《南京大学653基础英语考研冲刺宝典》

2022年考研考博-考博英语-南京大学考试预测题精选专练VII（附带答案）第1套一.综合题(共25题)1.单选题Parents with only one child tend to have higher academic（）for their child.问题1选项A.ambitionsB.intentionsC.propositionsD.aspirations【答案】A【解析】名词词义辨析。

ambition “野心”；intention “目的”；proposition “提议”；aspiration “抱负”。

句意：只有一个孩子的父母对他们孩子的学业有更高的期望。

选项A符合题意。

2.单选题Doctors say that moderate drinking can have a beneficial （）on your health.问题1选项A.impactB.generationC.dispositionD.dependence【答案】A【解析】名词词义辨析。

impact “影响”;generation “一代，产生” ; disposition “性情，处置”;dependence “独立”。

句意：医生说适当喝酒对你的健康有有利影响。

选项A符合题意。

3.单选题Competition, they believe, （）the national character than corrupt it.问题1选项A.enforcesB.confirmsC.intensifiesD.strengthens【答案】D【解析】考查近义动词词义辨析。

enforce “强迫，强制”，confirm “确定”，intensify“使变得更强烈”，strengthen“增强力量”。

句意：他们相信竞争能增强民族性，而不是使民族堕落。

选项D符合题意。

4.单选题The teacher' role is not simply to（）knowledge to student; he should also set a good example for them.问题1选项A.provideB.impartC.shareD.stretch【答案】B【解析】动词词义解析。

2022年考研考博-考博英语-南京大学考试全真模拟易错、难点剖析AB卷（带答案）一.综合题(共15题)1.翻译题据心理学家称，乐观和自信是健康的心理状态所应具备的要素。

焦虑是一种心理问题，他源自对生活中的不确定因素的内在恐惧，或者说是一种不安全感。

繁荣的市场经济中躁动的消费需求是某些人焦虑情绪产生的原因。

名车、豪宅和优越的生活被人们视为高档的标志。

但是，由于多数人难以达到这样的生活标准，有些人就会产生失落感。

然而，这种出于对金钱崇拜而产生的焦虑感并不具有代表性。

对于多数人来说，引起焦虑的重要原因是高昂的房价、教育支出和医疗费用。

人们生活在巨大的压力之下，但是低廉并且增长缓慢的工资使他们看不到脱离困境的希望。

有时似乎是机会多多，人们也会因此而产生焦虑。

【答案】Psychologists said that confidence and optimism are the important elements of a healthy state of mind. Nervousness is a mental problem and is resourced from an inner emotional insecurity over uncertain factors in life. In the prosperous market economy, restless consumption demands are the reason for the nervous emotions. Brand-name car, houses and superior life are the marks of high-end life. However, most people tend to be disappointed because they cannot reach this living standard.Furthermore, such nervousness over money worship is not representative. For most people, the nervousness is resulted from expensive house, high education expenditure and high medical cost. People live under this tremendous pressure, and they cannot find any hopes of being lifted out of the hardship because of the low and slow-growing incomes. Sometimes there seems to be many opportunities, but people also feel anxious about this.2.单选题As a （）actor, he can perform, sing, dance and play several kinds of musical instruments. 问题1选项A.flexibleB.versatileC.sophisticatedD.productive【答案】B【解析】考查形容词词义辨析。

2013年南京大学357英语翻译基础考研真题及详解I.Phrase Translation1.WHO【答案】世界卫生组织(World Health Organization)2.CBD【答案】中央商务区(Central Business District)3.YOG【答案】青奥会(Youth Olympic Games)4.IMF【答案】国际货币基金组织(International Monetary Fund)5.ISO【答案】国际标准化组织(International Standard Organization)6.OPEC【答案】石油输出国组织(Organization of Petroleum Exporting Countries) 7.UNESCO【答案】联合国教科文组织(United Nations Educational,Scientific and Cultural Organization)8.Euromart【答案】欧洲共同市场(European Common Market)9.Guiness Book of Record【答案】吉尼斯世界纪录10.negative population growth【答案】人口负增长11.the European Economic Community【答案】欧洲经济共同体(the European Economic Community)12.World Intellectual Property Organization【答案】世界知识产权组织13.greenhouse effect【答案】温室效应14.gentleman’s agreement十万种考研考证电子书、题库视频学习平台圣才电子书【答案】君子协定15.I-steel【答案】工字钢；工字形钢16.和平过渡【答案】peaceful transition17.市场准入【答案】market access18.网民【答案】netizen19.工业园区【答案】industrial park20.绿色食品【答案】green food21.泡沫经济【答案】bubble economy22.脱口秀【答案】talk show23.售后服务【答案】after-sales service24.技术下乡【答案】spread technological knowledge to farmers25.海峡两岸关系协会【答案】Association for Relations Across the Taiwan Straits26.老字号【答案】a time-honored brand;an old and famous shop or enterprise27.战略伙伴关系【答案】strategic partnership28.留守儿童【答案】left-behind children;stay-at-home children29.政府职能转变【答案】the transformation of government functions30.第三产业【答案】tertiary industryII.Passage translationSection A Chinese to EnglishThe collapse of belief we have been witnessing throughout the twentieth century comes with globalism.The postmodern condition is not an artistic movement or a cultural fad or an intellectual theory—although it produces all of those and is in some ways defined by them.It is what inevitably happens as people everywhere begin to see that there are many beliefs,many kinds of belief,many ways of believing.Postmodernism is globalism;it is the half-discovered shape of the one unity that transcends all our differences.In a global—and globalizing-era,all of the old structures of political reality,all the old ways of saying who we are and what we are for and what we are against, seem to be melting away into air.How to have an identity in such a world?Nationalism becomes semiobsolete before it even completes its conquest;national governments everywhere are challenged from front and rear,past and future.They are forced to do battle against threats to their fragile sovereignties that are posed by international organizationsand movements and economic forces.The weaker national sovereignty as an absolute principle,the less secure we are in defining ourselves according to national citizenship.【参考译文】我们目睹了整个二十世纪里全球主义带来的信仰的崩溃。

