QUESTION BOOKLET
TEST FOR ENGLISH MAJORS (2017) -GRADE EIGHT-
TIME LIMIT: 150 MIN
PART I LISTENING COMPREHENSION
[25 MIN]
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.
You have THIRTY seconds to preview the gap-filling task.
Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.
SECTION B INTERVIEW
In this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.
You have THIRTY seconds to preview the choices.
Now, listen to the first interview. Questions 1 to 5 are based on the first interview.
1. A. Comprehensive. B. Disheartening. C. Encouraging.
D. Optimistic.
2. A. 200. B. 70. C. 10.
D. 500. 试卷用后随即销毁。 严禁保留、出版或复印。
3. A. Lack of international funding.
B. Inadequate training of medical personnel.
C. Ineffectiveness of treatment efforts.
D. Insufficient operational efforts on the ground.
4. A. They can start education programs for local people.
B. They can open up more treatment units.
C. They can provide proper treatment to patients.
D. They can become professional.
5. A. Provision of medical facilities.
B. Assessment from international agencies.
C. Ebola outpacing operational efforts.
D. Effective treatment of Ebola.
Now, listen to the second interview. Questions 6 to 10 are based on the second interview.
6. A. Interpreting the changes from different sources.
B. Analyzing changes from the Internet for customers.
C. Using media information to inspire new ideas.
D. Creating things from changes in behavior, media, etc.
7. A. Knowing previous success stories.
B. Being brave and willing to take a risk.
C. Being sensitive to business data.
D. Being aware of what is interesting.
8. A. Having people take a risk.
B. Aiming at a consumer leek.
C. Using messages to do things.
D. Focusing on data-based ideas.
9. A. Looking for opportunities.
B. Considering a starting point.
C. Establishing the focal point.
D. Examining the future carefully.
10.A. A media agency.
B. An Internet company.
C. A venture capital firm.
D. A behavioral study center.
PART II READING COMPREHENSION[45 MIN] SECTION A MULTIPLE CHOICE QUESTIONS
In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.
PASSAGE ONE
(1) It’s 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal’s south-west coast. The place is empty, but this doesn’t surprise me at all. I have spent two weeks in this area, driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we are the only guests.
(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzing in July and August, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 months of the year, the trickle of diners who come to feast on fantastically fresh seafood reflects the general pace of life in the Alentejo: sleepy, bordering on comatose.
(3) One of the poorest, least-developed, least-populated regions in western Europe, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal. Neither is accurate. Its scenery is not as pretty and, apart from in the capital Evora, its food isn’t as sophisticated. The charms of this land of w heat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtle than in France or Italy’s poster regions.
(4) To travel here is to step back in time 40 or 50 years. Life rolls along at a treacly pace; there’s an unnerving stillness to the landscape. But that
stillness ends abruptly at the Atlantic Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yet few people seem to know about it. Walkers come to admire the views from the Fisherman’s Way, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.
(5) The lack of awareness is partly a matter of accessibility (these beaches are a good two hours’ drive from either Faro or Lisbon airports) and partly to do with a lack of beachside accommodation. There are some gorgeous, independent guesthouses in this area, but they are hidden in valleys or at the end of dirt tracks.
(6) Our base was a beautiful 600-acre estate of uncultivated land covered in rock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroom home, Azenha, was once home to the miller who tended the now-restored watermill next to it. A kilometre away from the main house, pool and restaurant, it is gloriously isolated.
(7) Stepping out of the house in the morning to greet our neighbours – wild horses on one side, donkeys on the other – with nothing but birdsong filling the air, I felt a sense of adventure you normally only get with wild camping.
(8) “When people first arrive, they feel a little anxious wondering what they are going to do the whole time,” Sarah Gredley, the English o wner of estate, told me. “But it doesn’t usually take them long to realise that the whole point of being here is to slow down, to enjoy nature.”
(9) We followed her advice, walking down to the stream in search of terrapins and otters, or through clusters of cork oak trees. On some days, we tramped uphill to the windmill, now a romantic house for two, for panoramic views across the estate and beyond.
(10) When we ventured out, we were always drawn back to the coast –the gentle sands and shallow bay of Farol beach. At the end of the day, we would head, sandy-footed, to the nearest restaurant, knowing that at every one there would be a cabinet full of fresh seafood to choose from –bass, salmon, lobster, prawns, crabs, goose barnacles, clams … We never ate the same thing twice.
(11) A kilometre or so from I Cervejaria, on Zambujeira’s idyllic natural harbour is O Sacas, originally built to feed the fishermen but now popular with everyone. After scarfing platefuls of seafood on the terrace, we wandered down
to the harbour where two fishermen, in wetsuits, were setting out by boat across the clear turquoise water to collect goose barnacles. Other than them, the place was deserted –just another empty beauty spot where I wondered for the hundredth time that week how this pristine stretch of coast has remained so undiscovered.
11.The first part of Para. 4 refers to the fact that ______.
A.life there is quiet and slow
B.the place is little known
C.the place is least populated
D.there are stunning views
12.“The lack of awareness” in Para. 5 refers to ______.
A.different holidaying preferences
B.difficulty of finding accommodation
C.little knowledge of the beauty of the beach
D.long distance from the airports
13.The author uses “gloriously” in Para. 6 to ______.
A.describe the scenery outside the house
B.show appreciation of the surroundings
C.contrast greenery with isolation
D.praise the region’s unique feature
14.The sentence “We never ate the same thing twice” in Para. 10 reflects the
______ of the seafood there.
A.freshness
B.delicacy
C.taste
D.variety
15.Which of the following themes is repeated in both Paras. 1 and 11
A.Publicity.
https://www.doczj.com/doc/452666713.html,ndscape.
