1、上海市高级口译第一阶段笔试模拟 41 及答案解析(总分：300.00，做题时间：90 分钟)一、SECTION 1 LISTENING (总题数：0，分数：0.00)二、Part A Spot Dictatio(总题数：1，分数：30.00)A lot of people think we could be headed for trouble by tampering with Mother Nature and producing genetically altered food. But those who 1 say it“s no more unnatural than tradit
2、ional selective breeding, to say nothing about 2 and chemical pesticides. Most Canadians regularly eat bio-engineered food. Anyone who consumes cheese, potatoes, tomatoes, 3 is taking in genetically modified (GM) food. In addition, 4 contain GM ingredients. In fact, around 65% of the food we get fro
3、m the shops has some genetically modified component. GM food does not 5 in Canada, so most of us don“t know we are eating it. Some of the items that have 6 GM material might surprise you. They include chocolate bars, baby food, margarine, 7 , ice cream, 8 , cereals, and cookies. 9 have used GM foods
4、 for centuries; if they hadn“t, we“d probably still be 10 . They“ve refined the foods we eat through selective crossbreeding, combining different types of wheat, and 11 . Today, however, genetic engineering is no longer just a case of mixing different varieties of 12 . Now, genes from completely dif
5、ferent life forms are being combinedfish genes into tomatoes to 13 , for example. Such “tampering with Nature“ makes a lot of people anxious. They wonder if the foods that come out of genetic modification are 14 . Scientists say they are completely safe; GM is just a way of 15 to make it possible fo
6、r them to survive without the use of pesticides and to 16 . But the 17 that scientists said that nuclear power and the toxic insecticide DDT were also completely harmless. Supporters of GM foods 18 . They say producing GM food is a move in the right direction, that it will 19 , the environment, and
7、the economy. They are convinced it will solve the world“s hunger problems, lead to a drop in pesticide and herbicide use, and result in 20 . （分数：30.00）三、Part B Listening Com(总题数：4，分数：20.00)Questions 1 to 5 are based on the following conversation. （分数：5.00）A.1920s-1930s.B.1930s-1940s.C.1940s-1950s.D.
8、1950s-1960s.A.They were the largest age group in the U.S. population.B.Their parents used to spend less money than they do.C.They have huge political and economic clout in this country.D.They are hardly more dependent on credit consumption than the previous generation.A.They experienced the Great De
9、pression.B.They preferred spending money to saving money in the bank.C.They spent most of their money on housing.D.They had much more free time than their children.A.10%-15%.B.15%-20%.C.25%-40%.D.40%-55%.A.Washing machine.B.Furniture.C.Ford Explorer.D.Air conditioning.Questions 6 to 10 are based on
10、the following news. （分数：5.00）A.It will recruit 4,000 new employees.B.It will slash more jobs to reduce costs.C.It takes the lead in its competition against Nokia.D.Its new mobile phone models are selling well on the market.A.Refusing to attend the G8 summit in Germany.B.Threatening to point Russian
11、missiles towards Europe.C.Urging Britain to extradite a former KGB officer.D.Criticizing America“s human rights record.A.They should know about the country“s traditions, customs and values.B.They should remember a lot of facts and figures about the country.C.They should promote social harmony and in
12、tegration.D.They should take English as their first language.A.His salary was too high and promotion too fast.B.He often clashed with his colleagues.C.His girlfriend received preferential treatment from the World Bank.D.He insisted that bank help for poor nations be tied to their anti-corruption com
13、mitment.A.He urged the Indian business community to do more for farmers.B.He praised the charitable deeds of India“s most powerful and influential businessmen.C.He criticized Indian business community for making too much money.D.He expressed his concern for lack of charitable initiatives in India.Qu
14、estions 11 to 15 are based on the following interview. （分数：5.00）A.Sculptor.B.Accountant.C.Banker.D.Insurance agent.A.Mathematics.B.Engineering.C.Architecture.D.Geology.A.Alan joined his father“s firm.B.Alan“s father has never been supportive of his career as a sculptor.C.His father originally though
15、t art was just for amateurs instead of professionals.D.Alan quarreled with his father about his profession.A.He had different teachers every term.B.He could learn different things from different teachers.C.He enjoyed his course very much although it lasted five years.D.He had to do a lot of drawing
16、at his college.A.Art college offers too little practice.B.You can only do abstract art at art college.C.Art college cannot provide you with a sculptor“s studio.D.Painters, not sculptors, teach you how to draw things rather than sculptors.Questions 16 to 20 are based on the following talk. （分数：5.00）A
17、.A vast number of laborers migrating to industrialized countries.B.More job-hopping in the labor market than ever before.C.A shift from manufacturing to tertiary industry.D.Jobs in service industries more interesting and better paid.A.Employees can have more control over their lives.B.Employees beco
