211 翻译硕士英语.doc

南京林业大学硕士研究生入学考试初试试题科目代码：211 科目名称： 翻译硕士英语 满分：100 分注意: 认真阅读答题纸上的注意事项；所有答案必须写在答题纸上，写在本试题纸或草稿纸上均无效；本试题纸须随答题纸一起装入试题袋中交回！I. Vocabulary and grammar (30 points, 1.5 points for each)Multiple Choices. Directions: Beneath each sentence there are four words or phrases marked with A, B, C and D. Choose the answer that best completes the sentence. Write your answers on the answer sheet.1. You must not be _ at feeling the difficulties.A. put outB. put away C. put for D. put up2. I know her _, but I have never spoken to her.A. for sightB. in sight C. on sight D. by sight3. I underwent an operation _ an early recovery.A. in hopes of B. in the hopes ofC. in hope of D. with the hope of4. If we continue to ignore the issue of global warming, we will almost certainly suffer the _ effects of climatic changes worldwide.A. dubiousB. drastic C. trivial D. toxic5. Nothing Helen says is ever _. She always thinks carefully before she speaks.A. spontaneousB. simultaneousC. rigorous D. homogenous6. The temperature of the atmosphere becomes colder as _ increases.A. ventilation B. pressure C. elevation D. humidity7. Hot metal _ as it grows colder.A. compressesB. reduces C. contracts D. condenses8. Your advice would be _ valuable to him, who is now at a loss as to what to do first.A. excessivelyB. exceedingly C. extensively D. exclusively9. Jim badly _ his back when digging in the garden last night.A. exertedB. strained C. pulled D. stretched10. Habits acquired in youth-notably smoking and drinking-may increase the risk of _ diseases in a persons later life.A. consecutive B. cyclical C. critical D. chronic11. No longer are contributions to computer technology confined to any one country; _ is this more true than in Europe.A. hardly B. little C. seldom D. nowhere12. What will _ lead to?A. the policy of the governmentsB. this policy of the governmentsC. this policy of a governmentsD. the policy of a governments 13. Indigo is a vat color, _ called because it does not dissolve in water.A. which itB. it is C. such D. so14. You cant be _ careful in making the decision as it was such a critical case.A. very B. too C. quite D. so15. We have done things we ought not to have done and _ undone things we ought to have done.A. leavingB. left C. will leave D. leave16. Hes _ as a “bellyacher”-hes always complaining about something.A. who is knownB. whom is known C. what is known D. which is known17. Much as _, I couldnt lend him the money because I simply didnt have that much spare cash.A. I would have liked to B. I would like to haveC. I should have to like D. I should have liked to18. If it _ too much trouble, Id love a cup of coffee.A. hadnt been B. isnt C. werent D. may not be19. The atmosphere is as much a part of the earth as _ its soils and the water of its lakes, rivers and oceans.A. is B. do C. hasD. are20. America will never again have as a nation the spirit of adventure as it _ before the West was settled.A. did B. could C. would D. wasII. Reading comprehension (40 points)Section I Multiple choices (20 points, 2 points for each)Directions: In this section there are two passages followed by multiple-choice questions. Read the passages and then write your answers on the answer sheet.Passage ATowards the end of “Thinking, Fast and Slow”, Daniel Kahneman laments that he and his late collaborator, Amos Tversky, are often credited with showing that humans make “irrational” choices. That term is too strong, he says, to describe the variety of mental mishaps to which people systematically fall prey. Readers of his book may disagree. Mr. Kahneman, an Israeli-American psychologist and Nobel economics laureate, has delivered a full catalogue of the biases, shortcuts and cognitive illusions to which our species regularly succumbs. In doing so he makes it plain that Homo economicusthe rational model of human behavior beloved of economistsis as fantastical as a unicorn.In one experiment described by Mr. Kahneman, participants asked to imagine that they have been given 50 pounds behave differently depending on whether they are then told they can “keep” 20 pounds or must “lose” 30 poundsthough the outcomes are identical. He also shows that it is more threatening to say that a disease kills “1,286 in every 10,000 people”, than to say it kills “24.14% of the population”, even though the second mention is twice as deadly. Vivid language often overrides basic arithmetic.Some findings are downright peculiar. Experimental subjects who have been “primed” to think of money, perhaps by seeing a picture of dollar bills, will act more selfishly. So if someone nearby drops some pencils, these subjects will pick up fewer than their non-primed counterparts. Even obliquely suggesting the concept of old age will inspire people to walk more slowlythough feeling elderly