英语高级口译岗位资格证书考试第一阶段试题

上海市英语高级口译岗位资格证书考试第一时期试题（06.9）

SECTION 1: LISTENING TEST

(30 minutes)

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 world or words you have heard on the tape. Write your answer in the corresponding space in your ANSWER BOOKLET. Remember you will hear the passage ONLY ONCE. Play is very important for humans from birth to death. Play is not meant to be just for children. It is a form of ___________ (1) that can tap into your creativity, and can allow you the chance to find your inner child and the inner child of others. I have collected the ___________ (2) of play here. Play can stimulate you ___________ (3). It can go against all the rules, and change the same ___________ (4). Walt Disney was devoted to play, and his willingness to ___________ (5) changed the world of entertainment. The next time you are stuck in a ___________ (6) way of life, pull out a box of color pencils, modeling clay, glue and scissors, and ___________ (7) and break free. You will be amazed at the way your thinking ___________ (8). Playing can bring greater joy into your life. What do you think the world

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would be like-if ___________ (9) each day in play? I bet just asking you this question has ___________ (10). Play creates laughter, joy, entertainment, ___________ (11). Starting today, try to get 30 minutes each day to engage in some form of play, and ___________ (12) rise!

Play is known ___________ (13). Studies show that, as humans, play is part of our nature. We have the need to play because it is instinctive and ___________ (14).

With regular play, our problem-solving and ___________ (15) will be in much better shape to handle this complex world, and we are much more likely to choose ___________ (16) as they arise. It creates laughter and freedom that can instantly reduce stress and __________ (17) to our daily living. Play can ___________ (18), curiosity, and creativity. Research shows that play is both a ‘hands-on’ and ‘minds-on’ learning process. It produces a deeper, ___________ (19) of the world and its possibilities. We begin giving meaning to life through story making, and playing out ___________ (20).

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 ONLY ONCE. Now listen carefully

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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.

Questions 1 to 5 are based on the following conversation.

1. (A) in Cherry Blossoms Village ninety of the residents are over 85 years old.

(B) In the United States, there are twice as many centenarians as there were ten years ago.

(C) All the people studied by these scientists from Georgia live in institutions for the elderly.

(D) Almost all the residents in Cherry Blossoms Village have unusual hobbies.

2. (A) Whether the centenarians can live independently in small apartments.

(B) Whether it is feasible to establish a village for the “oldest old” people.

(C) What percentage of the population are centenarians in the state of Georgia.

(D) What the real secrets are to becoming an active and healthy 100-year-old.

3. (A) Diet, optimism, activity or mobility, and genetics.

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(B) Optimism, commitment to interesting things, activity or mobility, and adaptability to loss.

(C) The strength to adapt to loss, diet, exercise, and genetics.

(D) Diet, exercise, commitment to something they were interested in, and genetics.

4. (A) The centenarians had a high calorie and fat intake.

(B) The centenarians basically eat something different.

(C) The centenarians eat a low-fat and low-calorie, unprocessed food diet.

(D) The centenarians eat spicy food, drink whiskey, and have sweet pork every day.

5. (A) Work hard.

(B) Stay busy.

(C) Stick to a balanced diet.

(D) Always find something to laugh about.

Questions 6 to 10 are based on the following news.

6. (A) Global temperatures rose by 3 degrees in the 20th century.

(B) Global warming may spread disease that could kill a lot of people in Africa.

(C) Developed countries no longer depend on fossil fuels for transport and power.

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(D) The impact of the global warming will be radically reduced by 2050.

7. (A) Taking bribes.

(B) Creating a leadership vacuum at the country’s top car maker.

(C) Misusing company funds for personal spending.

(D) Offering cash for political favors.

8. (A) The nation has raised alert status to the highest level and thousands of people have moved to safety.

(B) The eruption of Mount Merapi has been the worst in Indonesia over the past two decades.

(C) All residents in the region ten kilometers from the base of the mountain have evacuated.

(D) The eruption process was a sudden burst and has caused extensive damage and heavy casualty.

9. (A) 6 to 7.(B) 8 to 10.(C) 11 to 16.(D) 17 to 25.

10. (A) Curbing high-level corruption.

(B) Fighting organized crime.

(C) Investigating convictions of criminals.

(D) Surveying the threats to national security.

Questions 11 to 15 are based on the following interview.

11. (A) A wine taster. (B) A master water taster. (C) The host of the show.

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(D) The engineer who works on the water treatment plant.

12. (A) Berkeley Springs.(B) Santa Barbara.(C) Atlantic City. (D) Sacramento.

13. (A) Being saucy and piquant.(B) Tasting sweet (C) A certain amount of minerals.(D) An absence of taste.

14. (A) Looking—smelling—tasting. (B) Tasting—smelling—looking.

(C) Smelling—looking—tasting. (D) Tasting—looking—smelling.

15. (A) Bathing. (B) Boiling pasta in. (C) Swimming. (D) Making tea. Questions 16 to 20 are based on the following talk.

16. (A) Enhance reading and math skills. (B) Increase the students’ appreciation of nature.

