The Life Cycle Of Innovation托福聽力原文翻譯及問題答案

The Life Cycle Of Innovation托福聽力原文翻譯及問題答案

一、The Life Cycle Of Innovation 托福聽力原文：

NARRATOR: Listen to part of a discussion in a business management class.FEMALE PROFESSOR: Last week we were talking about innovation in business. Remember the graph I showed you?FEMALE STUDENT: The curve that looked sort of like the letter S?FEMALE PROFESSOR: Right. Cathy. Let's take another look. Do you recall? Cathy. How this S-curve represents the life cycle of innovation?FEMALE STUDENT: Sure. Starting on the left, the new innovation, let's say it's a new product.Almost nobody's heard of it or at least nobody takes it seriously. Then its popularity increases, uh, slowly at first till sales really start accelerating quickly—

There are where the line goes up steeply in the middle as more and more get excited about the product and they go out and buy it. But eventually, moving over to the right side there, interest begins to fade and the growth and sales levels off.FEMALE PROFESSOR: At which point, the market has matured for that product. We can still sell it and even marginally improve it, but it's not new anymore. It no longer offers exciting growth opportunities. So a business leader might face a choice: either stick with this old, safe, proven idea or move on to the next big idea, a fresh innovation.

But innovations are risky. They may succeed or they may not.OK. A case study. George. I have heard your Thursday night program on the campus radio station. You like Jazz, right?MALE STUDENT: Huh? Uh, yeah, sure. But what?

FEMALE PROFESSOR: OK. Stay with me here. On your program last week, I heard an old Miles Davis album. Tell us about that.MALE STUDENT: Uh...Miles Davis, trumpet. I played a CD of a Jazz classic he recorded in the 1950s called Kind of Blue. It's my all-time favorite Jazz recording.

FEMALE PROFESSOR: Mine too. Would you call that recording innovative for its time?MALE STUDENT: Absolutely! Nothing at all like what he had recorded up till then. I mean, before that Miles Davis played things so complex that...well, nobody could touch him. But this was something totally new. Suddenly his playing sounded so amazingly simple.FEMALE PROFESSOR: And how did people react to this new sound of Miles Davis?MALE STUDENT: Well, some were disappointed, even angry that he'd abandon his old style. But soon most of his fans came around and this new style appealed to a whole new group of jazz listeners.FEMALE PROFESSOR: I guess so. Kind of Blue became the most commercially successful album in the history of jazz! So is there a lesson here anyone? Think of that S-curve I showed you.FEMALE STUDENT: Oh! So his old style of jazz was actually a kind of product, one that had been developed pretty thoroughly. And he'd taken it about as far as he could. So he decided to take a big risk and try something totally new.

FEMALE PROFESSOR: Exactly! Something completely fresh and cool. And people couldn't get enough of it. It was a brand new beginning that left lots of room for further development artistically. And as a market analyst, you could say that with Kind of Blue, he was jumping to the beginning of a brand new S-curve, with all that potential for profitable development still ahead of him! But let me ask you something else. This isn't just the music of a single performer, is it? George.MALE STUDENT: Hardly. More like a group of all-stars. Along with Miles Davis on trumpet, there is Bill Evans on piano, John Coltrane on tenor saxophone?FEMALE PROFESSOR: Individually perhaps the best in the business. But thinking of Miles Davis as the leader of this group, how did he organize and manage all these incredible talent?

MALE STUDENT: Well, he'd lay out the general outline, the theme and then give each of these star performers, one by one, the creative freedom to really show what they could do with it on their own instrument, to improvise and add something new, but always within the same general theme.FEMALE PROFESSOR: So Miles Davis gets credit for recruiting the best jazz talent anywhere and getting them to collaborate on a fantastic musical product. Everyone see the business parallels here? And give each of these musicians credit for seizing this opportunity and creating great individual performances. But good jazz is more than just outstanding individual performances, isn't it?MALE STUDENT: Definitely. Jazz musicians need to listen to each other and go with the flow. Like, one time somebody goofed and came in a little early, but everyone else adjusted and went right along with it, as if nothing were wrong. And this mistake came out like just another unexpected creative interpretation.

FEMALE PROFESSOR: Thanks. George. Great insights, ones that would certainly apply to what we are studying here.

二、The Life Cycle Of Innovation 托福聽力中文翻譯：

旁白：聽一下商業(yè)管理課上的部分討論。女教授：上周我們討論了商業(yè)創(chuàng)新。還記得我給你看的圖表嗎？女生：看起來有點像字母S的曲線？女教授：對。凱西。讓我們再看一看。你還記得嗎？凱西。這條S曲線如何代表創(chuàng)新的生命周期？女學生：當然可以。從左邊開始，新的創(chuàng)新，讓我們說這是一個新產(chǎn)品。幾乎沒有人聽說過，或者至少沒有人認真對待它。然后它的受歡迎程度開始緩慢上升，直到銷售真正開始快速加速-

隨著越來越多的人對產(chǎn)品感到興奮，他們走出去購買產(chǎn)品，中間的隊伍急劇上升。但最終，轉(zhuǎn)到右側(cè)，人們的興趣開始消退，增長和銷售趨于平穩(wěn)。女教授：到那時，這種產(chǎn)品的市場已經(jīng)成熟了。我們?nèi)匀豢梢凿N售它，甚至稍微改進它，但它不再是新的了。它不再提供令人興奮的增長機會。因此，企業(yè)領(lǐng)導者可能面臨一個選擇：要么堅持這個古老、安全、行之有效的想法，要么繼續(xù)下一個大想法，一個新的創(chuàng)新。

