2016年成都电子科技大学211翻译硕士英语考研真题

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成都电子科技大学
2016 年攻读硕士学位研究生入学考试试题
考试科目： 211 翻译硕士英语
注：无机读卡，所有答案必须写在答题纸上，写在试卷或草稿纸上均无效。
Part I Grammar & Vocabulary (1 x 30 = 30 Points)
There are thirty sentences in this section. Beneath each sentence there are four words or phrases
marked A., B., C., and D. Please choose the correct answer that best completes the sentence and
write your answers on the ANSWER SHEET.
1. ________ implies an active choice to cling to something, not passively being carried along out
of inability to imagine anything else.
A. Tenancy B. Tenacity C. Tendency D. Tenure
2. The elimination of ________ was believed to be a prerequisite for any successful intercultural
exchange.
A. generalizations B. judgments C. doubts D. stereotypes
3. The Pentagon was planning to launch a 24-hour satellite television channel based in Baghdad to
make it easier to ________ the news media “filter” that Bush Administration officials believe is
misleading the public by emphasizing bad news about the occupation of Iraq.
A. circumnavigate B. circulate C. circumvent D. curriculum
4. This class will provide you as a parent with age appropriate songs and activities to enjoy music
at home with toddler that will develop coordination, balance and ________ relationship skills as
well as communication and cooperation.
A. scrutiny B. spacious C. stereotype D. spatial
5. It is a _____ to say that the women who teach in India must know the language, the religion,
superstitions and customs of the women to be taught in India. It ought to be the very same case
for England.
A. truism B. genuine C. tenacity D. similarity
6. The just-concluded election in Pakistan is simply a _____ for continuing military rule,
according to Selig Harrison, a leading US authority on South Asia, Afghanistan and the region.
A. inflection B. façade C. ambiguity D. fabrication
7. As television, and to an extent the internet have _____further through our society, the effects
are perhaps more significant than even we realize.
A. perpetuated B. pervasive C. permanent D. permeated
8. There’s this new girl coming to my school, and I like her a lot. I want to _____ our friendship
before I start a serious relationship.
A. cement B. lime C. clay D. concrete
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9. There was so much pain there, _______ caused by both sides over the years. I didn’t want to
hurt them, nor they me, but the harm had been done and it was irreversible.
A. inappreciably B. inadvertently C. inarticulately D. invisibly
10. Strengthening regional economic cooperation is a top priority for many Asian countries.
Interdependence among these different countries is becoming stronger - thanks to the adoption
of a more open economic model. And now, Asian countries are making efforts to promote
regional________, and in turn realize common prosperity.
A. integration B. diversity C. competition D. integral
11. When people can’t explain a new phenomenon using their knowledge, they will firstly try to
understand the new phenomena using the logic reference of______.
A. comparison B. analysis C. counterpart D. analogy
12. If you mess up, it’s not your parents’ fault, so don’t ______about your mistakes, learn from
them.
A. wonder B. worried C. whine D. pester
13. The system was redesigned to embrace the network and eventually _______ it in a profitable
direction.
A. adapt B. control C. install D. steer
14. The introduction of gunpowder gradually made the bow and arrow _______, particularly in
western Europe.
A. obscure B. obsolete C. optional D. overlapping
15. From busy homemakers to professional people, many Americans enjoy the convenience of
prepackaged meals that can be ready to serve in 10 minutes or less. On the other hand, many
Americans recognize the value of _______ art.
A. cookie B. culinary C. cuisine D. cook
16. The chairman of the board ______ on me the unpleasant job of dismissing good workers the
firm can no longer afford to employ.
A. compelled B. posed C. pressed D. tempted
17. I am not _______ with my roommate but I have to share the room with her, because I have
nowhere else to live.
A. concerned B. compatible C. considerate D. complied
18. A good education should train students to think for themselves. However, most of them are
trained in the technique of examination under ______.
A. duly B. duty C. duress D. obligation
19. Only those students ____ thinks the best can be accepted by this university.
A. who B. he C. that D. what
20. The tickets each ______ 10 dollars.
A. cost B. costs C. is costing D. are costing
21. _______, I am a little shy.
