『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 2 Con 1听力练习：Why does the professor tell the man about the appointment at the doctor's office?原文题目答案解析，TPO/Official 2 Con 1听力原文范文音频翻译。

托福TPO/Official 2 Con 1听力原文Why does the professor tell the man about the appointment at the doctor's office?【新东方在线】

Narrator: Listen to a conversation between a student and a professor.

学生：呃，打扰一下，汤普森教授。

Student: Uh, excuse me, Professor Thompson.

我知道明天才是你的答疑时间，但不知道你有几分钟时间咱探讨一些问题？

I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.

教授：没问题，约翰同学。你想讨论什么呢？

Professor: Sure, John. What did you want to talk about?

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。

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

你在搜集格兰特城区气候变量，是吧？

You were looking at variations in climate in the Grant City area, right?

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。

Student: I've got all my data, so I'm starting to summarize it now, preparing graphs and stuff.

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。

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.

教授：每个同学都问我这个问题。

Professor: I hear the same thing from every student.

要记住，在自己所完成的这些准备工作中，你就是权威。

You know, you have to remember now that you're the expert on what you've done.

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。

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.

这是我的经验法则：我的父母会理解这些吗？

That's usually my rule of thumb: would my parents understand this?

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。

Professor: I hope you can recognize by my saying that how much you do know about the subject.

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。

I was wondering if I should also include the notes from the research journal you suggested I keep.

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。

You should use them to indicate what your evolution in thought was through time.

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。

So, just set up, you know, what was the purpose of what you were doing'to try to understand the climate variability of this are,and what you did, and what your approach was.

学生：好的。也就是说，比如，我研究气象记录。

Student: OK. So, for example, I studied meteorological records.

我用不同的方法如用某种统计检测法来分析数据，还有我论述的结果。

I used different methods for analyzing the data, like certain statistical tests, and then I discuss the results.

The statistical tests are especially important.

此外，还需要将你发布过的和没有发布过的参考剖面纳入其中，因为你有很多未公开过的气候数据。

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.

学生：嗯……我刚才突然想起什么来着，但又忘记了。

Student: Hmm... something just came into my mind and went out the other side.

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。

Professor: That happens to me a lot, so I've come up with a pretty good memory management tool.

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一些想法。

I carry a little pad with me all the time and jot down questions or ideas that I don't want to forget.

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。

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.

学生：带记事本这个想法不错。

因为期末很忙，所以这段时间丢三落四的。

Since I'm so busy now at the end of the semester, I'm getting pretty forgetful these days.

好。我突然想起我刚才想要说的话。

OK. I just remembered what I was trying to say before.

教授：很好。我刚才还在指望你能想起呢。

Professor: Good. I was hoping you'd come up with it.

学生：嗯。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。

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.

加上刚才我们讨论过的，这个数据应该能对应国家这部分地区的气候变化。

With everything else it should be a pretty good indicator of the climate in this part of the state.

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。

Professor: Sounds good. I'd be happy to look over a draft version before you hand in the final copy, if you wish.

学生：太好了。下周五之前我给你一份样稿。

Student: Great. I'll plan to get you a draft of the paper by next Friday.

Why does the man go to see his professor?

What information will the man include in his report?

Why does the professor tell the man about the appointment at the doctor's office?

What does the professor offer to do for the man?

Narrator 
Listen to a conversation between a student and a professor. 
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. 
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. 
Professor 
Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten? 
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. 
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? 
Student 
OK. I get it. 
Professor 
I hope you can recognize by my saying that how much you do know about the subject. 
Student 
Right. I understand. I was wondering if I should also include the notes from the research journal 
you suggested I keep. 
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. 
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 discuss the results. Is that what you mean? 
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. 
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. 
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. OK. I just remembered what I was trying to say before. 
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. 
Professor 
Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish. 
Student 
Great. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya. 
Professor 
OK. 
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? 
Student 
OK. I get it. 
Professor 
I hope you can recognize by my saying that how much you do know about the subject.

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