题目内容
（请给出正确答案）
As the lecturer has said, talent is one thing, while its ______ expression is another.
A．turbulent
B．tremendous
C．triumphant
D．tentative
安装简答题APP，拍照搜题省时又省心！
更多“As the lecturer has said, tale…”相关的问题
A．The visiting economist has given several lectures.
B．Dr. Johnson and the guest speaker were schoolmates.
C．Dr. Johnson invited the economist to visit their college.
D．The guest lecturer's opinion is different from Dr. Johnson's.
W: That's because Dr. Johnson comes from an entirely different school of thought.
Q：What do we learn from the woman's remark？
(14)
A．The visiting economist has given several lectures.
B．The guest lecturer's opinion is different from Dr. Johnson's.
C．Dr. Johnson and the guest speaker were schoolmates.
D．Dr. Johnson invited the economist to visit their college.
Task 1
Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice.
By a large freshman and sophomore courses in American universities consist mainly of lectures. In a typical academic lecture the professor stands in front of the room and presents information on a subject, maybe anthropology, biology or marketing. Students are expected to take notes on the important information in the lecture in order to study for tests on the subject matter. Of course, different professors have quite different approaches to lecturing. Some outline basically the information in the textbook; others use the lecture time to present relevant information that is not covered in the text; others use the lecture to explain one particular aspect of the topic at hand; still others use the time to present or refute opinions.
It is also true that some professors are better at lecturing than are others, in the ideal lecture, the lecturer has a clear purpose in mind, and focuses on it throughout. The ideal lecturer also has a clear main idea or ideas, closely tied to his or her purpose. Finally a good lecture is developed through supporting information which helps the audience to clearly understand the main idea.
According to the passage, lectures are ______.
A．required mainly by large universities
B．characteristic of first and second year university courses
C．always given by a lecturer who stands in front of the room
D．common in anthropology, biology and marketing courses
M: That' s because Dr. Johnson comes from an entirely different school of thought.
Q: What do we learn from the woman' s remark？
(18)
A．The visiting economist has given several lectures.
B．The guest lecturer's opinion is different from Dr. Johnson's.
C．Dr. Johnson and the guest speaker were schoolmates.
D．Dr. Johnson invited the economist to visit their college.
In recent years, (76) , lectures have become much more interactive. (77) the usual monologue which ends with questions, lecturers at many British universities now (78) students to play a much more active role in their learning. (79) that people learn better if they actively (80) in the learning process, and if they interact both (81) the topic they are studying and with other students.
During interactive or informal lectures, students are allowed to interrupt (82) questions or ask the lecturer to explain (83) that they do not understand. The lecturer may also decide to (84) short group discussion tasks and then ask for feedback from each group. These approaches help to (85) any problems or issues which (86) and to ensure that students understand the focus of the lecture.
Lecture styles (87) from subject to subject, from department to department, and even from lectures to lecturer, but there is one feature that all lectures (88) in common: they are intended to be an introduction (89) a topic or to provide an overview of a subject. Students are then expected to study the topic in more (90) for themselves, usually by going to the library and getting some of the books and journals recommended by the lecturer.
Section D
听力原文： Firstly, the student has to understand what the Example lecturer says as he says it. A non-native speaker may find himself unable to recognize words in speech which he understands straight away in print. And he might also find himself failing to infer the meaning of some totally new words out of context. All that he needs to do, however, is to concentrate on the important points, which would allow him to understand much of the lecture.
How to decide what's important, then？ The title of a lecture, which often implies many of the major points to be covered, is probably the most important piece of information. The student should make sure that he writes the title down. A good lecturer might explicitly tell his audience what is important, or he might give indirect signals pause or speak slowly or speak loudly or use a greater range of intonation.
The third basic skill is to write down the main points quickly and clearly. It is helpful to abbreviate and select only those words that give maximum information, nouns mostly, sometimes verbs or adjectives. Choosing the right moment to write is very difficult. Connecting words are quite helpful here. Connectives like "moreover", "furthermore", "also" indicate that it' s safe to write, whereas "however", "on the other hand" or "nevertheless" suggest that new information is going to follow and that it's more appropriate to listen.
Notetaking is a complex activity that requires a high level of ability in many separate skills.
