2018年华侨大学211翻译硕士英语考研真题.doc
1 / 12华侨大学 2018 年硕士研究生入学考试专业课试卷(答案必须写在答题纸上)招生专业 翻译 科目名称 翻译硕士英语 科目代码 211 Part I Vocabulary and structure (30%)Directions: There are 30 incomplete sentences in this part. For each blank there are four choices marked A, B, C and D. Choose the one that best complete the sentence. Then mark the corresponding letter on the answer sheet with a single line through the center.1. Propaganda is generally considered to be a form of _. A. education B. upbringing C. indoctrination D. instruction2. In some circles, the traditional _ attitude toward women is coming back. They believe that womens proper domain is in the kitchen.A. sexual B. sexy C. sexist D. sex3. Liu Xiang was awarded a gold medal in the world championships. He _ a lot of hard training.A. should have experienced B. must have experienced C. should experience D. must experience4. Yesterday in our oral class, we were talking about economics. Somehow we got _ the subject of inflation. A. about B. up C. onto D. in5. He spent the whole day yesterday trying to get rid of the _ in his garden.A. grass B. hay C. weeds D. wild herbs6. As we all know, blue skies are not always a _ of fine weather. A. conversion B. preservation C. guarantee D. safety7. Doctors are often caught in a _ because they have to decide whether they should tell their patients the truth or not. A. dilemma B. puzzle C. perplexity D. bewilderment 8. Many people have the _ that wealth is the chief cause of happiness. A. delusion B. illusion C. fantasy D. image2 / 129. If we believe something is good and true we should _ to it. A. hold up B. keep on C. hold on D. keep up10. Authorities are mounting a campaign to combat an alarming rise in juvenile _ and drug taking. A. delinquency B. mistake C. evil D. crime 11. The Committee had met many times, but had not come up with _ to the problem. A. a way B. an idea C. a solution D. a method12. The local peasants gave the soldiers clothes and food without which they _ of hunger and cold. A. would die B. will die C. would be dead D. would have died 13. Im sure your suggestion will _ the problem. A. contribute to solving B. be contributed to solve C. contribute to solve D. be contributed to solving14. You and I could hardly understand, _? A. could I B. couldnt you C. couldnt we D. could we15. Arriving at the bus stop, _ waiting there. A. a lot of people were B. he found a lot of people C. a lot of people D. people were found16. John is _ hardworking than his sister, but he failed in the exam. A. no less B. no more C. not less D. no so17. Tom, my friends father, _ raised and educated in New York, lived and lectured in Africa most of his life. A. who B. if C. while D. though18. As a first-year college student, I wish I_that time management was my number one problem before I came to college. A. realized B. realize C. had realized D. have realized19. I do not believe that this preposterous scheme is _ of our serious consideration. A. worthless B. worth C. worthwhile D. worthy 3 / 1220. If the whole operation _beforehand, a great deal of time and money would have been lost.A. was not planned B. had not been planned C. were not planned D. has not been planned21. It was because the applicant was too self-confident _he failed in the interview.A. that B. therefore C. so D. to22. _ I wanted to find out first was how long it would take to complete the bridge.A. That B. Those C. What D. Which23. _ another chance, I will certainly pass the driving test.A. Give B. Giving C. To give D. Given24. Im tired _being bossed around. He regards me as his personal servant. A. of B. with C. by D. in25. Neither his parents nor his teacher _that the boy can do it well. A. believes B. believe C. is believing D. are believing26. I had had so many big meals by that time that the mere sight of fish and meat turned me _.A. down B. off C. out D. in27. The boys and girls sat down and began eating the delicious food_A. enthusiastically B. whole-heartedly C. healthily D. heartily28. In the sentence “In the center of the square stood a monument,” the italicized phrase is _.A. the subject B. the object C. a complement D. an adverbial 29. The figure of speech in the sentence “Darrow had whispered, throwing a reassuring arm round my shoulder” is _A. metaphor B. hyperbole C. transferred epithet D. metonymy 30. It had never occurred _him that a famous secret agent would be such a fat old man.A. to B. for C. with D. by4 / 12Part II Reading Comprehension 40%Directions: There are four passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet. Passage 1Questions 31-34 are based on the following passage. Immigrants adoption of English as their primary language is one measure of assimilation into the larger United States society. Generally languages define social groups and provide justification for social structures. Hence, a distinctive language sets a cultural group off from the dominant language group. Throughout United States history this pattern has resulted in one consistent, unhappy consequence, discrimination against members of the cultural minority. Language differences provide both a way to rationalize subordination and a ready means for achieving it.Traditionally, English has replaced the native language of immigrant groups by the second or third generation. Some characteristics of todays Spanish-speaking population, however, suggest the possibility of a departure from this historical pattern. Many families retain ties in Latin America and move back and forth between their present and former communities. This “revolving door” phenomenon, along with the high probability of additional immigrants from the south, means that large Spanish-speaking communities are likely to exist in the United States for the indefinite future.This expectation underlies the call for national support for bilingual education in Spanish-speaking communities public schools. Bilingual education can serve different purposes, however. In the 1960s, such programs were established to facilitate the learning of English so as to avoid disadvantaging children in their other subjects because of their limited English. More recently, many advocates have viewed bilingual education as a means to maintain childrens native languages and cultures. The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.To date, the evaluations of bilingual educations impact on learning have been inconclusive. The issue of bilingual education has, nevertheless, served to unite the leadership of the nations Hispanic communities. Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture. If the United States is truly a multicultural nationthat is, if it is one culture reflecting the contributions of manythis demand should be seen as a demand not for separation but for inclusion.5 / 12More direct efforts to force inclusion can be misguided. For example, movements to declare English the official language do not truly advance the cohesion of a multicultural nation. They alienate the twenty million people who do not speak English as their mother tongue. They are unnecessary since the publics business is already conducted largely in English. Further, given the present state of understanding about the effects of bilingual education on learning, it would be unwise to require the universal use of English. Finally, it is for parents and local communities to choose the path they will follow, including how much of their culture they want to maintain for their children.31. The passage indicates that one of the characteristics of immigrant groups to the United States has traditionally been that, after immigration, relatively few members of the group (A) became politically active in their new communities(B) moved back and forth repeatedly between the United States and their former communities(C) suffered discrimination in their new communities at the hands of the cultural majority(D) sought assimilation into the dominant culture of the new communities they were entering.32. In the third paragraph, the phrase “different political agendas” refers specifically to conflicting opinions regarding the (A) means of legislating the assimilation of minorities into United States society(B) extent to which Hispanics should blend into the larger United States society(C) means of achieving non-discriminatory education for Hispanics(D) official given responsibility for decisions regarding bilingual education33. In the last paragraph, “It would be unwise to require the universal use of English.” One reason for this, according to the author, is that (A) it is not clear yet whether requiring the universal use of English would promote or hinder the education of children whose English is limited(B) requiring the universal use of English would reduce the cohesion of the nations Hispanic communities and leadership(C) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas(D) it has been shown that bilingual education is necessary to avoid disadvantaging in their general learning children whose English is limited34. In the last paragraph, the author of the passage is primarily concerned with discussing (A) reasons against enacting a measure that would mandate the forced inclusion of immigrant groups within the dominant United culture6 / 12(B) the virtues and limitations of declaring English the official language of the United States(C) the importance for immigrant groups of maintaining large segments of their culture to pass on to their children(D) the difference in cultures between Hispanics and other immigrant groups in the United StatesPassage 2Questions 35-39 are based on the following passage. As is well known and has often been described, the machine industry of recent times took its rise by a gradual emergence out of handicraft in England in the eighteenth century. Since then the mechanical industry has progressively been getting the upper hand in all the civilized nations, in much the same degree in which these nations have come to be counted as civilized. This mechanical industry now stands dominant at the apex of the industrial system.The state of the industrial arts, as it runs on the lines of the mechanical industry, is a technology of physics and chemistry. That is to say, it is governed by the same logic as the scientific laboratories. The procedure, the principles, habits of thought, preconceptions, units of measurement and of valuation, are the same in both cases.The technology of physics and chemistry is not derived from established law and custom, and it goes on its way with as nearly complete a disregard of the spiritual truths of law and custom as the circumstances will permit. The realities with which this technology is occupied are of another order of actuality, lying altogether within the three dimensions that contain the material universe, and running altogether on the logic of material fact. In effect it is the logic of inanimate facts.The mechanical industry makes use of the same range of facts handled in the same impersonal way and directed to the same manner of objective results. In both cases alike it is of the first importance to eliminate the “personal equation,” to let the work go forward and let the forces at work take effect quite objectively, without hindrance or deflection for any personal end, interest, or gain. It is the technicians place in industry, as it is the scientists place in the laboratory, to serve as an intellectual embodiment of the forces at work, isolate the forces engaged from all extraneous disturbances, and let them take full effect along the lines of designed work. The technician is an active or creative factor in the case only in the sense that he is the keeper of the logic which governs the forces at work.These forces that so are brought to bear in mechanical industry are of an objective, impersonal, unconventional nature, of course. They are of the nature of opaque fact. Pecuniary gain is not one of these impersonal facts. Any consideration of pecuniary gain that may be injected into the technicians working plans will come into the case as an intrusive and alien factor, whose sole effect is to deflect, retard, derange and curtail the work in hand. At the same time considerations of pecuniary gain are the only agency brought into the case by the 7 / 12businessmen, and the only ground on which they exercise a control of production.35. The author of the passage is primarily discussing (A) industrial organization in the eighteenth century(B) the motives for pecuniary gain(C) the technicians place in mechanical industry(D) the impersonal organization of industry36. The author of the passage suggests that businessmen in the mechanical industry are responsible mainly for (A) keeping the logic governing the forces at work(B) managing the profits(C) directing the activities of the technicians(D) employing the technological procedures of physics and chemistry37. Which one of the following, if true, would contradict the authors belief that the role of technician is to be “the keeper of the logic” in the fourth paragraph? (A) All technicians are human beings with feelings and emotions.(B) An interest in pecuniary gain is the technicians sole motive for participation in industry.(C) The technicians working plans do not coincide with the technicians pecuniary interests.(D) Technicians are employed by businessmen to oversee the forces at work.38. From the authors perspective, which one of the following statements about the evolution of the industrial system is TRUE? (A) The handicraft system of industry emerged in eighteenth-century England and was subsequently replaced by the machine industry.(B) The handicraft system of industrial production has gradually given rise to a mec