但創(chuàng)新是有風險的。他們可能成功，也可能失敗。好啊案例研究。喬治。我在校園廣播電臺聽了你星期四晚上的節(jié)目。你喜歡爵士樂，對嗎？男學生：嗯？嗯，是的，當然。但是什么呢？

女教授：好的。跟我呆在這里。上周在你的節(jié)目中，我聽到了邁爾斯·戴維斯的一張舊專輯。告訴我們吧。男學生：呃。。。邁爾斯·戴維斯，小號。我播放了一張他在20世紀50年代錄制的爵士樂經(jīng)典CD，名為《種藍色》。這是我一直以來最喜歡的爵士樂唱片。

女教授：我也是。你認為那是一次創(chuàng)新的錄音嗎？男學生：當然！到那時為止，他所記錄的完全不像。我的意思是，在那之前，邁爾斯·戴維斯玩得很復(fù)雜，以至于。。。沒人能碰他。但這是全新的東西。突然，他的演奏聽起來非常簡單。女教授：人們對邁爾斯·戴維斯的新聲音有什么反應(yīng)？男生：嗯，有些人很失望，甚至對他放棄舊風格感到憤怒。但很快，他的大多數(shù)歌迷都來了，這種新風格吸引了一群全新的爵士樂聽眾。女教授：我想是的?！斗N藍》成為爵士樂歷史上最成功的商業(yè)專輯！那么這里有什么教訓嗎？想想我給你看的S曲線。女生：哦！所以他的舊爵士樂風格實際上是一種產(chǎn)品，一種已經(jīng)發(fā)展得相當徹底的產(chǎn)品。他已經(jīng)盡了最大努力。所以他決定冒很大的風險，嘗試一些全新的東西。

女教授：沒錯！完全新鮮涼爽的東西。人們對此感到滿足。這是一個全新的開始，為藝術(shù)的進一步發(fā)展留下了很大的空間。作為一名市場分析師，你可以說，憑借某種藍色，他跳到了一個全新的S曲線的起點，所有盈利發(fā)展的潛力仍在他面前！但讓我問你一件事。這不僅僅是一個表演者的音樂，是嗎？喬治。男學生：幾乎沒有。更像是一群全明星。除了小號演奏者邁爾斯·戴維斯，還有鋼琴演奏者比爾·埃文斯，男高音薩克斯管演奏者約翰·科爾特蘭？女教授：就個人而言，也許是業(yè)內(nèi)最好的。但是考慮到邁爾斯·戴維斯是這個團隊的領(lǐng)導者，他是如何組織和管理這些不可思議的人才的呢？

男學生：嗯，他會列出大致的大綱和主題，然后給每個明星演員一個接一個的創(chuàng)作自由，讓他們在自己的樂器上真正展示他們可以用它做什么，即興創(chuàng)作并添加一些新的東西，但總是在同一個總主題內(nèi)。女教授：因此，邁爾斯·戴維斯（MilesDavis）因招募了世界上最好的爵士樂天才，并讓他們合作制作了一款美妙的音樂產(chǎn)品而獲得了贊譽。每個人都看到這里的商業(yè)相似之處了嗎？并贊揚每一位音樂家抓住這個機會，創(chuàng)造了偉大的個人表演。但好的爵士樂不僅僅是出色的個人表演，不是嗎？男學生：當然。爵士樂演奏者需要互相傾聽，隨波逐流。比如，有一次有人搞錯了，來得有點早，但其他人都調(diào)整好了，也跟著做了，好像什么都沒發(fā)生。這個錯誤就像另一個意想不到的創(chuàng)造性解釋。

女教授：謝謝。喬治。偉大的見解，這些見解肯定適用于我們在這里所研究的內(nèi)容。

三、The Life Cycle Of Innovation 托福聽力問題：

Q1:1.What are the main topics that the class discusses? [Click on 2 answers.]

A. New and innovative ways to market jazz recordings

B. The successful introduction of a major product change

C. An organizational model for managers to consider

D. Appropriate standards for evaluating a musical performance

Q2:2.What do the speakers indicate can be represented by the S-curve graph?

A. The typical pattern of sales for a product

B. The flow of a music composition

C. The general popularity of jazz in the 1950s

D. The recent increase in sales for a classic jazz album

Q3:3.How did jazz fans react to Miles Davis' album Kind of Blue? [Click on 2 answers.]

A. Most did not notice that his style had changed.

B. Some were disappointed about how his style had changed.

C. Many were inspired to try to become jazz musicians.

D. Many bought the album, making it a huge commercial success.

Q4:4.Based on Miles Davis' approach to recording Kind of Blue, what does the professor imply managers should do in running a business?

A. Master the complexities of each task before asking anyone else to perform it

B. Hire very capable people and give them the freedom to make their own decisions

C. Try to sense what the public is comfortable with and then provide it

D. Plan all details carefully and make sure that the plan is followed

Q5:5.What lesson can be learned from the example about a mistake during a musical performance?

A. Performances of the highest quality require extensive practice.

B. Making mistakes hurts not just the individual, but the entire group.

C. When people work well together, mistakes can result in positive outcomes.

D. Leaders need to ensure that group members do not make mistakes.

Q6:6.What is the professor encouraging the student to do when she says this?

A. Continue the discussion with her

B. Remain seated in the front of the classroom

C. Wait patiently to see how the professor's question relates to the lesson

D. Remain open-minded while listening to another point of view

四、The Life Cycle Of Innovation 托福聽力答案：

A1:正確答案：BC

A2:正確答案：A

A3:正確答案：BD

A4:正確答案：B

A5:正確答案：C

A6:正確答案：C

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