318号高口真题Word文档下载推荐.docx

318号高口真题Word文档下载推荐.docx

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Thecomputergetspositivereinforcement—ahigherscoreandawin—whenitmakescorrectguessesaboutthemeaningofwords.Whenthecomputerloses,ittracesbackthroughitsreadingofthemanualtoseewhereitsinterpretationwentwrong.Asimilarprogramwithoutaccesstothemanualwonthegame46percentofthetime;

afterreadingtheinstructions,Barzilay’scomputerwon79percentofthetime.

Barzilaygrewinterestedinnatural-languageprocessingintheearly1990s,asanundergraduateatBen-GurionUniversityinBeersheba,Israel.ShewasinspiredinpartbyherownexperienceasayoungemigrantfromMoldaviawhohadtolearnHebrewandEnglish.Justasshestruggledatfirsttounderstandtheuseofarticlessuchas“the,”whichhavenoequivalentinhernativeRussian,logic-basedcomputershavedifficultieswiththeinconsistenciesofnaturallanguage.

ResearchlikeBarzilay’smayhelpcomputerseventuallyinteractwithhumansinamorenormalway.“You’dliketobeabletoaskforthelargeststateborderingNewYorkandhaveitcomebackwiththeanswer,‘Pennsylvania,’”saysDanRoth,acomputerscienceprofessorattheUniversityofIllinoisatUrbana-ChampaignwhodoesworksimilartoBarzilay’s.“Andwhathappensinsidethecomputerisnoneofyourbusiness.”Barzilayhasbeenpushingthislineofworkforward,hesays,inpartbyusingamoreinterestingandcomplexgame.ShehasagrantfromtheDefenseAdvancedResearchProjectsAgencytohelprobotsunderstandnaturallanguage,notunlikethoseinIronMan.Assheputsit:

“Iwanttoseethecomputerbenefitdirectlyfromhumanknowledge,withouthavingapersoninthemiddlewhodoesatranslation.”

本文出自美国商业类主流杂志《商业周刊》。

通过阅读标题，大致可以了解本篇的主旨是讲麻省理工的教授又有了新动作，给电脑上起了语言课。

开篇边通过引用电影《钢铁侠》中的场景，对比引出现实中的计算机是不可能像电影中那么智能的。

随后第二段就讲到，麻省理工副教授ReginaBarzilay在让计算机“听话”方面所做的研究。

最后，总结了Barzilay的研究可以帮助计算机和人类以一种更加正常的方式进行交流，用她的话来说，就是实现更好的人机交互，而不需要一个中间人来做翻译。

全文字数在460-470左右，篇幅不算太长，但是对于那些对科技不感兴趣的人来说，做到透彻理解还是较难。

考试的时候，不妨根据考题，到原文中去定位，提取关键信息，细枝末节则暂且忽略，只要不影响整体理解就行。

而在平时，还是建议广大考生多关注这类文章，即使不敢兴趣，也要尝试去多阅读，多了解，广泛涉猎，充实自己的知识储备总归不是坏事。

要想考场发挥地游刃有余，就要通过平常不断的积累。

高口上半场阅读第二篇：

Raisingtheschool-leavingagewillmaketeachersill

www.guardian.co.uk

It’sthestartofthenewschoolyear.Thebell'

sgone,30-oddpupilshaveshuffledintoclassandyou'

renowfacingaroomfulofstroppy17-year-oldswhoveryvocallydon'

twanttobethere.

Asateacher,thismaywellbeyourdailyrealityin2015,whenallyoungpeopleuptotheageof18willhavetobeeitherinfull-timeeducationorwork-basedtraining.

AndbasedonwhathappenedinSpainwhentheschool-leavingagewasraisedfrom14to16in1998,newresearchfromeconomistsatLancasterUniversitywarnsthatschoolscouldbehitwithmassabsenteeismwhenteachersfindthemselvesunabletodotheirjobbecausehalftheirclassisn'

tinterested.

ColinGreen,seniorlectureratLancasterUniversitymanagementschool,saysevidencefromSpainshowsthatraisingthecompulsory"

participationage"

islikelytoresultinlowerjobsatisfactionforteachers,greaterproblemswithstress,andandmorepeopleleavingtheprofession.

Employers,hepointsout,willhaveachoiceastowhichyoungpeopletheytakeon.Schools,bycontrast,willhaveadutytoacceptallcomers.Thismeansthereislikelytobealargecohortofteenagerswhowouldmuchratherhaveleftschool,butwhowillberequiredtospendtwoyearsmorewiththeirheadsinabook.

Forsixth-form.teachers,whohavetillnowlookedforwardtolessonswithkeen-as-mustard–oratleastmoderatelywilling–A-levelstudents,thedynamicofeveryclassislikelytochangedramatically,andisunlikelytobeconducivetobetterlearningoutcomesforanyofthoseinvolved.

Giventhisprospect,saysGreen,teachersshouldpayattentiontohowtheirday-to-dayworkingliveswillbeaffectedwhentheschool-leavingagegoesup.

Thestudy,doneincollaborationwithhisresearchassociateMariaNavarro,showsthatassoonasSpainraisedthestatutoryleavingage,"

secondaryschoolteacherabsenteeismrosesharply–onaverage,bybetween15%to20%"

.