A. To tell you the truth B. Telling you the truth
C. To be told the truth D. Being told the truth
22. We watched carefully ________ the house.
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A. during she walked against B. during she walked towards
C. while she walked against D. while she walked towards
23. Tom or you _____ the job.
A. is going to do B. are going to do
C. is doing D. has done
24. It is not what you said but what you did____ matters.
A. which B. that C. what D. why
25. Never _____ anything more important before.
A. there is B. has there been C. there had D. there has been
26. He was shivering _____ cold.
A. with B. on C. in D. by
27. ____ you eat the correct foods _____ be able to keep fit and stay healthy.
A. Only if; will you B. Only if; you will
C. Unless; will you D. Unless; you will
28. He didn’t hear the news, _______.
A. so didn’t I B. so did I C. neither did I D. nor didn’t I
29. He is very popular among his students as he always tries to make them _____ in his
lectures.
A. interested B. interesting C. interest D. to interest
30. If the weather had been better, we could have had a picnic. But it ____ all day.
A. rained B. Rains C. has rained D. is raining
Part II Reading Comprehension (2 x 25 = 50 Points)
In this section there are three reading passages followed by questions. Please read the passages and
then write your answers on the ANSWER SHEET.
Passage One How a Frenchman is reviving McDonald's in Europe
A. When Denis Hennequin took over as the European boss of McDonald's in January 2004,
the world's biggest restaurant chain was showing signs of recovery in America and
Australia, but sales in Europe were sluggish or declining. One exception was France, where
Mr Hennequin had done a sterling job as head of the group's French subsidiary to sell more
Big Macs to his compatriots. His task was to replicate this success in all 41 of the European
countries where anti-globalisers' favourite enemy operates.
B. So far Mr Hennequin is doing well. Last year European sales increased by 5.8% and the
number of customers by 3.4%, the best annual results in nearly 15 years. Europe accounted
for 36% of the group's profits and for 28% of its sales. December was an especially good
month as customers took to seasonal menu offerings in France and Britain, and to a
promotion in Germany based on the game of Monopoly.
C. Mr Hennequin's recipe for revival is to be more open about his company's operations, to be
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“locally relevant”, and to improve the experience of visiting his 6,400 restaurants.
McDonald's is blamed for making people fat, exploiting workers, treating animals cruelly,
polluting the environment and simply for being American. Mr Hennequin says he wants to
engage in a dialogue with the public to address these concerns.
D. He introduced “open door” visitor days in each country which became hugely popular. In
Poland alone some 50,000 visitors came to McDonald's through the visitors' programme
last year. The Nutrition Information Initiative, launched last year, put detailed labels on
McDonald's packaging with data on calories, protein, fat, carbohydrates and salt content.
The details are also printed on tray-liners.
E. Mr Hennequin also wants people to know that “McJobs”, the low-paid menial jobs at
McDonald's restaurants, are much better than people think. But some of his efforts have
backfired: last year he sparked a controversy with the introduction of a “McPassport” that
allows McDonald's employees to work anywhere in the European Union. Politicians
accused the firm of a ploy to make cheap labour from eastern Europe more easily available
to McDonald's managers across the continent.
F. To stay in touch with local needs and preferences, McDonald's employs local bosses as
much as possible. A Russian is running McDonald's in Russia, though a Serb is in charge of
Germany. The group buys mainly from local suppliers. Four-fifths of its supplies in France
come from local farmers, for example. (Some of the French farmers who campaigned
against the company in the late 1990s subsequently discovered that it was, in fact, buying
their produce.) And it hires celebrities such as Heidi Klum, a German model, as local brand
ambassadors.
G. In his previous job Mr Hennequin established a “design studio” in France to spruce up his
company's drab restaurants and adapt the interior to local tastes. The studio is now
masterminding improvements everywhere in Europe. He also set up a “food studio”,
where cooks devise new recipes in response to local trends.
H. Given France's reputation as the most anti-American country in Europe, it seems odd that
McDonald's revival in Europe is being led by a Frenchman, using ideas cooked up in the
French market. But France is in fact the company's most profitable market after America.
