2011 年山东青岛科技大学翻译硕士英语考研真题
I. There are 20 sentences in this part. Beneath each sentence there are four words
or phrases marked A, B, C and D. Choose the one word or phrase that best completes
the sentence. (10 points)
1. The school has 10 million yuan so that there will be enough computers to for
the students.
A. thrown out; go about B. thrown in; go around
C. pumped in; turn around D. pumped out; turn round
2. The dramatic economic development of that region is now regarded as the_____ for
the rest of our country.
A. anecdote B. abdomen C. paradigm D. anathema
3. The contract will automatically if neither party expresses the wish in writing
to renew
it three months before it expires.
A. eliminate B. eradicate C. exterminate D. terminate
4. They were worried that this policy might ______ the flow of foreign direct
investment into
our country.
A. retard B. reject C. renounce D. denounce
5. When the truck drove to the middle of the bridge, the bridge suddenly and down
fell
the truck into the river.
A. gave in B. gave away C. gave way D. gave up
6. We often advise him not to drink more wine _____ is good for his health.
A. as B. that C. than D. but
7. More than a year later he arrived back in America ____.
A. ill, tired and unhappy B. with ill, tired and unhappy
C. felt ill, tired and unhappy D. he felt ill, tired and unhappy
8. Mr. John had given no ____ that he was intending to resign.
A. direction B. symptom C. information D. indication
9. ____ should any money be given to a small child.
A. On no account B. From all accounts
C. Of no account D. By all accounts
10. His body temperature has been ____ for three days, the highest point reaching
40.5 degree
centigrade.
A. uncommon B. disordered C. abnormal D. extraordinary
11. Smith is a man of _______. He was very bright when he was young, for he graduated
with
____________.
A. letter…honor B. letters…honor C. letters…honors D. letter…honors
12. Although she is only fourteen, she looks like a _____woman, beautiful and full
in figure.
A ripe B. grown C. big D. mature
13. We it will be a tough game, ___ we ____ to give up.
A. yet…just don’t want B. and yet… just don’t want
C. Yet…don’t want just D. and yet…don’t just want
14. Sue was upset when she saw Joe laughing at her question. She said: “___________”
A. Do you seriously trust him?
B. Seriously, do you trust him?
C. Do you trust him seriously?
D. Do you trust seriously him?
15. When the demonstrators reached the Presidential Palace the well armed anti-riot
police
charged into the crowds and _________ the gathering.
A. diffused B. separated C. dispersed D. disseminated
16. Holding the unconscious boy in his arms, the guardian shouted at the crowd around,
“Somebody __________ the doctor!”
A. goes and gets B. Went and got C. going and getting D. go and get
17. This tour along the east coast of America allows you, at it _____, to live through
the most
dramatic events of the American Independent War.
A. be B. was C. were D. is
18. The fate of the ancient mansion is sealed since the mayor has decided: “_________,
this
house will be pulled down by the First of October.”
A. What may come B. Come what may
C. May what com D. Come may what
19. After winning the prize he has now become a very famous personality ____ often
appears on
the TV talking about his success.
A. whom B. who C. which D. when
20. Susan would never accept a penny from John _______ she had to sell her house
to pay her
debt.
A. even if B. as C. as soon as D. where
II. Sentence revision: there is just one error in the following sentences. What you
need to
do is to revise them without changing the original meaning. Write down the correct
ted
sentence on the answer sheet. (10 points)
21. When Sam comes back from the war, he is no longer the man who he was.
22. The discovery of the inscription on the wall set all the archeologists wondered
about the real
date of the construction.
23. Rice to the Chinese people is just what as bread to the European people.
24. In the case you forget your password, please send us your e-mail address and
we will find
you your password.
25. Our school has taken a new look since the new principal took over office.
26. Have you gone to St. Petersburg? That is a very nice city.
27. Sorry and could you lend me your dictionary I have left mine at home.
28. Would you be so kind to let me use your mobile phone for a call back home?
29. He left his son a large fortune, however, his son hardly appreciated it.
30. He is a very economic person and never squanders his money.
III. There are 3 passages and each is followed by 5 questions or unfinished
statements.
Choose from the four suggested answers marked A, B, C and D the one you think is
the
best answer. (30 points)
Passage 1 Leadership
According to sociologists, there are several different ways in which a person may
become
recognized as the leader of a social group. In the family, traditional cultural
patterns confer
leadership on one or both of the parents. In other cases, such as friendship groups,
one or more
persons may gradually emerge as leaders, although there is no formal process of
selection. In
larger groups, leaders are usually chosen formally through election or recruitment.
