2014年3月高级口译真题：听力部分上半场(原文+解析)

裕德教育口译

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2014

年

3

月高级口译真题：听力部 分上半场（原文

+

解析）

第一部分

听力（上半场）

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 word 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.

听力原文：

My topic today is how to address the problem of hunger and starvation, which still exists in

many parts of the world. To end hunger starts with people's own productivity. A dangerous and

patronizing cliche we often hear is: give a man a fish and feed him for a day; teach a man to fish

and you feed him for life. People living with chronic hunger have generations of wisdom about

'fishing'

—

the problem is the barbed wire around the lake. The hunger project announced recently

by the United Nations cut through the barbed wire, addressing the underlying social conditions

that systematically deny hungry people the opportunity they need to end their own hunger. When

we invest in a hunger project, we are investing in people's productivity and giving people a chance

to translate their hard work into improved well-being. We are ensuring that people get the

opportunities which are rightfully theirs. Too often hungry people are isolated, marginalized and

exploited. Mobilizing communities and building local organizations is critically important

—

both

to sustain the work we do and to get more out of our precious resources and efforts. When people

come together to work, a kind of social capital is created that can compensate for the lack of

financial capital in rural areas. In Africa, a unique feature of the hunger project's work is to

organize villages to work cooperatively on community land to produce food for food banks. This

fosters collective responsibility and action for a better future for all. Another example is in some

Asian countries, such as India and Bangladesh, where hunger project volunteer animators have

catalyzed the creation of over 1,100 local organizations throughout the country. With nearly 50%

ran by women, these local groups create savings programs and invest in individual and collective

income generating enterprises, including sowing, tailoring and weaving projects, bakeries and

small businesses, fish and poultry farming, bee keeping and plant nurseries. The impact of these

enterprises is enormous. As women have become economically empowered, the decision-making

roles have increased. As family incomes have often tripled, parents are sending more children

—

both girls and boys

—

to school.

答案：

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裕德教育口译

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end hunger

feed him for life

barbed wire around the leg

the United Nations

atically deny hungry people

6..are investing in people’s productivity

rightfully theirs

alized and exploited

n the work we do

10. come together to work

11. the lack of financial capital

12. a unique feature

13. on community land

14. collective responsibility and action

15. some Asian countries

16. over 1100 local organizations

17. create savings programs

18. bakeries and small businesses

19. become economically empowered

20. family incomes have often tripled

解析：

本篇以饥饿问题为主题，介绍了由联合国提出的

Hunger Project

在各国的进展。所填

空格有一定难度，尤其是第

3

格所填的六个单词“the barbed wire around the leg”，它

处在第一段段尾，

距离第 二段段首的第

4

格仅隔了五个单词，

考 生很容易顾此失彼。

但若能

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裕德教育口译

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在听前纵览全文，较生疏的单词“barbed wire”已经出现在第二段段首，考 生能有印象的

话，

之后听的过程中就不至于猝不及防。

值得欣慰的是，

多数长难词的词尾我们在课上进行

过大量的练习，比如第

6

格“investing”中的

ing

后缀，“productivity”和第

< br>14

格

“responsibility”中的

ity

后缀，

第

16< /p>

格“organization”中的

tion

< br>后缀。

能在这些长

难词上临阵不慌并节省时间，就能从容 应付空格中的其它单词。

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 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.

W: Professor White, I hope I'm not interrupting, but you wanted to see me?

M: Oh, hello, Susan. Yes, yes. Come right in. Well, the reason I wanted to talk to you was

that while you're presenting your linguistics project in class the other day, I was thinking you're a

perfect candidate for the Deans Undergraduate Research Fund.

W: Emm... Professor, I am really not sure what that is.

M: Undergraduate Research Fundis... It is a mouth for…, I suppose... OK, here is the thing.

Every year the school has a pool of money to fund a number of research projects of undergraduate

students, because as you can imagine, in-depth research often requires monetary support.

W: I would like to expand on my research.

M: Good. First, a panel of professors reviews the applicants for the grant, and then they

decide which project should be funded. A lot of money could be used for travel expenses to attend

a conference for example, or things like supplies, research equipment, resources that are necessary

to conduct the research.

W: I see.

M: Right. And I think you should apply for this grant. Your project is definitely eligible and

you can expand it if you haven't necessary resources. So does it sound like something you would

be interested in?

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W: Oh, yeah, sounds great! I thought the topic I work on was very interesting and it is

certainly relevant to my linguistics major. I assume it we'll also look good when I try to get into a

graduate school, but how do I apply for the grant?

M: It is pretty straightforward. A brief description of your proposed project and an estimated

budget

—

how much you need to spend and what you intend to spend it on. Also a glowing letter

of recommendation from our linguistics professor wouldn't hurt, which I've been more than happy

to write up for you.

W: OK, cool! I’m pretty clear on how to carry out my project, but

I'm not sure where I can

find more information on the subject.

M: Well, I've already thought of that. There is this private library at university in Boston. By

the way, because I graduated from that school, I can get you access to it, no problem. You see, the

library houseslots of unpublished documents that are relevant to your topic.

W: So I can put that on the application for the grant that I plan on using material from that

library for my research and figure a trip to Boston into my budget?

M: Exactly. I really think judging from your work in class and the relevance and clarity of

this project, you really have a good chance of getting the funding.

W: OK, I'll definitely apply then.

M: The sooner, the better. It is due in a few of weeks. And I'll get that letter written up right

away.

Q1: What is Susan most probably?

Q2: What is Susan talking about with Professor White?

Q3: Who will decide which project should be funded?

Q4: Which of the following cannot be covered by the research fund?

Q5: Apart from a brief description of the proposed project and a letter of recommendation,

what else is needed for a plan for the grant?

解析：

第一篇是教授与学生的对话，

关于语言学研究项目的拨款申请，

具体涉及所需的申请材

大致的经费预算、教授的推荐信等等，教授甚至推 荐学生去自己在

波士顿的母校图书馆搜索所需的资料。

所问的问 题涉及身份题、

主题题、

排异题和两道细节

题。

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