北京外国语大学英汉同声传译(试题和答案)2004年考研试题研究生入学考试试题考研真题

北京外国语大学2014年硕士研究生入学考试试题招生专业：英语同声传译科目名称：英汉互译（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一、将下列段落译为汉语（25分）In the pre-modern era, political, economic, and social life was governed by a dense web of interlocking relationships inherited from the past and sanctified by religion. Limited personal freedom and material benefits existed alongside a mostly unquestioned social solidarity. Traditional local orders began to erode with the rise of capitalism in the eighteenth and nineteenth centuries, as the increasing prevalence and dominance of market relationships broke down existing hierarchies. The shift produced economic and social dynamism, an increase in material benefits and personal freedoms, and a decrease in communal feeling. As this process continued, the first modern political ideology, classical liberalism, emerged to celebrate and justify it.Liberalism stressed the importance of the rule of law, limited government, and free commercial transactions. It highlighted the manifold rewards of moving to a world dominated by markets rather than traditional communities, a shift the economic historian Karl Polanyi would call “the great transformation.” But along with the gains came losses as well—of a sense of place, of social and psychological stability, of traditional bulwarks against life’s vicissitudes.Left to itself, capitalism produced long-term aggregate benefits along with great volatility and inequality. This combination resulted inwhat Polanyi called a “double movement,” a progressive expansion of both market society and reactions against it. (211）二、将下列短文译为汉语（50分）The European Union was established with a legal treaty and is founded on the principle of the rule of law. This concept centers on a set of rules governing all society's processes and interactions and being above all society's institutions and organizations. The rules or laws set the moral and ethical standards by which the behaviour of members of society and organizations are judged. For the rule of law and thereby civil society to flourish, it requires the citizens of a country to respect and trust legal processes, and the law to be applied in a consistent way to all. This gives people a feeling of inclusiveness and optimism about their future. The European Union's Governance for Equitable Development (GED) project, implemented by the United Nations Development Programme (UNDP) from 2007 to 2012, has assisted China to benefit from knowledge of Europe’s developed legal system and civil society through technical exchange, research and knowledge sharing.As people’s incomes grow and materi al living standards rise, their expectations about the quality of life, participation in civil society, protection of property and individual rights increase. Meeting these expectations for a better life in a rapidly urbanizing society with a still significant rural population is one of the key challenges facing China today. This is where the GED project has supported China in moving to a more equitable, inclusive and vibrant civil society, based on the rule of law.The project has worked with three key Chinese agencies, the National Peoples’ Congress, the Supreme People’s Court and the Ministry of Civil Affairs on topics ranging from law drafting and court efficiency to registration of civil society organizations. The project has produced remarkable results over five years, leading to an improved environment for civil society to flourish in China, increased citizen participation in law making, reduced barriers to seeking justice, increased transparency and efficiency of selected courts and progress in the consistency of court decisions. (321)三、将下列段落译为英语（25分）当今世界，和平、发展、合作是时代潮流更加强劲，但同时人类社会也面临着前所未有的挑战。

北京外国语大学2004年硕士研究生入学考试语言学与应用语言学专业试卷IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided．1．Shakespeare has Juliet say：What‟s in a name? That which we call a roseBy any other name would smell as sweet．What do the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language．(15 points) 2．How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions about language have fascinated thinkers throughout the ages．For example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview．Write a short essay to explain your position on this view．(35 points)3．Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples．(15 points)4．Suppose you were given four cards，each of which had a different phoneme of English printed on it：Now arrange these cards to form all the "possible" words that these four phonemes could form．Discuss what rules you have followed t0 come up with these words．(20 points) 5．Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)a．Dick finally decided on the boat．b．The professor's appointment was shocking．c．The governor is a dirty street fighter．d．Terry loves his wife and so do I．e．No smoking section available．6．It is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "Colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formed．How would you respond to this argument?(25points)7．TOEFL often requires the examinees to specify the situational context after listening to a conversation．See for example a tape-script below for an exam item．Voice A (male)：How much is this tie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOEFL people‟s belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)参考答案：北京外国语大学2004年硕士研究生入学考试语言学与应用语言学专业试卷IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided．1．Shakespeare has Juliet say：What‟s in a name? That which we call a roseBy any other name would smell as sweet．What do the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language．(15 points) The lines said above show that the relationship between the form (sounds) and meaning (concept) of a word in spoken language is arbitrary in nature. That means there is no logical connection between forms (sounds) and meaning (concept). Different sounds are used to refer to the same object in different languages. Sounds are just symbols; they are associated with objects, actions, ideas, etc. by convention. In this example, the rose can be called by many names in different languages but its smell never changes. Another example, different languages have different forms for referring to …dog‟ in English, such as Chinese …狗（gou）‟ , French …chien (n.m.)‟. While language is arbitrary by nature, there are some exceptions as well. The best examples in English are the onomatopoetic words and compound words. For example, some onomatopoetic words …rumble‟, … crash‟, …crackle‟… bang‟ are uttered like the sounds they describe, thus seem to have a natural basis. Besides, some compound words are also not entirely arbitrary. For example while …photo‟and …copy‟are both arbitrary, the compound word …photocopy‟is not entirely arbitrary, thus seem to be motivated. Anyhow, non-arbitrary words make up only a small percentage of the vocabulary of a language.2．How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another? These questions about language have fascinated thinkers throughout the ages．For example，Johann Gottfried Herder and Wilhelm yon Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview．Write a short essay to explain your position on this view．(35 points)Humans have a unique linguistic system for communication that serves as the primary vehicle for expressing thoughts. Language and thought may be viewed as two independent circles that develop along two different routes but overlap in some parts, where language and thought are consistent with each other. But language is not the only means of expressing thought. As for the relationship between language and the thought, we think that language does not determine the way we think but influence the way we perceive the world and recall things, and affects the ease with which we perform mental tasks. That is, language may be used to provide new ideas, bring about a change in beliefs and values, solve problems, and keep track of things in memory. For example, a well-developed vocabulary may well assist us in learning the concepts the lexis covers. We recall things more easily when they correspond to readily available words or phrases. It is certainly easier for us to make a conceptual distinction if it neatly corresponds to a particular lexical item available in our language. When we label our experience with linguistic symbols, our language will influence how we remember and think about those experiences, otherwise the relationship between language and perception, memory or thinking will be greatly reduced.In terms of relationship between language and culture, we can infer that a language not only expresses facts, ideas, or events that represent similar world knowledge by its people, but also reflects the people‟s attitudes, beliefs, world outlooks, and etc. Language expresses cultural reality. On the other hand, as people‟s language uses express their culture represented by its social conventions, norms and social appropriateness, the culture both emancipates and constrains peoplesocially, historically and metaphorically. Sharing a same community culture, people have acquired common ways of viewing the world through their speech interactions with other members of the same group. Although language and culture are inextricably intertwined, culture is a wider system that completely includes language as a subsystem. The knowledge and beliefs that constitute a people‟s culture are habitually encoded and transmitted in the language of the people. Language as an integral part of human being, permeates his thinking and way of viewing the world, language both expresses and embodies cultural reality.As for the relationship between language and world views, the language system does not necessarily provide specifics of one‟s world view. All humans share a general conceptualizing capacity, Speakers of different languages are capable of distinguishing and recognizing experiences according to their respectively different linguistic coding systems for the same objective world. On the one hand, people speaking the same language may have different world views, including political, social, religious, scientific and philosophical views. On the other hand, people speaking different languages may share similar world views on above aspects. Moreover, one language can describe many different worldviews, as is evident in the case of successful translation.According to the theories shown above, we can infer that Johann Gottfried Herder and Wilhelm yon Humboldt‟s view has both merits and limitations. First, they see clearly that there exists a relationship between language and thoughts. Second, they assume that language influences so much the way people think that people who think in different ways will have different world views. Based on the theoretical views above we think this view is not rational in this aspect.3．Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples．(15 points)The Phonetic Alphabet is a system of letters and symbols that are used to represent the individual sounds of a language. English is a language that uses a phonetic alphabet system because it is a phonographic language by nature. There are mainly three types of language concerning its writing system: ideographic language which use symbols (ideograms) to represent whole words or concepts (ideas), with Chinese as an example; syllabic language which word or concepts are represented by syllable, with Japanese syllabic system as an example; phonographic language which uses special alphabetic or other typographical characters to express the sounds of an actual spoken utterance in writing, with many European languages as examples. English uses alphabetic script to represent certain single type sound. For example, the sound which is written sh in English can be expressed by symbols of [∫] ship;and the sound that is written in c can be expressed by the symbol of [k] cup.4．Suppose you were given four cards，each of which had a different phoneme of English printed on it：Now arrange these cards to form all the "possible" words that these four phonemes could form．Discuss what rules you have followed to come up with these words．(20 points) The “possible”words that the four phonemes could form are blik, klib, bilk and kilb. The phonological rules of English determine the possible combination of sound. First, an English syllable consists of Onset and Rhyme that can further be divided into Nucleus and Coda. The Nucleus is necessary in a syllable and is represented by vowel. Both the Onset and the Rhyme are not necessary and can be represented by a constant or a cluster of constants. If three consonants cluster together at the beginning of a word, the first phoneme must be /s/. In this example, becausethere are two Stops, the /k/, /b/, /l/ could not form possible constant cluster. Secondly, the vowel /i/ should not function as nucleus because there is no combination of other three consonants as Coda. Thirdly, the degree of sonority of different classes of sounds affects their possible positions in the syllable. In English the sonority scale from the most sonorous to the least sonorous is V owels ^ Approximants ^Nasals ^Fricatives ^Stops. In a possible English syllable, the sonority of each sound gradually rises to a peak at the Nucleus and then falls at the Coda. So if the first phoneme is /l/, then the next sound must be a vowel /i/, leaving /b/ and /k/ to form a cluster. However, the phoneme /b/ and /k/ are both Stops and could not form a constant cluster. This excludes the words beginning with /l/. Fourthly, considering the rules described above, the only possible arrangements are words beginning with /k/, /b/, /kl/, or /bl/. When the first phoneme is /k/ functioning as Onset, the Nucleus is the vowel /i/ and with /lb/ as possible constant cluster The Onset can be a constant cluster of /kl/ with /i/ as nucleus and a single constant /b/ as coda. Both the two arrangements conform to the sonority scale of an accepted syllable. Similarly, …bilk‟and …blik‟are possible words formed by the four phonemes.5．Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved：(10 points)a．Dick finally decided on the boat．b．The professor's appointment was shocking．c．The governor is a dirty street fighter．d．Terry loves his wife and so do I．e．No smoking section available．a. First interpretation: Dick finally made a decision which is related to …boat‟.Second interpretation: Dick finally made a decision at the place of a boat.b. First interpretation: The professor was appointed by someone else, and this event was shocking.Second interpretation: The professor had appointed someone else and his act of appointing was shocking.c. First interpretation: The governor always undergoes the act of fighting in the street and he/she has a dirty reputation.Second interpretation: The governor is a sanitation worker who is responsible for cleaning the dirty streets.d. First interpretation: Terry loves his wife and I love my wife.Second interpretation: Terry loves his wife and I love his wife too.e. First interpretation: The section for non-smokers is available.Second interpretation: The available section for smokers does not exist.6．It is argued that grammaticality judgments do not depend on whether the sentence is meaningful or not, as shown by the sentence "Colorless green ideas sleep furiously”，which does not make much sense but is syntactically well formed．How would you respond to this argument?(25points)This sentence whose grammar is correct but meaning is nonsensical is composed by Noam Chomsky. At the syntactic level it is acceptable with a subject noun modified by an adjective and a verb modified by an adverb. However, the sentence does not make sense because things logically cannot be colorless and green simultaneously, ideas cannot sleep and nothing can sleep furiously. Such a sentence, which is grammatically correct but semantically anomalous,illustrates that there are two aspects of meaning: grammatical meaning and semantic meaning. The grammatical meaning of a sentence refers to its grammaticality, i.e., its grammatical well-formedness which is governed by the grammatical rules. Whether a sentence is semantically meaningful is governed by rules called selectional restrictions, i.e., constraints on what lexical items can go with others. So, itwould seem that the structure of sentences and their meaning are two distinct things, representing two different levels of language processing. The rules for forming the structure of sentences are wholly independent and different from those rules which compose the meanings of sentences.Chomsky demonstrates that words are symbols with associated properties that will not function if they are not used in the proper semantic context. “Meaning” is not dependent on the grammar of a certain language. That means that though words may follow a valid grammatical structure, they cannot form a meaningful sentence, or be a part of a meaningful phrase, if they violate their defined linguistic contexts. These contexts play an important role in the initial forming of logical sentences. As each word is simply a symbolic container for both greater and smaller contexts, the underlying structure by which these containers are organized, has important bearing on how they are composed to form sentences. Chomsky explained that sentences with the proper symbolic containers (words) may often be recomposed with more useful grammatical structure—but meaningless sentences, regardless if they have proper grammar, are hopelessly lost for meaning.Many functionalist linguists and cognitive linguists have argued against the notion of meaninglessness in language. They point to the fact that the purpose of language is the exchange of meanings; while sentences like 'colorless green ideas sleep furiously' may be possible, they hardly ever appear in naturally occurring language.7．TOEFL often requires the examinees to specify the situational context after listening to a conversation．See for example a tape-script below for an exam item．Voice A (male)：How much is this tie?Voice B (female)：FortyVoice C (male)：Where does this conversation most probably take place?What do you think is the TOEFL people‟s belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)（本题比较灵活，以下答案可供参考）TOEFL (Test of English as a Foreign Language) has for decades been used throughout the world as a standardized test for assessing English proficiency. Originally, TOEFL scores are intended to provide a reliable measure of the linguistic competence of candidates for English speaking universities, but now it focuses on communicative competence and tests the holistic language proficiency of test-takers including reading, listening, speaking and writing, as well as improving pronunciation and building vocabulary. Particular emphasis is placed on listening and speaking. The primary goal of the course is to teach communicative competence, that is, the ability to communicate in English according to the situation, purpose, and roles of the participants.TOEFL is a part of the functional approach to a second language evaluation. The communicative competence test was designed to investigate the possibilities of constructing discourse-oriented measures of language behavior. The social appropriateness of an utterance, who is talking to whom, when, and under what circumstances, is just as important as its linguistic accuracy, or grammaticality. Most second language instruction is mainly concerned with the formal structure of the target language. Consequently, learning a second language in most language classrooms is a matter of mastering grammar and pronunciation. As a result, little attention is paid to teaching language as a tool for communication in the real world. But TOEFL people believe that it is not enough to teach and test learners how to manipulate the structures of the foreign language. Students must also develop strategies for relating these structures to their communicative functions in real situations and real time. Foreign language teachers must therefore provide learners with ample opportunities to use the language themselves for communicative purposes. They should be concerned with developing the learners' ability to take part in the "process of communicating" through language, rather than with their perfect mastery of individual structures. Language use, what is said on a particular occasion, how it is phrased, and how it is coordinated with nonverbal signs, has become a widely researched field in TOEFL listening test. The social aspects of language use rather than the formal aspects of language structure have become the objects of attention. As a result, the learning of a language is now viewed as including not only the grammar of that language but also “the capacity to use the language in a way that isappropriate to the situational and verbal constraints operating at any given time”. These constraints may come from the relationship between the speaker and the addressee, the nature of the topic, the medium that is being used, the specific occasion, other ritualistic conventions, and so forth. Therefore, helping second language learners achieve language appropriateness should be as important as helping them achieve grammaticality in the target language. Because the appropriate language choice depends on the characteristics of the addressee and relations with the speaker, more attention should be given to such relationships.TOEFL uses more real-life tasks to assess reading, writing, listening and speaking skills. For example, one of the item types in the Listening Comprehension section of the TOEFL test is the short Dialogue, where the relationship of real speakers, the special context of communication, the intended meaning of one speaker etc are particularly examined. In another test instance, students may watch a university lecture that takes place in a real university classroom. Students are first asked to complete an activity about the lecture as part of their listening task. Following this task, students may then be asked to explain something about the lecture, and this will be the speaking assessment. In order to assess reading and writing skills, students may be asked to answer questions by, for example, fill-in-the blanks about a text and perhaps write a for/against type of essay about what is discussed in the text. When we think about the tasks a student has to complete in college, we see that all four of the above tasks are similar.。

