looking at the width of the rings. A wide ring means plenty of water while a narrow one indicates less. 那么既然這些數(shù)據(jù)都不夠，我們就要想另一種方式去測(cè)量，得出更準(zhǔn)確的結(jié)論。這就是使用年輪，我們都知道年輪能夠記錄樹的年齡，但是我們不知道的是年輪還可以測(cè)量每年的水量。這就能夠告訴我們很多我們之前不知道的信息

Fortunately for us, certain areas of the Colorado River basin are home to some very old trees, some 800 years old and older. Researchers can drill core samples, uh, basically get a cross section of a tree without having to kill it, look at the rings and get a picture of what the climate was like in the basin for each of the tree’s years.

Well, the results tell us something we wouldn’t have known without this data, that over the past 500 years or so, the Colorado River basin has experienced severe droughts, some worse than any we’ve ever recorded. They also showed that the early to mid-1900s, when most of the data that led to the water-sharing agreement was collected…well, this was the wettest period in the past 400 years. Well, obviously, had water management officials known then what we know now, the 1922 agreement would have been handled differently. 并且幸運(yùn)的是，這個(gè)區(qū)域有一些非常古老的樹，我們就能判斷出來(lái)，這個(gè)區(qū)域在過去的500年間其實(shí)都是非常的干燥的，而僅僅就在1922年這幾年的雨量較大而已，所以科學(xué)家當(dāng)時(shí)所做的估測(cè)都是不合理的。

But today we can use the past to help prepare us for the future. With the demand for water in the basin stays increasing and with the real likelihood of lower flows in the river, if history is our teacher, we can develop innovative methods of water conservation and reevaluate how water is distributed.  現(xiàn)在我們有了這個(gè)技術(shù)，科學(xué)家們也就更加的自信，我們?cè)谖磥?lái)能夠更好的去測(cè)量水量，從而更好的分配水源。

的并列型結(jié)構(gòu)的這篇文章就給大家分享到這里，新通教育為大家提供課程，如果同學(xué)們?cè)趶?fù)習(xí)當(dāng)中效率不高，可以考慮通過參加的方式來(lái)提升復(fù)習(xí)效率，提高。當(dāng)然如果同學(xué)們對(duì)還有任何疑問，

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