"

Anditwasn'

taone-off,"

Greensays."

Absencerateshavestayedhighinalltheyearsfollowingthereform.Andtheincreaseinteacherabsenteeismhasclearimplicationsforthequalityofeducationthatstudentsreceive."

Aparticularlytroublingfinding,henotes,isthatincreasesinteacherabsencewasevenhigherinareaswherefewerchildrentraditionallystayedoninschool,reaching40%intheworstareas."

Teachersintheseschoolsfacedthelargestchangeinthemixofstudentsafterthepolicywasimplemented."

Ofcourse,it'

stheareaswithlargerproportionsofteenagerswhowouldprefertoleaveschoolthatmostneedextraprofessionalsupport.Butinstead,becauseteacherswillfindthemselvesundermorepressure,classesarelikelytobemoredisrupted,andabsencerateswillshootthroughtheroof."

There'

sarealdanger,"

Greensays,"

thatthepolicywilldecreasethequalityofeducationandtrainingprovision."

Greenisnotscaremongering.Previousresearchhasshownthatteacherabsenceisacauseofpoorpupilachievement.Worsestill,thenegativeeffectsofteachersbeingabsentinlargenumbersforlongperiodsaremoresevereforpoorerpupils.

GivengrowingconcernaboutthelargenumbersofyoungpeopleinEnglandwholeaveschoolwithfewqualificationsandprospects,Greenobservesthattheraisingoftheschool-leavingagewasvirtuallyinevitable."

TheprofileoftheAugustrioterswillhaveaddedfurthersteeltothecommitmenttokeepunder-18sinsideonesystemoranother,"

hesays.

Theproblemthegovernmentfaces,however,isthatwhilemanyworkingineducationmightsharetheviewthatit'

sbetterforyoungpeopletoremainineducationortraining,forcingreluctantteenagerstostayonatschoolmayhavetheoppositeeffecttotheoneministersintend."

Thepotentialforadirecteffectisclear:

morestudentsinschoolsandcollegeswillleadtomoreteachinghoursand,intheabsenceofmoreteachersasaresultoftighteningbudgets,eithertoanincreaseinteachingworkloadsoranincreaseinclasssizes,"

saysGreen.

Alltheevidencesuggeststhatteachingandmanagingthesestudents,andcombiningtheirneedswiththoseofyoungpeoplewhowouldhavechosentostayonalready,islikelytopresentnewanddifficultchallenges."

AbsenteeismonthescaleobservedbyGreenandNavarroinSpainisonlyoneindicatoroftheimpactofraisingtheparticipationagethatministersneedtotakenoteof.Greensuggeststhat,likeallemployees,ifteachersarenotcompensatedinsomewayforasignificantchangeintheessentialnatureoftheirwork–throughimprovementsinworkingconditionsorincreasedpay–it'

slikelytohaveanegativeeffectonhowtheyfeelabouttheirprofessionalpurpose.

Forthepolicyofraisingthecompulsoryleavingagetobesuccessful,ministerswillbeheavilydependentonteachers'

willingnesstoflexandadaptand,putbluntly,workharderinmoredifficultconditions.

Greensuggeststhatthegovernmentwoulddowelltofindoutwhatteachersfeelwouldrecompensethemforthechangesthey'

llhavetomaketotheirprofessionalpractice.

Ifnothingisdone,hewarns,"

allthesefactorsadduptothesamething–apoorerqualityexperienceandlevelofopportunitiesforyoungpeople.Thereisthedangerthatschoolswillbecomenotthehoped-forplatform.fordevelopment,encouragementandinspiration,butinsteada'

holding'

campforagrowingnumberofdisengagedyoungpeople."

本文主要谈了教育面临的学生旷课和老师缺席的问题。

文中先是谈到现在的学生不愿意待在学校，想要走向社会的年龄越来越早，所以，导致他们即使被强制要求学习时，校园里的学生缺席现象就增多。

而学生不听话和缺席增多的情况，导致老师缺席。

两者的缺席最终引起教育界对青少年如何学习的争议，争议点在于是应该多多书本学习，还是应该进行更多的实用训练。

另外还有老师在现今教育的定位问题，政府如何让老师在学生厌学和旷课的情况下，积极做好教育，而不是被动地接受数量越来越多的此类学生。

高口上半场阅读第三篇：

TheTruthAboutthePovertyCrisis

It'

sofficial:

TherearenowmorepoorpeopleinAmericathanatanyothertimeinthe52yearsrecordshavebeenkept.Weknewthatthe2010povertynumbers,releasedbytheCensusBureauonSept.13,weren'

tgoingtobegood.Theyturnedouttobe,inthewordsofBrookingsseniorfellowRonHaskins,"

extraordinarilybad."

Morethan15%ofAmericanslivebelowthepovertyline.Thetotalroseforthefourthconsecutiveyear.Forafamilyoffour,povertymeansscrapingbyonroughly$22,000ayear.

Thenewpovertycrisishasemergedinpartoutoftheothereconomiccrisiswearefacing:

unemployment.Thefastestway