北京外国语大学2009年硕士研究生入学考试复语同声传译专业试卷..................错误！未定义书签。

北京外国语大学2008年硕士研究生入学考试英汉同声传译专业试卷(复语班)...错误！未定义书签。

北外2008年英汉同声传译专业考研试题. (1)北外2007年英汉同声传译专业考研试题 (6)北外2006年英汉同声传译专业考研试题 (11)北外2005年英汉同声传译专业考研试题 (16)北外2004年英汉同声传译专业考研试题 (21)北外2003年英汉同声传译专业考研试题 (26)北外2002年英汉同声传译专业考研试题 (30)北外2001年英汉同声传译专业考研试题 (34)北外2008年英汉同声传译专业考研试题Ⅰ.将下列段落译为汉语（25分）Outside Europe,the most important powers in 1939were undoubtedly Japan and the United States. Japan was at the time already deeply involved in hostilities with China.After seizing the northern provinces of that country in1931and organizing them into the puppet state of Manchukuo,Japan had tried to protect its rich loot and to expand its influence in China by a series of interventions, particularly in the rest of northern China.These steps had not surprisingly produced a rising tide of anti-Japanese sentiments in China,which in turn led the Japanese to embroil themselves even more deeply into Chinese affairs.When this tendency to interfere in China was combined with a degree of internal confusion and incoherence within the Japanese government that made the Chinese warlords of thetime look well organized,new trouble was almost certain to follow.(141words)Ⅱ.将下列短文译为汉语（50分）Inflation:China’s least wanted exportWhen inflation starts to kill people then it is a serious problem.Three people died and31were injured on Saturday in a stampede to buy cut-price cooking oil in the western Chinese city of Chongqing. China can no longer explain away inflation as a short-term result of floods and epidemics of animal disease?nor can it ignore the strains its macroeconomic policies are producing.Cooking oil is a special case?its price influenced by demand from China’s glut of new biofuel refineries?but the broader price of food has risen in recent months by more than15per cent compared with a year earlier.Floods and other acts of God have had their effect,as has the global rise in wheat prices,but there are structural forces at work as well.Nor is inflation confined to food any longer: producer prices are creeping up.The PPI for manufactured goods was up3.2per cent in October? many steel products rose by more than10per cent? and the PPI is likely to go even higher when the recent10per cent hike in the controlled pump price of diesel feeds through.Given the likelihood thatmore state-controlled prices will have to rise,and given that the official inflation data do not properly capture important prices,such as the cost of education,the real situation may be even worse.That is a worry for the rest of the world,used to enjoying the“China price”,a seemingly open-ended deflationary pressure on the world economy.The surge in Chinese inflation since June has barely fed through into export prices yet?but it will.China’s currency has also been gently appreciating,but so far improvements in productivity have meant that Chinese manufacturers have not needed to raise export prices.If currency appreciation speeds up,that will change.The renminbi may have to rise faster because the tools that China is using to tackle inflation have not worked.Bank reserve requirements were hiked again over the weekend,to13.5per cent,but the strain on the banking sector’s profitability will start to tell.Interest rates have risen repeatedly,but with CPI inflation above6per cent,and benchmark lending rates only slightly higher,real interest rates are low.There must now be a low,but non-zero, probability that China opts for a one-off revaluation of the renminbi in order to ease its domestic monetary problems.That would be the right move. The adjustment would be easier both for China andfor the rest of the world if the renminbi had not been kept so low for so long.But the pain of unwinding global imbalances will only get worse the longer they are left.(451words)Ⅲ.将下列段落译为英语（25分）科学发展观是协调的发展观。

2004年语言学与应用语言学IMPORTANT!!!All the questions are to be answered in English on the answer sheets provided.1. Shakespeare has Juliet say:What is in a name?That which we call a roseBy any other name would smell as sweet.What do you think the above lines say to you about the relationship between the form (sounds) and meaning (concept) of a word in spoken language?Explain with positive evidence as well as exceptions from the English language. (15 points)2.How much does our language influence the way we think? How deeply do language and culture interpenetrate and influence one another?These questions about language have fascinated thinkers throughout the ages.For example,Johann Gottfried Herder and Wilhelm von Humboldt in the German Romantic tradition regarded language as a prisma or grid spread over things in the world so that each language reflects a different worldview. Write a short essay to explain your position on this view. (35 points)3.Is English a language that uses a phonetic alphabet system? Explain briefly why or why not with examples. (15 points)4.Suppose you were given four cards,each of which had a different phoneme of English printed on it:/k/, /b/, /l/, /i/Now arrange these cards to form all "possible" words that these four phonemes could form. Discuss what rules you have followed to come up with these words. (20 points)5.Paraphrase each of the following sentences in two different ways to show that you understand the ambiguity involved: (10 points)a. Dick finally decided on the boat.b. The professor's appointment was shocking.c. The governor is a dirty street fighter.d. T erry loves his wife and so do I.e. No smoking section available.6.It is argued that grammatically judgments do not depend on whether the sentence is meaningful or not,as shown by the sentence "Colorless green ideas sleep furiously",which doesn't make much sense but is syntactically well formed. How would you respond to this argument? (25 points)7.TOEFL often requires the examinees to specify the situational context after listening to a conversation.See for example a tape-script below for an exam item:Voice A (male): How much is this tie?Voice B (female): Forty.Voice C (male): Where does this conversation most probably take place?What do you think is the TOEFL people's belief about what constitutes linguistic competence and how linguistic competence can be tested? (30 points)。

北京外国语大学2011年硕士研究生入学考试试题招生专业：复语同声传译科目名称：英汉互译（考试时间3小时，满分150分，全部写在答题纸上，答在试题页上无效）一、将下列段落译为汉语（25分）Print books may be under siege from the rise of e-books, but they have a tenacious hold on a particular group: children and toddlers. Their parents are insisting this next generation of readers spend their early years with old-fashioned books. This is the case even with parents who themselves are die-hard downloaders of books onto Kindles, iPads, laptops and phones. They freely acknowledge their digital double standard, saying they want their children to be surrounded by print books, to experience turning physical pages as they learn about shapes, colors and animals. Parents also say they like cuddling up with their child and a book, and fear that a shiny gadget might get all the attention. Also, if little Joey is going to spit up, a book may be easier to clean than a tablet computer.As the adult book world turns digital at a faster rate than publishers expected, sales of e-books for titles aimed at children under 8 have barely budged. They represent less than 5 percent of total annual sales of children’s bo oks,several publishers estimated, compared with more than 25 percent in some categories of adult books. Many print books are also bought as gifts, since the delights of an Amazon gift card are lost on most 6-year-olds. (210)二、将下列短文译为汉语（50分）Like most creatures on earth, humans come equipped with a circadian clock, a roughly 24-hour internal timer that keeps our sleep patterns in sync with our planet. At least until genetics, age and our personal habits get in the way. Even though theaverage adult needs eight hours of sleep per night, there are “short-sleepers,” who need far less, and morning people, who, research shows, often come from families of other morning people. Then there’s the rest of us, who rely on alarm clocks.For those who fantasize about greeting the dawn, there is hope. Sleep experts say that with a little discipline (well, actually, a lot of discipline), most people can reset their circadian clocks. But it’s not as simple as forcing yourself to go to bed earlier (you can’t make a wide-awake brain sleep). It requires inducing a sort of jet lag without leaving your time zone. And sticking it out until your body clock resets itself. And then not resetting it again.To start, move up your wake-up time by 20 minutes a day. If you regularly rise at 8 a.m., but really want to get moving at 6 a.m., set the alarm for 7:40 on Monday. The next day, set it for 7:20 and so on. Then, after you wake up, don’t linger in bed. Hit yourself with light. In theory, you’ll gradually get sleepy about 20 minutes earlier each night, and you can facilitate the transition by avoiding extra light exposure from computers or televisions as you near bedtime.But recalibrating your inner clock requires more commitment than many people care to give. For some, it’s almost i mpossible. Very early risers and longtime night owls have a hard time ever changing. Night-shift workers also struggle because they don’t get the environmental and social cues that help adjust the circadian clock. (305)三、将下列段落译为英语（25分）虽然导致不平等的原因很多，但我们可以大体上把它们分为三类。