南京大学——英语语言文学下面给大家分享一下南京大学英语语言文学专业考研初试经验分享，希望大家都能考到理想的成绩。

本人英语专业应届生，一战。

写这个贴一方面是自己复习的时候有时会感到有一些迷茫，觉得特别无助，希望我的分享能在考研党们迷茫的时候给大家的复习带来一些小小的帮助~ 还有一方面是用我的复习经历激励一下大家：我的复习时间推进看起来惨不忍睹，一切都没有按照计划来，到了还剩两个月的时候，我觉得压力很大什么都没看，觉得没有戏，准备好要二战了可是又很矛盾，不想二战，但直到最后我都没有自暴自弃，而是抓住每分每秒想尽量让自己爆发小宇宙创造奇迹，事实证明这是有回报的，请小伙伴们无论多痛苦都要坚持到最后！千万不要破罐子破摔想着再战算了，一战可以过就不要二战，这次可以过就不要把希望寄托在下一次！下面是我惨不忍睹的时间推进（这是我个人整体的复习推进，可以选择跳过直接看下面各科目的复习经验。

这个放出来是想告诉大家就算到了最后什么也没看并不代表自己就应该自暴自弃，请抱着希望坚持到最后，坚持不下去的时候就来看这个喝鸡汤吧）：2月：决定学校、考研方向。

看经验贴，记下要看的书目。

心中并没有大体的复习规划。

3月-6月：联系上一届的前辈，又确定了一些需要的书目。

由于该学期我在上美国文学的课程（教科书不同），就根据学校的进度缓慢地带着看美国文学选读（十分龟速，三个月一半都没看完）。

这一学期除了自身课业以外，我一直忙着院里戏剧大赛的排练，又一时兴起在网上参加了一个翻译社每月都保证千字以上的翻译，另外我一直在做日剧的校对，所以给考研复习的时间可谓很少。

但我一直在安慰自己，我做的这些其实也并非与考试复习毫无关联。

但还是感受到了接下来复习时间的紧迫，我决定暑假一定要把两本选读过完。

7月：按照计划，一边看常耀信的美国文学简史，一边看完了第一遍美国文学选读。

并且隔几天就带着看一点文学导论的内容。

（之前说了由于课内在上美国文学，所以就先带着看美国文学了，正常还是先看英国文学比较好） 8月-10月：我拍拖了（我心想考研可以二战，爱情飞走就再抓不住了) 请把这个当做反面教材）。

2020年南京大学翻译硕士考研参考书及考研笔记参考书：近年来国内出版的英语专业高级阅读、翻译、写作教材，以及任何大学语文教材。

1.《英译中国现代散文选》，张培基（三册中至少一册），上海外语教育出版社，20072.《高级翻译理论与实践》，叶子南，圣才电子书出版，20193.《汉语写作与百科知识》，李国正，首都师范大学出版社，20194.《翻译硕士MTI常考词汇》，李国正，首都师范大学出版社，2020报录比:1：7笔译28人，学制3年，委托培养，不接受单独考试。

周末或假期集中授课，不解决住宿。

学费三年共四万元。

育明教育咨询师分析认为，南京大学翻译硕士考试题目难度较大，百科知识的也比较灵活，建议大家要提前复习。

其实百科知识虽然多，但是有范围和侧重点，大家只要根据推荐参考书和育明视频课程进行学习就可以了。

总体要求：知识点：（天津大学2012，独立式）[政治]六方会谈；[历史]刮骨疗伤、邯郸学步、贞观之治。

（同济大学2012年，独立式）[语文]《山海经》；[历史]“靖康之耻”、“新文化运动”、《清明上河图》《永乐大典》、北约、启蒙运动、人文主义、宗教改革；[未分类]表现主义；（外交学院2012年，组合式）[语文]《论语》《诗经》《史记》、国学、钱钟书；[历史]基督教、希腊、义和团、袁世凯；[地理]戛纳；[政治]“十二五”、二十国集团G20、国际货币基金组织IMF、欧元区、新兴市场国家；[未分类]碳排放交易系统ETS、尺牍、德班、韩素英、新闻界“走，转，改”；（西北大学2012年，独立式）[语文]《史记》、三大“国粹”、“扬州八怪”、元曲；[历史]华盛顿、秦始皇、文艺复兴；[政治]“三农”、可持续发展、美联储、欧盟；[生物]基因技术；[未分类]《梦的解析》；（西南财经大学2012年，独立式）[历史]“百家争鸣”、人文主义、文艺复兴“艺术三杰”；[政治]法律意识、行政复议；[未分类]元典；（云南师范大学2012年，独立式）[语文]“四大美女”、“三别”；[历史]《新约》、基督教、经济危机、弥撒、通胀；[政治]居民价格指数；（中国科学研究院2012年，组合式）[语文]曲艺；[历史]“西安事变”、张学良、郑板桥；[地理]《泰晤士报》、非物质文化遗产、滑铁卢、民国、人文景观、文化多样性；[政治]对外开放、反倾销税、货币政策、经济探底、贸易保护主义、欧元区、欧债危机、中国国务院；[未分类]二十世纪福克斯、消费超前；（中南大学2012年，独立式）[语文]《论语》、祭祀、君子、“信达雅”、阴阳五行；[历史]《几何原理》、传教士、二十四节气、利玛窦、文艺复兴、先知、循环经济、亚里士多德；[地理]三伏；[政治]产业化、创新型国家、国内生产总值、清洁能源、区域经济、战略性产业；如上展示的部分院校考察知识点能够得出如下知识点网络（注意！前方高能！作者放大招了！）：注意：本词条网络图按照“一级（如【法律】）—二级（如[条文]）—三级（如分隔符‘//’）”目录排布，骚年们，看看你们的院校、你们做过的题，你们看过的书，和下面这个网络的契合度有多少？如果契合度太低了（比如低过30%），那你的复习方向就很成问题了，所以，赶快行动起来吧！育明教育从2006年开始办学，校长是北京外国语大学夏教授，北京总部负责人是北京大学政管院博士，主打专业课一对一辅导。

本文将由新祥旭考研简老师对2024年南京大学外国语学院英语语言文学专业考研进行解析。

主要有以下板块：南京大学外国语学院的介绍，招生人数，研究方向，考试科目，参考书目，考研经验等几大方面。

一、院系介绍南京大学外国语学院肇始于1917年南京高等师范学校设立的英文专修科，历经南京高等师范学校英语系（1920）、国立东南大学外国语文系（1924）、第四中山大学外国文学系（1927）、国立中央大学外国文学系（1928）、国立中央大学外国语文系（1938），国立南京大学外国语文系（1949）、南京大学外国语言文学系（1955）等历史时期，1993年扩建为南京大学外国语学院。

