1、2012年 3月上海市高级口译第一阶段笔试真题试卷及答案与解析 Part A Spot Dictation Directions: In this part of the test, you will hear a passage and read the same passage with blanks in it. Fill in each of the blanks with the word or words you have heard on the tape. Write your answer in the corresponding space in your ANSWER B
2、OOKLET. Remember you will hear the passage ONLY ONCE. 0 Psychologists have many theories to explain how we remember information. The【 C1】 _is that memory works as a kind of storage system for information. There are three types of these storage systems with different functions that hold information f
3、or【 C2】 _. They are sensory memory, short-term memory, and long-term memory. Sensory memory holds information for the shortest amount of time 【 C3】 _. An instant. Sensory memory is where stimuli, or things that 【 C4】 _, are very briefly stored. We forget sensory memories almost instantly, unless the
4、y pass into【 C5】_. Examples of these stimuli are what we【 C6】 _such as a flash of lightning, or the sound of a door closing. Short-term memory, also【 C7】 _, holds information for about【 C8】 _. This is not a very long time, but the information that passes into this system【 C9】_than just sensory stimu
5、lation. Some experts believe that sensory information【 C10】 _as it is stored, and others believe that information changes into words. There is【 C11】 _in short-term memory, and it does not stay there for very long. Examples of this type of information are telephone numbers, 【 C12】 _. Long-term memory
6、 holds information almost indefinitely, although retrieving it【 C13】 _. Think of long-term memory as a very big library, with【 C14】_for storage. Information gets filed, catalogued, and stored. Long-term memory has【 C15】 _, or categories. The main two categories are declarative memory and procedural
7、memory. Declarative memory is where【 C16】 _, such as names, faces, dates, life events. Procedural memory is where we【 C17】 _, like how to ride a bike or how to boil an egg. Within declarative memory, there are smaller categories of memory: episodic memory and semantic memory. Episodic memory【 C18】 _
8、, things we have done or experienced, such as having a car accident, or【 C19】 _. Semantic memory is where we organize general knowledge or facts about the world, such as math formulas, 【 C20】 _. 1 【 C1】 2 【 C2】 3 【 C3】 4 【 C4】 5 【 C5】 6 【 C6】 7 【 C7】 8 【 C8】 9 【 C9】 10 【 C10】 11 【 C11】 12 【 C12】 13
9、【 C13】 14 【 C14】 15 【 C15】 16 【 C16】 17 【 C17】 18 【 C18】 19 【 C19】 20 【 C20】 Part B Listening Comprehension Directions: In this part of the test there will be some short talks and conversations. After each one, you will be asked some questions. The talks, conversations and questions will be spoken O
10、NLY ONCE. Now listen carefully and choose the right answer to each question you have heard and write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET. （ A） The huge role some people play in transmitting ideas. （ B） The transmission of epidemic diseases. （ C）
11、 Exceptional epidemic diseases in lower Manhattan. （ D） A small number of exceptionally talented people. （ A） They make phone calls all day long. （ B） They have extraordinary social ties. （ C） They are incredibly powerful in spreading ideas. （ D） They are great in selling consumer goods. （ A） They h
12、ave specialized knowledge in many things. （ B） They rely on others for recommendations. （ C） They make certain important decisions. （ D） They know restaurants but not shopping or films. （ A） Connectors. （ B） Mavens. （ C） Salesmen. （ D） Promoters. （ A） They are incredibly persuasive. （ B） They act qu
13、ite naturally. （ C） They have rare, unusual traits. （ D） They are extraordinarily social. （ A） 7. （ B） 70. （ C） 177. （ D） 700. （ A） The government has won a vote of confidence in the upper house of parliament. （ B） The government has to choose between austerity measures and economic growth. （ C） The
14、 governments program of reforms has just been passed in the lower house. （ D） The government gains support from many people including thousands of students. （ A） 31%. （ B） 49%. （ C） 67%. （ D） 74%. （ A） Creating computer systems that can repair the damaged brain. （ B） Underpinning many brain function
15、s, such as learning and memory. （ C） Designing a new artificial intelligence device. （ D） Replicating brain activity with a computer chip. （ A） He was dogged by bribery allegations in the bidding process for the 2018 World Cup. （ B） He made controversial remarks on racism in an interview with CNN Wo
16、rld Sport. （ C） The English Football Association charged him with racism toward a FIFA colleague. （ D） Several members of the world footballs governing body were suspended for corruption. （ A） An effective way to help us stay healthy. （ B） An attempt to eat away negative feelings. （ C） Eating in res
17、ponse to a feeling of hunger. （ D） A health strategy recommended by the nutritionist. （ A） People do emotional eating to struggle with their weight. （ B） Emotional eating is a big health problem for many of us. （ C） We are recommended to do emotional eating as a coping mechanism. （ D） We all do emot
