-
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,
especially 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
Dayna
Ivanovich
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 different, 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
d
ifferent
cultures.
Lead author Liat
Tikotzky 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
between
“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
revitalising languages, not just
documen
ting 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
always
believe
their
lan
guages
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,” says 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