北京外国语大学2004年硕士生入学考试英语语言文学专业试卷Time Limit: Three Hours Total Points: 150All answers must be written on the answer sheets.Section 1 Matching（30 points）Match each of the following ten passages with its source. There are more sources than passages here, and one source may be matched with more than one passage.Write the passage number and the corresponding source letter for each answer. For example, suppose Passage 11 is the following:Only one same reason is shared by all of us: we wish to create worlds as real as, but other than the world that is. Or was. This is why we cannot plan. We know a world is an organism, not a machine. We also know that a genuinely created world must be independent of its creator; a planned world (a world that fully reveals its planning) is a dead world. It is only when our characters and events begin to disobey us that they begin to live.And its source is [M] John Fowles. Then your answer will be 11M.Sources (From A to L)[Al Geoffrey Chaucer [G] Ernest Hemingway[B] Kate Chopin [H] John Keats[C] Joseph Conrad [I] D. H. Lawrence[D] Frederick Douglass [J] Percy Bysshe Shelley[E] T. S. Eliot [K] John Steinbeck[Fl Thomas Hardy [L] Harriet Beecher StowePassages1. The meaning of an episode was not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze, in the likeness of one of these halos that sometimes are made visible by the spectral illumination of moonshine.2. The migrant people, scuttling for work, scrabbling to live, looked always for pleasure, dug for pleasure, manufactured pleasure, and they were hungry for amusement.3. A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over:"Allez vous-en.t Allez vous-en! Sapristi.t That's all fight!"4. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought, her to the water's edge. Right on behind they came, and, nerved with strength such as God gives only to the desperate, with one wild cry, and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond.5. I have no accurate knowledge of my age, never having seen any authentic record containing it.By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant.6. We two whites stood over him, and his lustrous and inquiring glance enveloped us both. I declare it looked as though he would presently put to us some question in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. Only in the very last moment, as though in response to some sign we could not see, to some whisper we could not hear, he frowned heavily, and that frown gave to his black death-mask an inconceivably somber, brooding, and menacing expression.7. It is the same! —For, be it joy or sorrow,The path of its departure still is free;Man's yesterday may ne'er'be like his morrow;Nought may endure but Mutability.8. A snake came to my water troughOn a hot, hot day, and I in pajamas for the heat,To drink there.9.The river's tent is broken: the last fingers of leafClutch and sink into the wet bank. The windCrosses the brown land, unheard. The nymphs are departed.10.Good table manners she had learnt as well:She never let a crumb from her mouth fall;She never soiled her fingers, dipping deepInto the sauce; when lifting to her lipsSome morsel, she was careful not to spillSo much as one small drop upon her breast.Her greatest pleasure was in etiquette.The following sections of the examination will be graded on both what you say and how you say it.Section2 Short Essays (90 points)I. Summarize the plot of the following story in your own words (around200 words). (30points)2. Comment on the role of the wicked boy in the story. (30points)3.What is the theme of the story? Pay particular attention to the ending. (30points)A Wicked BoyBy Anton ChekhovIvan Ivanych Lapkin, a young man of nice appearance, and Anna Semionovna Zamblitskaia, a young girl with a little mined-up nose, went down the steep bank and sat down on a small bench. The bench stood right by the water among some thick young osier bushes. What a wonderful little place! Once you've sat down, you were hidden from the world—only the fish saw you, and the water-tigers, running like lightning over the water. The young people were armed with rods, nets, cans of worms, and other fishing equipment. Having sat down, they started fishing right away."I'm glad we're alone at last," Lapkin began, looking around. "I have to tell you a lot of things, Anna Semionovna... an awful lot... when I saw you the first time.... You've got a bite.... then I understood what I'm living for, understood where my idol was--to whom I must devote my honest, active life... that must be a big one that's biting.... Seeing you, I feel in love for the first time, feel passionately in love! Wait before you give it a jerk.... let it bite harder.... Tell me, my darling, I adjure you, may I count on--not on reciprocity, no! I'm not worthy of that, I dare not even think of that—may I count on .... Pull!"Anna Semionovna raised her hand with the rod in it, yanked, and cried out. A little silvery-green fish shimmered in the air."My Lord, a perch! Ah, ah.... Quickly! It's getting free!"The perch got free of the hook, flopped through the' grass toward its native element.... and plopped into the water!In pursuit of the fish, Lapkin somehow inadvertently grabbed Anna Semionovna's hand instead of the fish, inadvertently pressed it to his lips.... She quickly drew it back, but it was already too late; their mouths inadvertently merged in a kiss. It happened somehow inadvertently. Another kiss followed the first, then vows and protestations.... What happy minutes! However, in this earthly life there is no absolute happiness. Happiness usually carries a poison in itself, or else. is poisoned by something from outside. So this time, too. As the young people were kissing, a laugh suddenly rang out. They glanced at the river and were stupefied: a naked boy was standing in the water up to his waist. This was Kolia, a schoolboy, Anna Semionovna's brother. He was standing in the water, staring at the young people, and laughing maliciously."Ah-ah-ah... you're kissing?" he said. "That's great! I'll tell Mama.""I hope that you, as an honest young man..." muttered Lapkin, blushing. "It's low-down to spy, and to tell tales is foul and detestable... I assume that you, as an honest and noble young man...""Give me a ruble and then I won't tell!" said the noble young man. "Or else I will."Lapkin pulled a ruble out of his pocket and gave it to Kolia. Kolia squeezed the ruble in his wet fist, whistled, and swam off. And the young people didn't kiss any more that time.The next day Lapkin brought Kolia some paints and a ball from town, and his sister gave him all her empty pill-boxes. After that they had to give him some cuff-links with dogs' heads on them. The wicked boy obviously liked all these things very much and, in order to get still more, he started keeping his eye on them. Wherever Lapkin and Anna Semionovna went, he went, too. He didn't leave them alone for a minute."The bastard!" Lapkin gnashed his teeth. "So little, and already such a real bastard! What's he going to be like later?!"All through June, Kolia made life impossible for the poor lovers. He threatened to tell on them, kept his eye on them, and demanded presents; it all wasn't enough for him, and he finally started talking about a pocket watch. And what then? They had to promise the watch.One time at dinner, when the waffle cookies were being passed, he suddenly burst out in aguffaw, winked an eye, and asked Lapkin:"Shall I tell? Huh?"Lapkin blushed terribly and started eating his napkin instead of the cookie. Anna Semionovna jumped up from the table and ran into the other room. And the young people found themselves in this position until the end of August, until the very day when, at last, Lapkin proposed to Anna Semionovna. Oh, what a happy day that was! Having talked to the parents of his bride, and having received their consent, Lapkin first of all ran out into the garden and started looking for Kolia. Once he had found him, he almost sobbed from delight and seized the wicked boy by the ear. Anna Semionovna, who had also been looking for Kolia, ran up, and seized him by the other ear. And you really ought to have seen what joy was written all over the lovers' faces as Kolia cried and begged them:"Dearest, darling, angels, I'll never do it again! Ow, ow! Forgive me!"And afterwards they both admitted that during the whole time they had been in love with each other they had never once felt such happiness, such breath-taking bliss as during those moments when they were pulling the wicked boy's ears.Section 3 Creative Thinking (30points)If you were the author, Somerset Maugham, what title would you give to the story below? Generate as many titles as you can before deciding on the best one. Be creative and go for quantity; list at least 10 titles.There was a merchant in Bagdad who sent his servant to market to buy provisions, and in a little while the servant came back, white and trembling, and said, "Master, just now when I was in the market, I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture; now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me." The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the market, and he saw Death standing in the crowd and he came to Death and said, “Why did you make a threatening gesture to my servant when you saw him this morning?” “That was not a threatening gesture,”Death said. “It was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.”Section4 Critical Thinking (20-point bonus)You do not have to do the task in this section, but you will get a 20-point bonus if you do it correctly.Identify errors in logic, if any, in the following arguments. Justify your answers.1. Hey, John, check this out! Two weeks ago, I bought this good luck charm, and I’ve been carrying with me every day. Since the, I’ve been carrying it around with me every day. Since then, I found $50 on the street, I got the apartment I was hoping for, and I got a date with Elaine! This good luck charm really works!2. Look, either we do a full-color glossy brochure or we don’t do anything at all. It’s better to have nothing than to have something shabby. Do it right or don’t do it at all.3. If we legalize marijuana, watch out-the legalization of cocaine and other drugs can’t be far behind.4. Do you support the ban of nuclear and biological weapons that would leave us defenseless against those countries that will continue to build nuclear and biological warheads in secret?5. One of the things those animal rights people want to do is to make you believe that a monkey has the same rights as a human being.This is the end of the examination.答案部分：北京外国语大学2004年硕士生入学考试英语语言文学专业试卷Time Limit: Three Hours Total Points: 150All answers must be written on the answer sheets.Section 1 Matching（30 points）（北京外国语大学2004年研）Match each of the following ten passages with its source. There are more sources than passages here, and one source may be matched with more than one passage.Write the passage number and the corresponding source letter for each answer. For example, suppose Passage 11 is the following:Only one same reason is shared by all of us: we wish to create worlds as real as, but other than the world that is. Or was. This is why we cannot plan. We know a world is an organism, not a machine. We also know that a genuinely created world must be independent of its creator; a planned world (a world that fully reveals its planning) is a dead world. It is only when our characters and events begin to disobey us that they begin to live.And its source is [M] John Fowles. Then your answer will be 11M.Sources (From A to L)[Al Geoffrey Chaucer [G] Ernest Hemingway[B] Kate Chopin [H] John Keats[C] Joseph Conrad [I] D. H. Lawrence[D] Frederick Douglass [J] Percy Bysshe Shelley[E] T. S. Eliot [K] John Steinbeck[Fl Thomas Hardy [L] Harriet Beecher StowePassages1. The meaning of an episode was not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze, in the likeness of one of these halos that sometimes are made visible by the spectral illumination of moonshine.2. The migrant people, scuttling for work, scrabbling to live, looked always for pleasure, dug for pleasure, manufactured pleasure, and they were hungry for amusement.3. A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over:"Allez vous-en.t Allez vous-en! Sapristi.t That's all fight!"4. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought, her to the water's edge. Right on behind they came, and, nerved with strength such as God gives only to the desperate, with one wild cry, and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond.5. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant.6. We two whites stood over him, and his lustrous and inquiring glance enveloped us both. I declare it looked as though he would presently put to us some question in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. Only in the very last moment, as though in response to some sign we could not see, to some whisper we could not hear, he frowned heavily, and that frown gave to his black death-mask an inconceivably somber, brooding, and menacing expression.7. It is the same! —For, be it joy or sorrow,The path of its departure still is free;Man's yesterday may ne'er'be like his morrow;Nought may endure but Mutability.8. A snake came to my water troughOn a hot, hot day, and I in pajamas for the heat,To drink there.9.The river's tent is broken: the last fingers of leafClutch and sink into the wet bank. The windCrosses the brown land, unheard. The nymphs are departed.10.Good table manners she had learnt as well:She never let a crumb from her mouth fall;She never soiled her fingers, dipping deepInto the sauce; when lifting to her lipsSome morsel, she was careful not to spillSo much as one small drop upon her breast.Her greatest pleasure was in etiquette.参考答案：1C 2K 3B 4L 5D 6C 7J 8I 9E 10 ?The following sections of the examination will be graded on both what you say and how you say it.Section2 Short Essays (90 points) （北京外国语大学2004年研）I. Summarize the plot of the following story in your own words (around200 words). (30points)2. Comment on the role of the wicked boy in the story. (30points)3.What is the theme of the story? Pay particular attention to the ending. (30points)A Wicked BoyBy Anton ChekhovIvan Ivanych Lapkin, a young man of nice appearance, and Anna Semionovna Zamblitskaia, a young girl with a little mined-up nose, went down the steep bank and sat down on a small bench. The bench stood right by the water among some thick young osier bushes. What a wonderful little place! Once you've sat down, you were hidden from the world—only the fish saw you, and the water-tigers, running like lightning over the water. The young people were armed with rods, nets, cans of worms, and other fishing equipment. Having sat down, they started fishing right away."I'm glad we're alone at last," Lapkin began, looking around. "I have to tell you a lot of things, Anna Semionovna... an awful lot... when I saw you the first time.... You've got a bite.... then I understood what I'm living for, understood where my idol was--to whom I must devote my honest, active life... that must be a big one that's biting.... Seeing you, I feel in love for the first time, feel passionately in love! Wait before you give it a jerk.... let it bite harder.... Tell me, my darling, I adjure you, may I count on--not on reciprocity, no! I'm not worthy of that, I dare not even think of that—may I count on .... Pull!"Anna Semionovna raised her hand with the rod in it, yanked, and cried out. A little silvery-green fish shimmered in the air."My Lord, a perch! Ah, ah.... Quickly! It's getting free!"The perch got free of the hook, flopped through the' grass toward its native element.... and plopped into the water!In pursuit of the fish, Lapkin somehow inadvertently grabbed Anna Semionovna's hand instead of the fish, inadvertently pressed it to his lips.... She quickly drew it back, but it was already too late; their mouths inadvertently merged in a kiss. It happened somehow inadvertently. Another kiss followed the first, then vows and protestations.... What happy minutes! However, in this earthly life there is no absolute happiness. Happiness usually carries a poison in itself, or else. is poisoned by something from outside. So this time, too. As the young people were kissing, a laugh suddenly rang out. They glanced at the river and were stupefied: a naked boy was standing in the water up to his waist. This was Kolia, a schoolboy, Anna Semionovna's brother. He was standing in the water, staring at the young people, and laughing maliciously."Ah-ah-ah... you're kissing?" he said. "That's great! I'll tell Mama.""I hope that you, as an honest young man..." muttered Lapkin, blushing. "It's low-down to spy, and to tell tales is foul and detestable... I assume that you, as an honest and noble young man...""Give me a ruble and then I won't tell!" said the noble young man. "Or else I will."Lapkin pulled a ruble out of his pocket and gave it to Kolia. Kolia squeezed the ruble in his wet fist, whistled, and swam off. And the young people didn't kiss any more that time.The next day Lapkin brought Kolia some paints and a ball from town, and his sister gave him all her empty pill-boxes. After that they had to give him some cuff-links with dogs' heads on them. The wicked boy obviously liked all these things very much and, in order to get still more, he started keeping his eye on them. Wherever Lapkin and Anna Semionovna went, he went, too. He didn't leave them alone for a minute."The bastard!" Lapkin gnashed his teeth. "So little, and already such a real bastard! What's he going to be like later?!"All through June, Kolia made life impossible for the poor lovers. He threatened to tell on them, kept his eye on them, and demanded presents; it all wasn't enough for him, and he finally started talking about a pocket watch. And what then? They had to promise the watch.One time at dinner, when the waffle cookies were being passed, he suddenly burst out in a guffaw, winked an eye, and asked Lapkin:"Shall I tell? Huh?"Lapkin blushed terribly and started eating his napkin instead of the cookie. Anna Semionovna jumped up from the table and ran into the other room. And the young people found themselves in this position until the end of August, until the very day when, at last, Lapkin proposed to Anna Semionovna. Oh, what a happy day that was! Having talked to the parents of his bride, and having received their consent, Lapkin first of all ran out into the garden and started looking for Kolia. Once he had found him, he almost sobbed from delight and seized the wicked boy by the ear. Anna Semionovna, who had also been looking for Kolia, ran up, and seized him by the other ear. And you really ought to have seen what joy was written all over the lovers' faces as Kolia cried and begged them:"Dearest, darling, angels, I'll never do it again! Ow, ow! Forgive me!"And afterwards they both admitted that during the whole time they had been in love with each other they had never once felt such happiness, such breath-taking bliss as during those moments when they were pulling the wicked boy's ears.参考答案：1. A young man, Lapkin fell in love with Anna. One day by the river as they were doing fishing, he expressed his love for her and they kissed. However, their kissing was discovered by Anna’s brother, Kolia. Kolia asked for a ruble, or he would go to Mama to tell on them. And he got the ruble. The next day Lapkin and Anna again gave him some presents for him to shut his mouth. Then the boy saw how much he could benefit from them. From time to time he demanded presents from the lovers and his small tricks would always work. While Kolia was content, it was the lovers who suffered. On the one hand, they were forced to meet Kolia’s demands for presents. On the other hand, Kolia kept a close watch on them so that they did not have free time of their own. It lasted about three months until the day when Lapkin proposed to Anna and got her parents’approval. Finally they got rid of the threat of Kolia and became librated. Then the lovers found out Kolia and punished him by seizing his ears.2. The wicked boy mainly plays two roles, one is that of obstruction, and the other is that of catalyst. Firstly, the wicked boy keeps a close watch on the lovers and goes wherever they go. Therefore, the lovers do not have time that belongs to them. So the wicked boy is an obstruction to the lovers. However, paradoxically, the wicked boy is also a catalyst in the development of the lovers’ relationship. On the one hand, with his tricks, the wicked boy becomes the common enemy of the lovers. And the two lovers work together to solve the problems raised by the wicked boy,which promotes the development of their relationship and also avoids the possibilities of their quarreling. Meanwhile, Lapkin’s proposal to Anna so early also to some extent attributes to the wicked boy’s tricks.3. The theme of the story is that freedom is the most valuable of all things. As we can see in the story, the lovers are kept watch by the wicked boy and are never left alone for even a minute. The wicked boy’s interference with the lovers’ life makes their life miserable so that they are not able to enjoy fully the time when they are dating. At last, after the proposal, they suddenly become overjoyed, as they finally bring their freedom back. That’s why at the end of the story, the lovers admits that they have never been so happy during their dating time as during the moments when they are punishing the boy by pulling his ears.Section 3 Creative Thinking (30points) （北京外国语大学2004年研）If you were the author, Somerset Maugham, what title would you give to the story below? Generate as many titles as you can before deciding on the best one. Be creative and go for quantity; list at least 10 titles.There was a merchant in Bagdad who sent his servant to market to buy provisions, and in a little while the servant came back, white and trembling, and said, "Master, just now when I was in the market, I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture; now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me." The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the market, and he saw Death standing in the crowd and he came to Death and said, “Why did you make a threatening gesture to my servant when you saw him this morning?” “That was not a threatening gesture,”Death said. “It was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.”参考答案:How Far Can He Escape?; The Doomed; Fate; Appointment with Death; The Meeting with Death: Escape Into His Destiny; To Escape or Not to Escape, That is a Question; The Servant and the Death; Stay Where You Are; Is to Escape the Best Strategy out of the Thirty-six Stratagem?Section4 Critical Thinking (20-point bonus)（北京外国语大学2004年研）You do not have to do the task in this section, but you will get a 20-point bonus if you do it correctly.Identify errors in logic, if any, in the following arguments. Justify your answers.1. Hey, John, check this out! Two weeks ago, I bought this good luck charm, and I’ve been carrying with me every day. Since the, I’ve been carrying it around with me every day. Since then, I found $50 on the street, I got the apartment I was hoping for, and I got a date with Elaine! This good luck charm really works!2. Look, either we do a full-color glossy brochure or we don’t do anything at all. It’s better to have nothing than to have something shabby. Do it right or don’t do it at all.3. If we legalize marijuana, watch out-the legalization of cocaine and other drugs can’t be far behind.本文档来源于布丁考研网（ ），全国最真实、最全面的考研真题及资料库。