C.Seafood.
D.Accommodation.
PASSAGE TWO
(1) I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom.
(2) They had seen promises come and go and mere words weren't going to convince them, which was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We needed a very different approach.
(3) That was ten years ago. Now we have a different approach, and it works. Here’s how it happened (or, like most good stories, here are the main parts. You have to fill in some of yourself employing that underused classroom device, the imagination.) We started with three main precepts:
(4) First, it is important to realize that all of us are storytellers, tellers of tales. We all have our own narratives –the real stories such as what happened to us this morning or last night, and the ones we have been told by others and we haven’t experience d personally. We could say that our entire lives are constructed as narratives. As a result we all understand and instinctively feel narrative structure. Binary opposites –for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue –is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal book ‘Teaching as Storytelling’ warns us not to ignore this innate skill, for it is a remarkable tool for learning.
(5) We need to understand that writing and reading are two sides of the same coin: an author has not completed the task if the book is not read: the creative circle is not complete without the reader, who will supply their own creative input to the process. Samuel Johnson said: A writer only begins a book. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection.
We frequently forget to make that distinction when presenting narratives or poetry, and often ask comprehension questions which relate to factual information – who said what and when, rather than speculating on ‘why’, for example, or examining the context of the action.
(6) The third part of the reasoning that we adopted relates to the need to engage the students as readers in their own right, not as simply as language learners; learning the language is part of the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads,
a place where teachers can only go if invited.
(7) We quickly found that one of the most important ways of making all the foregoing happen was to engage the creative talents of the class before they read a word of the text. The pre-reading activities become the most important part of the teaching process; the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the student’s innate knowledge of narrative, so that they can to build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing; releasing a free imagination is the objective.
(8) Moving from pre-reading to reading, we may introduce textual intervention activities. ‘Textual Intervention’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension but as a way of exploring the context of the story at any one time, and examining points at which the narrative presents choices, points of divergence, or narrative crossroads. We don’t do this for all texts, however, as the shorter ones do not seem to gain much from this process and it simply breaks up the reading pleasure.
(9) Follow-up activities are needed, at the least, to round off the activity, to bring some sense of closure but they also offer an opportunity to link the reading experience more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus –for example, ‘families’, ‘science and technology’, ‘communications’, ‘the environment’ and all the other familiar themes. There are very few stories that can’t be explored without some part of the syllabus being supported. For many teachers this is an essential requirement if they are to engage in such extensive reading at all.
(10) The whole process – pre-, while and post reading – could be just an hour’s activity, or it could last for more than one lesson. When we are designing the materials for exploring stories clearly it is isn’t possible for us to know how much time any teacher will have available, which is why we construct the activities into a series of independent units which we call kits. They are called kits because we expect teachers to build their own lessons out of the materials we provide, which implies that large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the process to engage the student as a creative reader..
(11) One of the purposes of encouraging a creative reading approach in the language classroom is to do with the dynamics we perceive in the classroom. Strategic theorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from the perspective of the student –and usually from the perspective of the teacher – the relationship is an unequal one, with the language being perceived as placed closer to the teacher than the student. This will result in less dynamic between language and student than between language and teacher. However, if we replace ‘language’ with narrative and especially if that is approached as a creative process that draws the student in so that they feel they ‘own’ the relationship with the text, then this will shift the dynamic in the classroom so that the student, who has now become a reader, is much closer to the language – or narrative – than previously. This creates a much more effective dynamic of learning. However, some teachers feel threatened by this apparent loss of overall control and mastery. Indeed, the whole business of open ended creativity and a lack of boxes to tick for the correct answer is quite unsettling territory for some to find themselves in.
16.It can be inferred from Paras. 1 and 2 that teachers used to ______.
A.oppose strongly the teaching of extended reading
B.be confused over how to teach extended reading
C.be against adopting new methods of teaching
D.teach extended reading in a perfunctory way
17.The sentence “we all understand and instinctively feel narrative structure”
in Para. 4 indicates that ______.
A.we are good at telling stories
B.we all like telling stories
C.we are born story-tellers
D.we all like listening to stories
18.Samuel Johnson regards the relationship between a writer and a reader as ______
(Para. 5).
A.independent
B.collaborative
C.contradictory
D.reciprocal
19.In Para. 7, the author sees “pre-reading” as the most important part of
reading because _____.
A.it encourages students’ imagination
B.it lays a good foundation for reading
C.it can attract students’ attention
D.it provides clues to the text to be read
20.“Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to
fulfill all the following functions EXCEPT ______.
A.exploring the context
B.interpreting ambiguities
C.stretching the imagination
D.examining the structure
PASSAGE THREE
(1) Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a quarter century: America will continue paying a high price in civil and ethnic unrest unless the nation commits itself to programs that help the urban poor lead productive and respectable lives.
(2) Once again, a proven program is worth pondering: national service.
(3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated young adults for quality lives in our increasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, to intractable, that any solution will require massive federal intervention.
(4) In his much quoted book, “The Truly Disadvantaged,”sociologist William Julius Wilson wrote that “only a major program of economic reform”will prevent the riot-prone urban underclass from being permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe.
(5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectives could produce startling results.
(6) Military service has been the most successful career training program we’ve ever known, and American children born in the years since the all-volunteer Army was instituted make up a large proportion of this targeted group. But this opportunity may disappear forever if too many of our military bases are summarily closed and converted or sold to the private sector. The facilities, manpower, traditions, and capacity are already in place.