never crossed their mind, they will later report.After all this the human brain looks less like a model of rationality and more like a giddy teenager: flighty, easily distracted and lacking in self-awareness. Yet this book is not a counsel of despair. Its awkward title refers to Mr. Kahnemans two-tier model of cognition: “System 1” is quick, intuitive and responsible for the quirks and mistakes described above (and many others). “System 2”, by contrast, is slow, deliberative and less prone to error. System 2 kicks in when we are faced with particularly complex problems, but much of the time it is all too happy to let the impulsive System 1 get its way. What, then, is System 1 good for? Rather a lot, it turns out. In a world that often demands swift judgment and rapid decision-making, a creature who solely relied on deliberative thinking wouldnt last long. Moreover, System 1 generally works well. As Mr. Kahneman says, “most of our judgments and actions are appropriate most of the time”. He urges readers to counteract what he considers to be mistakes of System 1 thinking, such as the “loss aversion” that deters people from accepting favourable gambles (such as a 50-50 chance to win $200 or lose $100). He also recommends checking the performance of an investment portfolio no more than once a quarter, to limit needless anguish over short-term fluctuations and the “useless churning” of shares.Mr. Kahneman does not dwell on the possible evolutionary origins of our cognitive biases, nor does he devote much time to considering why some people seem naturally better at avoiding error than others. Still this book, his first for a non-specialist audience, is a profound one. As Copernicus removed the Earth from the centre of the universe and Darwin knocked humans off their biological perch, Mr. Kahneman has shown that we are not the paragons of reason we assume ourselves to be. Often hailed as the father of behavioural economics (with Tversky as co-parent), his work has influenced a range of disciplines and has even inspired some policy.But the true consequences of his findings are only starting to emerge. When he presents the poor victims of his experiments with conclusive proof of their errors, the typical reaction is not a chastened pledge to shape up, but confused silence, followed by business as usual. No one likes to be told he is wrong.1. The word “mishaps” in Paragraph 1 probably means_.A. problems B. dilemmasC. choicesD. models2. It can be inferred from the passage that _.A. language is more powerful than mathematics.B. selfish people tend to think of money often.C. self-suggestion can affect peoples behavior.D. exact figures are more convincing than words3. According to the passage, the human brain can be described as _.A. irrational B. obliviousC. disorderlyD. capricious4. Which of the following statements is TRUE of the human brain?A. In most cases, System 1 is working.B. System 2 works to lead to mistakes.C. System 2 is preferred by rational people. D. System 2 is more complex than System 1.5. In his experiments, the subjects _ Mr. Kahnemans proof of their errors. A. can identify with B. turn a deaf ear toC. feel aversion to D. are overjoyed to hear aboutPassage BAt Harvard College in September, a controversy erupted over the adoption of a “freshman pledge,” which for the first time asked incoming students to sign a commitment to act with respect, integrity, and kindness in order to “promote understanding.” Libertarian commentator Virginia Postrel, wrote that “treating kindness as the way to civil discourse doesnt show students how to argue with accuracy and respect.” Harry R. Lewis, a former dean of Harvard College and someone with an excellent perspective on undergraduate education, warned that it impinged on freedom of thought and that “a student would be breaking the pledge if she woke up one morning and decided it was more important to achieve intellectually than to be kind.”Has empathy become the new scapegoat in the long-standing concern about academic attainment in American schools? Books like Academically Adrift chart the decline in academic rigor on American college campuses, citing the plummeting hours that students spend on studying and critical thinking skills. But theres also been a troubling, and concurrent, decrease in empathy over the past thirty years. A study of 14,000 college students published in Personality and Social Psychology Review in 2011 showed that the majority of college students today are less empathetic than their predecessors of prior decades. And other research even shows that education (like medical school!) can actually wring the empathy out of students.Many people are squeamish about calls to increase empathy in young people because they wrongly assume that the ability to empathize is