Although leaders are often thought to be people with unusual personal ability,
decades of
research have failed to produce consistent evidence that there is any category of
“natural
leaders”. It seems that there is no set of personal qualities that all leaders have
in common; rather,
virtually any person may be recognized as a leader if the person has qualities that
meet the needs
of that particular group.
Research suggests that there are typically two different leadership roles that are
held by
different individuals. Instrumental leadership is leadership that emphasizes the
completion of
tasks by a social group. Group members look to instrumental leaders to “get things
done”.
Expressive leadership, on the other hand, is leadership that emphasizes the
collective well beings
of a social group’s members. Expressive leaders are less concerned with the overall
goals of the
group than with providing emotional support to group members and attempting to
minimize
tension and conflict among them.
Instrumental leaders are likely to have a rather secondary relationship to other
group
members. They give others and may discipline group members who inhibit (阻碍)
attainment of
the group ’ s goals. Expressive leaders cultivate a more personal or primary
relationship to others
in the group. They offer sympathy when someone experiences difficulties and try to
resolve
issues that threaten to divide the group. As the difference in these two roles suggest,
expressive
leaders generally receive more personal affection from group members; instrumental
leaders, if
they are successful in promoting group goals, may enjoy a more distant respect.
31. What does the passage mainly discuss?
A. The problems faced by leaders.
B. How leadership differs in small and large groups.
C. How social groups determine who will lead them.
D. The role of leaders in social groups.
32. The passage mentions all of the following ways by which people can become leaders
EXCEPT______________.
A. recruitment
B. formal election process
C. specific leadership training
D. traditional cultural patterns
33. Which of the following statements about leadership can be inferred from paragraph
2?
A. person who is an effective leader of a particular group may not be an effective
leader in
another group.
B. Few people succeed in sharing a leadership role with another person.
C. A person can best learn how to be an effective leader by studying research on
leadership.
D. Most people desire to be leaders but can produce little evidence of their
qualifications.
34. In mentioning “natural leaders” in line 7, the author is making the point that
_________.
A. few people qualify as “natural leaders”
B. there is no proof that “natural leaders” exist
C. “natural leaders” are easily accepted by the members of a group
D. “natural leaders” share a similar set of characteristics
35.
______________.
instrumental
generally
leaders
The
passage
indicates
that
focus
on
A. ensuring harmonious relationships
B. sharing responsibility with group members
C. identifying new leaders
D. achieving a goal
Passage 2 Colleges’ Admissions Policies to Be Studied
The national organization that oversees college application practices has decided
not to
sanction Harvard, Yale and Stanford universities for violating early-admission
rules and will
instead launch a two-year study of the increasingly controversial and confusing
higher education
application process.
Joyce Smith, executive director of the Alexandria, Va.-based National Association
for
College Admission Counseling, said that the organization had circulated a memo to
its college
and high school members declaring a moratorium(暂停) on enforcing rules that govern
early
admissions to colleges and universities.
The move is the result of a continuing debate about the popular early-admissions
programs,
which some educators say do not give applicants enough time to consider their choices,
and put
low-income students at a disadvantage because they risk losing some financial aid
if they apply
early.
Under the early-admissions system, students can apply to schools as early as November
of
their senior year in high school and receive an answer before Christmas, in time
to apply
elsewhere if they are rejected.
The early-admission programs were originally designed to give applicants the
opportunity
to get into their favorite schools early, reducing their anxiety about where they
would attend
college, as well as allow colleges to spread out and control the admissions process.
Most selective schools offer an "early decision" policy, which requires the
applicant to go to that
school if accepted early. Some colleges have the less-restrictive "early action"
policy, which
allows students to apply to multiple colleges, both early and at the standard time,
and not make
up their minds until April.
When Yale and Stanford announced they were dropping their early-decision policies
in
favor of early action, they said they would still insist that applicants for that
special status agree
not to seek early admission from any other school.
Some association members said that violated the official definition of early action.
Harvard, after experimenting with an early-action policy that allowed students to
seek
similar treatment from other schools, ultimately returned to a policy similar to
Yale's and
Stanford's. Harvard's director of admissions, Marlyn McGrath Lewis, said that her
staff found it
difficult to carefully assess the additional early applications that poured in when
the school lifted
its restrictions. Georgetown University, one of the few colleges in Washington area
with an early
action policy, allows students to apply to other early action schools, but not to
any early decision
schools, said Dean of Admissions Charles Deacon.
