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2016
年
6
月英语六级真题听力原文
(
二
)
Part
Ⅱ
Listening
Comprehension
Section A
Questions 1 to 4 are based on the conversation you have just heard.
W: So, Mike, (1)you manage the innovation project at CucinTech.
M: I did indeed.
W: Well, then, first, congratulations. (1)It seems to have been very
successful.
M: Thanks. Yes, I really help things turn around at CucinTech.
W: (2)Was the revival in their fortunes entirely due to strategic innovation?
M: (2)Yes, yes, I think it was. CucinTech was a company who were very
much following the pack, doing what everyone else was doing and
getting rapidly left behind. I could see there was a lot of talent there, and
some great potential, particularly in their product development. I just had
to harness that somehow.
W: Was innovation at the core of the project?
M: Absolutely. If it doesn’t sound like too much of Cliché, (3)our world is
constantly changing and it’s changing quickly. We need to be innovating
constantly to keep up with this. Stand still and you are lost.
W: No stopping to sniff the roses?
M: Well, I’ll do that in my personal life. Sure. But as a business strategy,
I’m afraid there is no stopping.
M: What exactly is strategic innovation then?
W: Strategic innovation is the process of managing innovation, of making
sure it takes place at all levels of the company, and that is related to the
company’s overall strategy.
W: I see.
M: So, instead of innovation for innovation’s sake and new products
being created simply because the technology is there, the company
culture must switch from these pointing-time innovations to continuous
pipeline of innovations from everywhere and everyone.
W: How did you align strategies throughout the company?
M: I soon became aware that campaigning is useless. People take no
notice. Simply it came about through good practice trickling down. This
built consent. People could see it was the best way to work.
W: Does innovation on the skill really give a competitive advantage?
M: I am certain of it, absolutely, especiall
y if it’s difficult for a competitor
to copy. (4)The risk is of course that innovation may frequently lead to
imitation.
W: But not if it’s strategic?
M: Precisely.
W: Thanks for talking to us.
M: Sure.
Questions 5 to 8 are based on the conversation you have just heard.
M: (5)Today, my guest is DaynaIvanovich who has worked for the last
twenty years as an interpreter. Dayna, welcome.
W: Thank you.
M: Now, I’d like to begin by saying that I have on occasions used an
interpreter myself as a foreign correspondent. (6)So I am full of
admiration for what you do, but I think your profession is sometimes
underrated, and many people think anyone who speaks more than one
language can do it.
W: (7)There aren’t any interpreters I know who don’t have professional
qualifications and training. You only really get proficient after many years
in the job.
M: I may be right in saying you can divide what you do into two distinct
methods
—
simultaneous and consecutive interpreting.
W: That’s right. The techniques you use are diffe
rent, and a lot of
interpreters will say one is easier than the other, less stressful.
M: Simultaneous interpreting, putting someone’s words into another
language more or less as they speak, sounds to me like the more difficult.
W: Well, actually no. (8)Most people in the business would agree that
consecutive interpreting is the more stressful. You have to wait for the
speaker to deliver quite a chunk of language before you then put it into
the second language, which puts your short-term memory under intense
stress.
M: You make notes, I presume.
W: Absolutely, anything like numbers, names, places have to be noted
down. But the rest is never translated word for word. You have to find a
way of summarizing it, so that the message is there. Turning every single
word into the target language would put too much strain on the interpreter
and slow down the whole process too much.
M: But, with simultaneous interpreting, you start translating almost as
soon as the other person starts speaking. You must have some preparation
beforehand.
W: Well, hopefully the speakers will let you have an outline of the topic a
day or two in advance. You have a little time to do research, prepare
technical expressions and so on.
Section B
Questions 9 to 11 are based on the passage you have just heard.
(9)Mothers have been warned for years that sleeping with their newborn
infant is a bad idea because it increases the risk that the baby might die
unexpectedly during the night. But now Israeli researchers are reporting
that even sleeping in the same room can have negative consequences: not
for the child, but for the mother. (10)Mothers who slept in the same room
as their infants, whether in the same bed or just the same room, had
poorer sleep than mothers whose babies slept elsewhere in the house:
They woke up more frequently, were awake approximately 20 minutes
longer per night, and had shorter periods of uninterrupted sleep. These
results held true even taking into account that many of the women in the
study were breast-feeding their babies.
Infants, on the other hand, didn’t
appear to have worse sleep whether they slept in the same or different
room from their mothers. The researchers acknowledge that since the
families they studied were all middle-
class Israelis, it’s possible the
results would be different in different cultures. Lead author LiatTikotzky
wrote in an email that the research team also didn’t measure fathers’ sleep,
so it’s possible that their sleep patterns could also be causing the sleep
disruptions for moms. (11)Right now, to reduce the risk of sudden infant
death syndrome, the American Academy of Pediatrics recommends that
mothers not sleep in the same bed as their babies but sleep in the same
room. The Israeli study suggests that doing so may be best for the baby,
but may take a toll on mom.
Questions 12 to 15 are based on the passage you have just heard.
(12)The US has already lost more than a third of the native languages that
existed before European colonization, and the remaining 192 are classed
by UNESCO as ranging betw
een “unsafe” and “extinct”.
(13)“We need
more funding and more effort to return these languages to everyday use,”
says Fred Nahwooksy of the National Museum of the American Indian.
“We are making progress but money needs to be spent on
revitalisinglanguag
es, not just documenting them.” Some 40 languages,
mainly in California and Oklahoma, where thousands of Indians were
forced to relocate in the 19th Century, have fewer than 10 native speakers.
“Part of the issue is that tribal groups themselves don’t alwa
ys believe
their languages are endangered until they’re down to the last handful of
speakers. But progress is being made through immersion schools, because
if you teach children when they’re young it will stay with them as adults
and that’s the future,” sa
ys Mr. Nahwooksy, a Comanche Indian. Such
schools have become a model in Hawaii. But the islanders’ local language
is still classed by UNESCO as “critically endangered” because only 1,000
people speak it. (14)The decline in American Indian languages has
historical roots: In the mid-19th Century, the US government adopted a
policy of Americanising Indian children by removing them from their
homes and culture. Within a few generations most had forgotten their
native tongues. (15)Another challenge to language survival is television.
It has brought English into homes and pushed out traditional story- telling
and family time together, accelerating the extinction of native languages.
Section C
Questions 16 to 18 are based on the recording you have just heard.
Greg Rosen lost his job as a sales manager nearly three years ago and is
still unemployed.
“It literally is like something in a dream, to remember what it’s like to
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