Conversation 1
一个老师叫来一个男生，男生的writing skill很好，老师希望他来教其他学生，男生说他不是英语专业的不知道是不是能胜任，老师说别担心，之前会有培训，他需要听其他老师的课，而且第一次上课的时候会有老师监督指导(这里有题)。然后说了一个人名，如果有问题，可以和那个人沟通。
Lecture 1
讲音乐中的一个叫做dissonant的重要。有些音乐混在一起很好听，有两个人，一个CW，一个CA。一碰到两个人同时出现，听力就模糊，大概是作曲会遵守一些什么rule，破坏了这些rules，听的人会觉得很痛苦。不follow的人有一个特征，针对这个特点布置了学生作业，去听他的音乐。因为他强调音乐应该和它所搭配的词相匹配，注重情感的方面。
-TPO部分对应参考 (音乐TPO12-L3/TPO22-L4)
-参考背景
In Western music, dissonance is the quality of sounds that seems unstable and has an aural need to resolve to a stable consonance. Both consonance and dissonance are words applied to harmony, chords, and intervals and, by extension, to melody, tonality, and even rhythm and metre. Although there are physical and neurological facts important to understanding the idea of dissonance, the precise definition of dissonance is culturally conditioned—definitions of and conventions of usage related to dissonance vary greatly among different musical styles, traditions, and cultures. Nevertheless, the basic ideas of dissonance, consonance, and resolution exist in some form in all musical traditions that have a concept of melody, harmony, or tonality. Dissonance being the complement of consonance it may be defined, as above, as non-coincidence of partials, lack of fusion or pattern matching, or as complexity.
Additional confusion about the idea of dissonance is created by the fact that musicians and writers sometimes use the word dissonance and related terms in a precise and carefully defined way, more often in an informal way, and very often in a metaphorical sense ("rhythmic dissonance"). For many musicians and composers, the essential ideas of dissonance and resolution are vitally important ones that deeply inform their musical thinking on a number of levels.
Despite the fact that words like unpleasant and grating are often used to explain the sound of dissonance, all music with a harmonic or tonal basis—even music perceived as generally harmonious—incorporates some degree of dissonance. The buildup and release of tension (dissonance and resolution), which can occur on every level from the subtle to the crass, is partially responsible for what listeners perceive as beauty, emotion, and expressiveness in music.
Lecture 2
天文学。月球的形成，三个理论。
1. 好像是fission理论，地球甩出去的一部分，但什么速度很慢，所以不能。
2. Capture理论，可以解释为什么月球地球成分不一样。
3. debris impact理论。好像提到了月球的iron少，所以是在地球形成之后什么的。
-TPO部分对应参考 (天文学TPO5-L2/TPO22-L2)
-参考背景
Several mechanisms have been proposed for the Moon's formation 4.527 ± 0.010 billion years ago, some 30–50 million years after the origin of the Solar System. Recent research presented by Rick Carlson indicates a slightly lower age of between 4.40 and 4.45 billion years. These mechanisms included the fission of the Moon from Earth's crust through centrifugal force (which would require too great an initial spin of Earth), the gravitational capture of a pre-formed Moon (which would require an unfeasibly extended atmosphere of Earth to dissipate the energy of the passing Moon), and the co-formation of Earth and the Moon together in the primordial accretion disk (which does not explain the depletion of metals in the Moon). These hypotheses also cannot account for the high angular momentum of the Earth–Moon system.
The prevailing hypothesis today is that the Earth–Moon system formed as a result of a giant impact, where a Mars-sized body (named Theia) collided with the newly formed proto-Earth, blasting material into orbit around it that accreted to form the Moon. This hypothesis perhaps best explains the evidence, although not perfectly. Eighteen months prior to an October 1984 conference on lunar origins, Bill Hartmann, Roger Phillips, and Jeff Taylor challenged fellow lunar scientists: "You have eighteen months. Go back to your Apollo data, go back to your computer, do whatever you have to, but make up your mind. Don’t come to our conference unless you have something to say about the Moon’s birth." At the 1984 conference at Kona, Hawaii, the giant impact hypothesis emerged as the most popular.
Conversation 2
女生寝室什么坏了，去找维修部人员，然后维修人员问pipe又坏了?女生说不
是。另外一个什么坏了。然后女生问那个废弃的灯管能不能给她，男的说可以。女生说是为了她的一个sculpture作业，装饰用的，然后女生是下周一什么环保活动，她负责装饰，男的说他们去会清理学校的branch什么的，到时候女生可以用这个。女生说对啊，表示崇拜。修理员说自己以前大学学过艺术，只是后来做了engineer，然后女生说学校会有一个游行的活动，希望获得环保材料来制作横幅，她是设计者，所以在找材料，修理员说他们能提供树枝等材料。
-TPO部分对应参考 (社团生活TPO7-C1/TPO15-C1)
-TPO对应词汇
日常生活/问题:
personal possessions/property/belongings个人财产
get insurance for personal possessions/property/belongs
garbage/rubbish/waste n.垃圾
dispose v. 处理
gas meter煤气表
insect n.昆虫
burglar n.夜贼
leaking/leakage n. 泄漏
lost key丢钥匙
break in 闯入
Lecture 3
讲了一个人从什么时候开始的learning的过程，两个方面：
第一方面是理解的过程。讲了婴儿其实可以通过妈妈的肚子听到声音，这里用了类比说你站在一个房间听到隔壁的hall里面的音乐、人们的交谈，但是你什么也不理解(有题)。然后说婴儿刚生下来就能pick up妈妈说的话，说明婴儿确实在肚子里就开始学习了。
第二方面是说出来。因为婴儿在三个月左右才能有ability to control舌头啥的，所以很难判断他们是否学会了。于是介绍了一个啥东西(大概是语音语调吧)，说的每种不同语言和不同的人说出来的都不同。于是做实验分别研究了一个向上扬的音调和一个向下扬的音调，发现baby的哭声和他们所在的上扬下降的音调其实是一样的...
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