Official 02 Set 1

纠错
  • Q1
  • Q2
  • Q3
  • Q4
  • Q5
置顶

Write up the research project

纠错
  • Q1
  • Q2
  • Q3
  • Q4
  • Q5
Why does the man go to see his professor?
  • A. To borrow some charts and graphs from her

  • B. To ask her to explain some statistical procedures

  • C. To talk about report he is writing

  • D. To discuss a grade he got on a paper

显示答案 正确答案: C
/
  • 原文
  • 译文
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    <-NARRATOR:->Listen to a conversation between a student and a professor.
    <-MALE STUDENT:->Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.
    <-FEMALE PROFESSOR:->Sure, John. What did you want to talk about?
    <-MALE STUDENT:->Well, I have some quick questions about how to write up the research project I did this semester - about climate variations.
    <-FEMALE PROFESSOR:->Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?
    <-MALE STUDENT:->I've got all my data, so I'm starting to summarize it now, preparing graphs and stuff.
    But I'm just... I'm looking at it and I'm afraid that it's not enough, but I'm not sure what else to put in the report.
    <-FEMALE PROFESSOR:->I hear the same thing from every student. You know, you have to remember now that you're the expert on what you've done.
    So, think about what you'd need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like ... like your parents.
    That's usually my rule of thumb: would my parents understand this?
    <-MALE STUDENT:->OK. I get it.
    <-FEMALE PROFESSOR:->I hope you can recognize by my saying that how much you do know about the subject.
    <-MALE STUDENT:->Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep?
    <-FEMALE PROFESSOR:->Yes, definitely. You should use them to indicate what your evolution in thought was through time.
    So, just set up, you know, what was the purpose of what you were doing - to try to understand the climate variability of this area - and what you did, and what your approach was.
    <-MALE STUDENT:->OK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discussed the results.
    Is that what you mean?
    <-FEMALE PROFESSOR:->Yes, that's right. You should include all of that. The statistical tests are especially important.
    And also be sure you include a good reference section where all your published and unpublished data came from, 'cause you have a lot of unpublished climate data.
    <-MALE STUDENT:->Hmm... something just came into my mind and went out the other side.
    <-FEMALE PROFESSOR:->Oh, that happens to me a lot, so I've come up with a pretty good memory management tool.
    I carry a little pad with me all the time and jot down questions or ideas that I don't want to forget.
    For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn't remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.
    <-MALE STUDENT:->A notepad is a good idea. Since I'm so busy now at the end of the semester, I'm getting pretty forgetful these days.how can i just remembered what I was trying to say before.
    <-FEMALE PROFESSOR:->Good. I was hoping you'd come up with it.
    <-MALE STUDENT:->Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report.
    With everything else it should be a pretty good indicator of the climate in this part of the state.
    <-FEMALE PROFESSOR:->Sounds good. I'd be happy to look over a draft version before you hand in the final copy, if you wish.
    <-MALE STUDENT:->Great. I'll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.
    <-FEMALE PROFESSOR:->OK.

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    旁白:听一段师生间的谈话。
    学生:呃,打扰一下,汤普森教授。我知道明天才是你的答疑时间,但不知道你是不是有几分钟时间和我探讨一些问题?
    教授:没问题,约翰同学。你想讨论什么呢?
    学生:我有几个关于如何写我这个学期做的研究项目的问题——和气候变更有关。
    教授:哦,行。你在搜集格兰特城区气候变量,是吧?你现在搜了多少了?
    学生:我已经得到所有的数据,我现在开始着手总结,准备图表之类的。
    但……我担心这些数据不够,但又不清楚应该在报告里加入些什么。
    教授:每个同学都问我这个问题。要记住,在自己做的领域里,你就是专家。
    所以,试想一下你要向一个对这个项目相关知识并无太多积攒的人,如你的父母,来解释你的研究项目。
    这是我的经验法则:我的父母会理解这些吗?
    学生:好的。我明白了。
    教授:我希望你能理解我说的“你对这个项目的了解到底有多少”。
    学生:是的,我理解。我不知道我是否应该把你建议我保留的研究日志批注包括进去。
    教授:当然应该包括进去。你可以用这些批注来标示随着时间的推进你在思索中的进展。
    所以,加上这些你所做的事的目的——试着理解这个地区气候的变异性——还有你做了什么和你采取了什么方法。
    学生:好的。也就是说,比如,我研究气象记录;我关注气候图表;我用不同的方法如用某种统计检测法来分析数据;然后我讨论结果。
    你说的是这个意思吗?
    教授:是的,没错。你应该把那些都囊括在里面。统计检测尤其重要。
    此外,还需要将你发布过的和没有发布过的数据所来源的文献参考纳入其中,因为你有很多未公开过的气候数据。
    学生:嗯…我刚才突然想起什么来着,但又忘记了。
    教授:我也经常这样,所以我想出了一个很好的记忆管理方法。
    我总是随身携带一个记事本,快速记下自己要问的而且不想忘记的问题或想法。
    比如,我上周和我女儿、外孙一块去医院,我们知道我们不可能记得要问医生的所有问题,所以我们做出了一个需要解答的问题表。
    学生:带记事本这个想法不错。因为期末很忙,所以这段时间老是健忘。我怎么能想起我刚才想要说的话呢?
    教授:很好。我刚才就在希望你能想出这个。
    学生:事实上我不只有格兰特城区实时的数据,所以我也会将一些区域性的数据纳入报告中。
    加上刚才我们讨论过的,这个数据应该是国家这部分地区气候变化的一个很好的指标。
    教授:这个想法不错。如果你愿意的话,我倒乐意在你提交这个报告前给你审查你的样稿。
    学生:太好了。下周五之前我给你一份样稿。非常感谢。再见!
    教授:再见!

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    解析

    题型分析:主旨题

    原文定位

    Well, I have some quick questions about how to write up the research project I did this semester–about climate variations.

    选项分析

    教授问What did you want to talk about?

    学生的回答是Well, I have some quick questions about how to write up the research project I did this semester–about climate variations.答案选C。

    A选项,charts和graphs是原文原词,但并非要borrow。B选项,statistical是原文原词,但属于细节。D选项,未提及。



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