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福建师范大学外国语学院211翻译硕士英语[专业硕士]历年考研真题及详解试读：
2010年福建师范大学外国语学院211翻译硕士英语考研真题及详解
I. Vocabulary and grammar (30 points, 1.5 points for each)
Multiple choice
Directions: Beneath each sentence there are four words or phrases marked A, B, C and D. Choose the answer that best completes the sentence. Mark your answers on your answer sheet.
1．Mr. Smith will _____ resign in view of the complete failure of the research project.
A. doubtfully
B. adequately
C. presumably
D. reasonably【答案】C【解析】句意：鉴于史密斯先生这次在研究项目上彻底的失败，他很有可能要辞职。presumably很可能，大概。doubtfully怀疑地，含糊地。adequately足够地。reasonably合理地，有理性地。因此，本题的正确答案为C。
2．She is so sophisticated that she remains confident and _____ untroubled by our present problems.
A. indefinitely
B. infinitely
C. optimistically
D. pessimistically【答案】C【解析】句意：她非常的老练，遇到我们现在遭遇的问题她依旧自信，乐观，不受干扰。optimistically乐观地。乐观地，与confident属于同一个语义场。indefinitely无期限地。infinitely极其，非常。pessimistically悲观地。因此，本题的正确答案为C。
3．The Chinese Red Cross is _____ the International Red Cross.
A. blended with
B. affiliated with
C. adjacent to
D. pertinent to【答案】B【解析】句意：中国红十字会隶属于国际红十字会。be affiliated with隶属于。be blended with与……混合在一起。be adjacent to与……毗邻。be pertinent to与……相干。因此，本题的正确答案为B。
4．The authorities will _____ your license if you get caught drunk driving.
A. revoke
B. restore
C. authorize
D. withdraw【答案】A【解析】句意：如果你酒驾被抓，当局会撤销你的驾驶证。revoke取消，撤销，废除（许可，法律、协议等）。restore恢复，复位。authorize批准，许可。withdraw撤离。因此，本题的正确答案为A。
5．Often such arguments have the effect of _____ rather than clarifying the issues involved.
A. compromising
B. obscuring
C. tackling
D. prejudicing【答案】B【解析】句意：通常这样的争论只会让问题模糊化，而不是解释清楚牵涉的问题。obscure作动词，意为“使模糊，使隐晦”。compromise妥协，和解。tackle解决问题。prejudice作动词，意为“使怀有偏见”。因此，本题的正确答案为B。
6．More than 85 percent of the population in that country speaks French as a mother tongue and _____ to the Roman Catholic faith.
A. ascribes
B. subscribes
C. adheres
D. caters【答案】B【解析】句意：那个国家85%以上的人把法语当成母语并且坚持罗马天主教的信仰。adhere to 固守，坚持，固执（于……），粘附，附着，追随，支持。ascribe to 归咎于，归因于， 把……归属于。subscribe to 捐助，订购（书籍等）。cater to 对……提供所需的东西，迎合，供应伙食。因此，本题的正确选项为B。
7．Some American colleges are state-supported, others are privately _____, and still others are supported by religious organizations.
A. enlightened
B. attributed
C. authorized
D. endowed【答案】D【解析】句意：在美国，一些大学是国立的，一些大学时私人捐赠建立的，还有一些是宗教组织建立的。有题意可知，本题要选出同support同义的词。endow（向学校等机构）捐钱，资助。enlighten启发，启蒙。attribute把……归因于。authorize批准，授权。因此，本题的正确答案为D。
8．When people are asked what kind of housing they need or want, the question _____ a variety of answers.
A. defies
B. magnifies
C. mediates
D. evokes【答案】D【解析】句意：当人们被问起他们需要什么样的房子，这个问题引起了多种答案。 evoke引起，唤起。defy违抗，反抗。magnify放大，增强。mediate调停，调解促成（协议）。因此，本题的正确答案为D。
9．A felling of sadness _____ the atmosphere after they heard the news of the air crash.
A. scattered
B. permeated
C. shattered
D. overflowed【答案】B【解析】句意：人们听到这场空难的消息后，悲伤的情绪在空气中弥漫开来。 permeate（气体、液体）弥漫，（情绪）扩散，感染。scatter撒，散播。shatter使破碎，使破裂。overflow漫出，溢出。因此，本题的正确答案为B。
10．The lady in this strange tale very obviously suffers from mental illness. Her plot against a completely innocent ole man is a sign of _____.