(7) Don’t dismantle it: rechannel it.
(8) Discipline is a cornerstone of any responsible citizen’s life. I was taught it by my father, who was a policeman. May of the rioters have never had any at all. As an athlete and former Army officer, I know that discipline can be learned. More importantly, it must be learned or it doesn’t take hold.
(9) A precedent for this approach was the Civilian Conservation Corps that worked so well during the Great Depression. My father enlisted in the CCC as a young man with an elementary school education and he learned invaluable skills that served him well throughout his life. The key was that a job was waiting for him when he finished. The certainty of that first entry-level position is essential if severely alienated young minority men and women are to keep the faith.
(10) We all know these are difficult times for the public sector, but here’s the chance to add energetic and able manpower to America’s workforce. They could be prepared for the world of work or college – an offer similar to that made to returning GI after Word War II. It would be a chance for 16- to 21-year-olds to live among other cultures, religions, races and in different geographical areas. And these young people could be taught to rally around common goals and friendships that evolve out of pride in one’s squad, platoon, company, battalion – or
commander.
(11) We saw such images during the Persian Gulf War and during the NACC Final Four basketball games. In military life and competitive sports, this camaraderie doesn’t just happen; it is taught and learned in an atmosphere of discipline and earned mutual respect for each other’s capabilities.
(12) A national service program would also help overcome two damaging perceptions held by America’s disaffected youth: the society just doesn’t care about minority youngsters and that one’s personal best efforts will not be rewarded in our discriminatory jo b market. Harvard professor Robert Reich’s research has shown that urban social ills are so pervasive that the upper 20 percent of Americans –the “fortunate fifth” as he calls them – have decided quietly to “secede” from the bottom four-fifths and the lowest fifth in particular. We cannot accept such estrangement on a permanent basis. And what better way to answer skeptics from any group than by certifying the technical skills of graduates from
a national service training program
(13) Now, we must act decisively to forestall future urban unrest. Republicans must put aside their aversion to funding programs aimed at certain cultural groups. Democrats must forget labels and recognize that a geographically isolated subgroup of Americans – their children in particular – need systematic and substantive assistance for at least another 20 years.
(14) The ethnic taproots of minority Americans are deeply buried in a soil of faith and loyalty to traditional values. With its emphasis on discipline, teamwork, conflict resolution, personal responsibility and marketable skills development, national service can provide both the training and that vital first job that will reconnect these Americans to the rest of us. Let’s do it before the fire next time.
21.According to the au thor, “national service” is comparable to “military
training” because they both cultivate youngsters’ ______.
A.good grades
B.self discipline
C.mutual trust
D.work ethic
22.The author cites the example of his father in order to show ______.
A.the importance of discipline
B.the importance of education
C.the necessity of having strong faith
D.the effectiveness of the program
23.According to the author, a national service program can bring the following
benefits to America’s youngsters EXCEPT ______.
A.increase in income
B. a sense of responsibility
C.confidence and hope
D.practical work skills
24.According to the context, what does “the fire” refer to (Para. 14)
A.Discrimination.
B.Anger.
C.Riots.
D.Aversion.
SECTION B SHORT ANSWER QUESTIONS
In this section there are eight short answer questions based on the passages in SECTION A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.
PASSAGE ONE
25.What does Para. 2 tell us about the restaurant business on the Alentejo coast
throughout the year
26.According to Para. 5, what are the two main reasons of the Alentejo’s
inaccessibility
PASSAGE TWO
27.What does “It was simply a box ticking exercise” mean in Para. 2
28.Paras. 4-6 propose three main precepts for the now approach. Please use ONE
phrase to summarize each of the three precepts.
29.What does the author suggest to shift the dynamic in the classroom (Para. 11) PASSAGE THREE
30.What is the purpose of the program proposed by the author (Paras. 1-3)
31.What does the word “it” in “Don’t dismantle it: rechannel it.” refer to
(Para. 7)
32.What do Robert Reich’s findings imply (Para. 12)
PART III LANGUAGE USAGE[15 MIN]
The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:
For a wrong word,underline the wrong word and write the correct one in the
blank provided at the end of the line.
For a missing word,mark the position of the missing word with a “∧” sign
and write the word you believe to be missing in the blank
provided at the end of the line.
For an unnecessary word,cross the unnecessary word with a slash “/”and put the word in the blank provided at the end of the line.
Example
When∧art museum wants a new exhibit, (1) an
__________
it never buys things in finished form and hangs (2) never
__________ them on the wall. When a natural history museum
wants an exhibition, it must often build it. (3) exhibit
__________ Proofread the given passage on ANSWER SHEET THREE as instructed.
PART IV TRANSLATION[20 MIN]
Translate the underlined part of the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.
我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。对于我们这种焦急的心态，大人们总是发出深沉的感叹，好像他们不但不喜欢过年，而且还惧怕过年。他们的态度令当时的我感到失望和困惑，现在我完全能够理解了。我想长辈们之所以对过年感慨良多，一是因为过年意味着一笔开支，二是飞速流逝的时间对他们构成巨大压力。小孩子可以兴奋地说：过了年，我又长大了一岁；而老人们则叹息：嗨，又老了一岁。过年意味着小孩子正在向自己生命过程中的辉煌时期进步，而对于大人，则意味着正向衰朽的残年滑落。
PART V WRITING[45 MIN]
The following are two excerpts about job hopping. Read the two excerpts carefully and write an article of NO LESS THAN 300 WORDS, in which you should:
1.summarize the main arguments in the two excerpts, and then
2.express your opinion towards job hopping, especially on whether job hopping
would benefit your career development.