18、me much more dependent on the companies they work for.C.Management teams have become less hierarchical.D.Employees can work for different companies at the same time.A.They feel their boss too airy and bureaucratic.B.They can hardly get a promotion in a downsized company.C.They are constantly under g
19、reat pressure to adapt to changing markets.D.There are too many levels of management in their companies.A.They can easily fit into the routines of large companies.B.They can arrange their time more flexibly.C.They have better payment if they are subcontracted.D.They may work in more humane organizat
20、ions.A.Access to Internet allows people more opportunities to find suitable jobs.B.To some extent, new technologies might deprive people of more time to relax.C.Rapid changes in jobs make training a must for most workers.D.The enormous stress on workers forces them to retire earlier.四、SECTION 2 READ
21、ING TE(总题数：4，分数：50.00)What will future historians remember about the impact of science during the last decade of the 20th century? They will not be much concerned with many of the marvels that currently preoccupy us, such as the miraculous increase in the power of home computers and the unexpected g
22、rowth of the Internet. Nor will they dwell much on global warming, the loss of biodiversity and other examples of our penchant for destruction. Instead, the end of 20th century will be recognized as the time when, for better or worse, science began to bring about a fundamental shift in our perceptio
23、n of ourselves. It will be the third time that science has forced us to re-evaluate who we are. The first time, of course, was the revolution that began with Copernicus in 1543 and continued with Kepler, Galileo and Newton. Despite the Church“s opposition, we came to realize that the Earth does not
24、lie at the centre of the universe. Instead we gradually found we live on a small planet on the edge of a minor galaxy, circling one star in a universe that contains billion of others. Our unique position in the universe was gone for ever. A few centuries later we were moved even further from stage c
25、entre. The Darwinian revolution removed us from our position as a unique creation of God. Instead we discovered we were just another part of the animal kingdom proud to have “a miserable ape for a grandfather“, as Thomas Huxley put it in 1850. We know now just how close to the apes we areover 90% of
26、 our genes are the same of those of the chimpanzee. Increasing knowledge of our own genetics is one of the driving forces in the third great conceptual shift that will soon take place. Others are the growing knowledge of the way our minds work, our new ability to use knowledge of the nervous system
27、to design drugs that affect specific states of mind and the creation of sophisticated scanners which enable us to see what is happening inside our brains. In the third revolution we are taking our own selves to pieces and finding the parts which make up the machine that is us. Much of the new knowle
28、dge from genetics, molecular biology and the neurosciences is esoteric. But its cultural impact is already running ahead of science. People begin to see themselves not as wholes with a moral centre but the result of the combined action of parts for which they have little responsibility. It“s Nobody“
29、s Fault is the title of a popular American book on “difficult“ children. Many different children, the book explains, are not actually difficult but are suffering from Attention Deficit Disorder (ADD). There is nothing wrong with them or the way they have been brought up. Rather, the part of the brai
30、n which controls attention is short of a particular neurotransmitter. You might, as many people do, question the way in which the disorder has been diagnosed on such a staggering scale. But that is not the point. The cultural shift is that people are not responsible for their disorders, only for obt
31、aining treatment for the parts of them that have gone wrong. Even when a treatment is not to hand, the notion that we are made of “clusters of functions“ remains strong. Genetic analysis supports this view. A gene linked to alcoholism has been located and a Gallup poll has revealed that the great ma
32、jority of Americans consider alcoholism to be a disease There are claims of genes too for obesity, homosexuality and even for laziness. Some claims about genes may be silly. Or you may think that the current conceptual shift is just a re-run of old arguments about the relative roles of nature and nu
33、rture. Instead, take one drug, Viagra, as an example of the new way of thinking about ourselves. If you suffer from impotence, it might have a variety of physiological causes. Or you might just be anxious about sexual performance. But Viagra does not make such fine distinctions: it acts at the level
