2018年华侨大学硕士研究生入学考试真题：211翻译硕士英语

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据悉，2018年华侨大学硕士研究生入学考试真题：211翻译硕士英语真题已公布，聚英华侨大学考研网小编为你整理如下内容：  

 

Part I  Vocabulary and structure (30%)

Directions: There are 30 incomplete sentences in this part. For each blank there are four choices marked A, B, C and D. Choose the one that best complete the sentence. Then mark the corresponding letter on the answer sheet with a single line through the center.

 

1.Propaganda is generally considered to be a form of ______.   

A. education     B. upbringing    C. indoctrination     D. instruction

 

2.In some circles, the traditional ____ attitude toward women is coming back. They believe that women’s proper domain is in the kitchen.

A.sexual   B. sexy   C. sexist   D. sex

 

3.Liu Xiang was awarded a gold medal in the world championships. He ____ a lot of hard training.

A. should have experienced    B. must have experienced   C. should experience      D. must experience

 

4.  Yesterday in our oral class, we were talking about economics. Somehow we got ____ the subject of inflation.

A. about      B. up       C. onto      D. in

 

5.  He spent the whole day yesterday trying to get rid of the ____ in his garden.

A. grass    B. hay      C. weeds     D. wild herbs

 

6.  As we all know, blue skies are not always a _________ of fine weather.   

A. conversion    B. preservation    C. guarantee     D. safety

 

7.  Doctors are often caught in a ________ because they have to decide whether they should tell their patients the truth or not.   

A. dilemma   B. puzzle   C. perplexity   D. bewilderment

 

8.  Many people have the _________ that wealth is the chief cause of happiness.   

A. delusion     B. illusion    C. fantasy      D. image

 

9.  If we believe something is good and true we should _____ to it. 

A. hold up    B. keep on    C. hold on     D. keep up

 

10.  Authorities are mounting a campaign to combat an alarming rise in juvenile _____ and 

drug taking. 

A. delinquency       B. mistake       C. evil            D. crime

 

11.  The Committee had met many times, but had not come up with _____ to the problem. 

A. a way       B. an idea       C. a solution       D. a method

 

12.  The local peasants gave the soldiers clothes and food without which they _____ of hunger and cold.

A. would die   B. will die    C. would be dead    D. would have died

 

13.  I’m sure your suggestion will _____ the problem. 

A. contribute to solving    B. be contributed to solve    C. contribute to solve    

D. be contributed to solving

 

14.  You and I could hardly understand, ______?           

A. could I       B. couldn’t you      C. couldn’t we       D. could we

 

15.  Arriving at the bus stop, ______ waiting there.         

A. a lot of people were     B. he found a lot of people

C. a lot of people         D. people were found

 

16.  John is _______ hardworking than his sister, but he failed in the exam.    

 A. no less              B. no more                    C. not less             D. no so

 

17.  Tom, my friend’s father, ______ raised and educated in New York, lived and 

lectured in Africa most of his life.          

 A. who               B. if                     C. while             D. though

 

18.  As a first-year college student, I wish I________that time management was my number one problem before I came to college.  

A. realized   B. realize   C. had realized   D. have realized

 

19.  I do not believe that this preposterous scheme is _________ of our serious consideration. 

A. worthless    B. worth     C. worthwhile    D. worthy 

 

20.  If the whole operation _____beforehand, a great deal of time and money would have been lost.

A. was not planned       B. had not been planned   C. were not planned      

D. has not been planned

 

21.  It was because the applicant was too self-confident ______he failed in the interview.

A. that       B. therefore        C. so       D. to

 

22.  ________ I wanted to find out first was how long it would take to complete the bridge.

A. That       B. Those        C. What       D. Which

 

23.  ___ another chance, I will certainly pass the driving test.