You can support yourself with information from the excerpts.
Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.
Write your article on ANSWER SHEET FOUR.
Excerpt 1
Excerpt 2
--THE END--
【星火英语版】2017年英语专业八级考试参考答案
SECTION A MINI-LECTURE
1. signing
2. primary
3. literacy
4. different but complementary
5. avoiding
6. many other contexts
7. characteristics/features
8. reaction
9. distance
10. emotion
11. deliberate
12. intimacy and immediacy
13. continuum
14. types of language
15. the usage
SECTION B INTERVIEW
1.What is international leaders’ assessment of the current battle
against Ebola
答案：B. Disheartening.
2.How many people are now working in the treatment unit in Liberia
答案：A. 200.
3.According to Mary, what is the challenge in the battle against Ebola
答案：D. Insufficient operational efforts on the ground.
4.Why do health workers need case management protocol training
答案：B. They can open up more treatment units.
5.What does this interview mainly talk about
答案：C. Ebola outpacing operational efforts.
6.What is Tom’s main role in his new position
答案：C. Using media information to inspire new ideas.
7.According to Tom, what does innovation require of people
答案：B. Being brave and willing to take a risk
8.What does Tom see as game-changing chances in the future
答案：B. Aiming at a consumer level.
9.What does Tom do first to deal with the toughest part of his work
答案：D. Examining the future carefully.
10.Which of the following might Tom work for
答案：A. A media agency.
SECTION A MULTIPLE CHOICE QUESTIONS
PASSAGE ONE
11. The first part of Para. 4 refers to the fact that .
答案：[A] life there is quiet and slow
12. “The lack of awareness” in Para. 5 refers to .
答案：［C］little knowledge of the beauty of the beach
13. The author uses “gloriously” in Para. 6 to .
答案：［C］contrast greenery with isolation
14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.
答案：［D］variety
15. Which of the following themes is repeated in both and 11
答案：［A］Publicity.
PASSAGE TWO
16. It can be inferred from and 2 that teachers used to .
答案：［D］teach extended reading in a perfunctory way
17. The sentence “we all under stand and instinctively feel narrative structure” in indicates that .
答案：［C］we are born story-tellers
18. Samuel Johnson regards the relationship between a writer and a reader as .
答案：［B］collaborative
19. In , the author sees “p re-reading” as the most important part of reading because .
答案：［C］it can attract students’ attention
20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT .答案：［C］stretching the imagination
PASSAGE THREE
21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ .
答案：［B］self discipline
22. The author cites the example of his father in order to show .
答案：［A］the importance of discipline
23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT .
答案：［A］increase in income
24. According to the context, what d oes “the fire” refer to (Para. 14)答案：［B］Anger.
SECTION B SHORT ANSWER QUESTIONS
说明：简答题答案不唯一，意思对即可。
PASSAGE ONE
25.What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year
答案：Busy in July and August only.
(或者Not busy all the year other than July and August.)
26. According to Para. 5, what are the main reasons of the Alentejo’s inaccessibility
答案：Far from airports, and without proper accommodation.
PASSAGE TWO
历年专业八级考试真题：翻译 历年专业八级考试真题：翻译 Opera is expensive: that much is inevitable. But expensive things are inevitably the province（范围）of the rich unless we abdicate（退位、放弃）society’s power of choice. We can choose to make opera and other expensive forms of culture, accessible（易接近的，可达到的）to those who cannot individually pay for it. The question is: why should we? No body denies the imperatives（必要的）of food, shelter, defence, health and education. But even in a prehistoric cave, man-kind stretched out a hand of not just to eat, drink or fight, but also to draw. The impulse（冲动）towards culture, the desire to express and explore the world through imagination and representation（表述、陈述）is fundamental. In Europe, this desire has found fulfillment（完成、成就）in the masterpieces of our music, art, literature and theatre. These masterpieces are the touchstones （标准、试金石）for all our efforts; they are the touchstones for the possibilities to which human thought and imagination may aspire（立志、追求目标、渴望）; they carry the most profound （深厚的、深刻的）messages that can be sent from one human to another. 参考译文： 欣赏歌剧是一种奢侈：你必须为此支付昂贵的票价。然而，享用昂贵的东西并不完全是富人的特权，除非我们放弃社会选择的权利。我们有权利使歌剧和其他昂贵的文化形式面向大众，面向那些个人没有支
