上海市高级口译第一阶段笔试模拟49及答案解析.doc

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1、上海市高级口译第一阶段笔试模拟 49 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)It streaked across the sky in a warm March evening last year, then 1 a street in the small town of Monahans, Texas. When seven boys quit their basketball game to 2 the damage, the

2、y found a shiny, black grapefruit-size rock nestled in the asphalt. 3 traveled quickly in newspapers and on TV. The next day, NASA scientist Everett Gibson arrived and took the meteorite, later named Monahans 1998, back to a lab in Houston. There researchers 4 the extraterrestrial rock with a hammer

3、 and chisel. To their surprise, they smack water. A team led by Michael Zolensky of the Johnson Space Center reports 5 in the current issue of the journal Science. It“s the first time anyone has found liquid water 6 from space-and a tantalizing suggestion that 7 . Meteorites containing water are pro

4、bably not 8 , Zolensky says. But by the time researchers get their hands on the rocks, minerals that trap the water 9 away, and the water has evaporated. “Worse, some researchers destroy the aqueous evidence by cutting meteorites open with rock saws and water. I“m betting this isn“t 10 ; it“s just t

5、hat people have been 11 their meteorites,“ Zolensky says. Of course, Zolensky“s team did get a bit lucky. Monahans 1998 was safe in their lab less than two days after it hit Earth, so they examined 12 . The scientists were intrigued to find vivid purple crystals of halite inside the meteorite, since

6、 halite is a salt 13 usually formed from liquid water. Even more curious were the hundreds of tiny bubbles 14 in the halite crystals. Zolensky“s team analyzed the bubbles by shining 15 through them and confirmed they were made of salty brine. By dating the halite, Zolensky“s team found the water tra

7、pped inside it formed at least 4.5 billion years ago, back when most scientists believe 16 was born. That means the briny relic may help researchers learn about the gaseous-nebula that 17 our sun and planets. But how did the meteorite get wet? One possibility is that a passing comet 18 the rock, dro

8、pping off a load of liquid water. Or the rock might have chipped off an asteroid that holds pools of fluid. Zolensky“s team still needs to study whether the water comes from our own solar system. One thing is certain, however: the Monahans meteorite will fuel 19 extraterrestrial life. “Water is a li

9、fe-giver, so if you want to study where life came from in the solar system, you have to 20 ,“ Zolensky says. A wet rock from space doesn“t mean little green men are coming soon to a planet near you, but it does raise hopes that we“re not alone in the universe. （分数：30.00）三、Part B Listening Com(总题数：4，

10、分数：20.00)Questions 1 to 5 are based on the following talk. （分数：5.00）A.Refreshing.B.Pleasant.C.Cooling.D.Exciting.A.Rome.B.France.C.An oriental country.D.Unknown.A.Old English.B.Chinese.C.Latin.D.the Bible.A.Hanging fans.B.Palm leaf fans.C.Basket fans.D.All of the above.A.They are out of fashion.B.Th

11、ey fail to provide a cool breeze.C.Air-conditioners are comfortable substitutes.D.Fewer fans are manufactured.Questions 6 to 10 are based on the following talk. （分数：5.00）A.The two men in the caravan were lightly hurt.B.The two men were badly injured.C.Neither of them was hurt.D.The two men were shoc

12、ked but unhurt.A.Because he couldn“t find one.B.Because someone had stolen the extinguisher.C.Because there wasn“t one in the bank.D.Because someone else got there first.A.It was a bomb.B.It wasn“t a bomb.C.It must be the breaking of the front type of the vehicle.D.It was like a bomb.A.The caravan w

13、as burned.B.The windows of the bank were blown out.C.The contents of the caravan were damaged.D.Damage inside the vehicle was very serious.A.They were working in Norwich city center.B.They were on holiday.C.They were driving the vehicle round the city.D.They were waiting for their wives.Questions 11

14、 to 15 are based on the following talk. （分数：5.00）A.Better education.B.Better sanitation.C.Better medicine.D.Both B and C.A.Advancement in agriculture.B.Improvement in transportation.C.More business.D.Better education.A.Better transportation.B.Better distribution products.C.Mechanization.D.Refrigerat