A. Give       B. Giving       C. To give          D. Given

 

24.  I’m tired _________being bossed around. He regards me as his personal servant.  

     A. of     B. with    C. by   D. in

 

25.  Neither his parents nor his teacher _____that the boy can do it well.

A. believes    B. believe     C.  is believing    D. are believing

 

26.  I had had so many big meals by that time that the mere sight of fish and meat turned me ______.

A. down   B. off    C. out    D. in

 

27.  The boys and girls sat down and began eating the delicious food________

A. enthusiastically   B. whole-heartedly    C. healthily     D. heartily

 

28.  In the sentence “In the center of the square stood a monument,” the italicized phrase is ______.

A. the subject    B. the object     C. a complement     D. an adverbial

 

29.  The figure of speech in the sentence “Darrow had whispered, throwing a reassuring arm round my shoulder” is ______

A. metaphor     B. hyperbole    C. transferred epithet    D. metonymy

 

30.  It had never occurred _____him that a famous secret agent would be such a fat old man.

     A. to    B. for     C. with    D. by

 

 

Part II  Reading Comprehension 40%

 Directions: There are four passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet.  

 

Passage 1

Questions 31-34 are based on the following passage.

 

Immigrants’ adoption of English as their primary language is one measure of assimilation into the larger United States society. Generally languages define social groups and provide justification for social structures. Hence, a distinctive language sets a cultural group off from the dominant language group. Throughout United States history this pattern has resulted in one consistent, unhappy consequence, discrimination against members of the cultural minority. Language differences provide both a way to rationalize subordination and a ready means for achieving it.

Traditionally, English has replaced the native language of immigrant groups by the second or third generation. Some characteristics of today’s Spanish-speaking population, however, suggest the possibility of a departure from this historical pattern. Many families retain ties in Latin America and move back and forth between their present and former communities. This “revolving door” phenomenon, along with the high probability of additional immigrants from the south, means that large Spanish-speaking communities are likely to exist in the United States for the indefinite future.

This expectation underlies the call for national support for bilingual education in Spanish-speaking communities’ public schools. Bilingual education can serve different purposes, however. In the 1960s, such programs were established to facilitate the learning of English so as to avoid disadvantaging children in their other subjects because of their limited English. More recently, many advocates have viewed bilingual education as a means to maintain children’s native languages and cultures. The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.

To date, the evaluations of bilingual education’s impact on learning have been inconclusive. The issue of bilingual education has, nevertheless, served to unite the leadership of the nation’s Hispanic communities. Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture. If the United States is truly a multicultural nation—that is, if it is one culture reflecting the contributions of many—this demand should be seen as a demand not for separation but for inclusion.

More direct efforts to force inclusion can be misguided. For example, movements to declare English the official language do not truly advance the cohesion of a multicultural nation. They alienate the twenty million people who do not speak English as their mother tongue. They are unnecessary since the public’s business is already conducted largely in English. Further, given the present state of understanding about the effects of bilingual education on learning, it would be unwise to require the universal use of English. Finally, it is for parents and local communities to choose the path they will follow, including how much of their culture they want to maintain for their children.

 

31. The passage indicates that one of the characteristics of immigrant groups to the United States has traditionally been that, after immigration, relatively few members of the group      

  (A) became politically active in their new communities

  (B) moved back and forth repeatedly between the United States and their former communities

  (C) suffered discrimination in their new communities at the hands of the cultural majority

  (D) sought assimilation into the dominant culture of the new communities they were entering.

 

32. In the third paragraph, the phrase “different political agendas” refers specifically to conflicting opinions regarding the      

  (A) means of legislating the assimilation of minorities into United States society

  (B) extent to which Hispanics should blend into the larger United States society

  (C) means of achieving non-discriminatory education for Hispanics

  (D) official given responsibility for decisions regarding bilingual education

 

33. In the last paragraph, “It would be unwise to require the universal use of English.” One reason for this, according to the author, is that      

  (A) it is not clear yet whether requiring the universal use of English would promote or hinder the education of children whose English is limited

  (B) requiring the universal use of English would reduce the cohesion of the nation’s Hispanic communities and leadership