01到14年专八汉译英真题及答案： 2014年本题是一篇典型的文学翻译，原文选自老舍名篇《我的母亲》。老舍的作品生活气息浓郁，语言朴实直白。因此，在翻译本篇时不仅要注意忠实于文字意义，更要忠实地再现原文的语言风格，所以要避免用过于高级的词汇表达和句子结构，用平实的语句表达出原文的精神面貌。 当我在小学毕了业的时候，亲友一致的愿意我去学手艺，好帮助母亲。我晓得我应当去找饭吃，以减轻母亲的勤劳困苦。可是，我也愿意升学。我偷偷的考入了师范学校——制服，饭食，书籍，宿处，都由学校供给。只有这样，我才敢对母亲说升学的话。入学，要交十圆的保证金。这是一笔巨款！母亲作了半个月的难，把这巨款筹到，而后含泪把我送出门去。她不辞劳苦，只要儿子有出息。当我由师范毕业，而被派为小学校校长，母亲与我都一夜不曾合眼。我只说了句：“以后，您可以歇一歇了！”她的回答只有一串串的眼泪。 参考译文：After I graduated from primary school，relatives and friends all suggested that I should drop out and learn a trade to help my mother. Although I knew that I ought to seek a livelihood to relieve mother of hard work and distress，I still aspired to go on with study. So I kept learning secretly. I had no courage to tell mother about the idea until admitted to a normal school which provided free uniforms，books，room and board. To enter the school，I had to pay ten Yuan as a deposit. This was a large sum of money for my family. However，after two weeks' tough effort，mother managed to raise the money and sent me off to school in tears afterwards. She would spare no pains for her son to win a bright future. On the day when I was appointed the schoolmaster after graduation，mother and I spent a sleepless night. I said to her，"you can have a rest in the future." but she replied nothing，only with tears streaming down her face. 2013年 生活像一杯红酒，热爱生活的人会从中品出无穷的美妙。将它握在手中观察，它的暗红有血的感觉，那正是生命的痕迹。抿一口留在口中回味，它的甘甜有一丝苦涩，如人生一般复杂迷离。喝一口下肚，余香润人心肺，让人终受益。红酒越陈越美味，生活越丰富越美好。当人生走向晚年，就如一瓶待开封的好酒，其色彩是沉静的，味道中充满慷慨于智慧。 Life is like a cup of wine; people who love it discover inexhaustible wonders from it. Hold in the hand and gaze at it, the dark red color is reminiscent of the blood, which is the impress of life. Take a sip of it and appreciate the taste, the bittersweet flavor is exactly the same with life, which is complicated and blurred. Once the sip is swallowed, the lingering fragrance pleases the heart and refreshes the mind, leaving a person lifelong benefit. There was a remarkable resemblance between life and wine: the taste becomes more delicious as the wine mellows, just as life gets better as it becomes more abundant. When life comes to twilight years, it looks calm and tastes full of wisdom and generosity, just like a bottle of wine to be savored.
一、The old gentleman, however, seemed cheerful enough; and it was plain that he took an interest in the strangers, and wished to make their acquaintance. This was soon effected by the friendly waiter; and after a little talk the old man invited them to visit his villa and garden which were just outside the walls of the town. So the next afternoon, when the sun began to descend, and they saw in glimpses through door-ways and windows, blue shadows beginning to spread over the brown mountains, they went to pay their visit. It was not much of a place, a small, modernized, stucco villa, with a hot pebbly garden, and in it a stone basin with torpid gold-fish, and a statue of Diana and her hounds against the wall. But what gave a glory to it was a gigantic rose-tree which clambered over the house, almost smothering the windows, and filling the air with the perfume of its sweetness. Yes, it was a fine rose, the Conte said proudly when they praised it, and he would tell the Signora about it. And as they sat there, drinking the wine he offered them, he alluded with the cheerful indifference of old age to his love-affair, as though he took for granted that they had heard of it already. 译文： 然而,这位老先生看起来心情非常愉快;显然他对这两位陌生人很感兴趣，并愿意与他们结交.在热心的服务生的帮助下,他们很快相识了;短暂的交谈之后，老人便邀请他们去他城墙外不远的别墅与花园做客. 于是次日下午，夕阳西落,从开启的门窗轻轻瞥去,他们看到,兰色暗影已渐渐笼罩棕褐的山峦，他们便欣然动身。那里很平常,矗立着一座现代化小型别墅座，表面粉刷了一层灰泥。还有一座铺满鹅卵石的花园，园里石砌水池中有几尾金鱼慵懒地游动。靠墙的地方有一尊守猎女神及其猎犬的雕像。但是使这小园生辉的是一颗巨大的玫瑰树。树已长过屋顶，几乎完全遮住了窗户。空气中满是玫瑰的芳香。这株玫瑰的确不错，听了客人夸奖，伯爵得意地说。他还表示非常乐意把树的来历讲给夫人听。于是他们坐在那里，一边饮酒，一边听他以老年人满不在乎神情，愉快地提及他的那一段往日爱情，仿佛他相信他们对此一定早有耳闻 二、We live in an ascending scale when we live happily, one thing leading to another in an endless series. There is always a new horizon for onward-looking men, and although we dwell on a small planet, immersed in petty business and not enduring beyond a brief period of years, we are so constituted that our hopes are inaccessible, like stars, and the term of hoping is prolonged until the term of life. To be truly happy is a question of how we begin and not of how we end, of what we want and not of what we have. 参考译文：
1997年:English to Chinese Opera is expensive: that much is inevitable. But expensive things are inevitably the province（范围）of the rich unless we abdicate（退位、放弃）society’s power of choice. We can choose to make opera and other expensive forms of culture, accessible（易接近的，可达 到的）to those who cannot individually pay for it. The question is: why should we? No body denies the imperatives（必要的）of food, shelter, defence, health and education. But even in a prehistoric cave, man-kind stretched out a hand of not just to eat, drink or fight, but also to draw. The impulse（冲动）towards culture, the desire to express and explore the world through imagination and representation（表述、陈述）is fundamental. In Europe, this desire has found fulfillment （完成、成就）in the masterpieces of our music, art, literature and theatre. These masterpieces are the touchstones（标准、试金石）for all our efforts; they are the touchstones for the possibilities to which human thought and imagination may aspire（立志、追求目标、 渴望）; they carry the most profound （深厚的、深刻 的）messages that can be sent from one human to another.