Firstly, the student has to understand what the Example lecturer says as he says it. A non-native speaker may find himself unable to recognize words【21】which he understands straight away【22】. And he might also find himself failing to infer the meaning of some totally new words out of【23】All that he needs to do, however, is to concentrate on the important points, which would allow him to understand much of the lecture.
How to decide what' s important, then？ The【24】of a lecture, which often implies many of the【25】to be covered, is probably the most important piece of information. The student should make sure that he writes the title down. A good lecturer might【26】tell his audience what is important, or he might give【27】pause or speak slowly or speak loudly or use a greater range of intonation.
The third basic skill is to write down the main points quickly and clearly. It is helpful to【28】and select only those words that give【29】information, nouns mostly, sometimes verbs or adjectives. Choosing the right moment to write is very difficult. Connecting words are quite helpful here.【30】like "moreover", "furthermore", "also" indicate that it's safe to write, whereas "however", "on the other hand" or "nevertheless" suggest that new information is going to follow and that it's more appropriate to listen.
(21)
W: That's because Dr. Smith comes from an entirely different school of thought.
Q: What do we learn from the woman's remark？
(5)
A．The visiting economist has given several lectures.
B．The guest lecturer's opinion is different from Dr. Smith's.
C．Dr. Smith and the guest speaker were schoolmates.
D．Dr. Smith invited the economist to visit their college.
听力原文：LECTURER: Good morning. Now, what is it you want to discuss today？
STUDENT: Good morning, Dr Reed. This assignment you've given us is the first psychology experiment I've had to do and I'm not sure where to begin or which steps to take.
LECTURER: Well, conducting your first psychology experiment can be quite a complicated and confusing process but just remember that like other sciences, psychology uses the scientific method and bases its conclusions upon empirical evidence.
STUDENT: What do you mean by "empirical" evidence？
LECTURER: Ah, well, empirical evidence is established by observation rather than theory.
STUDENT: And the scientific method？
LECTURER: Oh, yes, when conducting an experiment you need to follow a few basic steps.
STUDENT: I know the first step is to come up with a research question or problem.
LECTURER: Yes, a question that can be tested.
STUDENT: How do I find an appropriate question？
LECTURER: I would suggest one of three methods. Firstly, you can investigate a commonly held belief or what we call "folk" psychology.
STUDENT: I see. So, I could examine the belief that staying up all night to study for an important exam can adversely affect test performance？
LECTURER: That's right. In that case you would compare the scores of students who stayed up all night with those of students who got a good night's sleep.
STUDENT: I think I could do that.
LECTURER: Well, alternatively, you might want to consider reviewing the literature on psychology. You know, published studies can be a good source of unanswered research questions. I'm sure you've read papers where the authors note the need for further research.
STUDENT: So I would come up with some questions that remain unanswered？
LECTURER: Correct. But there is a third source of ideas: just think about everyday problems and then consider how you could investigate potential solutions.
STUDENT: Okay...perhaps I could study various memorization strategies to find out which are the most effective.
LECTURER: That's the idea. Next, you need to define the variables--you know, anything that might have an effect on the outcome of your research.
STUDENT: Yes, I remember we learnt about that last week.
LECTURER: Yes. That's right. Then you have to develop a testable hypothesis that predicts how the variables are related.
STUDENT: For example: "Students who are sleep deprived will perform. worse in an exam than students who are not sleep deprived"？
LECTURER: Exactly. Once you have developed a hypothesis you must carry out background research.
STUDENT: I can use books, journals, online databases and websites？
LECTURER: Yes, all of those. I covered the reasons for background research in last Friday's lecture, didn't I？ What you have to remember at this stage is to take careful notes and generate a bibliography of your sources.
STUDENT: Okay, I've got that...then, I'm ready to develop an experimental design？
LECTURER: Well, again you have a choice. There are three basic designs and each has its own strengths and weaknesses. The pre-experimental design does not include a control group so there is no comparison. What we call a quasi-experimental design does incorporate a control group but there is no randomization whereas a true experimental design has both control groups and random assignment to groups.
STUDENT: You've also told us about standardization of procedures—is this where that comes in？—being sure to compare apples to apples...
LECTURER: Absolutely. Going back to your sleep deprivation example...the same exam would have to be given to each participant in the same way at the same time, etcetera.
STUDENT: Got it.