  (C) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas

  (D) it has been shown that bilingual education is necessary to avoid disadvantaging in their general learning children whose English is limited

 

34. In the last paragraph, the author of the passage is primarily concerned with discussing     

  (A) reasons against enacting a measure that would mandate the forced inclusion of immigrant groups within the dominant United culture

  (B) the virtues and limitations of declaring English the official language of the United States

   (C) the importance for immigrant groups of maintaining large segments of their culture to pass on to their children

  (D) the difference in cultures between Hispanics and other immigrant groups in the United   States

 

Passage 2

Questions 35-39 are based on the following passage.

 

As is well known and has often been described, the machine industry of recent times took its rise by a gradual emergence out of handicraft in England in the eighteenth century. Since then the mechanical industry has progressively been getting the upper hand in all the civilized nations, in much the same degree in which these nations have come to be counted as civilized. This mechanical industry now stands dominant at the apex of the industrial system.

The state of the industrial arts, as it runs on the lines of the mechanical industry, is a technology of physics and chemistry. That is to say, it is governed by the same logic as the scientific laboratories. The procedure, the principles, habits of thought, preconceptions, units of measurement and of valuation, are the same in both cases.

The technology of physics and chemistry is not derived from established law and custom, and it goes on its way with as nearly complete a disregard of the spiritual truths of law and custom as the circumstances will permit. The realities with which this technology is occupied are of another order of actuality, lying altogether within the three dimensions that contain the material universe, and running altogether on the logic of material fact. In effect it is the logic of inanimate facts.

The mechanical industry makes use of the same range of facts handled in the same impersonal way and directed to the same manner of objective results. In both cases alike it is of the first importance to eliminate the “personal equation,” to let the work go forward and let the forces at work take effect quite objectively, without hindrance or deflection for any personal end, interest, or gain. It is the technician’s place in industry, as it is the scientist’s place in the laboratory, to serve as an intellectual embodiment of the forces at work, isolate the forces engaged from all extraneous disturbances, and let them take full effect along the lines of designed work. The technician is an active or creative factor in the case only in the sense that he is the keeper of the logic which governs the forces at work.

These forces that so are brought to bear in mechanical industry are of an objective, impersonal, unconventional nature, of course. They are of the nature of opaque fact. Pecuniary gain is not one of these impersonal facts. Any consideration of pecuniary gain that may be injected into the technician’s working plans will come into the case as an intrusive and alien factor, whose sole effect is to deflect, retard, derange and curtail the work in hand. At the same time considerations of pecuniary gain are the only agency brought into the case by the businessmen, and the only ground on which they exercise a control of production.

35. The author of the passage is primarily discussing    

  (A) industrial organization in the eighteenth century

  (B) the motives for pecuniary gain

  (C) the technician’s place in mechanical industry

  (D) the impersonal organization of industry

 

36. The author of the passage suggests that businessmen in the mechanical industry are responsible mainly for      

   (A) keeping the logic governing the forces at work

   (B) managing the profits

   (C) directing the activities of the technicians

   (D) employing the technological procedures of physics and chemistry

  

37. Which one of the following, if true, would contradict the author’s belief that the role of technician is to be “the keeper of the logic” in the fourth paragraph?

   (A) All technicians are human beings with feelings and emotions.

   (B) An interest in pecuniary gain is the technician’s sole motive for participation in industry.

   (C) The technician’s working plans do not coincide with the technician’s pecuniary interests.

   (D) Technicians are employed by businessmen to oversee the forces at work.

 

38. From the author’s perspective, which one of the following statements about the evolution of the industrial system is TRUE?  

  (A) The handicraft system of industry emerged in eighteenth-century England and was subsequently replaced by the machine industry.

  (B) The handicraft system of industrial production has gradually given rise to a mechanistic technology that dominates contemporary industry.

  (C) The mechanical system of production that preceded the handicraft system was the precursor of contemporary means of production.