北京外国语大学英语学院英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语新闻业务与新闻学基础知识2006——2009国际新闻2010国际法学专业（无此试卷）外交学专业综合考试（含国际政治、汉语）2000——2002中国外语教育研究中心外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）文化语言学2007语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002外国文学所英语语言文学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英美文学1995——2010（2002——2008有答案）英美文学（外国文学所）2009英美文学文论与文化研究（外国文学所）2010英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）美国社会文化研究1990，1995——2010（1990有答案）英国社会文化研究1995——2010澳大利亚研究1995——2010英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英汉互译（同声传译）（高翻学院）2009——2010复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005国际问题研究所外交学专业综合考试（含国际政治、汉语）2000——2002社会科学部外交学专业综合考试（含国际政治、汉语）2000——2002国际商学院外交学专业综合考试（含国际政治、汉语）2000——2002俄语学院俄语语言文学专业二外英语1997——2003（2000——2003有答案）俄罗斯社会与文化2002——2003，2005俄罗斯文学2002——2005俄语翻译2004俄语翻译技巧2002翻译理论（俄语专业）2003俄语翻译理论与实践2005俄语基础2004——2005俄语语言学基础理论2002——2004现代俄语语言学2005俄语综合2002法语系法语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语言学专业二外英语1997——2003（2000——2003有答案）德语系德语语言文学专业二外英语1997——2003（2000——2003有答案）德国外交经济2000——2005德国文学2001——2005德语翻译理论与实践2000——2005基础德语2000——2005德语教学法2004——2005德语跨文化经济交际2000——2005德语语言学2000——2005日语系日语语言文学专业二外英语1997——2003（2000——2003有答案）日本社会文化2004（日语系）日本语言文学2004（日语系）以下试卷为日研中心试卷，仅供参考：专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）日研中心日语语言文学专业二外英语1997——2003（2000——2003有答案）专业日语2009（2009有答案）基础日语1997——2006，2008——2009（2000——2006，2008——2009有答案）日本概况2003——2005（2003——2005有答案）日本社会1997——2004（2000——2004有答案）日本社会经济2008（2008有答案）日本社会日本经济2005——2006（2005——2006有答案）日本文化1997——2004，2008（2000——2004，2008有答案）日本文学1997——2004，2008（2000——2004，2008有答案）日本文学日本文化2005——2006（2005——2006有答案）日本语言1997——2004（2000——2004有答案）日本语教育2008（2008答案）日本语言日本教育2005——2006（2005——2006有答案）日本语学2008（2008有答案）综合考试（日语专业）1997——2002（2000——2002有答案）西葡系西班牙语语言文学专业二外英语1997——2003（2000——2003有答案）西班牙语基础2003——2004（其中2004年的试卷共12页，缺P11-12）西班牙语专业2003——2004欧洲语言学专业二外英语1997——2003（2000——2003有答案）阿语系阿拉伯语语言文学专业二外英语1997——2003（2000——2003有答案）欧洲语系欧洲语言文学专业二外英语1997——2003（2000——2003有答案）亚非语系亚非语言文学专业（无此试卷）国际交流学院语言学及应用语言学专业比较文学概论2004海外汉学2003——2004现代汉语1999古代汉语1999综合考试（含国际政治、汉语）2000——2002综合考试（含古代汉语、古代文学、现当代文学）2001中国历史文化2001历史文化综合1999——2000语言学与应用语言学专业综合2000语言学及现代汉语2000——2001比较文学与世界文学专业比较文学概论2004海外汉学2003——2004中国古代文学专业综合考试（含古代汉语、古代文学、现当代文学）2001高翻学院外国语语言学及应用语言学专业二外法语1995——2009二外德语1995——2009二外日语1995——2009二外俄语1995——2009二外西班牙语1998——2009二外法语（MTI）2010二外德语（MTI）2010二外日语（MTI）2010二外俄语（MTI）2010二外西班牙语（MTI）2010基础英语1995——2010（2000——2009有答案）基础英语（外研中心外语教育、外国语言专业）2007——2010英汉互译（同声传译）（高翻学院）2009——2010英汉同声传译（高翻学院）1998——2008（2002——2005有答案）英、汉互译（笔译）（英语学院）2009英语翻译理论与实践（英语学院）1997——2008，2010（2000——2001，2003——2005有答案）复语同声传译专业试卷（高翻学院）2009——2010英语翻译基础（MTI笔译方向）2010汉语写作与百科知识（MTI笔译方向）2010翻译硕士专业学位（MTI）英汉互译（笔译）2009——2010翻译硕士专业学位（MTI）英汉互译（口译）2009——2010英汉对比与翻译2001高级翻译1995——1997外语教育2008——2009英语教育2002——2007外语语言研究方向专业试卷2008英语综合1985，1995——2002（1985有答案）语言测试2002——2007普通语言学2007普通语言学、外语教学2004——2006（2004——2005有答案）普通语言学及应用语言学（外研中心）2010句法、第二语言习得2003综合考试（含国际政治、汉语）2000——2002英语语言学和应用语言学1995——2010（注：1995——1997年称“英语应用语言学”）（2002——2009有答案）。