15、ion.A.Food production increases faster than population growth.B.The rate of population growth exceeds that of food production.C.Population and food supply increase proportionately.D.Population growth started in the 18th century.A.People in the developing countries.B.People in the developed countries

16、.C.People of all cultures.D.People of some cultures.Questions 16 to 20 are based on the following talk. （分数：5.00）A.Silent reading had not been discovered.B.There were few places available for private reading.C.Few people could read for themselves.D.People retied on reading for entertainment.A.A chan

17、ge in the status of literate people.B.A change in the nature of reading.C.An increase in the number of books.D.An increase in the average age of readers.A.The importance of silent reading.B.The amount of information yielded by books and newspapers.C.The effects of reading on health.D.The value of di

18、fferent types of reading material.A.Standards of literacy had declined.B.Readers“ interests had diversified.C.Printing techniques had improved.D.Educationalists“ attitudes had changed.A.Explain how present day reading habits developed.B.Change people“s attitudes to reading.C.Show how reading methods

19、 have improved.D.Encourage the growth of reading.四、SECTION 2 READING TE(总题数：4，分数：50.00)The study of management is at a turning point. What began as the study of “best practice“ among large manufacturing firms has grown to encompass specialized fields ranging from finance to government. As the subjec

20、t matter has changed, so has the role played by its masters. Business schools and management consultants used to spend most of their time training the inexperienced, bringing them up to speed on case studies of “excellent“ companies. Now they also create their own theories to challenge the wisdom of

21、 businessmen. And those theories have the power to change the ways in which even the best companies do business. The new scope and power of management theories have created an identity crisis. Are teachers of management like historians, distilling the wisdom of the world into a form that others can

22、absorb and imitate? Or are they innovators, changing the world with their new theories and ideas? And, if they are to be innovators, what are to be the doctrine and dogma from which their theories spring? Bright management ideas abound, but two factors make it hard to separate the wheat from the cha

23、ff. One is the “Hawthorne effect“. Early in the twentieth century, managers at General Electric“s Hawthorne plant began a study of how better lighting might increase productivity. They turned up the lights. Productivity went up. For exactitude, they also turned down the lights, expecting productivit

24、y to fall. It didn“t; it went again. In fact, just about anything done to the Hawthorne workers increased productivity. They liked the attention. Given workers“ ability to respond positively to extra attentionhowever abjectly lunatic and misguideda fallback criterion for measuring the success of a m

25、anagement theory is profits. But here the past seven years of steady economic growth, combined with roaring bull markets, have shown virtually all business ideas in their kindest light. For the time being, professors themselves are left with great leeway to decide which ideas are worth teaching and

26、which are best forgotten. But the perspectives from which they make such decisions are changing fast. Management schools first started cropping up in America at the tuna of the century. Their role was to mould a new type of top manager to run a new type of corporation: the diversified manufacturer.

27、Paragon of the new breed of company was General Motorsas redesigned by Alfred Sloan, who also founded the Sloan School of Management at MIT. To tap economies of scale and scope GM was one of the first firms to organize management by function, creating a finance department, a marketing department, an

28、 engineering department and so on. This new organization, in turn, required a new breed of manager at the topwhere the functional divisions came togetherwho could get the most out of the vast and specialized resources spread out beneath him. The new breed of magnate had to understand the various ski

29、lls he commanded, from finance to manufacturing. Few had time to gain all that knowledge on shopand trading-room-floors. The new managers also had to be able to translate their knowledge into a common language, which often meant the rows and columns of management accounting. And, because of the comp

30、lexity of their empires, they had to be more conscious of the theory and practice of organization. In many ways, the logical culmination of this management philosophy was Harlod Geneen of ITT (MBA, Harvard). He created a vast conglomerate based on “management by numbers“the idea that if one could re

31、ad management accounts right, one could manage just about anything. But neither conglomerateers nor big manufacturers have had an easy time of late. Not only have economies shifted towards service industries, but the turbulence of recent years has encouraged the break-up of big firms into smaller ch

32、unks. Though the required “core“ curriculum of most business schools still prepares graduates for life in a firm like GM, only a minority of MBAs now go into big manufacturing companies. Some of the best-publicized successors to Harold Geneen“s manage-by-numbers philosophy have drifted into the merg