1996年高等院校英语专业八级考试 https://www.doczj.com/doc/452666713.html,/tem8/tem-8-96translation.htm C-E原文： 近读报纸，对国内名片和请柬的议论颇多，于是想起客居巴黎时经常见到的法国人手中的名片和请柬，随笔记下来，似乎不无借鉴之处。 在巴黎，名目繁多的酒会，冷餐会是广交朋友的好机会。在这种场合陌生人相识，如果是亚洲人，他们往往开口之前先毕恭毕敬地用双手把自己的名片呈递给对方，这好像是不可缺少的礼节。然而，法国人一般却都不大主动递送名片，双方见面寒暄几句，甚至海阔天空地聊一番也就各自走开，只有当双方谈话投机，希望继续交往时，才会主动掏出名片。二话不说先递名片反倒显得有些勉强。 法国人的名片讲究朴素大方，印制精美，但很少有镶金边儿的，闪光多彩的或带香味的，名片上的字体纤细秀丽，本人的名字也不过分突出，整张纸片上空白很大，毫无拥挤不堪的感觉。 参考译文： Version 1: In reading recent newspapers, I have come to find that people in China have become more and more interested in discussing name cards and invitation letters. This reminds me of the name cards and invitation
letters of the French people that I saw when I was sojourning in Paris. In writing down those random reminiscences, I believe that they might provide some useful information for us to learn. In Paris, cocktail parties and buffet receptions of different kinds offer great opportunities for making friends. On such occasions, strangers may get to know each other. If they are Asians, they will, very respectfully and with both hands, present their calling cards to their interlocutors before any conversation starts. This seems to be the required courtesy on their part. The French, however, usually are not so ready with such a formality. Both sides will greet each other, and even chat casually about any topic and then excuse themselves. Only when they find they like each other and hope to further the relationship will they exchange cards. It will seem very unnatural to do so before any real conversation gets under way. The French tend to take extraordinary precaution in making their name cards, simple yet elegant. Exquisitely designed and printed, their name cards are seldom golden-framed, or colorfully shiny, or tinted with fragrant smells. The letters which appearing on their name cards tend to be diminutive but beautiful, not allowing the name of the card-bearer t be overly prominent / salient. The entire card leaves much empty space, imparting no sense of over-crowdedness.
1999年：In some societies people want children for what might be called familial reasons: to extend the family line or the family name, to propitiate the ancestors; to enable the proper functioning of religious rituals involving the family. Such reasons may seem thin in the modern, secularized society but they have been and are powerful indeed in other places. In addition, one class(一类) of family reasons shares a border（接壤、相近）with the following category, namely, having children in order to maintain or improve a marriage: to hold the husband or occupy（使…忙（有事干）the wife; to repair or rejuvenate the marriage; to increase the number of children on the assumption（设想、假设consumption 消费）that family happiness lies that way. The point is underlined（突出、显现）by its converse（反面、相反）: in some societies the failure to bear children（养孩子）(or males) is a threat to the marriage and a ready cause for divorce. Beyond all that（除了这些）is the profound（深刻的、深远的）significance of children to the very institution（结构）of the family itself. To many people, husband and wife alone do not seem a proper family（完整的）—they need children to enrich the circle（丰富家庭生活、拓宽生活圈子）, to validate（使…有效）its family character（家族的特征、风格）, to gather（增加、集合）the redemptive（赎回的, 用于补偿的）influence of offspring. Children need the family, but the family seems also to need children, as the social institution（社会结构）uniquely（唯一）available, at least in principle, for （获得）security, comfort, assurance, and direction in a changing, often hostile world. To most people, such a home base, in the literal sense, needs more than one person for sustenance（生计）and in generational extension（家族的繁衍）. 【参考答案】另外，有一类家庭原因与下列类别不无共同之处，那就是：生儿育女要么是为了维系现有婚姻，提高婚姻质量，要么是为了拴住丈夫，使妻子有所事事，要么是为了修复婚姻，给婚姻注入新的活力，亦或是出于多子多福的观念而多生儿女。当然，我们也可以从问题的反面得到昭示：在某些社会，无法生育子嗣（或不能生育男孩）对婚姻而言是最大的威胁，也可作为夫妻分手的现成理由。 后代对家庭这一体制本身所具有的深远意义远非如此。在许多人看来，丁克家庭算不上真正的家庭。夫妻需要孩子来拓宽自己的生活圈子，实现家庭在传宗接代中的作用，并从子孙后代身上获取某种回报。在这个变幻莫测，常常不尽友善的世界上，家庭作为社会的基本单位，至少可在原则上，以其独特方式为家人提供安全保障，抚慰家人受伤的心灵，为家人指出生活方向，因此，孩子需要家庭，但与此同时，家庭也需要孩子。