1998年基础英语试卷Read the following passage:ARCHIBALD MACLEISH: Bicentennial of What?An address at the Bicentennial commemoration of the American Philosophical Society in PhiladelphiaIt is a common human practice to answer questions without truly asking them and the American bicentennial is merely the latest instance. Everyone knows what the Bicentennial celebrates: the 200th anniversary of the adoption, by the Continental Congress, of the Declaration of Independence. But no one asks what the Bicentennial is because no one asks what the Declaration was. The instrument of announcing American independence from Great Britain? Clearly that: but is that all it was? Is it only American independenc e from Great Britain we are celebrating on July 4, 1976——only the instrument which declared our independence? There have been other declarations of unilateral independence from Great Britain which no one is likely to remember for 200 years, much less to cel ebrate. “All men” ar e said in that document to be created equal and to have been endowed with certain unalienable rights. All governments are alleged to have been instituted among men to secure those rights ——to protect them. Are these, then, American rights? Doubtless——but only American? Is it the British Government which is declared to have violated them? Unquestionably——but the British Government alone? And the revolution against tyranny and arrogance which is here implied ——is it a revolution which American independence from the mediocre majesty of George III will win or is there something more intended? —— something for all mankind? ——for all the world?In the old days when college undergraduates still read history, any undergraduate could have told you that these are not rhetorical questions: that they were, from the beginning, two opinions about the Declaration and that they were held by (among others) the two great men who had most to do with its composition and its adoption by the Congress.John Adams, who supported the Declaration with all his formidable powers, inclined to the view that it was just what is called itself: a declaration of American independence. Thomas Jefferson, who wrote it, held the opposite opinion: it was a revolutionary p roclamation applicable to all mankind.“May it be the world”, he wrote to the citizens of Washington a few days before he died, “what I believe it will be: to some parts sooner, to others later, but finally to all, the signal of arousing men t o burst the chains…”And he went on in reverberating words: “The mass of mankind has not been born with saddles on their backs for a favored few, booted and spurred, ready to ride them by the grace of God.”Moreover, these two great and famous men were not the only Presidents of the Republic to choose between the alternatives: A third, as great as either, speaking in Philadelphia at the darkest moment in our history —— bearing indeed the whole weight of that history on his shoulders as he spoke —— turned to the Declaration for guidance for himself and for his country and made his choice between the meanings.Mr. Lincoln had been making his way slowly eastward in February 1861 from Springfield to Washington to take the oat h of office as President of a divided people on the verge of Civil War. He had reached Philadelphia on the 21st of February where he had been told of the conspiracy to murder him in Baltimore as he passed through that city. He had gone to Independence Hall before daylight on the 22nd. He had found a crowd waiting. He had spoken to them.He had often asked himself. Mr. Lincoln said, what great principle or idea it was which had held the Union so long together. “It was not,” he said, as though re plying directly to John Adams, “the mere matter of the separation from the mother country.”It was something more. “Something in the Declaration,” they heard him say. “Something giving liberty not alone to the people of this country but hope t o the world.” “It was that which gave promise that in due time the weights should be lifted from the shoulders of all men.”Anyone else, any modern President certainly, would have said, as most of them regularly do, that his hope for the count ry was fixed in huge expenditures for arms, in the possession of overwhelming power. Not Mr. Lincoln. Not Mr. Lincoln even at that desperate moment. His hope was fixed in a great affirmation of belief made almost a century before. It was fixed in the commi tment of the American people, at the beginning of their history as a people, to “ a great principle or idea”: the principle or idea of human liberty —— of human liberty not for themselves alone but for mankind.It was a daring gamble of Mr. Lin coln‟s ——but so too was Mr. Jefferson‟s Declaration ——so was the cause which Mr. Jefferson‟sDeclaration had defined. Could a nation be founded on the belief in liberty? Could belief in liberty preserve it? Two America n generations argued that issue but not ours —— not the generation of the celebrants of the 200th anniversary of that great event. We assume, I suppose, that Mr. Jefferson‟s policy was right for him and right for Mr. Lincoln, because it was successful. But whatever we think about Mr. Lincoln‟ view of the Declaration, whatever we believe about the Declaration in the past, in other men‟s lives, in other men‟s wars, we do not ask ourselves, as we celebrate its Bicentennial, what it is today, what it is to us.Our present President has never intimated by so much as a word that such a question might be relevant —— that it even exists. The Congress has not debated it. The state and Federal commissions charged with Bicentennial responsibility express no opinions. Only the generation of the young, so far as I am informed, has even mentioned it, and the present generation of the young has certain understanble prejudices, inherited from the disillusionments of recent years, which color their comments…Express your view that the nation brought into being by hat great document was, and had no choice but be, a revolutionary nation, and you will be reminded that, but for the accidental discovery of a piece of tape on a door latch, the President of the United States in the Bicentennial year would have been Richard Nixon. And so it will go until you are told at last that the American Revolution is a figure o f obsolescent speech; that the Declaration has become a museum exhibit in the National Archives; and that, as for the Bicentenn ial, it is a year-long commercial which ought to be turned off.Well, the indignation of the young is always admirable regardless of its verbal excesses —— far more admirable, certainly, than the indifference of the elders. But, unfortunately, it is the indifference of the elders we have to consider. And not only because it is a puzzling, a paradoxical, indifference but because it is as disturbing as it is paradoxical.Does our indifference to the explicitly revolutionary purpose of the Declaration －our silence about Mr. Jefferson‟s interpretation of that purpose —— mean that we no longer believe in that purpose —— no longer believe in human liberty? Hardly?...But if this is so, if we still believe in the cause of human liberty, why do we celebrate the anniversary of the document which defined it for us without a thought for the meaning of the definition, then or now? Why have we not heard from our representatives and our o fficials on his great theme?Is it because, although the Republic continues to believe in human liberty for itself, it no longer hopes for it in the world? Because it no longer thinks such a hope “realistic”?...So far, indeed, is Mr. Jefferson‟s revolution from being obsolete that it is now the only truly revolutionary force in the age we live in. And not despite the police states but because of them.In 1945, when e had driven the Nazis out of Europe and the Japanese out of the Pacific in the name of human freedom and human decency, we stood at the peak, not only of our power as a nation but of our greatness as a people. We were more nearly ourselves, our true selves as the inheritors of Thomas Jefferson and Abraham Lincoln, than we had ever been before. And yet within a few yea rs of that tremendous triumph, of the unexampled generosity of our nuclear offer to the world, of the magnificence of the marshall Plan, we were lost in the hysterical fears and ignoble deceits of Joe McCarthy and his followers and had adopted, as our foreign policy, the notion that if we “contained” the Russian initiative, we would some how or other be better off ourselves than if we pursued our historic pur pose as Jefferson conceived it.The result, as we now know, was disaster. And not only in Southeast Asia and Portugal and Africa but throughout the world, Containment put us in bed with every anti-Communist we could find including some of the most offensive despots then in business. It produced flagrantly subversive and shameful plots by American agencies against the duly elected governments of other countries. And it ended by persuading the new countries of the postwar world, the emerging nations, that he United States was to them and to their hopes what the Holy Alliance had been to us and ours 200 years before.I. Explain the following in your own words:1. All governments are alleged to have been instituted among men to secure those rights －to protect them.2. In the old days when college undergraduates still read history… (1) What is the implication of this statement? (2) How do you know?3. … who had most to do with its composition and its adoption by the Congress.4. May it be to the world, what I believe it will be: to some parts sooner, to o thers later, but finally to all, the signal of arousing men to burst the chains…5. The mass of mankind has not been born with saddles… by the grace of God.6. It was that which gave promise… from the shoulders of all men.7. It wasa daring gamble… which Mr. Jefferson‟s Declaration had defined. (1) What does “daring gamble” refer to? (2) What was the cause the Declaration had defined? 8. Our present president … that it even exists. 9. … you will be reminded… wo uld have been Richard Nixon. 10. … regardless of its verbal excesses 11. So far is Mr. Jefferson‟s revolution from being obsolete… but because of them. 12. And it ended by persuading… to us and ours 200 years before.II. What is the message the speaker wants to put across? III. Translate the following passage into English:“主人翁意识”，在我看来，也就是“所有者的意识”。

北京外国语大学2003年硕士研究生入学考试英汉同声传译专业试卷Ⅰ．将以下单句译成汉语。

〔25分〕1. Poets are born, but orators are made.2. There exists today new opportunities for promotion of DNP〔裁军和不扩散〕education and training at all levels, primarily, thanks to the revolution in technology and communication.3. Such is human nature in the West that a great many people are often willing to sacrifice higher pay for the privilege of becoming white collar workers.4. China looks to Hollywood much like the Arctic National Wildlife Refuge must look to the oil industry: vast, untapped and potentially fat.5. Beyond torturing Germany’s relationship with the United States, the go-it-alone stance, coming from a government that has presented itself as a sworn adherent of multilateralism, tends to diminish Be rlin’s influence among its EU neighbours.Ⅱ．将以下短文译成汉语。