Many college admissions directors and high school guidance counselors said they
welcomed the association's decision to take a long look at the whole process rather
than to
penalize some schools by revoking their membership privileges or declaring their
practices
unethical.
"It's a very good idea," said Nina Marks, assistant head and director of college
guidance at
the National Cathedral School in the District of Columbia.
Martin A. Wilder Jr., the head of admissions for Mary Washington College and vice
president for admissions, counseling and enrollment services of the national
association, said,
“The landscape is just changing so drastically … There need to be some extended
discussion and
in-depth thinking about this.”
36. Harvard, Yale and Stanford universities are not sanctioned because ____________.
A. they have not violated the admission rules
B. they have special permission to violate the admission rules
C. the national organization wants to launch a study first
D. it is not clear whether these universities have really violated the admission
rules.
37. Mr. Smith’s organization issued a memo to ____________.
A. reinforce the admission rules
B. remind its members of the existing rules
C. modify the admission rules
D. put a temporary stop to the application of the rules
38. The early admissions programs were initially designed to _____________.
A. favor good schools
B. let the applicants make up their mind quickly
C. favor high-income students
D. help students to enter schools they like
39. The “early decision” policy gives students ______________________.
A. less choice than the “early action” policy
B. more choice than the “early action” policy
C. equal choice than the “early action” policy
D. different choices than the “early action” policy
40. From the passage we can know that the normal time for applicants to get their
admission is
_____________.
A. before Christmas
B. in November
C. in April
D. any time in the year
Passage 3 Wynton’s Blues
For twenty years the fates of Marsalis and jazz music have appeared inextricably
intertwined. He was a young newcomer on the New York scene at a time when jazz seemed
dominated and diminished by rock-oriented “ fusion, ” marginalized by outré
experimentation and
electronics, and disconnected from the youth audience that has driven American
popular culture
since the postwar era. Extraordinarily gifted and fluent in both jazz and classical
music, not to
mention young, handsome, black, impassioned, and articulate, especially on the
importance of
jazz history and jazz masters, Marsalis was ideally equipped to lead a
cultural-aesthetic
movement suited to the time, a renaissance that raised public esteem for and the
popular appeal
of jazz through a return to the music's traditional values: jazz for the Reagan
revolution. In 1990
Time magazine put him on the cover and announced the dawn of "The New Jazz Age."
Record
companies rediscovered the music and revived long-dormant jazz lines, signing
countless young
musicians inspired by Marsalis, along with three of his five brothers (first his
older brother,
Branford, a celebrated tenor saxophonist; later Delfeayo, a trombonist; and
eventually the
youngest, Jason, a percussionist) and his father, Ellis (a respected educator and
pianist in the
family's native New Orleans). By the 1990s Wynton Marsalis had become an omnipresent
spokesperson for his music and also one of its most prolific and highly decorated
practitioners
(he was the first jazz composer to win a Pulitzer Prize, for Blood on the Fields,
his oratorio about
slavery) – something of a counterpart to Leonard Bernstein in the 1950s. He took
jazz up and
over the hierarchical divide that had long isolated the music from the fine-arts
establishment; the
modest summer jazz program he created won a full constituency at Lincoln Center.
In 1999, to
mark the end of the century, Marsalis issued a total of fifteen CDs – about one
new title every
month.
Jazz’s public advocates, Marsalis among them, like to talk about the music as a
democratic
art, a form of communal expression founded on the primacy of the individual voice.
In recent
years the conversation about the future of the music has focused on the global
expansion of the
jazz community and the integrity of the voices in that expanded community. But if
the
effectiveness of any democracy is in inverse proportion to its size, it looks again
as though jazz
may be doomed. That is to say, the music may not survive in the form we now know.
Two
decades after Wynton Marsalis and his troops took up arms against fusion, world music,
the
apotheosis of fusion, is at the gate.
“I wonder about the future of jazz, with all the music from other parts of the world
floating
around more and more and more,” Whitney Balliett, a well-known jazz critic, says.
“Eventually
that’s going to be picked up in jazz. It already has been, and I wonder if there
will eventually, in
the next ten or twenty years, be a kind of diffusion – if the music will no longer
be the jazz that
we had ten or twenty years ago.”
As for Marsalis, the very subject of globalism and jazz makes him choke on his words.
I
brought up the topic while we were eating Chinese food on the Upper West Side of
Manhattan,
after he had told me how much he was enjoying his spicy chicken. “World music”
– he coughed