在一个多世纪的办学历程中，历代外院人砥砺奋进，薪火传承，形成了严谨踏实、追求卓越的优良传统。

外国语学院秉承“以学科建设为龙头，队伍建设为核心、人才培养为根本”的理念，踏实进取、不懈创新，在办学各个领域始终保持良好的发展势头。

1981年英语语言文学和法语语言文学成为国务院首批博士学位授予单位；1995年英语语言文学成为江苏省重点学科，2002年被教育部批准为国家重点学科；2003年外国语言学及应用语言学获博士学位授予权，同年设立外国语言文学博士后流动站；2006年外国语言文学获一级学科博士学位授予权，设立俄语语言文学和德语语言文学博士点；2007年法语语言文学成为江苏省重点学科；2008年外国语言文学成为江苏省一级学科重点学科，2009年入选江苏省国家一级重点学科培育建设点，2010年入选江苏省优势学科；2011年设立东亚语言文学博士点；2017年外国语言文学入选教育部一流建设学科，2022年再次入选教育部一流建设学科，在全国第五轮学科评估中取得优异成绩。

二、专业介绍招生年份：2023年招生院系：外国语学院招生专业：英语语言文学本专业为国家重点学科。

A组（01方向）和B组（02、03方向）分别排名，A 组招收20人，B组招收15人。

拟招生人数：35研究方向：01(全日制)英美文学与文化考试科目：①101思想政治理论②262二外俄语或263二外日语或264二外德语或265二外法语③678专业语言能力④964英美文学研究方向：02(全日制)英语语言学及应用语言学03(全日制)翻译学考试科目：①101思想政治理论②262二外俄语或263二外日语或264二外德语或265二外法语③678专业语言能力④963英语语言学三、参考书目近年来出版的英语专业阅读、翻译、写作教材；《英国文学选读》（第三版）王守仁主编，高等教育出版社；《美国文学选读》（第三版）陶洁主编，高等教育出版社；《英语语言学纲要》丁言仁、郝克编著，上海外语教育出版社；《英语语言学实用教程》陈新仁编著，苏州大学出版社；任何英语编写的英美文学史、英语语言学教材。

《2015南京大学853物理化学（含结构化学）考研专业课全真模拟卷与答案解析》第一篇：《2015南京大学853物理化学(含结构化学)考研专业课全真模拟卷与答案解析》诚笃南大考研网一、适用考试科目代码与专业适用考试科目代码：853物理化学(含结构化学)适用专业：化学化工学院：化学(01 无机化学、02 分析化学、03 有机化学、04 物理化学、21 理论与计算化学);二、全真模拟卷亮点及作用1.南大真题样式—预热考试状态全面分析总结南京大学考试中心历年考题，完全遵循真题的考试风格、题型题量、考察范围和命题趋势而倾力编写的精品考研专业课辅导材料，保障了模拟试卷的高品质性及准确性。

2.考察难度略高—自检复习效果五套试卷相对真题难度略高，目的让考生查缺补漏，进行模拟试卷训练，掌握考试的答题节奏，检验自己的复习成果。

3.解析详实准确—扫除复习盲区五套模拟卷的每一道试题附有全面解析，答案详实准确，解析重点突出，答题思路清晰，可以帮助考生更好地进行考前密集训练和冲刺提升。

4.紧跟命题规律—把握命题趋势通过模拟测试可以审视试卷结构安排，迅速熟悉命题动态，从而帮助考生短时间内掌握考试重点，迅速获得高分秘诀。

5.模拟考场作战—提升答题技巧考前一个月左右模拟考场进行实战演练，提前适应考场氛围、提升应对考场突发状况的能力，学会合理分配考试作答时间，把握考试节奏，提升答题技巧。