A. impulse
B. insanity
C. inspiration
D. disposition【答案】B【解析】句意：很明显，这篇奇异故事中的女士有精神病，她对一位完全无辜的老人设置阴谋就体现了她的精神失常。insanity精神失常。impulse冲动，心血来潮。inspiration灵感。disposition性格，性情。因此，本题的正确答案为B。
11．We’ll be very careful and keep what you’ve told us strictly _____.
A. rigorous
B. confidential
C. incredible
D. mysterious【答案】B【解析】句意：我们会非常小心，严格保密你告诉我们的话。confidential保密的，机密的。rigorous细致的，谨慎的。incredible难以置信的，mysterious神秘的。confidential保密的，最符合语境。因此，本题的正确答案为B。
12．Herman’s success is due to his hard work and his ability to _____ plans which will get work done efficiently.
A. fulfill
B. elevate
C. formulate
D. paralyze【答案】C【解析】句意：赫尔曼的成功要归功于他的勤奋和制定高效工作计划的能力。formulate制定，规划，构想。fulfill完成。elevate举起，抬高，提拔。paralyze使麻痹。因此，本题的正确答案为C。
13．Peter was _____ of speeding when he saw the patrolmen.
A. on the edge of
B. on the way of
C. on the fringe of
D. on the verge of【答案】D【解析】句意：彼得在看到巡警的时候几乎超速了。on the verge of几乎，差不多。on the edge of与on the fringe of同义，意为“在……边缘”。on the way of在……的路上，关于……的方法。因此，本题的正确答案为D。
14．It is usually agreed that economic controls can _____ inflation by preventing overt wage and price and price increases from taking place.
A. suppress
B. impress
C. compress
D. depress【答案】A【解析】句意：多数人同意经济控制能够通过阻止公开的工资和价格增长来抑制通货膨胀。suppress抑制，压制。impress给……留下印象。compress压缩。depress使抑郁，降低（价格）。因此，本题的正确答案为A。
15．_____, a man who expresses himself efficiently is sure to succeed more rapidly than a man whose command of language is poor.
A. Other things being equal
B. Were other things equal
C. To be equal to other things
D. Other thins to be equal【答案】A【解析】句意：在其它条件相同的情况下，一个能有效地表达自己的人比一个语言表达能力差的人更容易获得成功。本题考查独立主格结构，A项为“other things are equal”的独立主格形式，being为非谓语。B项为虚拟语气句，原型是“if other things were equal”，既然从句为虚拟语气句，相应的主句也应该为虚拟语气句，明显与事实不符。C项为目的状语从句，与原句逻辑不通。D项时态不对，不需要用将来时。因此，本题的正确答案为A。
16．Most doctors recognize that medicine is _____.
A. an art as much it is a science
B. as much an art as it is a science
C. as an art as much it is a science
D. much an art as it is a science【答案】B【解析】句意：大多数医生都承认医学既是一门科学，也是一门艺术。本题考查as much as的用法。as much as意为“既……又……”时，用法有两种，第一是as much as作为一个整体，第二种是as much + A + as + B，如 It’s as much your responsibility as mine.翻译为“这既是你的责任，也是我的责任”。因此，本题的正确答案为B。
17．_____ that they may eventually reduce the amount of labor needed on construction sites by 90 percent.
A. So clever are the construction robots
B. So clever construction robots are
C. Such construction robots are clever
D. Such clever construction robots are【答案】A【解析】句意：建筑机器人是如此的聪明，它们的建设最终可能减少90个百分点的地盘需要的劳动量。so/such 结构放在句首的时候要构成部分倒装。clever是形容词所以要用so。 so clever are the construction robot=the construction robots are so clever。因此，本题的正确答案为A。
18．Once they had fame, fortune, secure futures; _____ is utter poverty
A. now that all is left
B. now all that is left
C. now all which is left
D. now all what is left【答案】B【解析】句意：他们曾经有名望、有财富和有无虑的未来，而现在剩下的只是彻底的贫穷。all是个代词,后跟定语从句，并且只能用关系代词that引导，what不是关系代词，不能引导定语从句。因此，本题的正确答案为B。
19．The years of practice, of developing my special technique, are just about to _____.
A. turn up
B. figured out
C. pay off
D. clear away【答案】C【解析】句意：多年的培养技能的练习终于快要得到回报了。pay off得到回报。turn up露面，被发现。figure out计算，弄明白。clear away清除，收拾。因此，本题的正确答案为C。
20．Because a degree from a good university is the means to a better job, education is one of the most _____ areas in Chinese life.