(C) Improve math, but not reading skills. (D) Develop reading, but not math skills.

17. (A) To help the students appreciate the arts. (B) To make the students’ education more well-rounded.

(C) To investigate the impact of arts training. (D) To enhance the students’ math skills.

18. (A) Once weekly. (B) Twice weekly. (C) Once a month. (D) Twice a month.

19. (A) Six months. (B) Seven months.(C) Eight months. (D) Nine months.

20. (A) The children’s attitude.(B) The children’s test scores.(C) Both

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the children’s attitude and test scores.

(D) Both the teachers’ and the children’s attitude.

SECTION 2: READING TEST

(30 minutes)

Directions: In this section 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 the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.

Questions 1—5

Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk or a headstrong toddler starting to talk. No matter how many times the little ones stumble in their initial efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, around the start of middle or junior high school, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inextricably tied to their children’s success,

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it can be a bewildering, painf ul experience. So it’s no wonder some parents find themselves hoping that, just maybe, ambition can be taught like any other subject at school.

It’s not quite that simple. “Kids can be given the opportunities to become passionate about a subject or activit y, but they can’t be forced,” says Jacquelynne Eccles, a psychology professor at the University of Michigan, who led a landmark, 25-year study examining what motivated first-and seventh-grades in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.

Figuring out why the fire went out is the first step. Assuming that a kid doesn’t suffer from an emotional or learning disability, or isn’t involved in some family crisis at home, many educators attribute a sudden lack of motivation to a fear of failure or peer pressure that conveys the message that doing well academically somehow isn’t cool. “Kids get so caught up in the moment-to-moment issue of will they look smart or dumb, and it blocks them from thinking about the long term,” says Carol Dweck, a psychology

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professor at Stanford. “You have to teach them that they are in charge of their intellectual growth.” Over the past couple of years, Dweck has helped run an experimental workshop with New York City public school seventh-graders to do just that. Dubbed Brainology, the unorthodox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. “The message is that everythi ng is within the kids’ control, that their intelligence is malleable,” says Lisa Blackwell, a research scientist at Columbia University who has worked with Dweck to develop and run the program, which has helped increase the students’ interest in school and turned around their declining math grades. More than any teacher or workshop, Blackwell says, “parents can play a critical role in conveying this message to their children by praising their effort, strategy and progress rather than emphasizing their ‘smartness’ or praising high performance alone. Most of all, parents should let their kids know that mistakes are a part of learning.”

Some experts say our education system, with its strong emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. “These programs shut down the motivation of all kids who aren’t considered gifted and talented. They destroy their confidence,” says Jeff Howard, a social

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psychologist and president of the Efficacy Institute, a Boston-area organization that works with teachers and parents in school districts around the country to help improve children’s academic performance. Howard and other educators say it’s important to expose kids to a world b eyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. “The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions,” says Michael Nakkual, a Harvard education professor who runs a Boston-area mentoring program called Project IF (Inventing the Future), which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to disabuse them of the notion that classwork is irrelevant, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that you have to learn to walk before you can run. 1. Which of the following best expresses the main idea of the first paragraph?

(A) Children are born with a kind of healthy ambition.

(B) How a baby learns to walk and talk.

(C) Ambition can be taught like other subjects at school.

(D) Some teenage children lose their drive to succeed.

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2. According to some educators and psychologists, all of the following would be helpful to cultivate students’ ambition to succeed EXCEPT ________.

(A) stimulating them to build up self-confidence

(B) cultivating the attitude of risk taking

(C) enlarging the areas for children to succeed

(D) making them understand their family crisis

3. What is the message that peer pressure conveys to children?

(A) A sudden lack of motivation is attributed to the student’s failure.

(B) Book knowledge is not as important as practical experience.

(C) Looking smart is more important for young people at school.

(D) To achieve academic excellence should not be treated as the top priority.

4. The word “malleable” in the clause “that their intelligence is malleable,” (para.3) most probably means capable of being ________.

(A) altered and developed

(B) blocked and impaired

(C) sharpened and advanced

(D) replaced and transplanted

5. The expression “to disabuse them of the notion” (para.4) can be paraphrased as ________.

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(A) to free them of the idea

(B) to help them understand the idea

(C) to imbue them with the notion

(D) to inform them of the concept

Questions 6—10

Civil-liberties advocates reeling from the recent revelations on surveillance had something else to worry about last week: the privacy of the billions of search queries made on sites like Google, AOL, Yahoo and Microsoft. As part of a long-running court case, the government has asked those companies to turn over information on its users’ search behav ior. All but Google have handed over data, and now the Department of Justice has moved to compel the search giant to turn over the goods.

What makes this case different is that the intended use of the information is not related to national security, but t he government’s continuing attempt to police Internet pornography. In 1998, Congress passed the Child Online Protection Act (COPA), but courts have blocked its implementation due to First Amendment concerns. In its appeal, the DOJ wants to prove how easy it is to inadvertently stumble upon pore. In order to conduct a controlled experiment—to be performed by a UC Berkeley professor of statistics—the DOJ wants to use a large sample of actual search terms from

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