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南京大学英语专业考研真题(2008-12-05 12:12:47)标签：杂谈南京大学英语专业考研真题Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1 It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among other racial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5 Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual's self-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinned non-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt mayalternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex thelanguage-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1) In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2) When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A) a society of many peopleB) a society of diverse discoursesC) a society of multi-ethnic structure(3) "[T]he sense of a Belizean national identity" means a sense ofA) language B) belonging C) history(4) When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complex B) fixed C) uncertain(5) Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA) a historical symbol of a stateB) a primary token of a national identityC) a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略海天海天教育海天考研Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit, (1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibitPart C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略Part D Writing (30/150)The following is excerpted from a letter that appeared in the Letter-to-the-Editor column of China Daily: (30/150)Editor:I just graduated from university with a BA in English, but looking back at my university education, I have to say that I have wasted four years of my life. When I entered the university four years ago, I had the highest English score in the city where I grew up. However, on a job interview a few days ago, the personnel manager of a joint venture company said my English was not good enough.It is my university that is to blame. I have never found my classes helpful; they often repeat what I learned in high school. What's more, the teachers often mispronounce words and use ungrammatical sentences or simply use Chinese throughout the class. Some of them often arrive in class unprepared. They have no interest in us or in teaching; they are probably only interested in making money and publishing their papers.In comparison, my high school teachers were committed They had been well trained and were very strict with us. They gave me more help than those university professors. Even today, if I write an English essay, most of the words and sentence patterns I use would be those I learned during my high school years.All in all, I do not think our government should fund a university undergraduate English program if most of the students are not satisfied. If it is a waste of time for us, it must be a waste of resources for our country.Zhu Fan, Nanjing海天海天教育海天考研This controversial letter has generated a lot of discussion in China Daily, and you would like to join the discussion, too. Complete the following tasks on your answer sheets:(1) (4 / 150) Suppose you are going to write a letter for the Letter-to-the-Editor column of China Daily to express your agreement or disagreement with Zhu Fan, and the letter is about 400 words long. In the introductory paragraph (the first paragraph), you will begin with a sentence that introduces the topic. Write down the sentence that begins this paragraph.(2) (5 /150) Write down the last sentence of the introductory paragraph, that is, the thesis statement that expresses your main idea.(3) (4 x 2/ 150) Suppose you have two body paragraphs that support the thesis statement. Write down the topic sentence for each of them. You may begin it with "First,..." or "Second,...."(4) (4 x 2/150) For each topic sentence you write in (3), give one concrete example that illustrates the point you make in the topic sentence. Each example should not exceed two sentences. (There will be a penalty for using more than two sentences for an example.)(5 / 150) Based on what you write down in (2), (3) and (4), write a conclusion paragraph that contains two or three sentences. (There will be a penalty for using more than three sentences.)Part A Vocabulary and Reading (50/150)Read the passage below and then complete the tasks that follow:Language and Cultural IdentityC. Kramschpara.1It is widely believed that there is a natural connection between the language spoken by members of a social group and that group's identity. By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community. From this membership, they draw personal strength and pride, as well as a sense of social importance and historical continuity from using the same language as the group they belong to.para.2 But how to define which group one belongs to? In isolated, homogeneous communities like the Trobrianders studied by Malinowski, one may still define group membership according to common cultural practices and daily face-to-face interactions, but in modem, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members.para.3 Take ethnicity for example. In their 1982 survey conducted among the highly mixed population of Belize (formerly British Honduras), Le Page and Tabouret-Keller found out that different people ascribed themselves to different ethnicities as either 'Spanish', 'Creole', 'Maya' or 'Belizean', according to which ethnic criterion they focused on — physical features (hair and skin), general appearance, genetic descent, provenance, or nationality. Rarely was language used as an ethnically defining criterion. Interestingly, it was only under the threat of a Guatemalan takeover as soon as British rule would cease, that the sense of a Belizean national identity slowly started emerging from among the multiple ethnic ascriptions that people still give themselves to this day.para.4 Group identity based on race would seem easier to define, and yet there are almost as many genetic differences, say, between members of the same White, or Black race as there are between the classically described human races, not to speak of the difficulty in some cases of ascertaining with 100 percent exactitude a person's racial lineage. For example, in 1983 the South African Government changed the racial classification of 690 people: two-thirds of these, who had been Coloreds, became Whites, 71 who had been Blacks became Coloreds, and 11 Whites were redistributed among otherracial groups! And, of course, there is no necessary correlation between a given racial characteristic and the use of a given language or variety of languagepara.5Regional identity is equally contestable. As reported in the London Times of February 1984, when a Soviet book, Populations of the World, claimed that the population of France consisted of 'French, Alsatians, Flemings, Bretons, Basques, Catalans, Corsicans, Jews, Armenians, Gypsies and "others'", Georges Marchais, the French Communist leader, violently disagreed: 'For us', he said, 'every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history....'para.6 One would think that national identity is a clear-cut either/or affair (either you are or you are not a citizen), but it is one thing, for example, to have a Turkish passport, another thing to ascribe to yourself a Turkish national identity if you were born, raised and educated, say, in Germany, are native speaker of German, and happen to have Turkish parents.para.7 Despite the entrenched belief in the one language = one culture equation, individuals assume several collective identities that are likely not only to change over time in dialogue with others, but are liable to be in conflict with one another. For example, an immigrant's sense of self that was linked in his country of origin perhaps to his social class, his political views, or his economic status becomes, in the new country, overwhelmingly linked to his national citizenship or his religion, for this is the identity that is imposed on him by others, who see in him now, for example, only a Turk or a Muslim. His own sense of self, or cultural identity, changes accordingly. Out of nostalgia for the 'old country', he may tend to become more Turkish than the Turks and entertain what Benedict Anderson has called 'long distance nationalism'. The Turkish he speaks may become with the passion of years somewhat different from the Turkish spoken today in the streets of Ankara; the community he used to belong to is now more an 'imagined community' than the actual present-day Turkey.para. 8 The problem lies in equating the racial, ethnic, national identity imposed on an individual by the state's bureaucratic system, and that individual'sself-ascription. Group identity is not a national fact, but a cultural perception, to use the metaphor with which we started this book. Our perception of someone's social identity is very much culturally determined. What we perceived about a person's culture and language is what we have been conditioned by our own culture to see, and the stereotypical models already built around our own. Group identity is a question of focusing and diffusion of ethnic, racial national concepts or stereotypes. Let us take an example,para. 9 Le Page and Tabouret-Keller recount the case of a man in Singapore who claimed that he would never have any difficulty in telling the difference between an Indian and a Chinese. But how would he instantly know that the dark-skinned non-Malay person he saw on the street was an Indian (and not, say a Pakistani), and that light-skinnednon-European was a Chinese (and not, say, a Korean), unless he differentiated the two according to the official Singaporean 'ethnic' categories: Chinese, Malay, Indian, Others? In another context with different racial classifications he might have interpreted: differently the visual clues presented to him by people on the street. His impression was focused by the classificatory concepts prevalent in his society, a behavior that Benjamin Whorf would have predicted. In turn this focus may prompt him, by a phenomenon of diffusion, to identify all other 'Chinese' along the same ethnic categories, according to the stereotype 'All Chinese look alike to me'.para.10 It has to be noted that societies impose racial and ethnic categories only on certain groups: Whites do not generally identify themselves by the color of their skin, but by their provenance or nationality. They would find it ludicrous to draw their sense of cultural identity from their membership in the White race. Hence the rather startled reaction of two Danish women in the United States to a young African-American boy, who, overhearing their conversation in Danish, asked them 'What's your culture?' Seeing how perplexed they were, he explained with a smile 'See, I'm Black. That's my culture. What's yours?' Laughingly they answered that they spoke Danish and came from Denmark. Interestingly, the boy did not use language as a criterion of group identity, but the Danish did.para.11 European identities have traditionally been built much more around language and national citizenship, and around folk models of 'one nation = one language', than around ethnicity or race. But even in Europe, the matter is not so simple. For example, Alsatians who speak German, French and Germanic Piatt may alternatively consider themselves as primarily Alsatians, or French, or German, depending on how they position themselves vis-à-vis the history of their region and their family biography. A youngster born and raised in France of Algerian parents may, even though he speaks only French, call himself Algerian in France, but when abroad he might prefer to be seen as French, depending on which group he wishes to be identified with at the time.para.12 Examples from other parts of the world show how complex the language-cultural identity relationship really is. The Chinese, for example, identify themselves ethnically as Chinese even though they speak languages or dialects which are mutually unintelligible. Despite the fact that a large number of Chinese don't know how to read and write, it is the Chinese character-writing system and the art of calligraphy that are the major factors of an overall Chinese group identity.Task 1: For each of the following items, study the reading passage and choose A, B or C that best completes the statement (30/150):(1)In the sentence "By their accent, their vocabulary, their discourse patterns, speakers identify themselves and are identified as members of this or that speech and discourse community," the phrase "discourse community" means:A) communal group B) cultural group C) discourse group(2)When the author states: "[The modern, historically complex, open societies it is much more difficult to define the boundaries of any particular social group and the linguistic and cultural identities of its members," he implies that an open society is:A)a society of many peopleB)a society of diverse discoursesC)a society of multi-ethnic structure(3)"[T]he sense of a Belizean national identity" means a sense ofA) languageB) belongingC) history(4)When the author declares that "there is no necessary correlation between a given racial characteristic and the use of a given language or variety of language," he thinks that the relationship between a language and a culture isA) complexB) fixedC) uncertain(5)Georges Marchais said, "every man and woman of French nationality is French. France is not a multinational state: it is one nation, the product of a long history...." He probably regarded "'French" asA)a historical symbol of a stateB)a primary token of a national identityC)a product of a long historyTask 2: The following are definitions of the words contained in the above reading passage. Find these words in the paragraphs as marked in the parentheses (20/150):略Part B Proofreading (30/150)EXAMPLEWhen ∧ museum wants a new exhibit,(1) __a__it never buys things in finished form and hangs them (2) _neveron the wall. When a natural history museumwants an exhibition, it must often build it.(3) exhibit.pb{}.pb textarea{font-size:14px; margin:10px; font-family:"宋体";background:#FFFFEE; color:#000066}.pb_t{line-height:30px; font-size:14px; color:#000; text-align:center;}/*分页*/.pagebox{overflow:hidden; zoom:1; font-size:12px;font-family:"宋体",sans-serif;}.pagebox span{float:left; margin-right:2px; overflow:hidden; text-align:center; background:#fff;}.pagebox span a{display:block; overflow:hidden; zoom:1; _float:left;}.pagebox span.pagebox_pre_nolink{border:1px#ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}.pagebox span.pagebox_pre{color:#3568b9; height:23px;}.pagebox span.pagebox_pre a,.pagebox span.pagebox_pre a:visited,.pagebox span.pagebox_next a,.pagebox span.pagebox_next a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; text-align:center; width:53px; cursor:pointer; height:21px; line-height:21px;}.pagebox span.pagebox_pre a:hover,.pagebox span.pagebox_prea:active,.pagebox span.pagebox_next a:hover,.pagebox span.pagebox_nexta:active{color:#363636; border:1px #2e6ab1 solid;}.pageboxspan.pagebox_num_nonce{padding:0 8px; height:23px; line-height:23px; color:#fff; cursor:default; background:#296cb3; font-weight:bold;}.pageboxspan.pagebox_num{color:#3568b9; height:23px;}.pagebox span.pagebox_num a,.pagebox span.pagebox_num a:visited{border:1px #9aafe5 solid; color:#3568b9;text-decoration:none; padding:0 8px; cursor:pointer; height:21px;line-height:21px;}.pagebox span.pagebox_num a:hover,.pagebox span.pagebox_numa:active{border:1px #2e6ab1 solid;color:#363636;}.pageboxspan.pagebox_num_ellipsis{color:#393733; width:22px; background:none;line-height:23px;}.pagebox span.pagebox_next_nolink{border:1px #ddd solid; width:53px; height:21px; line-height:21px; text-align:center; color:#999; cursor:default;}Part C Translation (40/150)Translate the following passage into Chinese: (20/150)Folktales played a very important role in the social and cultural life of the Plains Indians. Farmers and nomadic hunters alike enjoyed gathering around the fire, especially on wintry nights, to hear the tales of the storyteller. The talents of a good storyteller and the novelty of the tale had the power to figuratively transport hard working Indians to another world.Even today, American Indians believe in the enormous power of the spoken word. As in the past, the imaginative storyteller, typically an old man or an old woman, builds up a reputation as a performer. They enhance their stories by adding gestures, voice changes and songs. He or she might occasionally adapt a particular tale to suit a specific cultural group or tribe. For example, there are usually many different versions of every good tale. Therefore, whenever a story is retold it is likely to be varied, but only within the limits of the tradition established for that particular tale. The storyteller is always mindful of his own, as well as the cultural background of the listener.Translate the following passage into English: (20/150)略。