2004年全国硕士研究生入学统一考试英语试题Section I Listening ComprehensionDirections:This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.Part ADirections:For questions 1-5, you will hear a talk about the geography of Belgium. While you listen, fill out the table with the information you have heard. Some of the information has been given to you in the table. Write only 1 word or number in each numbered box. You will hear the recording twice. You now have 25 seconds to read the table below. (5 points)Geography of BelgiumPart BDirections:For Questions 6-10, you will hear an interview with Mr. Saffo from the Institute for the Future. While you listen, complete the sentences or answer the questions. Use not more than 3 words for each answer. You will hear the recording twice. You now have 25 seconds to read the sentences and questions below. (5 points)What is Saffo according to himself?The Institute for the Future provides services to private companies and ________.The Institute believes that to think systematically about the long-range future is________.To succeed in anything, one should be flexible, curious and________.What does Saffo consider to be essential to the work of a team?Part CDirections:You will hear three pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing [A], [B], [C] or [D]. After listening, you will have time to check your answers. You will hear each piece once only. (10 points)Questions 11-13 are based on the following talk about naming newborns. You now have 15 seconds to read Questions 11-13.11. What do we often do with the things we love?[A] Ask for their names.[B] Name babies after them.[C] Put down their names.[D] Choose names for them.12. The unpleasant meaning of an old family name is often overlooked if________.[A] the family tree is fairly limited[B] the family tie is strong enough[C] the name is commonly used[D] nobody in the family complains13. Several months after a baby’s birth, its name will ________.[A] show the beauty of its own[B] develop more associations[C] lose the original meaning[D] help form the baby’s personalityQuestions 14-16 are based on the biography of Bobby Moore, an English soccer player. You now have 15 seconds to read Questions 14-16.14. How many matches did Moore play during his professional career?[A] 90[B] 108[C] 180[D] 66815. In 1964, Bobby Moore was made ________.[A] England’s footballer of the year[B] a soccer coach in West Germany[C] a medalist for his sportsmanship[D] a number of the Order of the British Empire16. After Moore retired from playing, the first thing he did was________.[A] editing Sunday Sport[B] working for Capital Radio[C] managing professional soccer teams[D] developing a sports marketing companyQuestions 17-20 are based on the following talk on the city of Belfast. You now have 20 seconds to read Questions 17-20.17. Belfast has long been famous for its ________.[A] oil refinery[B] linen textiles[C] food products[D] deepwater port18. Which of the following does Belfast chiefly export?[A] Soap[B] Grain[C] Steel[D] Tobacco19. When was Belfast founded?[A] In 1177[B] In 1315[C] In the 16th century[D] In the 17th century20. What happened in Belfast in the late 18th century?[A] French refugees arrived.[B] The harbor was destroyed.[C] Shipbuilding began to flourish.[D] The city was taken by the English.You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.Section II Use of EnglishDirections:Read the following text. Choose the best word (s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points) Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories 21 on the individual suggest that children engage in criminal behavior 22 they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through 23 with others. Theories focusing on the role of society suggest that children commit crimes in 24 to their failure to rise above their socioeconomic status, 25 as a rejection of middle-class values.Most theories of juvenile delinquency have focused on children from disadvantaged families, 26 the fact that children from wealthy homes also commit crimes. The latter may commit crimes 27 lack of adequate parental control. All theories, however, are tentative and are28 to criticism.Changes in the social structure may indirectly 29 juvenile crime rates. For example, changes in the economy that 30 to fewer job opportunities for youth and rising unemployment 31 make gainful employment increasingly difficult to obtain. The resulting discontent may in 32 lead more youths into criminal behavior.Families have also 33 changes these years. More families consist of one-parent households or two working parents; 34, children are likely to have less supervision at home 35 was common in the traditional family 36. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other 37 causes of offensive acts include frustration or failure in school, the increased 38 of drugs and alcohol, and the growing 39 of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, 40 a direct causal relationship has not yet been established.21. [A] acting[B] relying[C] centering[D] commenting22. [A] before[B] unless[C] until[D] because23. [A] interaction[B] assimilation[C] cooperation[D] consultation24. [A] return[B] reply[C] reference[D] response25. [A] or[B] but rather[C] but[D] or else26. [A] considering[B] ignoring[C] highlighting[D] discarding27. [A] on[B] in[C] for[D] with28. [A] immune[B] resistant[C] sensitive[D] subject29. [A] affect[B] reduce[C] check[D] reflect30. [A] point[B] lead[C] come[D] amount31. [A] in general[B] on average[C] by contrast[D] at length32. [A] case[B] short[C] turn[D] essence33. [A] survived[B] noticed[C] undertaken[D] experienced34. [A] contrarily[B] consequently[C] similarly[D] simultaneously35. [A] than[B] that[C] which[D] as36. [A] system[B] structure[C] concept[D] heritage37. [A] assessable[B] identifiable[C] negligible[D] incredible38. [A] expense[B] restriction[C] allocation[D] availability39. [A] incidence[B] awareness[C] exposure[D] popularity40. [A] provided[B] since[C] although[D] supposingSection III Reading Comprehension Part ADirections:Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Hunting for a job late last year, lawyer Gant Redmon stumbled across CareerBuilder, a job database on the Internet. He searched it with no success but was attracted by the site’s “personal search agent.” It’s an interactive feature that lets visitors key in job criteria such as location, title, and salary, then E-mails them when a matching position is posted in the database. Redmon chose the keywords legal, intellectual property, and Washington, D.C. Three weeks later, he got his first notification of an opening. “I struck gold,” says Redmon, who E-mailed his resume to the employer and won a position as in-house counsel for a company.With thousands of career-related sites on the Internet, finding promising openings can be time-consuming and inefficient. Search agents reduce the need for repeated visits to the databases. But although a search agent worked for Redmon, career experts see drawbacks. Narrowing your criteria, for example, may work against you: “Every time you answer a question you eliminate a possibility.” says one expert.For any job search, you should start with a narrow concept—what you think you want to do -- then broaden it. “None of these programs do that,” says another expert. “There’s no career counseling implicit in all of this.” Instead, the best strategy is to use the agent as a kind of tip service to keep abreast of jobs in a particular database; when you getE-mail, consider it a r eminder to check the database again. “I would not rely on agents for finding everything that is added to a database that might interest me,” says the author of a job-searching guide.Some sites design their agents to tempt job hunters to return. When Caree rSite’s agent sends out messages to those who have signed up for its service, for example, it includes only three potential jobs -- those it considers the best matches. There may be more matches in the database; job hunters will have to visit the site again to find them -- and they do. “On the day after we send our messages, we see a sharp increase in our traffic,” says Seth Peets, vice president of marketing for CareerSite.Even those who aren’t hunting for jobs may find search agents worthwhile. Some use them to keep a close watch on the demand for their line of work or gather information on compensation to arm themselves when negotiating for a raise. Although happily employed, Redmon maintains his agent at CareerBuilder. “You always keep your eyes open,” he says. Working with a personal search agent means having another set of eyeslooking out for you.41. How did Redmon find his job?[A] By searching openings in a job database.[B] By posting a matching position in a database.[C] By using a special service of a database.[D] By E-mailing his resume to a database.42. Which of the following can be a disadvantage of search agents?[A] Lack of counseling.[B] Limited number of visits.[C] Lower efficiency.[D] Fewer successful matches.43. The expressi on “tip service” (Line 4, Paragraph 3) most probablymeans ________.[A] advisory[B] compensation[C] interaction[D] reminder44. Why does CareerSite’s agent offer each job hunter only three joboptions?[A] To focus on better job matches.[B] To attract more returning visits.[C] To reserve space for more messages.[D] To increase the rate of success.45. Which of the following is true according to the text?[A] Personal search agents are indispensable to job-hunters.[B] Some sites keep E-mailing job seekers to trace their demands.[C] Personal search agents are also helpful to those alreadyemployed.[D] Some agents stop sending information to people once they areemployed.Text 2Over the past century, all kinds of unfairness and discrimination have been condemned or made illegal. But one insidious form continues to thrive: alphabetism. This, for those as yet unaware of such a disadvantage, refers to discrimination against those whose surnames begin with a letter in the lower half of the alphabet.It has long been known that a taxi firm called AAAA cars has a big advantage over Zodiac cars when customers thumb through their phone directories. Less well known is the advantage that Adam Abbott has inlife over Zoë Zysman. English names a re fairly evenly spread between the halves of the alphabet. Yet a suspiciously large number of top people have surnames beginning with letters between A and K.Thus the American president and vice-president have surnames starting with B and C respectively; and 26 of George Bush’s predecessors (including his father) had surnames in the first half of the alphabet against just 16 in the second half. Even more striking, six of the seven heads of government of the G7 rich countries are alphabetically advantaged (Berlusconi, Blair, Bush, Chirac, Chrétien and Koizumi). The world’s three top central bankers (Greenspan, Duisenberg and Hayami) are all close to the top of the alphabet, even if one of them really uses Japanese characters. As are the world’s five richest men (Gates, Buffett, Allen, Ellison and Albrecht).Can this merely be coincidence? One theory, dreamt up in all the spare time enjoyed by the alphabetically disadvantaged, is that the rot sets in early. At the start of the first year in infant school, teachers seat pupils alphabetically from the front, to make it easier to remember their names. So short-sighted Zysman junior gets stuck in the back row, and is rarely asked the improving questions posed by those insensitive teachers. At the time the alphabetically disadvantaged may think they have had a lucky escape. Yet the result may be worse qualifications, because they get less individual attention, as well as less confidencein speaking publicly.The humiliation continues. At university graduation ceremonies, the ABCs proudly get their awards first; by the time they reach the Zysmans most people are literally having a ZZZ. Shortlists for job interviews, election ballot papers, lists of conference speakers and attendees: all tend to be drawn up alphabetically, and their recipients lose interest as they plough through them.46. What does the author intend to illustrate with AAA A cars and Zodiaccars?[A] A kind of overlooked inequality.[B] A type of conspicuous bias.[C] A type of personal prejudice.[D] A kind of brand discrimination.47. What can we infer from the first three paragraphs?[A] In both East and West, names are essential to success.[B] The alphabet is to blame for the failure of Zoë Zysman.[C] Customers often pay a lot of attention to co mpanies’ names.[D] Some form of discrimination is too subtle to recognize.48. The 4th paragraph suggests that ________.[A] questions are often put to the more intelligent students[B] alphabetically disadvantaged students often escape from class[C] teachers should pay attention to all of their students[D] students should be seated according to their eyesight49. What does the author mean by “most people are literally having aZZZ” (Lines 2-3, Paragraph 5)?[A] They are getting impatient.[B] They are noisily dozing off.[C] They are feeling humiliated.[D] They are busy with word puzzles.50. Which of the following is true according to the text?[A] People with surnames beginning with N to Z are often ill-treated.[B] VIPs in the Western world gain a great deal from alphabetism.[C] The campaign to eliminate alphabetism still has a long way togo.[D] Putting things alphabetically may lead to unintentional bias.Text 3When it comes to the slowing economy, Ellen Spero isn’t biting her nails just yet. But the 47-year-old manicurist isn’t cutting, fi llingor polishing as many nails as she’d like to, either. Most of her clients spend $12 to $50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening e conomy. “I’m a good economic indicator,” she says. “I provide a service that people can do without when they’re concerned about saving some dollars.” So Spero is downscaling, shopping at middle-brow Dillard’s department store near her suburban Cleveland ho me, instead of Neiman Marcus. “I don’t know if other clients are going to abandon me, too.” she says.Even before Alan Greenspan’s admission that America’s red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to Gap outlets, sales have been lagging for months as shoppers temper their spending. For retailers, who last year took in 24 percent of their revenue between Thanksgiving and Christmas, the cautious approach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year’s pace. But don’t sound any alarms just yet. Consumers seem only mildly concerned, not panicked, and many say they remain optimistic about the economy’s long-term prospects, even as they do some modest belt-tightening.Consumers say they’re not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. Home prices are holding steady in most regions. In Manhattan, “there’s a new gold rush happening in the $4 million to $10 million range, predominantly fed byWall Street bonuses,” says broker Barbara Corcoran. In San Francisco, prices are still rising even as frenzied overbidding quiets. “Instead of 20 to 30 offers, now maybe you only get two or three,”says John Tealdi, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job.Many folks see silver linings to this slowdown. Potential home buyers would cheer for lower interest rates. Employers wouldn’t mind a little fewer bubbles in the job market. Many consumers seem to have been influenced by stock-market swings, which investors now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhatt an’s hot new Alain Ducasse restaurant used to be impossible. Not anymore. For that, Greenspan & Co. may still be worth toasting.51. By “Ellen Spero isn’t biting her nails just yet” (Line s 1-2,Paragraph 1), the author means ________.[A] Spero can hardly maintain her business[B] Spero is too much engaged in her work[C] Spero has grown out of her bad habit[D] Spero is not in a desperate situation52. How do the public feel about the current economic situation?[A] Optimistic.[B] Confused.[C] Carefree.[D] Panicked.53. When mentioning “the $4 million to $10 million range” (Lines 3-4,Paragraph 3) the author is talking about ________.[A] gold market[B] real estate[C] stock exchange[D] venture investment54. Why can many people see “silver linings” to the economic s lowdown?[A] They would benefit in certain ways.[B] The stock market shows signs of recovery.[C] Such a slowdown usually precedes a boom.[D] The purchasing power would be enhanced.55. To which of the following is the author likely to agree?[A] A new boom, on the horizon.[B] Tighten the belt, the single remedy.[C] Caution all right, panic not.[D] The more ventures, the more chances.Text 4Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education -- not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find.“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Ra v itch’s latest bo ok, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”“Intellect is resented as a form of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism inAmerican Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: “We are shut up in schools and co llege recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.” Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized -- going to school and learning to read -- so he can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectualpromise.”56. What do American parents expect their children to acquire in school?[A] The habit of thinking independently.[B] Profound knowledge of the world.[C] Practical abilities for future career.[D] The confidence in intellectual pursuits.57. We can learn from the text that Americans have a history of ________.[A] undervaluing intellect[B] favoring intellectualism[C] supporting school reform[D] suppressing native intelligence58. The views of Ravitch and Emerson on schooling are ________.[A] identical[B] similar[C] complementary[D] opposite59. Emerson, according to the text, is probably ________.[A] a pioneer of education reform[B] an opponent of intellectualism[C] a scholar in favor of intellect[D] an advocate of regular schooling60. What does the author think of intellect?[A] It is second to intelligence.[B] It evolves from common sense.[C] It is to be pursued.[D] It underlies power.Part BDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)The relation of language and mind has interested philosophers for many centuries. 61) The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.Only recently did linguists begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languagesof North and South America during the first half of the twentieth century.62) We are obliged to them because some of these languages have since vanished, as the peoples who spoke them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from “exotic” la nguage, were not always so grateful. 63) The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data. Native American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.Sapir’s pupil, Benjamin Lee Whorf, continued the study of American Indian languages. 64) Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society. He reasoned that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another. 65) Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term issomewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir himself never explicitly supported the notion of linguistic determinism.61. ________62. ________63. ________64. ________65. ________Section IV Writing66. Directions:Study the following drawing carefully and write an essay in which you should1) describe the drawing,2) interpret its meaning, and3) support your view with examples.You should write about 200 words neatly on ANSWER SHEET 2. (20 points)2004年考研英语真题答案Section I: Listening Comprehension (20 points) Part A (5 points)Part B (5 points)6. A (technology) forecaster;7. government agencies;8. (A) meaningful (exercise);9. open to change;10. Trust and cooperation.Part C (10 points)Section II: Use of English (10 points)Section III: Reading Comprehension (50 points) Part A (40 points)31。