2013汉译英 生活像一杯红酒，热爱生活的人会从中品出无穷的美妙。Life is like a cup of wine；people who love it discover inexhaustible wonders from it. 将它握在手中观察，它的暗红有血的感觉，那正是生命的痕迹。Hold in the hand and gaze at it，the dark red color is reminiscent of the blood，which is the impress of life.抿一口留在口中回味，它的甘甜有一丝苦涩，如人生一般复杂迷离。Take a sip of it and appreciate the taste，the bittersweet flavor is exactly the same with life，which is complicated and blurred. 喝一口下肚，余香润人心肺，让人终受益。Once the sip is swallowed，the lingering fragrance pleases the heart and refreshes the mind，leaving a person lifelong benefit. 红酒越陈越美味，生活越丰富越美好。There was a remarkable resemblance between life and wine：the taste becomes more delicious as the wine mellows，just as life gets better as it becomes more abundant. 当人生走向晚年，就如一瓶待开封的好酒，其色彩是沉静的，味道中充满慷慨于智慧。 When life comes to twilight years，it looks calm and tastes full of wisdom and generosity，just like a bottle of wine to be savored. 英译汉 联合国代表大会，中心政治论坛，由193个成员国组成，几乎包括世界上所有国家，其中三分之二的国家为发展中国家，占世界总人口的四分之三。通过决议非常困难，尤其是所有惯例决出的协议必须达成一致才能通过。结果就是，重要的协议总是被狭隘的特殊利益所挟持，并且大部分协议都只是用来使自己的利益最大化。但真正的问题是世界上主要国.是否愿意看到民主最大限度地开展。联合国安理会，负责和平和安全，处理最重要的政治问题。安理会只有15个成员国，所以能经常性地应付危机。它曾一度由于冷战对立而停摆，但已经重新获得了联合国宪章给予的权利。 2012汉译英 痛苦纠聚心中，眉心发烫发热，胸口郁闷难展，胃里一股气冲喉而上。院长说这孩子发育迟缓时，她更是心头无绪。她在孩子所待的房里来回踱步，这房里还有其他小孩。整个房间只有一扇窗，窗外树影婆娑。就让孩子留下来吧，这里有善心的神父和修女，这里将来会扩充为有医疗作用的看护中心，这是留住孩子最好的地方。这孩子是她的秘密，她将秘密留在这树林掩映的建筑里。 Tortured by the pains gathering in her heart, she felt something was burning between her eyebrows. Her chest was brimmed with depression which was likely to run out of her throat at any moment. She could not think clearly any longer when the headmaster told her that the child suffered from developmental retardation. She strode up and down in the room where her child stayed with other pals. There was only one window in the room, out of which some shady trees were whispering. ―Just leave it here‖, she told herself, ―This is the best choice by far, for there are kind priests and nuns in this place which may also be renovated into a Medicare center‖. The chi ld was her secret which would be kept in the buildings behind the woods. 英译汉But such policies seem instead to have created the conditions for even more campus violence. Some college students who previously drank in bars and lounges under the watchful supervision of bouncers(夜总会，就把等保安人员)（not to mention owners eager to keep their liquor licenses）now retreat to the sanctuary of their fraternity houses and apartments, where they no longer control their behavior their drinking. The boomerang effect has also played a role in attempts to reduce the availability of illicit drugs. During recent years, the federal government has been quite successful in reducing the supply of street drugs. As fields are burned and contraband(违禁品) confiscated, the price of street drugs has skyrocketed to a point where cheap alternatives have begun to compete in the marketplace. Unfortunately, the cheap alternatives are even more harmful than the illicit drugs they replace. 然而上述政策反而引发了更多的校园暴力。一些大学生先前在夜总会的酒吧买醉，处于保安人员严密的监控之下(酒吧老板们为了保住自己卖酒的牌照也不会允许过激的事情发生)。现在，大学生们躲到他们互助会会所和公寓中酗酒,对自己饮酒的 数量或行为都不再控制。政府在打击非法毒品方面采取的措施同样适得其反。近年来,联邦政府已经有效地抑制了街头毒品买卖。警方捣毁了很多毒品种植地，没收了违禁品，导致毒品的价格暴涨，那些便宜的替代品因此也有了竞争力。糟糕的是，那些便宜的替换品带来的危害甚至比他们所替代的毒品更大。 2011：汉译英原文现代社会无论价值观的持有还是生活方式的选择都充满了矛盾。而最让现代人感到尴尬的是，面对重重矛
2016年专八翻译题及答案详解 “流逝”表现了南国人对时间最早的感觉。子在川上曰：“逝者如斯夫。”他们发现无论是潺潺小溪，还是浩荡大河，都一去不复返，流逝之际青年变成了老翁而绿草转眼就枯黄，很自然有错阴的紧迫感。流逝也许是缓慢的，但无论如何缓慢，对流逝的恐惧使人们必须用“流逝”这个词来时时警戒后人，必须急匆匆地行动，给这个词灌注一种紧张感。 【参考译文1】 They have found that the flowing water,either a murmuring stream or a mighty river, passes quickly and never returns. With the passage of time, the young become the old and the green grass turns yellow. People naturallyhave a sense of urgency to value every bit of time. As time goes by,no matter how slowly it elapses, people always use the word “liushi” to warn thelater generations for fear of time’s flowing away. They tell their descendants to treasure every single minute and make a hurried action, which adds a sense of tension to the word. 【参考译文2】 They find that either a murmuring stream or a mighty river has gone forever and that the passage of time turns a young man into an old one, and yellows of the grass, which sends a massage of how time flies. Maybe the passing of time is slow. But no matter how slow it is, it makes people so fearful that they use “passage” to warn the later generations to rush. And the use of “passage” also infuses a sense of tension into the word. 【参考译文3】