incompatible with traits like logic, reason, and impartiality. Weve now entered a debate about how nice we should be or, rather, how nice we can afford to be and still stay competitive as a society, clinging to the pernicious belief that anything beneficial to young people must be painful and that we are in a rat race that is a zero-sum game.In fact, there need be no tradeoff, at Harvard or anywhere else, between intellectual rigor and kindness. This is a false dichotomy, like the belief that a sick person must choose between a competent doctor and a humane one. Indeed, empathetic behavior listening well, for example actually makes a doctor better able to diagnose and treat illness, and studies show that when doctors are empathetic, their patients need less medication to relieve pain and less time to heal wounds.People often equate empathy with gentleness and passivity. But empathy is really just a cognitive walk in another persons shoes. An empathetic person is, fundamentally, a curious and imaginative person. Empathy involves a search for understanding. And we need todays students to understand the world better in order to respond to its seemingly intractable problems.Many educators agree that the intellectual skills required for the 21st century depend on not only a mastery of facts and figures, but also on complex communication, flexibility, collaboration, adaptability, and innovation. We live in a more open society than ever, with greater mixing of people and ideas.The ability to master a new language, to translate scientific findings into policy, or to weave the concerns of one field into the terms of another (the way a Macintosh computer melds engineering and design), requires students to step outside of their own life experience and habits of mind. Steve Jobs had empathy for his customers.Of course, we can always find examples of world-class thinkers who are oblivious to peoples feelings. But that doesnt negate the fact that the vast majority of students will need to assume the perspective of others in order to get ahead in life. We can call this empathy. Or we can call it 21st century learning. Its both. Empathy doesnt always lead to more moral behavior, but it can lead to more intelligent behavior.6. Virginia Postrels attitude towards the adoption of a “freshman pledge” is _.A. favorableB. scrupulousC. incredulousD. impartial7. “education (like medical school!) can actually wring the empathy out of students.”(Para. 2) probably means _.A. college students possess less EQ than their predecessorsB. college students are trained to be blessed with much empathyC. college students are forced to show empathy for othersD. college students need to show more empathy for others8. The authors believe that _.A. empathy doesnt affect college students performance.B. empathy contributes to the development of logic and reason.C. a doctor must be a person with great empathy and skills.D. a doctors empathy is more effective than medication.9. According to the passage, an empathetic person can be all the following EXCEPT_.A. smart B. ethical C. creative D. inquisitive10. The author wants to argue in the passage that _.A. being kind and being smart are not mutually exclusive.B. whether Harvards “freshman pledge” should be adopted or not.C. empathy has become the new scapegoat of academic decline.D. when the debate over Harvards “freshman pledge” will be ended. Section II Answering questions (20 points, 2 points for each question)Directions: Read the following two passages and then answer IN COMPLETE SENTENCES the questions which follow each passage. Use only information from the passage you have just read and write your answers on the answer sheet.Questions 1-5 are based on the following passage:The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrows universities by writers representing both Western and non-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today. The most widely discussed alternative to the traditional campus is the Internet Universitya voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the worlds great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note Australian communications professors Davie Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content or other dangers will necessarily follow. Counter-movements are also at work. Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”Co-editor Jennifer Gidley shows how tomorrows university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like todays faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them. A third new role for faculty, and in Gidleys view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, betweenor even duringsessions at a real world problem focused institution. As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in a