2004年考研英语试题答案2004年全国硕士学位研究生入学统一考试英语试题参考答案和评分标准参考答案sectionI Listening Comprehension (20 points)Part A (5 points)1. highlands;2. 20;3. mild;4. November;5. 22.Part B (5 points)6. A (technology)forecaster;7. government agencies;8. (a)meaningful(exercise);9. open to change;10.Trust and cooperation.Part C (10 points)11.D 12.B 13.C 14.D 15.A 16.C 17.B 18.A 19.A 20.CsectionII Use of English(10 points)21.C 22.D 23.A 24.D 25.A 26.B 27.C 28.D 29.A 30.B31.A 32.C 33.D 34.B 35.A 36.B 37.B 38.D 39.A 40.CsectionIII Reading Comprehension(50 points)Part A (40 points)41.C 42.A 43.D 44.B 45.C 46.A 47.D 48.C 49.B 50.D51.D 52.A 53.B 54.A 55.C 56.C 57.A 58.D 59.B 60.CPart B (10 points)61. 希腊人认为，语言结构与思维过程之间存在着某种联系。

这一观点在人们尚未认识到语言的千差万别以前就早已在欧洲扎下了根。

62. 我们之所有感激他们（两位先驱），是因为在此之后，这些（土著）语言中有一些已经不复存在了，这是由于说这些语言的部族或是消亡了，或是被同化而丧失了自己的本族语言。

2004年全国硕士研究生入学统一考试英语试题The relation of language and mind has interested philosophers for many centuries. 61) The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.Only recently did linguists begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century. 62) We are obliged to them because some of these languages have since vanished, as the peoples who spoke them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from “exotic” language, were not always so grateful. 63) The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data. Native American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.Sapir’s pupil, Benjamin Lee Whorf, continued the study of AmericanIndian languages. 64) Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society. He reasoned that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another. 65) Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir himself never explicitly supported the notion of linguistic determinism.61. ________62. ________63. ________64. ________65. ________2005年全国硕士研究生入学统一考试英语试题It is not easy to talk about the role of the mass media in this overwhelmingly significant phase in European history. History and news become confused, and one’s impressions tend to be a mixture of skepticism and optimism. 46) Television is one of the means by which these feelings are created and conveyed -- and perhaps never before has it served so much to connect different peoples and nations as in the recent events in Europe. The Europe that is now forming cannot be anything other than its peoples, their cultures and national identities. With this in mind we can begin to analyze the European television scene. 47) In Europe, as elsewhere, multi-media groups have been increasingly successful: groups which bring together television, radio, newspapers, magazines and publishing houses that work in relation to one another. One Italian example would be the Berlusconi group, while abroad Maxwell and Murdoch come to mind.Clearly, only the biggest and most flexible television companies are going to be able to compete in such a rich and hotly-contested market. 48) This alone demonstrates that the television business is not an easy world to survive in, a fact underlined by statistics that show that out of eighty European television networks, no less than 50% took a loss in 1989.Moreover, the integration of the European community will oblige television companies to cooperate more closely in terms of both production and distribution.49) Creating a “European identity” that respects the differe nt cultures and traditions which go to make up the connecting fabric of the Old Continent is no easy task and demands a strategic choice -- that of producing programs in Europe for Europe. This entails reducing our dependence on the North American market, whose programs relate to experiences and cultural traditions which are different from our own.In order to achieve these objectives, we must concentrate more on co-productions, the exchange of news, documentary services and training. This also involves the agreements between European countries for the creation of a European bank for Television Production which, on the model of the European Investments Bank, will handle the finances necessary for production costs. 50) In dealing with a challenge on such a sc ale, it is no exaggeration to say “United we stand, divided we fall” -- and if I had to choose a slogan it would be “Unity in our diversity.” A unity of objectives that nonetheless respect the varied peculiarities of each country.46. ________47. ________48. ________49. ________50. ________2006年全国硕士研究生入学统一考试英语试题Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the intellectuals who have rejected America. But they have done more than that. They have grown dissatisfied with the role of intellectual. It is they, not America, who have become anti-intellectual.First, the object of our study pleads for definition. What is an intellectual? 46) I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in a Socratic (苏格拉底) way about moral problems. He explores such problems consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained. 47) His function is analogous to that of a judge, who mustaccept the obligation of revealing in as obvious a manner as possible the course of reasoning which led him to his decision.This definition excludes many individuals usually referred to as intellectuals -- the average scientist, for one. 48) I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in the everyday performance of his routine duties -- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. 49) But his primary task is not to think about the moral code which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his waking life he will take his code for granted, as the businessman takes his ethics.The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living. 50) They may teach very well and more than earn their salaries, but most of them make little or no independent reflections on human problems which involve moral judgment.This description even fits the majority of eminent scholars.Being learned in some branch of human knowledge is one thing, living in "public and illustrious thoughts,” as Emerson would say,is something else.46. ________47. ________48. ________49. ________50. ________2007年全国硕士研究生入学统一考试英语试题The study of law has been recognized for centuries as a basic intellectual discipline in European universities. However, only in recent years has it become a feature of undergraduate programs in Canadian universities. (46) Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person.Happily, the older and more continental view of legal education is establishing itself in a numberof Canadian universities and some have even begun to offer undergraduate degrees in law.If the study of law is beginning to establish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism educators. Law is a discipline which encourages responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. (47) On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news.For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and production just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journal ist’s intellectual preparation for his or her career.(48) But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media.Politics or, more broadly, the functioning of the state, is a major subject for journalists. The better informed they are about the way the state works, the better their reporting will be. (49) In fact, it is difficult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories.Furthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism varies greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. (50) While comment and reaction from lawyers may enhance stories, it is preferable for journalists to rely on their own notions of significance and make their own judgments.These can only come from a well-grounded understanding of the legal system.46. ________47. ________48. ________49. ________50. ________2008年全国硕士研究生入学统一考试英语试题In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but (46) he believes that this very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations. He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley. (47) He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more than a few days a single date or a line of poetry. (48) On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning. This, he thought, could not be true, because the “Origin of Species” is one long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must have, but not, Ibelieve, in any higher degree.” (49) He adds humbly that perhaps he was “superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.”Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: “Now for many years I cannot endure to read a line of poetry. I have also al most lost my taste for pictures or music.” (50) Darwin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.46. ________47. ________48. ________49. ________50. ________2009年全国硕士研究生入学统一考试英语试题There is a marked difference between the education which everyone gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.46. ________47. ________48. ________49. ________50. ________2010年全国硕士研究生入学统一考试英语试题One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Y et these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance.When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing. (46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up if birds failed to control them. theevidence had to be economic in order to be valid.It is painful to read these round about accounts today. We have no land ethic yet, (47) but we have at least drawn near the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us.A parallel situation exists in respect of predatory mammals and fish-eating birds. (48) Time was when biologists somewhat over worded the evidence that these creatures preserve the health of game by killing the physically weak, or that they prey only on "worthless" species.Some species of tree have been read out of the party by economics-minded foresters because they grow too slowly, or have too low a sale vale to pay as timber crops. (49) In Europe, where forestry is ecologically more advanced, the non-commercial tree species are recognized as members of native forest community, to be preserved as such, within reason.To sum up: a system of conservation based solely on economic self-interest is hopelessly lopsided. (50) It tends to ignore, and thus eventually to eliminate, many elements in the land community that lack commercial value, but that are essential to its healthy functioning. It assumes, falsely, I think, that the economic parts of the biotic clock will function without the uneconomic parts.46. ________47. ________48. ________49. ________50. ________2012年全国硕士研究生入学统一考试英语试题Since the days of Aristotle, a search for universal principles has characterized the scientific enterprise. In some ways, this quest for commonalities defines science. Newton's laws of motion and Darwinian evolution each bind a host of different phenomena into a single explicatory framework.(46)In physics, one approach takes this impulse for unification to its extreme, and seeks a theory of everything — a single generative equation for all we see. It is becoming less clear, however, that such a theory would be a simplification, given the proliferation of dimensions and universes that it might entail. Nonetheless, unification of sorts remains a major goal.This tendency in the natural sciences has long been evident in the social sciences too. (47)Here, Darwinism seems to offer justification, for if all humans share common origins, it seems reasonable to suppose that cultural diversity could also be traced to more constrained beginnings. Just as the bewildering variety of human courtship rituals might all be considered to be forms of sexual selection, perhaps the world's languages, music, social and religious customs and even history are governed by universal features. (48)To filter out what is unique from what is shared might enable us to understand how complex cultural behaviour arose and what guides it in evolutionary or cognitive terms.That, at least, is the hope. But a comparative study of linguistic traits published online today supplies a reality check. Russell Gray at the University of Aucklandand his colleagues consider the evolution of grammars in the light of two previous attempts to find universality in language.The most famous of these efforts was initiated by Noam Chomsky, who postulated that humans are born with an innate language-acquisition capacity that dictates a universal grammar. A few generative rules are then sufficient to unfold the entire fundamental structure of a language, which is why children can learn it so quickly.(49)The second, by Joshua Greenberg, takes a more empirical approach to universality, identifying traits (particularly in word order) shared by many languages, which are considered to represent biases that result from cognitive constraints.Gray and his colleagues have put them to the test by examining four family trees that between them represent more than 2,000 languages.(50)Chomsky’s grammar should show patterns of language change that are independent of the family tree or the pathway tracked through it, whereas Greenbergian universality predicts strong co-dependencies between particular types of word-order relations. Neither of these patterns is borne out by the analysis, suggesting that the structures of the languages are lineage-specific and not governed by universals.46. ________47. ________48. ________49. ________50. ________2013年全国硕士研究生入学统一考试英语试题It is speculated that gardens arise from a basic need in the individuals who made them: the need for creative expression. There is no doubt that gardens evidence an impossible urge to create, express, fashion, and beautify and that self-expression is a basic human urge; 46) yet when one looks at the photographs of the gardens created by the homeless, it strikes one that, for all their diversity of styles, these gardens speak of various other fundamental urges, beyond that of decoration and creative expression.One of these urges has to do with creating a state of peace in the midst of turbulence, a “still point of the turning world,” to borrow a phrase from T. S. Eliot. 47) A sacred place of peace, however crude itmay be, is a distinctly human need, as opposed to shelter, which is a distinctly animal need. This distinction is so much so that where the latter is lacking, as it is for these unlikely gardens, the former becomes all the more urgent. Composure is a state of mind made possible by the structuring o f one’s relation to one’s environment. 48) The gardens of the homeless which are in effect homeless gardens introduce form into an urban environment where it either didn’t exist or was not discernible as such. In so doing they give composure to a segment of the inarticulate environment in which they take their stand.Another urge or need that these gardens appear to respond to, or to arise from, is so intrinsic that we are barely ever conscious of its abiding claims on us. When we are deprived of green, of plants, of trees, 49) most of us give in to a demoralization of spirit which we usually blame on some psychological conditions, until one day we find ourselves in garden and feel the oppression vanish as if by magic. In most of the homeless gardens of New York City the actual cultivation of plants is unfeasible, yet even so the compositions often seem to represent attempts to call forth the spirit of plant and animal lift, if only symbolically, through a clumplike arrangement of materials, an introduction of colors, small pools of water, and a frequent presence of petals or leaves as well as of stuffed animals. On display here are various fantasy elements whose reference, at some basic level, seems to be the natural world. 50)It is this implicit or explicit reference to nature that fully justifies the use of word garden, though in a “liberated”sense, to describe these synthetic constructions. In them we can see biophilia—a yearning for contact with nonhuman life—assuming uncanny representational forms.46. ________47. ________48. ________49. ________50. ________。

北京外国语大学2008年硕士研究生入学考试英汉同声传译专业试卷（参考译文）一、将下列段落译为汉语（25分）译文：1939年，欧洲以外最重要的国家毫无疑问是日本和美国。