A. sophisticated
B. competitive
C. contagious
D. superficial【答案】B【解析】句意：因为在中国优秀大学的学历是通向一份好工作的途径，因此，教育是中国人生活中竞争最激烈的领域之一。competitive竞争的。sophisticated见多识广的，精密的。contagious接触传染的。superficial表面的，肤浅的。因此，本题的正确答案为B。
II. Reading comprehension (40 points)
Section 1 Multiple choice (20 points, 2 points for each)
Directions: In this section there are reading passages followed by multiple-choice questions. Read the passages and then mark your answers on your answer sheet.
Passage A
Persistent bullying is one of the worst experiences a child can face. How can it be prevented? Peter Smith, Professor of Psychology at the University of Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by the Department for Education. Here he reports on his findings.
Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or shoved—as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimized pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. “There is no bullying at this school” has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: “There is not much bullying here, but when it occurs we have a clear policy for dealing with it.”
Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted “before and after” evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time—not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development, while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the light of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as “no blame”, can be useful in changing the behavior of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying—and the consequent improvement in pupil happiness - is surely a worthwhile objective.
1．A recent survey found that in British secondary schools _____.
A. there was more bullying than had previously been the case
B. there was less bullying than in primary schools
C. cases of persistent bullying were very common
D. indirect forms of bullying were particularly difficult to deal with
2．Children who are bullied _____.
A. are twice as likely to commit suicide as the average person
B. find it more difficult to relate to adults
C. are less likely to be violent in later life
D. may have difficulty forming relationships in later life
3．The writer thinks that the declaration “There is no bullying at this school” _____.
A. is no longer true in many schools
B. was not in fact made by many schools
C. reflected the school’s lack of concern
D. reflected a lack of knowledge and resources
4．What were the findings of research carried out in Norway?
A. Bullying declined by 50% after an anti-bullying campaign.
B. Twenty-one schools reduced bullying as a result of an anti-bullying campaign.
C. Two years is the optimum length for an anti-bullying campaign.
D. Bullying is a less serious problem in Norway than in the UK.
5．Which of the following is the most suitable title for the passage?
A. Bullying: what parents can do
B. Bullying: are the media to blame
C. Bullying: the link with academic failure
D. Bullying: from crisis management to prevention【答案与解析】
1．B 文章第1段提到“There was less bullying in secondary schools”，第1段提到英国小学生中长期霸凌的概率是1/10，而英国中学生中长期霸凌的概率为1/25，由此可知，英国中学中的霸凌现象比小学的少。故选B。
2．D 文章第2段第3句提到“Victimized pupils are more likely to experience difficulties with interpersonal relationships as adults”，由此可知，受霸凌的学生会在今后的成人生活中遇到人际交往的问题。故选D。
3．D 文章第4段开头提到学校从不承认校园霸凌到承认的态度转变主要是有两个原因：“First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain.”，由此可推测，之前学校不承认校园霸凌的原因是校方缺乏意识和资源，故选D。文章第3段倒数第2句提到题中的说法是不正确的，故排除A、B。C项在文中没有提及。故选D。
4．A 文章第4段倒数第2句提到“In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved”，由此可知，在一场反霸凌运动后，霸凌现象减少了一半，故A正确。B项错在学校的数量，学校的数量应为42。C项过度延伸题意，这场运动持续了2年，但作者并没有指出2年是最佳的时长。D项在文中没有提及。故选A。
5．D 文章从第三段开始讲述阻止校园霸凌现象的方法，由此可见全文大部分内容与抑制校园霸凌的内容有关，因此选择D项。文章并未提到校园霸凌与父母、媒体以及学术的关系，故因此排除A、B、C。故选D。
Passage B
It is over five hundred years since Columbus “discovered” America. The celebration of the anniversary has at least produced one benefit. It has so effectively focused on the worldwide problem of the rights of aboriginal peoples. Developments in America demonstrate the problem more clearly than anywhere else. This was a whole continent, the population of which in Columbus’s day may have numbered as many as 100 million. Today only a fraction of these Indian peoples survive, and any truly Indian culture can only be found isolated in small pockets. Why was the Indian culture less able than others to resist the European pressure? Any processes elsewhere resembling the one in America have only taken place in more marginal areas of the world. Such processes are complex, and this is not the place for a more detailed analysis. What is clear, however, is that at certain times and in certain places we are confronted by a different force from infectious diseases and mortality or the haphazard outcome of wars and rapacity, and that is the systemic “ethnic cleansing” of the aboriginal population—better known as genocide. There is a most urgent need to define the rights of aboriginal peoples and to respect those rights in a manner which makes it possible to live in peace and mutual understanding. To succeed in this, we need people like Turn. For this Committee it was a happy coincidence that it was precisely in the year of Columbus that she emerged as such a strong candidate for this Prize.