33、ers and acquisitions departments of investment banks. Others have scattered across the world of business. If today“s MBA can be said to have a typical career, he would begin in finance or consulting and end up founding a business. Business schools, meanwhile, encourage diversity by expanding the num

34、ber of subjects which they teach. Though programs vary greatly, most MBA curricula can be divided roughly into three parts: a core curriculum of required subjects; a specialized subject that the MBA studies in greater depth; and the educational process itself, which emphasizes the sort of teamwork t

35、hat MBAs will have to adopt in the real world. The core curriculum includes the facts and skills which every MBA must master. At most business schools it includes marketing (how to discover who might want to buy your product and why), finance (how to get and use capital), management accounting (how

36、to keep financiers abreast of how you are doing), organization (how to create teams that work), manufacturing (how to tell people who make things what to do), and information technology (what computers can do). By the standards of any other graduate program, much of the core MBA is remarkably rudime

37、ntary. Business-school students are not expected to know what a bond is, or a share. Accounting courses do not take for granted even the basic principles of double-entry bookkeeping, let alone the basics of reading a balance sheet. Though the level of these courses is a humbling reminder of the lack

38、 of business education elsewherethe average 18-year-old in America or Britain probably knows more about nuclear physics than about businessit can hardly justify MBAs high salaries and high-flying reputations. For that, MBAs must rely on their specialized studies and the sheer process of MBA instruct

39、ion. Mr. David Norburn, head of the MBA program of London“s Imperial College, is fond of ribbing his students and staff with the argument that his school might as usefully offer a “Masters of Advanced Plumbing“ as an MBA. Much of the real value of an MBA, he argues, lies in recreating in MBA studies

40、 the feeling of working in business. Problems are structured so that they can be solved only by teams. Pressure is kept high. There is never enough time or information to reach definite conclusions, encouraging inspired guessing and “quality bluffing“. And, at the end of the day, there is no pretenc

41、e of sharing rewards equally among the teaman individual takes the best prizes. For employers, the best part of an MBA often lies in his specialized training. Given inflation into the technicalities of, say, bond trading or market analysis, an MBA can often go straight to work at a level which untra

42、ined colleagues may take a year or more to reach on the job. Better, he can bring new ideas to an organization; most home-grown experts cannot. So it is no surprise that some of the most frantic innovation in business schools is the fine- tuning of specialized curricula, and the introduction of new

43、special subjects. The dean of the Stanford School of Business, Mr. Robert Jaedicke, has compiled a list of the new features proposed for tomorrow“s MBAs. It includes: Globalization. As competition increasingly ignores national boundaries, so too must managers. That means that managers must be able t

44、o build teams which include various nationalities working side by side. Regulation. Governments and regulatory agencies from GATT to America“s Food and Drug Administrationplay a growing role in defining how businesses compete. Managers must be increasingly good at working with (or around) them. Ethi

45、cs and social responsibility. Businesses have gradually assumed a broad social and political role. They are patrons of the arts. They have become embroiled in social and political changee. g., in the controversy over apartheid in South Africa and, at home, in “affirmative action programmes“ to promo

46、te minorities. That means that managers must become sophisticated about balancing their duties to shareholders with their social roles. How will business schools get all this new knowledge? Mr. Jaedicke, for one, plans to borrow it from other parts of his university. He is now trying to get politica

47、l scientists interested in the problems of business and regulation. He wonders whether, in a few years, he might be recruiting moral philosophers to help businessmen sort out their ethics. Borrowing, he argues, is how management theory grows most healthilywitness the transformation that economists r

48、ecruited by business schools in the 1960s have wrought on financial markets.（分数：17.50）(1).Management professors _ what management ideas are the brightest.（分数：2.50）A.seem to be in doubt as toB.are sure ofC.are inclined to decideD.have no idea whatsoever(2).The author implies that a core curriculum of

49、 most business schools prepares graduates well for life in _（分数：2.50）A.the mergersB.the acquisitions departments of investment banksC.the real business worldD.big manufacturers(3).“Hawthorne effect“ shows that _ increases productivity.（分数：2.50）A.better lightingB.proper lightingC.positive responseD.extra attention(4).According to the author, profits also make it hard to distinguish between various management ideas because _（分数：2.50）A.business prospects are changing fastB.all business ideas have proved all rightC.economy has grown steadily in the past seven years