高中二年级 · 阅读系列

Lesson 4 · The Survey after the Survey

文体：调查报告 · 朗读音轨 04

先听一遍

听听第一轮午餐调查漏掉了哪些学生。

展开英文短文，再悬停查词

We asked students, “Do you enjoy school lunch?” Eighty percent of the replies said yes, and our group prepared a cheerful poster. Before printing it, our teacher asked who had answered the survey.

Only students who stayed after lunch had received the form. Anyone who left early for practice, medical appointments, or part-time work was missing. The result described our respondents, not necessarily the whole school.

We changed the method. For three days, we offered the form before and after lunch, both on paper and online. We also included an open question: “What would make lunch easier for you?” The second survey still found many satisfied students, but it also revealed a problem with the short lunch break.

Our final poster showed both rounds of results and explained the difference. It looked less simple than the first version. Yet it gave the school something useful: a possible change to test, and a clear record of how we had reached that idea.

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We asked students, “Do you enjoy school lunch?”
Eighty percent of the replies said yes, and our group prepared a cheerful poster.
Before printing it, our teacher asked who had answered the survey.
Only students who stayed after lunch had received the form.
Anyone who left early for practice, medical appointments, or part-time work was missing.
The result described our respondents, not necessarily the whole school.
We changed the method.
For three days, we offered the form before and after lunch, both on paper and online.
We also included an open question: “What would make lunch easier for you?”
The second survey still found many satisfied students, but it also revealed a problem with the short lunch break.
Our final poster showed both rounds of results and explained the difference.
It looked less simple than the first version.
Yet it gave the school something useful: a possible change to test, and a clear record of how we had reached that idea.

读懂了什么？

读完后，试着用一句话说出本文的主要意思，并从原文找出支持它的一句话。

查看中文译文

我们问同学：‘你喜欢学校午餐吗？’八成答卷回答‘喜欢’，我们小组便准备制作一张喜气洋洋的海报。印刷前，老师问了一个问题：哪些人回答了调查？

原来，只有午餐后仍留在学校的学生收到问卷。因训练、看病或兼职而早走的人都没有参与。结果描述的是实际答卷的人，未必代表全校。

我们改变了方法，连续三天在午餐前后都发放问卷，同时提供纸质版和线上版。我们还加了一道开放题：‘怎样能让你的午餐时间更方便？’第二轮仍有许多满意的学生，却也发现午休时间太短的问题。

最后的海报展示两轮结果，并解释差别。它没有第一版那么简单，却给学校提供了更有用的东西：一个值得试验的调整，以及我们怎样得出这个想法的清楚记录。

本课重点词语

以下是本课重点词语的中文讲解；英文正文中有虚线的单词可悬停查看词义和发音。

replies: 答复；第一轮八成表示满意。
respondents: 答卷者；不等于全校所有人。
necessarily: 必然；结果未必代表全校。
method: 方法；小组重新设计问卷发放。
included: 加入；第二轮增加开放题。
open question: 开放题；允许学生自由描述困难。
satisfied: 满意的；不少学生仍喜欢午餐。
revealed: 揭示；也发现午休过短。
rounds: 轮次；海报展示两轮调查。
record: 记录；说明建议如何形成。

背景知识

调查结果取决于谁有机会作答。第一轮只覆盖午饭后留下的人；第二轮扩大收集时段和方式，并加入开放题，使结果更能反映不同学生的经历。

再听一遍