The market where McDonald's is weakest in Europe is not France, but Britain.
I. “Fixing Britain should be his priority,” says David Palmer, a restaurant analyst at UBS.
Almost two-thirds of the 1,214 McDonald's restaurants in Britain are company-owned,
compared with 40% in Europe and 15% in America. The company suffers from the
volatility of sales at its own restaurants, but can rely on steady income from franchisees. So
it should sell as many underperforming outlets as possible, says Mr Palmer.
J. M.Mark Wiltamuth, an analyst at Morgan Stanley, estimates that European
company-owned restaurants' margins will increase slightly to 16.4% in 2007. This is still
less than in the late 1990s and below America's 18-19% today. But it is much better than
before Mr Hennequin's reign. He is already being tipped as the first European candidate for
the group's top job in Illinois. Nobody would call that a McJob.
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Questions 1-6 Do the following statements reflect the claims of the writer in Passage One?
TRUE if the statement reflects the claims of the writer
FALSE if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
1. McDonald was showing the sign of recovery in all European countries except France after
Denis Hennequin took office as the boss of Euro-markets.
2. Starting from last year, detailed labels are put on McDonald’s packaging and detailed
information is also printed on tray-liners.
3. France is said to be the most anti-American country in Europe, but the ideas of the open
“door” visiting days and “McPassport” are invented in the French market.
4. Britain possesses the weakest McDonald market among European countries and
approximately 1214 McDonald’s restaurants are company-owned.
5. According to David Palmer, a restaurant analyst at UBS, David Hennequin should treat the
problem about McDonald in Britain as the most important thing.
6. David Palmer suggested that the management of McDonalod in Italy should sell as many
its outlets which lose money in business as possible for revival.
Questions 7-10 Choose the appropriate letters A-D and write them on your answer sheet.
7. The word “sterling” in line 3 of Paragraph A means__________.
A. difficult
B. menial
C. terrible
D. excellent
8. Which of the following statements on the accusation of MacDonald is NOT TRUE?
A. It tends to make people fat.
B. Its operations are very vague.
C. It tends to exploit workers.
D. It tends to treat animals cruelly.
9. Which of the following measures taken by Denis Hennequin produced undesired result?
A. “Food Studio” scheme.
B. “Open Door” visitor days.
C. The “McPassport” scheme.
D. The Nutrition Information Initiative.
10. What did Denis Hennequin do so as to respond to local trends?
A. set up a “Food Studio”.
B. established a “Design Studio”.
C. hired celebrities as local brand ambassadors.
D. employed local bosses as much as possible.
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Passage Two How private universities could help to improve public ones
A. There are many rich Germans. In 2003 private assets are estimated to have been worth €5
trillion ($5.6 trillion), half of which belongs to the richest tenth of the population. But with
money comes stinginess, especially when it comes to giving to higher education. America
devotes twice as much of its income to universities and colleges as Germany (2.6% of GDP,
against 1.1%) mainly because of higher private spending—and bigger donations.
B. Next year's figures should be less embarrassing. In November Klaus Jacobs, a
German-born billionaire living abroad, announced that he would donate €200m to the
International University Bremen ( IUB )—the biggest such gift ever. It saved the IUB,
Germany's only fully fledged private and international university (with 30 programmes and
1,000 students from 86 countries) from bankruptcy. It may also soften the country's still
rigid approach to higher education.
C. German higher education has long been almost entirely a state-run affair, not least because
universities were meant to produce top civil servants. After 1945 the German states were
put in charge, deciding on such details as examination and admission rules. Reforms in the
1970s made things worse by strengthening, in the name of democracy, a layer of
bureaucracy in the form of committees of self-governance.
D. Tuition fees were scrapped in the name of access for all. But ever-rising student numbers
then met ever-shrinking budgets, so the reforms backfired. Today the number of college
drop-outs is among the highest in the rich world, making tertiary education an elite activity:
only 22% of young Germans obtain a degree, compared with 31% in Britain and 39% in
America. German universities come low in world rankings, so good students often go
abroad.