LECTURER: When selecting subjects, you need to consider different techniques. If you were to go through with your sleep deprivation experiment, you would need to ensure that your experimental and control groups were standardized, that is, all third year accounting students, for instance. A simple random sample involves choosing a number of participants from a group of similar people. On the other hand, a different kind of study might involve a stratified random sample where participants are randomly chosen from different subsets of the population.
STUDENT: You mean...subsets with distinctive characteristics...like age, gender, race, socioeconomic status and so on.
LECTURER: Precisely. Then the next step is to actually conduct the experiment and collect the data.
STUDENT: Then I have to analyze the data.
LECTURER: I'll be dealing with the statistical methods for analyzing data in next week's lecture.
STUDENT: Oh good. I guess all that's left then is to write up the data？
LECTURER: Yes, communicating your results is important and in the next couple of lectures I'll be covering the format and structure of a psychology paper and tips for writing each section.
STUDENT: Thank you, Dr Reed. I feel much more confident in getting started now. Thank you for taking the time to see me.
"Research Methodology"
Close scientific method based on empirical evidence (= (21) )
Find a research problem or question
—a commonly held belief e.g. lack of sleep has negative impact on (22)
—review the literature
—an everyday problem: e.g. research different memorization (23)
Define your variables
Develop a hypothesis
Conduct (24) research
—books; jumbles; online databases websites
—make noises and create (25)
Select an experimental design
—pre-experimental = experimental group only
—quasi-experimental = include control group but not random
—true experimental = both kinds of groups + random
Standardize your (26)
—compare like with like
Choose your participants
Close different (27)
—random sample = select from same group
—stratified random sample = select from subsets with different (28)
Conduct tests and collect data
Analyze the results
—use (29) methods (to be covered next week)
Write up and communicate results
— (30) and ......of paper is important; tips for writing (to be covered next two weeks)
(21)
TONY: Well, we're going to demonstrate the nutrient film technique which is popular with some commercial growers, particularly for the cultivation of crops such as runner beans and tomatoes. Producers would really like to see some innovation in the cultivation of potatoes and yams too but obviously this technique is only suitable for those crops which grow above ground.
LECTURER: What about peas？
TONY: Well, we found peas were awfully tricky to grow using this method although we're still unsure as to the reason.
LECTURER: Where's the exhibit？ I don't see it anywhere.
ANNIE: Well, that's because we haven't finished it yet because we're going to have to procure some mature plants first. We didn't think far enough ahead to have started them off earlier. And when we do get them, we'll have to handle them carefully.
TONY: Yes, because when our model is finished, you'll see how the plants are held in position by a plastic tube which almost encloses them completely and is quite loosely fastened around the stems.
LECTURER: Yes, and the feeding or watering system？
ANNIE: Well, it's a bit different—on a large scale like this, you need to have the food solution trickle down through the tubes...
TONY: Yes, but the solution must also be rich in oxygen...
LECTURER: And what—it just bathes the roots？
TONY: That's one way of doing it.
LECTURER: What's the other way？
TONY: You can have the solution moistening a substratum of rock wool at the bottom of the container.
LECTURER: Rock wool？
TONY: It's the same as mineral wool—you know a lightweight, fibrous material—the kind of thing used for insulation. Or, you can use a layer of paper fiber.
LECTURER: Oh, yes...something that has the capacity to absorb the solution, right？
ANNIE: Well, you do need to experiment a little. For example, we tried coconut fiber...
TONY: But it just didn't have the properties we were looking for...
LECTURER: I see.
TONY: In our display you'll only see the basics—the kind of thing that can be done at home in the back yard, but commercial enterprises do need a lot more equipment and the media used in substrata are constantly changing as new developments are made. The cost of upgrading is ongoing.
ANNIE: And there's always the potential of outright failure when changing systems from one you know and understand to an innovative one.
LECTURER: Of course. There's no room for guesswork in business—you have to try to get everything right first time.
Which TWO kinds of produce are especially suited to the nutrient film technique？
A．peas
B．beans
C．potatoes
D．yams
E．Tomatoes
(26)
为了保护您的账号安全，请在“简答题”公众号进行验证，点击“官网服务”-“账号验证”后输入验证码“”完成验证，验证成功后方可继续查看答案！
微信搜一搜
简答题
微信搜一搜
简答题
如搜索结果不匹配，请 