Tum chose to dedicate herself to political and social work for her people. She tells us in her autobiography what a difficult choice it was not to have a family. She was engaged, she tells us, and felt an obligation to the ancestral principle of seeking happiness not only for oneself but for one’s family. A threat of ethnic cleansing of course lends extra weight to such an obligation. But she chose otherwise. She became an active member of the CUC. Then she participated in the founding of the organization called the Revolutionary Christians. “We understood ‘revolutionary’ in the real meaning of the word: ‘transformation’. If I had chosen the armed struggle, I would be in the mountains now.” Owing to her political activity, she has had to spend twelve years in exile in Mexico.
In her book A Strategy for Peace, the Swedish-American moral philosopher Sissela Bok describes what she calls the “pathology of partisanship”, or the brutalizing effect of the use of violence. Whoever commits acts of violence will lose his humanity. Thus, violence breeds violence and hate breeds hate. She quotes the English poet Stephen Spender, who experienced this process in himself when he took part in the Spanish Civil War. “It was clear to me that unless I cared about every murdered child impartially, I did not care about children being murdered at all.” But how can one break out of the vicious circle of the pathology of partisanship? It is easy enough to keep out and call for non-violence or an end to hatred when one is not oneself confronted with the blind violence of the other side. Nor is it indeed our responsibility to judge or to condemn in such cases. What we can do, however, is to point to the shining individual examples of people who manage to preserve their humanity in brutal and violent surroundings, of persons who for that very reason compel our special respect and admiration. Such people give us a hope that there are ways out of the vicious circle.
Tum’s autobiography is an extraordinary human document. It describes cruelty in sober and matter-of-fact terms. Its driving force is moral indignation. In some connections, she also mentions her hatred of those responsible for the violence and repression. But at the same time, the account reflects a disarming humanity. Almost gaily, she notes funny little concrete details in an otherwise ruthless existence; with love, she describes Indian customs. I know no better example of her disarming attitude than her description here in Oslo last year of her meeting with Colonel Roderigues: “We greeted each other and exchanged a few words. The man who killed my mother congratulated me on my nomination for the Nobel Peace Prize and called it a national honour. I realized then that at bottom we are all human beings. It was like meeting a distant acquaintance. I had a feeling of calm as I spoke to him.”
It is stupid to meet the world with too much trust, but even more stupid to meet it with too little. The goal of Tum’s work, as she has said on many occasions; is reconciliation and peace. She knows, better than most, that the foundations for future reconciliation are laid in the manner in which one conducts one’s struggle. Even in the most brutal situations, one must retain one’s faith that there is a minimum of human feelings in all of us. Tum preserved that faith. It is with the deepest respect and in admiration of her efforts that the Norwegian Nobel Committee today awards her the Nobel Peace Prize.
6．The passage indicates that the major reason for the decline of the India culture is _____.
A. its isolation from other cultures
B. the influence of infectious diseases
C. the result of avarice and cupidity
D. the genocide of the Indian people
7．According to the passage, which of the following statements is NOT true?
A. Tum has never hated Colonel Roderigues.
B. We have not well protected the rights of aboriginal peoples.
C. Tum was engaged but did not get married.
D. Stephen Spender understood the brutalizing effect of war.
8．The author thinks that one way to break out of the vicious circle of the pathology of partisanship is to______.
A. end hatred when one is not the victim of violence
B. condemn blind instances of violence or brutality
C. preserve one’s humanity even in brutal situations
D. meet the world with as much trust as possible
9．Tum is an advocate of all the following EXCEPT______.
A. human rights
B. armed struggle
C. non-violence
D. reconciliation
10．It can be inferred from the passage that Tum would view humanity as all the following EXCEPT______.
A. having a hatred of only those who are responsible for violence
B. having a disarming attitude towards those responsible for repression
C. having the belief that at bottom every one of us is a human being
D. having the faith that peaceful struggle will lead to reconciliation【答案与解析】
6．D 文章第一段倒数第4句提到“What is clear, however, is that…better known as genocide.”由此可知，印第安文化消失的主要原因是印第安种族的灭绝，故D表述正确。A、B、C都是印第安种族灭绝的原因，不具有概括性。故选D。
7．A 文章第4段提到“I know no better example of her disarming attitude than her description here in Oslo last year of her meeting with Colonel Roderigues”从关键词“disarming attitude”可知，Tum对 Colonel Roderigues消除了敌意，由此推测Tum曾经恨过Colonel Roderigues，因此A错误，故选A。
8．C 文章第3段倒数第2句提到“What we can do, however, is to point to the shining individual examples of people who manage to preserve their humanity in brutal and violent surroundings”，由此可知，要想打破偏见病理的循环，我们要在残忍的环境里依旧保持人道主义之心。故选C。
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