Section 1
Conversation1
原文
NARRATOR: Listen to a conversation between a student and a professor.
FEMALE PROFESSOR: Hi Eric, how are things going?
MALE STUDENT: Oh, I’m really busy with my workload. Some professors assign so much reading that… It’s like they think we have no other homework.
FEMALE PROFESSOR: One of the most important things you’ll learn in college is how to manage your time. How to, you know, prioritize. When to say no to a social engagement if you have a paper due, that sort of thing.
MALE STUDENT: I guess so.
FEMALE PROFESSOR: So, how are you finding the material we’re covering in class?
MALE STUDENT: I’ve actually come to talk to you about it. I have a six-month-old niece, so I find early childhood development really interesting. Piaget—that Swiss psychologist you told us about—his development theory is really cool.
FEMALE PROFESSOR: Yes—his theory that cognitive development in children occurs in four stages that you can, ah, actually observe.
MALE STUDENT: Yeah, um, so my niece, she’s in the, um, sen-sor-i-motor stage now, right at the part where she thinks things disappear when they’re out of sight.
FEMALE PROFESSOR: Very good. She probably won’t understand that objects continue to exist even when they’re out of sight until she’s a month or so older.
sort of things什么意思MALE STUDENT: Yeah. Yesterday, we were knocking a little ball around, and it rolled under the couch. She immediately lost interest and reached for something else.
FEMALE PROFESSOR: Because to her, the ball ceased to exist.
MALE STUDENT: Yeah. I’ve actually been taking notes on her behavior because I’d like to write my term paper about her, if it’s OK with you.
FEMALE PROFESSOR: Your term paper?
MALE STUDENT: Yeah, I’d like to do a case study or something. Piaget watched his kids and, like, changed the whole world of psychology.
FEMALE PROFESSOR: Wait a minute. Piaget didn’t just observe his own children. He did exhaustive research over thirty years to develop and test his theory. And anyway, your assignment isn’t to do a study; it’s to research the literature on a particular psychological topic and write about it. And I gave you a list of suggested topics to choose from.
MALE STUDENT: Well, what if I researched something like: Is it possible to speed up, uh, cognitive development? Like, if I reached under the couch to get the ball while she watched me, would she learn earlier that objects don’t disappear? Or can’t six-month-old babies think that way yet?
FEMALE PROFESSOR: Uh, umm…I do applaud your initiative, Eric. However, I sincerely doubt you could get any kind of valid or meaningful information from such an experiment.
MALE STUDENT: But I already put so much time into watching my niece.
FEMALE PROFESSOR: Remember, this is only a freshman psychology class. You aren’t trained in carrying out an original research project. I wish you had come to me earlier, but, you know, there’s still some time before the due date. I suggest that you recheck the list of topics. At least one of them relates to cognitive development. Then come see me again if you have any questions.
MALE STUDENT: OK.
题目
1.Why does the student go to see the professor?
A. To request an extension of the due date of his term paper
B. To ask about a theory he did not understand in class

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