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Narrator: listen to a conversation between a student and a professor.
学生和教授之间的对话，因而在纸面的左右两侧分别写上P（代表professor） 和S(student)，之后，教授说的话写左边，学生说的话写右边。
Student: Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free to discuss something.
S: discuss sth.
Professor: sure, john. What did you want to talk about?
Student: well, I have some quick questions about how to write up the research project I did this semester- about climate variations.
S: how 2 writ research—天气变化（单词拼写不熟悉，所以可以用中文写）
Professor: Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?
虽然是教授说的，但是描述的是学生的项目，因此直接接着前面上文的climate variations（天气变化）写—— in grant city
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 it and I’m afraid that’s it’s not enough, but I’m not sure what else to put in the report. S: got all data, now summarize, not enough, what else put in
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 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?
P: remember u r expert ,What 2 include 2 explain 2 sb. general/ casual kwldge,—parents. Rule: understand？ (用箭头把parents指过来，没有必要再写一遍)
Student: Ok, I get it.
Professor: I hope you can recognize by my saying that how much you do know about the subject.
P: recgnz how much u know
Student: Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep?
S: ? include notes journal
(向左的箭头表示from); ? 表示是一个问句或者不确定的事。
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 you approach was.
P: Yes. Use to indicate__ thought . set up purpose of ur doing, wt did, wt way
(用__表示没有听清楚的单词; 多次出现what, 为加快速度，用wt简写，approach拼写复杂，用同义词way代替)
Student: Hmm…something just came into my mind and went out the other side.
Professor: 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. P: carry a pad, jt down Q eg: see doctor, list Q. (用字母发音jt来记忆可能不认识的单词jot；用Q表示question, 托福听力中的举例子一般是为说明其他事物服务的，所以只要知道这个例子的作用就可以，而没有必要清楚细节，所以这里只要知道例子是see doctor, list Q.就可以了。
Student: A notepad is a good idea. Sine I’m so busy now at the end of the semester, I’m going pretty forgetful these days. OK. I just remembered what I was trying to say before.
S: good idea. Remembered
Professor: Good. I was hoping you’d come up with it.
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.
S: + include regional data (also, as well, and 可以用+表示)
Professor: Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish.
P: look over draft before final copy
Student: Great. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. well, see ya.
S: give P by nxt Fri。
这样一来，几乎所有的要点都已经落实到书面。做题目时，结合笔记和头脑中的记忆，全部做对不是什么难事。 |
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发表于 2014-6-8 17:43:05
