文章大意：本文是记叙文。作者以前在学校读书时没有机会把理论与实践结合起来，所以作者开创了一个项目，让他马上毕业的学生参与其中，这样做能够让学生把所学的知识与实践相互结合，并且让他们自我总结，自我成长。
3 . At the table sat my new mentees (学员): six eager undergraduates who signed to work on a project I designed. “Starting today, I get to learn what it s like to be an adviser,” I thought to myself excitedly. But a few minutes later, the students broke the news: They didn’t have any training related to the project. I couldn’t help sighing. How would this ever work?
My inspiration to involve undergraduates in my research came after two years of working as a teaching assistant. Many of my undergraduate students had voiced the same frustrations I once had: They were expected to absorb facts and use them in exams, without any real critical thinking or chance to apply what they had learned. I believe I could fill that gap by creating a project related to my own work and employing undergraduates as the researchers.
My Ph.D. adviser was supportive, knowing it would be a good experience for undergraduates. My department purchased the fish we would study, and a government research lab offered space. Everything was in place—except for the students’ training. I was worried. But backing out was not an option.
I reminded myself how green I had been on my first day in the lab. After 3 hours there, I had to throw everything out and start over the experiment, because I mistook the concentrations of chemicals. But my mentor (导师) said nothing and he let me learn from the scene.
His example inspired me. On the first day in my lab, I walked new mentees through the facilities. However, I noticed that some forgot my instructions. My instinct (本能) was to jump in and save the day. But I resisted the urge to intervene (介入) and watched proudly as the students identified the mistakes and learned from them.
Six months later, in a reflection meeting, the students thanked me for letting them find their own way to grow as scientists.
1. What made the author sigh after meeting her new mentees?
| A．Their choosing other advisers. | B．Their absence from her training. |
| C．Their being late for a few minutes. | D．Their receiving no relevant training. |
2. Why did the author employ undergraduates in her project?
| A．To help them achieve better performances in exams. |
| B．To fill the gap between advisers and mentees. |
| C．To offer them a chance to combine theory with practice. |
| D．To train them to be her teaching assistants. |
3. What does the author mainly intend to show in paragraph 3?
| A．Her being in a dilemma. | B．The possible options ahead. |
| C．Objects needed by her mentees. | D．Her thanks to the government. |
4. What did the author learn from her mentor?
| A．Training students as early as possible. |
| B．Walking students through each experiment. |
| C．Giving students room to learn through their errors. |
| D．Stepping in to help students get out of trouble in time. |