南京大学MTI考研英语笔译357英语翻译基础真题回忆版2015年1.词组互译FIFAIOCWWWGNP网上交易平台中国国家旅游局localarea network知识产权转基因食品科学发展观其他还有什么第三产业啊都是往年考过的，大家注意看最近几年的真题就好，么么哒～2. 句子翻译（3句）-亚洲各国就像一盏盏明灯，只有串联并联起来，才能让亚洲的夜空才能灯火辉煌。

-中央政府号召各地方利用当地优势和特点开发出口型拳头产品。

-为了进一步发展开放型经济，上海出台了一系列措施吸引外资，建立企业，包括中外合资企业、中外合作企业和外商独资企业。

3.篇章翻译英译中：Thescientific interest of American history centered in national character and theworkings of a society destined to become vast in which individuals wereimportant chiefly as types. 中译英：香港坐落在中国南端的一个弹丸小岛上。

在日趋全球化的经济中，香港正起着一个非常重要的角色。

由于香港的战略位置，面向国际的商业氛围，和优越的通讯条件，使她成为世界贸易的活动中心和亚太地区的神经中枢。

香港已和世界上170个国家和地区的公司有商业往来。

与亚洲其他国家和地区的贸易大幅度增长。

香港的集装港口是世界上最繁忙的，而且还在进一步扩建。

虽然香港开始成为世界金融中心还是最近二十年的事，但现在海外贷款已占到香港银行提供的总贷款的一半以上。

当这颗东方明珠重新回到中国的堂上时，中国人民眼中的香港未来比过去任何时候都更加光明灿烂。

2020南京大学英语语言文学考研经验分享为期一年的考研，终于拉下了帷幕。

在无数的煎熬中我终于被南京大学英语语言文学专业录取了。

去年，在这个平台上我发现好多大神都非常细致的分享了他们的备考经验，在他们的经验中我也学习了很多，经过一年的备考，我也总结了很多我认为很有用的经验教训，希望能帮助20年考研的小伙伴们。