18、ional eating occasionally to a certain extent. （ A） Mass potatoes. （ B） Big pasta. （ C） Ice cream. （ D） Cookies. （ A） One. （ B） Three. （ C） Four. （ D） Five. （ A） Yoghurt. （ B） Apples. （ C） Chocolates. （ D） Carrots. （ A） The health problems related to suntan. （ B） Suntan and lighter-skinned people. （
19、 C） Staying healthy and attractive. （ D） Getting a sun-tan in summer months. （ A） The texture of human skin. （ B） The vitamin D3 in the tissue. （ C） The ozone layer in the atmosphere. （ D） The natural bronze color on the skin. （ A） Producing more melanin pigments. （ B） Helping protect the bone. （ C）
20、 Nourishing the innermost layer of the skin. （ D） Resisting the invasion of germs. （ A） Making ones immune system stronger. （ B） Increasing the bodys overall physical power （ C） Improving the functioning of the heart and blood circulation. （ D） Producing various types of vitamin naturally. （ A） Diff
21、erent skins react in similar ways to sunlight. （ B） The expert opinion is: Do not overdo a suntan. （ C） Lying out in the sun twice a week is not enough to maintain a good tan. （ D） Tanning in summer causes skin fatigue and so proves to be very harmful. 一、 SECTION 2 READING TEST Directions: In this s
22、ection you will read several passages. Each one is followed by several questions about it. You are to choose ONE best answer, A, B, C or D, to each question. Answer all the questions following each passage on the basis of what is stated or implied in that passage and write tile letter of the answer
23、you have chosen in the corresponding space in your ANSWER BOOKLET. 40 Theres a scene in the 2008 movie Iron Man where Tony Stark, the films inventor-superhero, threatens to donate one of his robots to a city college. You can tell by its cowed response that the computerized assistant understands the
24、connotation is decidedly negative. In real life, software can t yet comprehend that kind of abstract scolding. Programmers refer to such banter as “natural language,“ and it s tricky for computers to get because of its ambiguity and dependence on context. Regina Barzilay, an associate professor at t
25、he Massachusetts Institute of Technology, is trying to make computers better listeners by making them play Civilization, a 20-year-old strategy game in which players build a city into an empire by vanquishing and absorbing neighboring cultures. A member of MITs Computer Science after reading the ins
26、tructions, Barzilays computer won 79 percent of the time. Barzilay grew interested in natural-language processing in the early 1990s, as an undergraduate at Ben-Gurion University in Beersheba, Israel. She was inspired in part by her own experience as a young emigrant from Moldavia who had to learn H
27、ebrew and English. Just as she struggled at first to understand the use of articles such as “the,“ which have no equivalent in her native Russian, logic-based computers have difficulties with the inconsistencies of natural language. Research like Barzilays may help computers eventually interact with
28、 humans in a more normal way. “Youd like to be able to ask for the largest state bordering New York and have it come back with the answer, Pennsylvania,“ says Dan Roth, a computer science professor at the University of Illinois at Urbana-Champaign who does work similar to Barzilays. “And what happen
29、s inside the computer is none of your business. “ Barzilay has been pushing this line of work forward, he says, in part by using a more interesting and complex game. She has a grant from the Defense Advanced Research Projects Agency to help robots understand natural language, not unlike those in Iro
30、n Man. As she puts it: “I want to see the computer benefit directly from human knowledge, without having a person in the middle who does a translation. “ 41 The author introduces the 2008 movie Iron Man at the beginning of the passage as an example （ A） to show the development of science fiction fil
31、ms over the past decade （ B） to display the functions of robots in the manufacturing industry （ C） to illustrate the workings of the computerized assistant （ D） to provide a contrast to computers understanding of natural language 42 The word “banter“ from paragraph one can best be paraphrased as_. （
32、 A） severe criticism （ B） objective evaluation （ C） light joking reprimand （ D） strong opposition 43 Which of the following CANNOT be true about the game Civilization? （ A） It is a strategy game developed 20 years ago. （ B） Through the game players can build a city into an empire. （ C） In the game p
33、layers destroyed neighboring cultures. （ D） The game was designed and developed by Regina Barzilay. 44 It can be concluded from the passage that the main purpose of Regina Barzilay s research is （ A） to help computers understand the instruction manual for Civilization （ B） to improve computers inter
