HELEN: I’ve brought my notes on our Biology Field Trip to Rocky Bay, Colin, so we can work on our report on the research we did together.
COLIN: OK. I’ve got mine too. Let’s look at the aims of the trip first.
HELEN: Right. What did you have?
COLIN: I just put something about getting experience of the different sorts of procedures used on a field trip. But we need something about what causes different organisms to choose particular habitats. 【Q21】
HELEN: I agree. And something about finding out how to protect organisms in danger of dying out?
COLIN: In our aims? But we weren’t really looking at that.
HELEN: I suppose not. OK, now there’s the list of equipment we all had to bring on the field trip. What did they tell us to bring a ruler for?
COLIN: It was something about measuring the slope of the shore, but of course we didn’t need it because we were measuring wind direction, and we’d brought the compass for that …
HELEN: But not the piece of string to hold up in the air! Didn’t Mr Blake make a fuss about us leaving that behind. 【Q22】
COLIN: Yeah. He does go on. Anyway it was easy to get one from another of the students.
HELEN: Now, the next section’s the procedure. I sent you the draft of that.
COLIN: Yeah. It was clear, but I don’t think we need all these details of what time we left and what time we got back and how we pided up the different research tasks. 【Q23】
HELEN: OK. I’ll look at that again.
COLIN: Then we have to describe our method of investigation in detail. So let’s begin with how we measured wave speed. I was surprised how straightforward that was. 【Q24】
HELEN: I’d expected us to have some sort of high-tech device, not just stand there and count the number of waves per minute. Not very precise, but I suppose it was good enough. But the way we measured the amount of salt was interesting.
COLIN: In the water from the rock pools?
HELEN: Yeah, oh, I wanted to check the chemicals we used in the lab when we analysed those samples – was it potassium chromate and silver nitrate?
COLIN: That’s right.
HELEN: OK. And we need the map of the seashore. You just left that to me. And I had to do in while the tide was low, well that was OK, but the place I started it from was down on the beach, then I realised I should have gone up higher to get better visibility 【Q25】, so I had to start all over again. But at least I’d go the squared paper or I’d have had problems drawing it all to scale.
COLIN: Yes. It looks good. We could get a map of the region off the internet and see if we need to make any changes.
HELEN: I had a look but I couldn’t find anything. But you took some pictures, didn’t you?
COLIN: Yeah. I’ll email you them if you want.
HELEN: OK. I’ll make my amendments using those, then I can scan it into our report 【Q26】. Great.
HELEN: Now when we get to our findings I thought we could pide them up into the different zones we identified on the shore and the problems organisms face in each zone. So for the highest area …
COLIN: … the splash zone?
HELEN: Yeah, we found mostly those tiny shellfish that have strong hard shells that act as protection.
COLIN: But not from other organisms that might eat them, predators?
HELEN: No, that’s not the main danger for them. But the shells prevent them from drying out because they’re in the open air for most of the time. 【Q27&Q28】
COLIN: Right. And since they’ve exposed, they need to be able to find some sort of shelter, or cover themselves up, so they don’t get too hot 【Q27&Q28】. Then in the middle and lower zones, nearer the sea, we need to discuss the effects of wave action …
HELEN: Yes, and how organisms develop structures to prevent themselves from being swept away, or even destroyed by being smashed against the rocks.
COLIN: I haven’t done anything on the geological changes. I don’t know what to put for that.
HELEN: No, we weren’t concentrating on that. Maybe we need to find some websites.
COLIN: Good idea. I’ve got the lecture notes from Mr Blake’s geology course, but they’re too general. But we could ask him which books on our Reading List might be most helpful.
HELEN: Right. OK, now I did a draft of the section of sources of possible error in our research, but I don’t know if you agree. For example, the size of the sample, and whether it’s big enough to make any general conclusions from. But I thought actually we did have quite a big sample.
COLIN: We did. And our general method of observation seemed quite reliable. But we might not be all that accurate as far as the actual numbers go.
HELEN: Yeah, we might have missed some organisms – if they were hiding under a rock, for example 【Q29&Q30】. I wasn’t sure about the way we described their habitats. I decided it was probably OK.
COLIN: Yeah, and the descriptions we gave of the smaller organisms, they weren’t very detailed, but they were adequate in this context. I’m not sure we identified all the species correctly thought. 【Q29&Q30】
HELEN: OK, we’d better mention that. Now, how …
Choose the correct letter, A, B or C.
听前预测：定位词 aims；选项关键词 factors affecting organisms live、preserve species、classifying organisms。
题目解析：本题是直接对答案的同义替换“But we need something about what causes different organisms to choose particular habitats”， 其中 what causes 同义替换了 factors， habitats 同义替换了 where…live，因此答案为 A。
听前预测：定位词 equipment、forget、Field Trip。
题目解析：本题先提到干扰项 C，但听力原文提到“but of course we didn’t need it”，所以该项被排除。然后是干扰项 B，但原文的 brought 和题干的 forgot 相冲突，所以该项排除。然后答案出现“But not the piece of string to hold up in the air!” 因此答案为 A。
听前预测：定位词 Helen’s procedure、change；选项关键词 order、pided up、amount。
题目解析：答案和干扰项 B 一起出现“but I don’t think we need all these details of what time we left and what time we got back and how we pided up the different research tasks.”
其中 I don’t think we need all these details 表达了 Colin 不需要这么多的信息，因此答案为 C。干扰项 B 只是 all these details 中的一项，因此该项排除。
听前预测：定位词 method、measure wave speed；选项关键词 accurate results、simple carry out、special equipment。
题目解析：答案在原文先出现“So let’s begin with how we measured wave speed. I was surprised how straightforward that was.”其中 straightforward 同义替换了 simple。然后干扰 项 C 出现“I’d expected us to have some sort of high-tech device”，这里用的是虚拟语气，希望有高科技的仪器，但并不是真实存在的，而题干中提到是已经使用的，两者不符，因此该项排除。干扰项 A 虽然有提及“not just stand there and count the number of waves per minute”，但后面又否定了该项“Not very precise”，其中 precise 同义替换了 accurate，因此该项排除。
听前预测：定位词 mistake、map；选项关键词 wrong scale、wrong place、wrong time。
题目解析：答案在原文先出现“but the place I started it from was down on the beach, then I realised I should have gone up higher to get better visibility”， 其中 then I realised I should 表示 Helen 发现了自己的错误。干扰项 A 有被原文提及“I’d have had problems drawing it all to scale”，意为很难把它按比例来画，选项则说选择错误的比例，两者意思不符，因此排除该项。
听前预测：定位词 do next、map；选项关键词 scan、using photographs、add information。
题目解析：答案先出现在原文“But you took some pictures, didn’t you?”“Yeah. I’ll email you them if you want.”“OK. I’ll make my amendments using those.” 其中 those 指代是 pictures，因此答案为 B。干扰项 A 被提及“then I can scan it into our report”，而选项说扫描到电脑，两者不匹配，因此该项排除。