A. To explain why he may need to hand in an assignment late
B. To get instructions on how to complete an assignment
C. To discuss a type of music his class is studying
D. To ask if he can choose the music to write about in a listening journal
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NARRATOR:Listen to a conversation between a student and his music history professor.
MALE STUDENT:Ummm, Professor Jenkins... the listening journal you assigned us to keep for the Intro to World Music class... well, I'm not sure I understand what to do.I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn't know what to say.
FEMALE PROFESSOR:Well, it's not easy to write about music, even for people who are supposedly expert at it!
MALE STUDENT:That makes me feel a little better.But, I'm just not familiar with how you keep a listening journal... I've kept journals for other classes... summarizing and writing how I felt about readings...
FEMALE PROFESSOR:Well, a listening journal isn't all that different. I want you to note your feelings about musical compositions, too...
MALE STUDENT:OK ... [thinking] There were pieces I liked more than others, but I think you want our comments to be a little more, I don't know, analytical... right?
FEMALE PROFESSOR:Well...whether you like a piece or not is important. But you should be able to explain why you like a particular piece... and be able to talk about its historical and musical context.Actually, the listening journal is a tool to help you listen to music actively... to think about what you're hearing...
MALE STUDENT:Maybe I'm finding it difficult because I'm not real familiar with most of the music you assigned...I mean if it was hip hop or something I listen to with my friends
FEMALE PROFESSOR:Sure, because hip hop is a form that's familiar and meaningful to you.But you'll see, as the semester progresses and you start learning more about musical forms, you'll become a more adept listener and you'll start noticing patterns.
MALE STUDENT:OK, so the songs we listened to this week the... [trying to remember] the canto...
FEMALE PROFESSOR:The cante jondo, you remember we said it means deep song in Andalusian Spanish, not only because it's sung in a deep register, but also because it's a song about deeper or serious matters... certainly not lighthearted.
MALE STUDENT:Really? Hmmm... I guess I didn't catch the double meaning... that's kinda cool.But anyway, even with the translations you gave us for the lyrics and everything... I don't know... I could tell it was sad, but I guess I wasn't trying to analyze it- from a musical perspective, that is.
FEMALE PROFESSOR:OK, so this is what you should do.Go back and listen to the song selection, and this time pay attention to the melody, to repetition, to the...
MALE STUDENT:There was plenty of that... some parts sounded like the same note played over and over again!
FEMALE PROFESSOR:That's exactly the kind of observation you would record in a listening journal.So...melody, repetition, rhythm, how the piece is structured, as well as your reasons for liking or disliking it...[gets an idea] you know what? I thought everyone was clear about this but... you've just given me a great idea.I'm going to draw up a list of questions everyone should keep in mind when they're writing their journals... other students may be having the same problem you're having.
旁白：听一段学生和音乐史教授的对话。
学生：詹金斯教授，关于“世界音乐入门”课上你布置的听力日志，我不知道该怎么做。你这周布置的曲子我已经听了不止一遍，但当我要写些什么的时候，我无话可说。
教授：要写音乐相关的文章并不容易，哪怕是对所谓的专家来说。
学生：这让我感觉好受点儿了。但我对记听力日志不熟悉。我在其它课上也有记日志，总结（材料）并写些读后感。
教授：听力日志也没有太大区别。我也希望你记下你对乐曲的感受。
学生：有些曲目（比起其它）更得我欢心，但我想你希望我们的评论更具有分析性，对吧？
教授：你是否喜欢一首曲子是很重要的，但你也得能够解释为什么你喜欢这首曲子，能够说说它的历史和音乐背景。事实上，听力日志是帮助你主动听音乐的工具，让你思考你所听到的音乐。
学生：可能我觉得这很难是因为我对大部分你布置的音乐都不熟吧。我是说，假如这是嘻哈音乐或其它我和朋友都会听的音乐......
教授：当然，因为嘻哈这种（音乐）形式对你来说很熟悉，且很有意义。但随着学期进行，你会发现你开始学更多关于音乐形式的知识，你也会成为更内行的听众。而且你会开始留意模式。
学生：好。那这周我们听的歌，坎托？
教授：深沉之歌。你记得吗，我们说过，这在安达卢西亚地区的西班牙语中代表“深沉之歌”？不仅仅是因为这首歌是用低音唱的，而且是因为这首歌讲的是更深层或更严肃的事情，绝对不是轻快的。
学生：真的？我想我没理会到其中的双重含义。这很酷。不管怎样， 哪怕是有了你给我们的歌词翻译和别的资料，我不知道，我能听出来这是首悲伤的曲子，但我没有试图去从音乐角度分析。
教授：好。这就是你应该做的。回去再听所选的曲目，这一次，要留意旋律，重复的片段......
学生：重复的部分可不少。有些部分听起来就像是同一个音不断重复。
教授：这种观察正是你应该记在听力日志里的内容。重复的旋律、节奏、曲目结构和你喜欢或不喜欢的原因。你知道吗？我以为大家对此都很清楚，但你给了我一个好主意。我会列一张单子，里面都是写听力日志时应该考虑的问题，其他学生可能也遇到了你的问题。
题型分析：主旨题
原文定位：
Student: Um, Professor Jenkins. The listening journal you assigned us to keep for the Intro to World Music class, well, I am not sure I understand what to do. I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn’t know what to say.
选项分析：
文章开门见山直接表达了 assigned work don’t know how to say，然后老师从不同方面详细讲解了如何observation 以及analyze.
B选项即为对话核心名词work的同义替换，是对全文主旨最准确的概括
如果对题目有疑问，欢迎来提出你的问题，热心的小伙伴会帮你解答。