34、action with human natural language （ C） to guide computers through the process of trial and error experiment （ D） to test the software program that begins with no grasp of the game 45 “Natural language“ discussed in the passage_. （ A） can be ambiguous, inconsistent, and context-based （ B） is the bas
35、is of todays computer language （ C） will never be mastered by computers （ D） represents logic-based human knowledge and intelligence 45 Its the start of the new school year. The bells gone, 30-odd pupils have shuffled into class and youre now facing a roomful of stroppy 17-year-olds who very vocally
36、 dont want to be there. As a teacher, this may well be your daily reality in 2015, when all young people up to the age of 18 will have to be either in fulltime education or work-based training. And based on what happened in Spain when the school-leaving age was raised from 14 to 16 in 1998, new rese
37、arch from economists at Lancaster University warns that schools could be hit with mass absenteeism when teachers find themselves unable to do their job because half their class isnt interested. Colin Green, senior lecturer at Lancaster University management school, says evidence from Spain shows tha
38、t raising the compulsory “participation age“ is likely to result in lower job satisfaction for teachers, greater problems with stress, and more people leaving the profession. Employers, he points out, will have a choice as to which young people they take on. Schools, by contrast, will have a duty to
39、 accept all comers. This means there is likely to be a large cohort of teenagers who would much rather have left school, but who will be required to spend two years “more with their heads in a book. For sixth-form teachers, who have till now looked forward to lessons with keen-as-mustard or at least
40、 moderately willing A-level students, the dynamic of every class is likely to change dramatically, and is unlikely to be conducive to better learning outcomes for any of those involved. Given this prospect, says Green, teachers should pay attention to how their day-to-day working lives will be affec
41、ted when the school-leaving age goes up. The study shows that as soon as Spain raised the statutory leaving age, “secondary school teacher absenteeism rose sharply on average, by between 15% to 20%“. “And it wasnt a one-off,“ Green says. “Absence rates have stayed high in all the years following the
42、 reform. And the increase in teacher absenteeism has clear implications for the quality of education that students receive. “ A particularly troubling finding, he notes, is that increases in teacher absence was even higher in areas where fewer children traditionally stayed on in school, reaching 40%
43、 in the worst areas. Of course, its the areas with larger proportions of teenagers who would prefer to leave school that most need extra professional support. But instead, because teachers will find themselves under more pressure, classes are likely to be more disrupted, and absence rates will shoot
44、 through the roof. “Theres a real danger,“ Green says, “that the policy will decrease the quality of education and training provision. “ Green is not scaremongering. Previous research has shown that teacher absence is a cause of poor pupil achievement. Worse still, the negative effects of long teach
45、er absence are more severe for poorer pupils. Given growing concern about the large numbers of young people in England who leave school with few qualifications and prospects, he observes the raising of the school-leaving age was virtually inevitable. “The profile of the August rioters will have adde
46、d further steel to the commitment to keep under-18s inside one system or another,“ he says. The problem the government faces, however, is that while many working in education might share the view that its better for young people to remain in education or training, forcing reluctant teenagers to stay
47、 on at school may have the opposite effect to the one ministers intend. “The potential for a direct effect is clear: more students in schools and colleges will either lead to an increase in teaching workloads or an increase in class size,“ says Green. “All the evidence suggests that teaching and man
48、aging these students and combining their needs with those of young people who would have chosen to stay on already, is likely to present new and difficult challenges. “ Absenteeism on the scale observed by Green in Spain is only one indicator of such impact. Green suggests that, like all employees,
49、if teachers are not compensated in some way for a significant change in the essential nature of their work, its likely to have a negative effect on how they feel about their professional purpose. For the policy of raising the compulsory leaving age to be successful, ministers will be heavily dependent on teachers willingness to flex and adapt and, put bluntly, work harder in more difficult conditions. Green suggests that the government would do w