34、 of the chemical reactions that control the blood flow needed to maintain an erection. The more direct means we have of changing who we are, through changing the parts that we are composed of, the harder becomes the question of who was the person who made the decision to change, before becoming some
35、one else. This will be the real issue for the 21st century: who are we, if we are the sum of our parts and science has given us the power to change those parts?（分数：12.50）(1).What is the most important scientific progress in the 20th(上标) century?（分数：2.50）A.People“s new knowledge of themselves.B.The d
36、evelopment of computer technology.C.The birth and growth of the Internet.D.Mankind“s ability to control global warming(2).According to the passage, which of the following is NOT one of the driving forces in the third great conceptual shift?（分数：2.50）A.Knowledge of our own genetics.B.Knowledge of the
37、way our minds work.C.Knowledge of how to use sophisticated scanners.D.Knowledge of how to design drugs that affect specific states of mind.(3).Which of the following is likely to be the main idea of the book It“ s Nobody“s Fault ?（分数：2.50）A.Many children are suffering from ADD.B.ADD is the problem f
38、or the problematic children.C.Some people“s brains do not have neurotransmitters.D.The way people are brought up determines their behavior.(4).Which of the following reflects the cultural shift?（分数：2.50）A.More people are diagnosed to be suffering from mental disorders.B.People are not responsible fo
39、r the problems they have.C.More people are seeking mental treatment.D.People begin to question the accuracy of doctors“ diagnoses.(5).Which of the following does the drug Viagra illustrate?（分数：2.50）A.“Some claims about genes may be silly.“B.We have a “new way of thinking about ourselves“.C.A physica
40、l disorder “might have a variety of physiological causes“.D.“People are obtaining treatment for the parts of them that have gone wrong.“American education is every bit as polarized, red and blue, as American politics. On the crimson, conservative end of the spectrum are those who adhere to the back-
41、to-basics credo: Kids, practice those spelling words and times tables, sit still and listen to the teacher; school isn“t meant to be funhard work builds character. On the opposite, indigo extreme are the currently unfashionable “progressives“, who believe that learning should be like breathing natur
42、al and relaxed, that school should take its cues from a child“s interests. As in politics, good sense lies toward the center, but the pendulum keeps sweeping sharply from right to left and back again. And the kids end up whiplashed. Since the Reading Wars of the 1990s, the U.S. has largely gone red.
43、 Remember the Reading Wars? In the 1980s, educators embraced “whole language“ as the key to teaching kids to love reading. Instead of using “See Dick and Jane Run“ primers, grade-school teachers taught reading with authentic kid lit: storybooks by respected authors, like Eric Carle (Polar Bear, Pola
44、r Bear). They encouraged 5-and 6-year-olds to write with “inventive spelling“. It was fun. Teachers felt creative. The founders of whole language never intended it to displace the teaching of phonics or proper spelling, but that“s what happened in many places. The result was a generation of kids who
45、 couldn“t spell, including a high percentage who had to be turned over to special Ed instructors to learn how to read. That eventually ushered in the current joyless back-to-phonics movement, with its endless hours of reading-skill drills. Welcome back, Dick and Jane. Now we“re into the Math Wars. W
46、ith American kids foundering on state math exams and getting clobbered on international tests by their peers in Singapore and Belgium, parents and policymakers have been searching for a culprit. They“ve found it in the math equivalent of whole languageso-called fuzzy math, an object of parental cont
47、empt from coast to coast. Fuzzy math, properly called reform math, is the bastard child of teaching standards introduced by the National Council of Teachers of Mathematics (N.C.T.M) in 1989. Like whole language, it was a sensible approach that got distorted into a parody of itself. The reform standa
48、rds, for instance, called for teaching the uses of a calculator and estimation, but some educators took that as a license to stop drilling the multiplication tables, skip past long division and give lots of partial credit for wrong answers. “Some of the textbooks and materials were absolutely hideou
49、s,“ says R. James Milgram, a professor of mathematics at Stanford. Adding to the math morass was the fact that 49 states (all but Iowa) devised their own math standards, with up to 100 different goals for each grade level. Textbook publishers responded with textbooks that tried to incorporate every goal of every state. “There are some 700-page third-grade math books out there,“ says N.C.T.M.“s current president Francis Fennell, professor of education at Maryland“s McDaniel College. Now the N.C.T.M. itself has come riding to the rescue. In a notably slim document, it has identified just th