政治：从8月份开始我每天至少花4-5小时在政治上，后期更是大半时间都用来学政治了，书用的肖秀容全套，还看了徐涛的网课以及一堆资料。

时事我看了一些，后期就是狂背肖4肖8。

选择题很重要，1000题一定多做几遍，大概就这些。

二外日语：因为从小就对日语很感兴趣，大学日语学的一直都不错，所以没花多少时间在这上面。

南大日语不太难，但是今年改题型了，大家还是要注意基础知识的积累，尤其是动词变形。

书就用了那些基本的教材，然后认真做了真题。

大家基础不太好的还是要认真学的，不要掉以轻心，这门课很拉分的。

基础英语：是复习起来最痛苦，时间最长，也是收获最大的一门，我基英基础真的不太好，一路复习下来也走了不少弯路，好在朋友给我介绍了爱考宝典的在线专业课辅导老师，他给我认真讲了很多知识点和语法，对我答题和写作帮助都蛮大的。

单词选择：做了两本GRE单词，一个24套一个36套，只背专八肯定不行，GRE是必须背的，还有韦氏小绿本，前前后后看了两遍，推荐大家都看看。

阅读：先后做了几本练习册，还有真题的阅读。

我在备考的时候发现盲目的刷题行不通，就换了策略，开始大量阅读原著和外刊，然后就觉得无论是阅读速度还是分析能力都上了一层楼，所以大家有时间多看看书，多准备一些，说不定哪天就派上用场了。

翻译：汉译英。

张培基第一册，做一遍看一遍，华研专八翻译做了2遍，张培基个人觉得一定要看的，里面很多翻译都很精，也很微妙。

平时读书和做翻译时看到好的用法可以记下来留着以后套着用。

还有英译汉，刚开始练习的时候一篇篇拿给辅导老师修改，让他帮忙指出其中的错误，提升会快一些。

2019南京大学英语笔译考研357英语翻译基础与448汉语写作与百科知识复习全析（含历年真题答案）《2019南京大学357英语翻译基础考研复习全析（含历年真题答案）》由金陵南大考研网依托多年丰富的教学与辅导经验，组织官方教学研发团队与南京大学外国语学院的优秀研究生共同合作编写而成。

全书内容紧凑权威细致，编排结构科学合理，为参加2019南京大学考研的考生量身定做的必备专业课资料。

《2019南京大学357英语翻译基础考研复习全析（含历年真题）》根据以下参考书目冯庆华《汉英翻译基础教程》穆雷《英汉翻译基础教程》结合往年南京大学考研真题内容，帮助报考南京大学考研的同学通过南大教材章节框架分解、配套的课后习题（典型题）讲解及相关985、211名校考研真题与解答，帮助考生梳理指定教材的各章节内容，深入理解核心重难点知识，把握考试要求与考题命题特征。

通过研读演练本书，达到把握教材重点知识点、适应多样化的专业课考研命题方式、提高备考针对性、提升复习效率与答题技巧的目的。

同时，透过测试演练，以便查缺补漏，为初试高分奠定坚实基础。

适用院系：外国语学院：英语笔译（专业学位）适用科目：357英语翻译基础内容详情本书包括了以下几个部分内容：Part 1 - 考试重难点通过总结和梳理冯庆华《汉英翻译基础教程》、穆雷《英汉翻译基础教程》各章节复习和考试的重难点，建构教材宏观思维及核心知识框架，浓缩精华内容，令考生对各章节内容考察情况一目了然，从而明确复习方向，提高复习效率。

Part 2 - 教材课后习题/典型题与解答针对教材冯庆华《汉英翻译基础教程》、穆雷《英汉翻译基础教程》课后习题配备详细解读，以供考生加深对教材基本知识点的理解掌握，做到对考研核心考点及参考书目内在重难点内容的深度领会与运用。

Part 3 - 名校考研真题及详解汇编名校专业课考试科目真题讲解，方便考生检查自身的掌握情况及不足之处，并借此巩固记忆加深理解，培养应试技巧与解题能力。

2022年考研考博-考博英语-南京大学考试全真模拟全知识点汇编押题第五期（含答案）一.综合题(共15题)1.翻译题1.科学家是一小群努力洞悉自然,在表面的杂乱无序中寻求规律的人,他们具有特殊的能力进行思考与分析,具有无限的耐心进行观察与收集数据。

2.当时我们所面临的最关键的问题是熟练劳动力的缺乏,用以培训这种劳动力的大学师资不足,以及我们的大学中由于用于教育和科研的师资和现代化设备短缺造成的研究能力衰退。

3.科学是讲求实际的。

科学是老老实实的学问,来不得半点虚假,需要付出艰巨的劳动。

同时,科学也需要创造,需要幻想,有幻想才能打破传统的束缚,才能发展科学。

4.如果你着手干一番事业而失败了,不要丧失信心。

“我失败了三次”与“我是一个失败者”之间有着天壤之别。

只要你对自己不持否定的想法,不把自己与失败等同起来,而是试图从失败中吸取教训,你很可能在未来取得成功。

【答案】1. Scientists are a group of people who possess special abilities to think and analyze things and have endless patience in observing and data collecting. They all try to discern the nature and find out regulations through the disorderly appearance.2. The most vital problems we faced with at that time were the shortage of laborers, the lack of university teachers in the training of those laborers, and the decline in the researching capability caused by the lack of university teachers and modern equipment used for education and technology research.3. Science always focuses on realities. It needs the conscientious requirement for knowledge and permits of no false. Meanwhile, it involves people’s creation and imagination. And imagination can break the limitation of traditions and develop the science constantly.4. Don’t be disappointed if you fail in the career you have done. The word “I have experienced failure for three times” is absolutely different from the word “I am a loser”. As long as you don’t deny yourself, do not identify yourself with the failure, and try to learn something from your failure, you will be likely to succeed in the future.2.单选题Freud derived psychoanalytic knowledge of childhood indirectly; he（） childhood processes from adult memory. 问题1选项A.reconstructedB.incorporatedC.obstructedD.fostered【答案】A【解析】动词词义辨析。

最新南京大学考研笔记汇总——南京大学本科笔记与考研真题哪里下载？纵观整个考研过程，考研笔记的重要程度不言而喻，从考研初期的知识理解到中期的要点记忆，再到后期的提纲要领，可以说，考研笔记在整个备考过程中起到中流砥柱的重要作用。