当时，日本已经深深卷入与中国的冲突之中。

1931年，日本占领了中国北方数省，并在此基础上建立了满洲国傀儡政权。

此后，日本在中国不断挑起事端，特别是侵犯东三省外的其他北方各省，以巩固其侵占的地区，扩大在华的影响。

日本的这些行为自然导致中国国内反日情绪日益高涨，而这种情绪又反过来使得日本进一步卷入中国事务。

在日本逐步扩大侵华行动的同时，其国内局势出现了一定程度的混乱，政府内部意见不一，这使得中国军阀政权相形之下显得组织有序。

在这一背景下，中日之间新的冲突几乎在所难免。

二、将下列短文译为汉语（50分）译文：通胀：最不想要的中国出口当通货膨胀开始致人死亡时，问题就严重了。

在中国西部城市重庆，周六发生了一起由抢购降价食用油引发的踩踏事件，导致3人死亡，31人受伤。

中国不能再将通胀简单归结为洪灾和动物疫情造成的短期影响，也不能再无视其宏观经济政策带来的压力。

虽然食用油是个特例——中国国内新上马了一大批生物燃料加工厂，带动对原材料需求，从而影响食用油价格——但最近几个月食品价格整体上涨，同比超过15%。

的确，洪灾及其他自然灾害、全球小麦价格上扬影响了了通胀，但结构性因素的影响同样不容忽视。

中国的通胀也不仅限于食品领域，生产资料价格也在上涨。

十月份，工业品出厂价格指数（PPI）上涨了3.2%，许多钢材产品的PPI涨幅更是超过了10%，而且考虑到国家控制的柴油零售价格最近上调了10%，受此影响，PPI 还有可能进一步攀升。

由于更多国家控制价格的产品可能被迫涨价，加上中国官方的通胀数据没有适当反映一些重要价格，比如教育成本，中国实际的通胀情况可能更糟。

这种通胀压力正是其他国家所担忧的。

世界各国以前一直享受着“中国价格”带来的实惠，廉价的中国产品为世界经济带来的似乎永远是通货紧缩的压力。

北京同声传译北京外国语大学同声传译试卷导读：就爱阅读网友为您分享以下“北京外国语大学同声传译试卷”资讯，希望对您有所帮助，感谢您对92to 的支持!北京外国语大学2001年硕士研究生入学考试英汉同声传译专业试卷I. 将下列短文译成英语(35%)不久前美国宇航局宣布，他们测得的数据显示，在最近两个月，南极上空的臭氧空洞已扩大到智利南部城市篷塔阿雷纳斯（Punta Arenas）上空。

这是迄今人类所观测到的最大一个空洞。

更为严重的是，这也是臭氧空洞第一次覆盖一个人口稠密的城市。

许多人对臭氧的作用并不陌生，臭氧距地面约25-30公里，能吸收99%的太阳紫外线，可以说，它是地球生态环境的天然屏障，也是人类繁衍生存的保护伞。

据科学家测算，大气中臭氧含量每减少1%，太阳紫外线的辐射量就会增加2%，而人类皮肤癌患者就会增加5%至7%。

但现在，可以说一个城市的所有居民就处在集体患皮肤癌的危险中。

为了居民的身体健康，篷塔阿雷纳斯及其临近地区被迫宣布进入紧急状态。

这很可能也是人类第一次因臭氧空洞问题而进入紧急状态。

篷塔阿雷纳斯卫生部门再三告诫市民，最好不要在中午11点到下午3点之间外出，因为在阳光下曝晒7分钟左右，皮肤就会受到损伤。

据科学家们观测，臭氧空洞目前已达到2800多万平方公里，而造成臭氧空洞的，正是人类在工业生产中不断释放出氟利昂等化学物质，才使臭氧越来越稀薄，最后形成了现在这个巨大无比的空洞。

虽然这次臭氧空洞扩大，还因为南极大陆的气温不断升高所致，但气温的升高，又与人类大量释放二氧化碳有直接的关系。

但愿篷塔阿雷纳斯的警报是第一次，也是最后一次！II. 将下列单句译成英语(15%)1 我们诚心诚意地希望不发生战争, 争取长时间的和平, 集中精力搞好国内现代化建设。

2 冷战后，世界形势出现了重大的变化，两极格局宣告终结，多极化成为国际格局演变的主导方向。

3 近些年来，在经济全球化的冲击下，原有的分工格局和资源配置方式正在发生历史性的重要转变。

一、Translate the passage into Chinese.（50分）HE THAT hath wife and children hath given hostages to fortune;for they are impediments to great enterprises,either of virtue or mischief.Certainly the best works,and of greatest merit for the public,have proceeded from the unmarried or childless men;which both in affection and means,have married and endowed the public.Yet it were great reason that those that have children, should have greatest care of future times;unto which they know they must transmit their dearest pledges.Some there are,who though they lead a single life,yet their thoughts do end with themselves, and account future times impertinences.Nay,there are some other,that account wife and children, but as bills of charges.Nay more,there are some foolish rich covetous men,that take a pride,in having no children,because they may be thought so much the richer.For perhaps they have heard some talk,Such an one is a great rich man,and another except to it,Yea,but he hath a great charge of children;as if it were an abatement to his riches.But the most ordinary cause of a single life,is liberty,especially in certain self-pleasing and humorous minds,which are so sensible of every restraint,as they will go near to think their girdles and garters,to be bonds and shackles. Unmarried men are best friends,best masters,best servants;but not always best subjects;for they are light to run away;and almost all fugitives,are of that condition.A single life doth well with churchmen;for charity will hardly water the ground,where it must first fill a pool.It is indifferent for judges and magistrates;for if they be facile and corrupt, you shall have a servant,five times worse than a wife.For soldiers,I find the generals commonly in their hortatives,put men in mind of their wives and children;and I think the despising of marriage amongst the Turks,making the vulgar soldier more base.Certainly wife and children are a kind of discipline of humanity;and single men,though they may be many times more charitable,because their means are less exhaust,yet,on the other side, they are more cruel and hardhearted(good to make severe inquisitors),because their tenderness is not so oft called upon.Grave natures,led by custom,and therefore constant,are commonly loving husbands,as was said of Ulysses,vetulam suam praetulit immortalitati.Chaste women are often proud and froward,as presuming upon the merit of their chastity.It is one of the best bonds,both of chastity and obedience,in the wife,if she think her husband wise; which she will never do,if she find him jealous.Wives are young men's mistresses;companions for middle age;and old men's nurses.So as a man may have a quarrel to marry,when he will.But yet he was reputed one of the wise men,that made answer to the question,when a man should marry.—A young man not yet,an elder man not at all.It is often seen that bad husbands, have very good wives;whether it be,that it raiseth the price of their husband's kindness,when it comes;or that the wives take a pride in their patience.But this never fails,if the bad husbands were of their own choosing,against their friends consent;for then they will be sure to make good their own folly.【参考译文】成了家的人，可以说对于命运之神付出了抵押品。

2005年硕士研究生入学考试英汉同声传译专业试卷I. 将下列短文译成汉语(25分)While assembling a new national security team, President George W. Bush is confronting what could become the biggest challenge of his second term: how to contain Iran’s nuclear program and what Americans believe is its support of violence in Israel and insurgents in Iraq.In an eerie repetition of the prelude to the Iraq, hawks in the administration and congress are trumpeting ominous disclosures about Iran’s nuclear capacities to make the case that Iran is a threat that must be confronted, either by economic sanctions, military action, or regime change.But Britain, France and Germany are urging diplomacy, placing their hopes in a deal brokered by the Europeans in the past week in which Iran agreed to suspend its uranium enrichment program in return for discussions about future economic benefits.Secretary of State Colin Powell thrust himself into the debate on Wednesday by commenting to reporters while on the way to Chile that fresh intelligence showed that Iran was “actively working” on a program to enable its missiles to carry nuclear bombs, a development he said “should be of concern to all parties.”The disclosures alluded to by Powell were seen by hard-liners in the administration as another sign of Iranian perfidy, and by Europeans as nothing new. Although Powell has praised the negotiations between the Europeans and Iran, an administration official said there was “a steady tightening of outlook between hawks and doves” that Iran will use the negotiations as a pretext to continue its nuclear program in secret.II. 将下列文章译成汉语 (50分)The Patent Clerk's LegacyAlbert Einstein looms over 20th-century physics as its defining, emblematic figure. His work altered forever the way we view the natural world. "Newton, please forgive me," Einstein begged as relativity theory wholly obliterated the absolutes of time and space that the reigning arbiter of all things physical had embraced more than two centuries earlier.With little more to show than a rejected doctoral thesis from a fewyears before, this 26-year-old patent clerk, who practiced physics in his spare time and on the sly at work, declared brashly that the physicists of his day were "out of [their] depth" and went on to prove it. Besides special and general relativity, his work helped to launch quantum mechanics and modern statistical mechanics. Chemistry and biotechnology owe a debt to studies by Einstein that supplied evidence of the existence of molecules and the ways they behave.What is even more amazing is that he purveyed many of these insights through a series of papers that appeared during a single miraculous year, 1905. No other comparably fertile period for individual scientific accomplishment can be found except during 1665 and 1666, when Isaac Newton, confined to his country home to escape the plague, started to lay the basis for the calculus, his law of gravitation and his theory of colors. The international physics community has set aside 2005 as the World Year of Physics as a tribute to Einstein's centennial.Scientists in many realms of physics and engineering spent the 20th century testing, realizing and applying the ideas falling out of Einstein's work. As everybody knows, Einstein's E = mc2 formula was a key to the atomic bomb--and all the history that sprang from it. Einstein's explanation of the photoelectric effect underpinned technologies ranging from photodiodes to television camera tubes. A hundred years later technologists are still finding new ways to harvest novel inventions from Einstein's theories.One mark of genius relates to the length of time needed to fully explore, through experimentation, the implications of a new theory. In that sense, Einstein is still going strong. A recently launched space probe will examine various predictions of general relativity. But physicists are not waiting until the answers are all in before asking what comes next. Much of the most exciting work in physics now has the more ambitious aim of going beyond Einstein--of transcending his ideas and achieving a task akin to the one to which he devoted the last 30 years of his life, right to his deathbed, without success.III. 将下列短文译成英语(25分)中国是一个发展中国家，也是一个负责任的国家。

北京外国语大学2004年硕士研究生入学考试英语翻译理论与实践专业试卷Ⅰ. Translate the following passage into Chinese, using the answer sheet provided. (35 points)AN INSIDIOUS NARCOTICBy Marie WinnBecause television is so wonderfully available a child amuser and child defuser, capable of rendering a volatile three-year-old harmless at the flick of a switch, parents grow to depend upon it in the course of their daily lives. And as they continue to utilize television day after day, its importance in their children’s lives increases. From a simple source of entertainment provided by parents when they need a break from childcare, television gradually changes into a powerful and disruptive presence in family life. But despite their increasing resentment of television’s intrusion into their family life, and despite their considerable guilt at not being able to control their children’s viewing, parents do not take steps to extricate themselves from television’s domination. They can no longer cope without it.In 1948 Jack Gould, the first television critic of The New York Times, described the impact of the then new medium on American families: “Children’s hours on television admittedly are an insidious narcotic for the parent. With the tots fanned out on the floor in front of the receiver, a strange if wonderful quiet seems at hand....”On first glance it may appear that Gould’s pen had slipped. Surely it was the strangely quiet children who were narcotised by the television set, not the parents. But indeed he had penetrated to the heart of the problem before the problem had fully materialized, before anyone dreamed that children would one day spend more of their waking hours watching television than at any other single activity. It is, in fact, the parents for whom television is an irresistible narcotic, not through their own viewing (although frequently this, too, is the case) but at a remove, through their children, fanned out in front of the receiver, strangely quiet. Surely there can be no more insidious a drug than one that you must administer to others in order to achieve an effect for yourself.Ⅱ. Translate the following passage into Chinese, using the answer sheet provided. (35 points)AprilBy Josephine W.JohnsonThe hillside is held up by clumps of flowers on hairy stems. The petals lavender and white and pink and purple and sometimes a rare, pale blue. The same spot of earth, riddled with moss, snail shells, oak leaves, produces this pale rainbow. They last very little longer than a rainbow, and, returning in a day or two, one finds no flowers, only hare green pods and a crop of odd-cut leaves.These spring pools of flowers, rising year after year in the same place, are a recurring joy that never fails. It is one of the joys of living for years in the same place. This is not limited to wild land, nor to large places, but few stay long enough even on one small spot, or care enough to plant。