20０7年英语专业八级考试翻译原题及参考答案 C－Ｅ：暮色中,河湾里落满云霞，与天际得颜色混合一起，分不清哪就是流云哪就是水湾。也就在这一幅绚烂得图画旁边，在河湾之畔,一群羊正在低头觅食。它们几乎没有一个顾得上抬起头来,瞧一眼这美丽得黄昏。也许它们要抓紧时间,在即将回家得最后一刻再次咀嚼。这就是黄河滩上得一幕。牧羊人不见了，她不知在何处歇息.只有这些美生灵自由自在地享受着这个黄昏。这儿水草肥美,让它们长得肥滚滚得，像些胖娃娃.如果走近了，会发现它们那可爱得神情,洁白得牙齿,那丰富而单纯得表情。如果稍稍长久一点端详这张张面庞，还会生出无限得怜悯。 Besｉde tｈis pictuｒｅwithｐｒoｆuｓiｏnｓof colorｓ, a grｏup of sheｅp aｒe lｏwing tｈeir heads,ｅａｔing by ｔｈe riｖer bank、Hardly ｎone oｆｔｈｅｍwｏulｄspare sｏme timｅto raise their eyes tｏhａve a glaｎcｅat the bｅａutifｕｌdusk、Ｔhｅｙare, perhaps,takinｇuse oｆｅvery miｎuteｔo enjｏy ｔheｉr lasｔcｈew befoｒe bｅｉng drｉven home、This is a piｃtｕｒe ｏｆthe Yｅｌｌow River baｎk，iｎwhｉch the shepherd diｓapｐeａrs，ａnｄno onｅknoｗs where he is rｅｓｔｉｎg hｉmsｅlf、Only the ｓheep，ｈｏｗｅver,as free creatures，ａrｅ ｊoｙfullｙaｐｐreciating ｔhｅdｕsk、Tｈe exubeｒant wａte ｒpｌants ｈaｖe nｕｔritedｔｈｅshｅep, ｍaｋing ｔhem
英语专业八级考试翻译历年真题汇总 1998年E-C: I agree to some extent with my imaginary English reader. American literary historians are perhaps prone to view their own national scene too narrowly, mistaking prominence for uniqueness. They do over-phrase their own literature, or certainly its minor figures. And Americans do swing from aggressive over phrase of their literature to an equally unfortunate, imitative deference. But then, the English themselves are somewhat insular in their literary appraisals. Moreover, in fields where they are not pre-eminent — e. g. in painting and music —they too alternate between boasting of native products and copying those of the Continent. How many English paintings try to look as though they were done in Paris; how many times have we read in articles that they really represent an “English tradition” after all. To speak of American literature, then, is not to assert(断言、声称)that it is completely unlike that of Europe. Broadly speaking, America and Europe have kept step(同步). At any given moment(在任何时候) the traveler could find examples in both of the same architecture, the same styles in dress, the same books on the shelves. Ideas have crossed the Atlantic as freely as men and merchandise, though sometimes more slowly. When I refer to American habit, thoughts, etc., I intend some sort of qualification(限制、限定、资格) to precede(领先、超前) the word, for frequently the difference between America and Europe (especially England) will be one of degree(唯一只是在程度上), sometimes only of a small degree. The amount of divergence(分歧、差异) is a subtle (微妙的)affair, liable(有可能的) to perplex the Englishman when he looks at America. He is looking at a country which in important senses (重要的感觉)grew out of his own, which in several ways still resembles his own — and which is yet a foreign country. There are odd overlappings and abrupt unfamiliarities; kinship(亲缘关系) yields to a sudden alienation(疏远关系), as when we hail(打招呼) a person across the street, only to discover from his blank(没有表情的) response that we have mistaken a stranger for a friend. 参考译文(翻译第二段)： 因此，我们在说“美国”文学，并不表明我们认为美国文学与欧洲文学截然不同。一般来说，美国和欧洲一直在同步发展。无论何时，旅游者在两地都能看到同一式的建筑，见到
英语专业八级翻译练习题带答案2017 英语专业八级翻译练习题带答案2017 机会只对进取有为的人开放，庸人永远无法光顾。以下是小编为大家搜索整理的英语专业八级翻译练习题带答案2017，希望对正在关注的您有所帮助!更多精彩内容请及时关注我们应届毕业生考试网! part 1 The next day, when their mended carriage had come up to fetch them, and they were just starting to drive away from the inn, the Conte' s old servant appeared with the rose-cutting neatly wrapped up, and the compliments and wishes for a buon viaggio from her master. The town collected to see them depart, and the children ran after their carriage through the gate of the little city. They heard a rush of feet behind them for a few moments, but soon they were far down towards the valley; the little town with all its noise and life was high above them on its mountain peak. She had planted the rose at home, where it had grown and flourished in a wonderful manner; and every June the great mass of leaves and shoots still broke out into a passionate splendour of scent and crimson colour, as if in its root and fibres there still burnt the anger and thwarted desire of that Italian lover. Of course the old Conte must have died many years ago; she had forgotten his name, and had even forgotten the name of the mountain city that she had stayed in, after first seeing it twinkling at dawn in the sky, like a nest of stars. 参考译文: 次日，他们的马车修好了,上山来接他们。在就要离开旅馆之际，伯爵的老仆赶来了，送来一根包扎整齐的玫瑰枝条，并转达了伯爵旅途愉快的祝福。小城中的居民都赶来目送他们离去，孩童们也追随在车子后面，一直跟到小城门外。开始他们还能听到身后散乱的脚步声，但不久车子便驶入山谷，而这座喧闹的小城依然高高耸立于他们头顶的山颠. 她把玫瑰种在家中.玫瑰的长势非常好,枝繁叶茂;每年六月，在片片绿叶与新芽之中，绽放出绚丽的红花，散发出浓郁的香味,仿佛它的根须之间依旧燃烧着那位意大利情人的愤怒与没能实现的渴望。当然老伯爵肯定早已去世多年;而她也记不起他的名字了，甚至连她所住过的那座小城的名字也忘记了，虽然她曾经在拂晓之时看它犹如满天的繁星在空中闪烁。