若是自己没时间记笔记，能拥有一份往届南京大学考研高分学长学姐的笔记也是极好的！他们的笔记往往内容详细、条理清晰，是对考点的把握和理解的体现。

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针对考研笔记的稀缺性，金陵南大考研网（）官方教学研发团队联合南京大学各专业排名前三的学长学姐们针对南京大学各专业考点，共同编写了一系列《考研复习全析》等，自发售以来好评率超过98%！欲知更多南京大学考研详情，请点击进入【南大考研真题答案】。

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2019南京大学考研645中国近现代基础考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研645中国近现代史基础复习全析（含真题答案，共五册）[金陵南大考研网] 2019南京大学考研935语言及论文写作复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研615文学复习全析(含真题与答案，共六册)[金陵南大考研网] 2019南京大学考研933行政管理学复习全析(含真题与答案，共五册) [金陵南大考研网] 2019南京大学考研613政治学原理复习全析(含真题答案，共三册)[金陵南大考研网] 2019南京大学考研612法理学复习全析(含真题答案，共三册)[金陵南大考研网] 2019南京大学考研653基础英语考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论考试解读与真题答案详解[金陵南大考研网] 2019南京大学考研622新闻传播史论复习全析(含真题与答案)[金陵南大考研网] 2019南京大学考研920会计学复习全析（含真题与答案）[金陵南大考研网] 2019南大考研919经济学原理复习全析（含真题答案，共五册）[金陵南大考研网] 2019南大考研921管理学原理复习全析（含真题答案，共四册）[金陵南大考研网] 2019南京大学考研921管理学原理考试解读与真题答案详解金陵南大考研网链接地址：/【南大考研真题答案】链接地址：/kaoyan/[金陵南大考研网] 2019南大497法硕联考综合课（法学）强化冲刺题库（共三册）[金陵南大考研网] 2019南大498法硕联考综合课（非法学）强化冲刺题库（共三册）[金陵南大考研网] 2019南大397法硕联考专业基础课（法学）强化冲刺题库（共两册）[金陵南大考研网] 2019南大398法硕联考专业基础课（非法学）强化冲刺题库（共两册）[金陵南大考研网] 《现代分子生物学》考研强化冲刺题库（朱玉贤第四版）[金陵南大考研网] 《生物化学》考研强化冲刺题库（查锡良第七版）[金陵南大考研网] 2019南大843中外建筑历史与理论考研强化冲刺题库（共3册）[金陵南大考研网] 《传热学》考研强化冲刺题库（杨世铭第四版）[金陵南大考研网] 2019南京大学中国建筑史考研强化冲刺题库[金陵南大考研网] 2019南京大学外国建筑史考研强化冲刺题库[金陵南大考研网] 2019南京大学工程经济学考研强化冲刺题库[金陵南大考研网] 《普通化学原理》考研强化冲刺题库（华彤文第四版）[金陵南大考研网] 2019南京大学计算机组成原理考研强化冲刺题库[金陵南大考研网] 2019南京大学数据结构考研强化冲刺题库[金陵南大考研网] 2019南京大学计算机网络考研强化冲刺题库[金陵南大考研网] 2019南京大学操作系统考研强化冲刺题库[金陵南大考研网] 《细胞生物学》考研强化冲刺题库（翟中和第四版）[金陵南大考研网] 《植物生理学》考研强化冲刺题库（潘瑞炽第七版）[金陵南大考研网] 《生物化学》考研强化冲刺题库（王镜岩第三版）【共两册】[金陵南大考研网] 《普通生物学》考研强化冲刺题库（陈阅增第四版）[金陵南大考研网] 《经济地理学》考研强化冲刺题库（李小建第二版）[金陵南大考研网] 2019南大815地理信息系统概论考研强化冲刺题库（共两册）[金陵南大考研网] 2019南京大学814人文地理学考研强化冲刺题库[金陵南大考研网] 2019南京大学813自然地理学考研强化冲刺题库[金陵南大考研网] 《水污染控制工程》考研强化冲刺题库（高廷耀第四版下册）[金陵南大考研网] 《环境化学》考研强化冲刺题库（戴树桂高教版）[金陵南大考研网] 《物理化学》考研强化冲刺题库（傅献彩第五版）【共两册】[金陵南大考研网] 《有机化学》考研强化冲刺题库（胡宏纹第三版）【共两册】[金陵南大考研网] 《化工原理》考研强化冲刺题库（夏清第二版）【共两册】[金陵南大考研网] 《高分子化学》考研强化冲刺题库（潘祖仁第五版）[金陵南大考研网] 《无机化学》考研强化冲刺题库（高教第三版）【共两册】[金陵南大考研网] 《数字电子技术基础》考研强化冲刺题库（阎石第五版）[金陵南大考研网] 《通信原理》考研强化冲刺题库（樊昌信第七版）[金陵南大考研网] 《数字信号处理教程》考研强化冲刺题库（程佩青第四版）[金陵南大考研网] 《电子技术基础-模拟部分》考研强化冲刺题库（康华光高教第五版）[金陵南大考研网] 《信号与系统》考研强化冲刺题库（共两册）[金陵南大考研网] 《大学物理学：力学、电磁学》考研强化冲刺题库（张三慧第三版B版）[金陵南大考研网] 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2022年考研考博-考博英语-南京大学考试全真模拟全知识点汇编押题第五期（含答案）一.综合题(共15题)1.单选题Mr. Smith became very（）when it was suggested that he had made a mistake.问题1选项A.ingeniousB.empiricalC.objectiveD.indignant【答案】D【解析】考查形容词词义辨析。