  (D) The industrial arts developed as a result of the growth of the mechanical industry that followed the decline of the handicraft system of production.

 

39. Which one of the following best describes the author’s attitude toward scientific techniques?

  (A) hostile

  (B) idealistic

  (C) ironic

  (D) neutral

 

Passage 3

Questions 40-45 are based on the following passage.

Historians sometimes forget that history is continually being made and experienced before it is studied, interpreted, and read. These latter activities have their own history, of course, which may impinge in unexpected ways on public events. It is difficult to predict when “new pasts” will overturn established historical interpretations and change the course of history.

In the fall of 1954, for example, C. Vann Woodward delivered a lecture series at the University of Virginia which challenged the prevailing dogma concerning the history, continuity, and uniformity of racial segregation in the South. He argued that the Jim Crow laws of the late nineteenth and early twentieth centuries not only codified traditional practice but also were a determined effort to erase the considerable progress made by Black people during and after Reconstruction in the 1870’s. This revisionist view of Jim Crow legislation grew in part from the research that Woodward had done for the NAACP legal campaign during its preparation for Brown v. Board of Education. The Supreme Court had issued its ruling in this epochal desegregation case a few months before Woodward’s lectures.

The lectures were soon published as a book, The Strange Career of Jim Crow. Ten years later, in a preface to the second revised edition, Woodward confessed with ironic modesty that the first edition “had begun to suffer under some of the handicaps that might be expected in a history of the American Revolution published in 1776.” That was a bit like hearing Thomas Paine apologize for the timing of his pamphlet Common Sense, which had a comparable impact. Although Common Sense also had a mass readership, Paine had intended to reach and inspire: he was not a historian, and thus not concerned with accuracy or the dangers of historical anachronism. Yet, like Paine, Woodward had an unerring sense of the revolutionary moment, and of how historical evidence could undermine the mythological tradition that was crushing the dreams of new social possibilities. Martin Luther King, Jr., testified to the profound effect of The Strange Career of Jim Crow on the civil rights movement by praising the book and quoting it frequently.

 

40. The “new pasts” mentioned in the first paragraph can best be described as the     

   (A) occurrence of events extremely similar to past events

   (B) history of the activities of studying, interpreting, and reading new historical writing

   (C) change in people’s understanding of the past due to more recent historical writing

   (D) overturning of established historical interpretations by politically motivated politicians

 

41. It can be inferred from the second paragraph that the “prevailing dogma” held that     

   (A) Jim Crow laws were passed to give legal status to well-established discriminator

      practices in the South

   (B) Jim Crow laws were passed to establish order and uniformity in the discriminatory

      practices of different southern states

   (C) the continuity of racial segregation in the South was disrupted by passage of Jim Crow laws

   (D) the Jim Crow laws of the late nineteenth and early twentieth centuries were passed to reverse the effect of earlier Jim Crow laws

 

42. Which of the following is the best example of writing that is likely to be subject to the kinds of “handicaps” referred to in the last paragraph?

   (A) A critique of a statewide school-desegregation plan written by an elementary school teacher in that state

   (B) A newspaper article assessing the historical importance of a United States President written shortly after the President has taken office

   (C) A scientific paper describing the benefits of a certain surgical technique written by the surgeon who developed the technique

   (D) Diary entries narrating the events of a battle written by a soldier who participated in the battle

 

43. The passage suggests that C. Vann Woodward and Thomas Paine were similar in all of the following ways EXCEPT:

   (A) Both had works published in the midst of important historical events.

   (B) Both wrote works that enjoyed widespread popularity.

   (C) The works of both had a significant effect on events following their publication.

   (D) Both were able to set aside worries about historical anachronism in order to reach and inspire.

 

44. The attitude of the author of the passage toward the work of C. Vann Woodward is best described as one of        

   (A) respectful regard

   (B) qualified approbation

   (C) pointed criticism

   (D) fervent advocacy

 

45. Which of the following best describes the new idea expressed by C. Vann Woodward in his University of Virginia lectures in 1954?