形容词词义辨折。

ingenious “有独创性的，机灵的”；empirical “经验主义的”；objective “客观的”；indignant “愤愤不平的”。

句意：当被指出犯了错误时，史密斯先生感到很气愤。

选项D符合题意。

2.单选题I am （） to Mr. Morrison because of the kindness and concern that he showed me when I first got here.问题1选项A.gratifiedB.indebtedC.dueD.desirous【答案】B【解析】形容词词义辨析。

gratified “称心的，宽慰的”；indebted “感激的，受惠的”；due “到期的，应付的”；desirous “渴望的，想要的”。

句意：因为当我第一次到这儿时莫里森先生的友善和关心，我对此是感激的。

选项B符合题意。

3.单选题In spite of the（）economic forecasts, manufacturing output has risen slightly.问题1选项A.gloomyB.miserableC.shadowyD.obscure【答案】A【解析】考查近义词辨析。

gloomy “惨淡”miserable “悲惨的，痛苦的”；shadowy “模糊的”；obscure “晦涩的，不清楚的”。

in spite of表示转折，句子意思为：尽管经济前景不景气，但是制造业的产量略有上涨。

2022年考研考博-考博英语-南京大学考试全真模拟全知识点汇编押题第五期（含答案）一.综合题(共15题)1.单选题My eldest sister went on with the story and young children around her（）with wonderful!” from time to time.问题1选项A.broke outB.broke offC.broke inD.broke up【答案】C【解析】动词词组辨析。

break out “爆发，突发”；break off “折断，突然停止”；break in “打断，闯入”；break up “打碎，结束”，句意：我的姐姐继续讲故事，围在她身边的小孩子时不时地打断欢呼“太棒了！”。

选项C符合题意。

2.单选题He brought an entirely new level of style and sophistication to jazz music. Although a gifted piano player, Duke Ellington used the orchestra as his principal instrument. He considered himself a composer and arranger rather than just a musician, like Jelly Roll Morton before him.It was in 1917 when Duke began playing music professionally in Washington, D. C. Stride piano players like James P • Johnson and Willie “The Lion” Smith influenced his piano technique. Duke led a band called The Washingtonians, which played at The Hollywood Club in Manhattan (the club was later renamed as the Kentucky Club). This band acquired a style all its own when trumpet player Bubber Miley joined it, bringing with him his unique plunger-mute style of playing. Called the “ Jungle Sound，” this sound came to be largely responsible for Ellington’ s early success. A good example of this style of playing is the song East St. Louis Toodle-Oo. In 1924，the group recorded their first album, Choo Choo ( Gotta Hurry Home and Rainy Nights ( Rainy Days) ) . However, the band didn’t hit the big time until after Irving Mills became their manager and publisher in 1926. In 1927, the band re-recorded versions of East St. Louis Toodle-Oo, then debuted two songs that would be associated with Duke for the rest of his career, Black and Tan Fantasy and Creole Love Call.Ellington’s Orchestra, unlike many of its co ntemporaries, was able to make the transition from 1920s hot jazz to 1930s swing music. One song it played, It Don’t Mean a Thing (If It Ain’t Got That Swing), even came to define the era. What kept the Ellington Orchestra a major force in jazz was this very ability to adapt and grow with the times.The fame and influence of Ellington continued to grow throughout the 40s and 50s. His band continued to come up with jazz standards like Take the ‘ A ’ Train, Perdido, the 4 C ’ Jam Blues, and Satin Doll Duke wrote several religious pieces in the 1960s. He also composed The Far East Suite, then also collaborated with a highly diverse group of jazz musicians, among them Charles Mingus and Max Roach with whom he played a trio.1.What is the main topic of this passage?2.According to the passage, Duke Ellington worked as all of the following EXCEPT as a（）.3.Which of the following statements would the author of this passage most probably agree with?4.All of the following statements about Duke Ellington are true EXCEPT（）.问题1选项A.the life of Duke EllingtonB.the shift from jazz to swing musicC.the music of Duke EllingtonD.the development of jazz music问题2选项A.band leaderB.singerC.band managerposer问题3选项A.Duke Ellington’s resistance to ch ange caused the collapse of his musical career.B.Duke Ellington did most of his jazz compositions in collaboration with others.C.Duke Ellington’s classical compositions are his greatest contribution to music.D.Duke Ellington’s sophisticated musical s tyle greatly influenced the jazz genre.问题4选项A.He trained several bands to perform his jazz music.B.He had always performed with his own band.C.He was a major influence in jazz music.D.He composed many songs that defined a certain period.【答案】第1题:C第2题:C第3题:D第4题:B【解析】1.主旨题。

2022年考研考博-考博英语-南京大学考试全真模拟易错、难点剖析B卷（带答案）一.综合题(共15题)1.单选题Hardy’s weakness（）his apparent inability to control the comings and goings of these impulses and from his unwillingness to cultivate and sustain the energetic and risky ones.问题1选项y inB.gave rise toC.shed light onD.derived from【答案】D【解析】动词词组辨析。

lie in “躺在”；give rise to “引起”；shed light on “使......清楚地显出；derive from“源自”。

句意：哈代的缺点一方面源于没有能力控制好各种不同的创作冲动，另一方面源于他不愿意去培养和保持那些充满活力和冒险的想法。

选项D符合题意。

2.单选题If Catlin was the painter of the American Indian, and Bierstadt the portrayer of the Rocky Mountains, the artist of the Western cowboys and settlers was Frederic Remington. Bom in Canton, New York, the son of a wealthy publisher, Remington was a boxer and a football player at Yale — the last name one would expect to become the artist of the Old West. But as a boy he loved horses, and fed on the journals of George Catlin and Lewis and Clark. At the age of nineteen, he left college to look for adventure. He traveled from Montana to Texas, as a cow puncher and prospector. Remington had always been interested in journalism. Now he began to write down, and to paint and sketch what he saw. The subject of “Winning of the West” so fascinated the East that magazines and newspapers were crammed with accounts of the prospector’s adventures, and of battles with rustlers and other out-laws —all the tales that were then news and have since become legends in American history. There are also stories contributed by Bret Harte, Richard Harding Davis, Joaquin Miller, and many more. Often these were illustrated by sketches and paintings from Remington’s hand, but it was as a sculptor that Remington was the greatest artist.1.The writer’s purpose in the passage is to（）.2.Bierstadt’s relationship to the Rocky Mountain can be compared to that Remington’s to （）3.During his youth, Remington read the writings of（）.4.Remington based his art on the（）问题1选项pare Remington with Catlin and BierstadtB.show how the news stories of one age become the legends of the nextC.describe the major works of RemingtonD.outline Remington’s career问题2选项A.New YorkB.Yale UniversityC.the stories of Bret HarteD.the cowboys of the West问题3选项A.HartB.CatlinC.Bierstadtler问题4选项A.stories he read in newspapersB.things he had seen and experiencedC.paintings he copied from Catlin and BierstadtD.principles he had learned at Yale【答案】第1题:D第2题:D第3题:B第4题:B【解析】1.主旨题。