    (A) Southern racial segregation was continuous and uniform.

    (B) Black people made considerable progress only after Reconstruction.

    (C) Jim Crow laws did not go as far in codifying traditional practice as they might have.

    (D) Jim Crow laws did much more than merely reinforce a tradition of segregation.

 

Passage 4

Questions 46-50 are based on the following passage.

 

The impressionist painters expressly disavowed any interest in philosophy, yet their new approach to art had far-reaching philosophical implications. For the view of matter that the Impressionists assumed differed profoundly from the view that had previously prevailed among artists. This view helped to unify the artistic works created in the new style.

The ancient Greeks had conceived of the world in concrete terms, even endowing abstract qualities with bodies. This Greek view of matter persisted, so far as painting was concerned, into the nineteenth century. The Impressionists, on the other hand, viewed light, not matter, as the ultimate visual reality. The philosopher Taine expressed the Impressionist view of things when he said, “The chief ‘person’ in a picture is the light in which everything is bathed.”

In Impressionist painting, solid bodies became mere reflectors of light, and distinctions between one object and another became arbitrary conventions; for by light all things were welded together. The treatment of both color and outline was transformed as well. Color, formerly considered a property inherent in an object, was seen to be merely the result of vibrations of light on the object’s colorless surface. And outline, whose function had formerly been to indicate the limits of objects, now marked instead merely the boundary between units of pattern, which often merged into one another.

The Impressionist world was composed not of separate objects but of many surfaces on which light struck and was reflected with varying intensity to the eye through the atmosphere, which modified it. It was this process that produced the mosaic of colours that formed an Impressionist canvas. “Light becomes the sole subject of the picture,” writes Mauclair. “The interest of the object upon which it plays is secondary. Painting thus conceived becomes a purely optic art.”

From this profoundly revolutionary form of art, then, all ideas—religious, moral, psychological—were excluded, and so were all emotions except certain aesthetic ones. The people, places, and things depicted in an Impressionist picture do not tell story or convey any special meaning; they are, instead, merely parts of pattern of light drawn from nature and captured on canvas by the artist.

 

46. The author of the passage is primarily concerned with       

    (A) explaining how the Impressionists were influenced by scientific studies of light and    

colour

    (B) discussing the philosophical implications of the Impressionist style of painting

    (C) analyzing the influence of thinkers like Taine and Mauclair on Impressionist painting

    (D) defending the importance of the Impressionist painters in the history of modern art

 

47. According to the passage, the Impressionists differed from the ancient Greeks in that the Impressionists         

(A) considered colour to be property inherent in objects

(B) placed a higher value on the narrative element in painting

(C) depicted the objects in a painting as isolated, rather than united in a single pattern

(D) treated light, rather than matter, as the ultimate reality

 

48. According to the passage, the Impressionists believed that the atmosphere       

(A) reflects light with varying intensity

(B) creates the illusion of colour in colourless surfaces

(C) modifies the shapes of objects

(D) affects the way we perceived colour

 

49. The author’s use of the term “mosaic of colours” suggests that Impressionist paintings were characterized by        

(A) discontinuous dabs of unmixed pigment

(B) broad, sweeping brush strokes

(C) clearly defined forms and objects

(D) subjects devoid of emotive or literary qualities

 

50. The ideas attributed to the Impressionists in the passage suggest that an Impressionist painter would be most likely to agree with which of the following statement?

(A) A picture is significant primarily as a manifestation of the artist’s mental state.

(B) The highest purpose of art is to teach religious truths.

(C) The quality of a picture has nothing to do with the nature of the objects it depicts.

(D) An artist should strive to recreate on canvas the inner nature of objects from real life.

  

Part III Writing (30%)

Directions: For this part, you are allowed 60 minutes to write an essay commenting on the saying “Money is the root of all evils.” You can cite examples to illustrate your points of view. You should write about 400 words.

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