E. In the 1980s it was hoped that private universities might make a difference.
Witten-Herdecke University, founded in 1980, was the first. Teaching at IUB, which will
change its name to Jacobs University soon, began in 2001. Today, there are 69
(non-faith-based) private institutions of higher learning, up from 24 a decade ago. There is
growing competition, particularly among business schools.
F. At the same time the states have been introducing private enterprise into higher education.
In 2003 Lower Saxony turned five universities into foundations, with more autonomy.
Others have won more control over their own budgets. Some states have also started to
charge tuition fees. And in October a jury announced the winners of the first round of the
“excellence initiative”—a national competition among universities for extra cash.
G. Yet all this has led to only small improvements. Private universities educate only 3% of
Germany's 2m-odd students, which may be why they find it hard to raise money. It also
explains why many focus on lucrative subjects, such as the Bucerius Law School in
Hamburg. Others have come to depend on public money. Only recently have rich
individuals' foundations made big investments, as at IUB or at the Hertie School of
Governance in Berlin.
H. Public universities, meanwhile, still have not been granted much autonomy. There is less
direct control, but far more “administered competition”: a new bureaucracy to check the
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achievement of certain goals. This might all be avoided through price competition, but
tuition fees, now €1,000 a year on average, are fixed centrally by each state. The
excellence initiative is a mere drop in the bucket.
I. That is why Mr. Jacobs's donation matters. For the first time, Germany will have a private
university worth the name and with a solid financial footing (if it keeps up its academic
performance, that is: Mr. Jacobs has promised to donate €15m annually over the next five
years and another €125m in 2011 to boost the endowment, but only if things go well). If it
works, other rich Germans may be tempted into investing in higher education too.
J. Even so, private universities will play a small part in German higher education for the
foreseeable future. This does not mean that public universities should be privatized. But
they need more autonomy and an incentive to compete with one another—whether for
students, staff or donors. With luck, Mr. Jacobs's gift will not only induce other German
billionaires to follow suit, but also help to persuade the states to set their universities free.
Questions 11-16 Do the following statements reflect the claims of the writer in Passage Two?
TRUE if the statement reflects the claims of the writer
FALSE if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
11. Mr. Jacob’s donation to the IUB is more likely to result in a firmer approach to the
management of German higher education.
12. German higher education is a mainly state-run affair primarily because universities were
intended to train top civil servants.
13. The reforms in the sector of German tertiary education in the 1970s produced the opposite
result to the one which it intended.
14. The Bucerius Law School in Hamburg offers profitable business opportunities for its
students to make money for tuition fees.
15. Mr. Jacob would like to donate €125 million annually over the next five years to IUB on
the condition that things go well.
16. Private universities will continue to play a small role in German higher education for quite
a long period of time in the future.
Questions 17-18 Choose the appropriate letters A-D and write them on answer sheet.
17. Which of the following features about German higher education is NOT true：
A. The number of students drop out in the tertiary education is one of the highest among the
rich countries in the world.
B. The universities have a higher position in the scale of the world concerning the number of
students obtaining a degree.
C. The public universities exercise fairly less autonomy and they also experience more
“administratered competition”。
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D. The competition among the private universities is becoming increasingly tough and it is
especially true of business schools.
18. The word “scrapped” in the first line of the fourth paragraph means___________.
A. raised
B. lowered
C. charged.
D. cancelled
Passage Three The nature of genius
A. There has always been an interest in geniuses and prodigies. The word 'genius', from the
Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early
Roman cult of a divinity as the head of the family. In its earliest form, genius was
concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself.
Gradually, genius came to represent a person's characteristics and hence an individual's
highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars
or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or
personal characteristics.
B. The concept of genius and of gifts has become part of our folk culture, and attitudes are
ambivalent towards them. We envy the gifted and mistrust them. In the mythology of
giftedness, it is popularly believed that if people are talented in one area, they must be
defective in another, that intellectuals are impractical, that prodigies burn too brightly too
soon and burn out, that gifted people are eccentric, that they are physical weaklings, that
there's a thin line between genius and madness, that genius runs in families, that the gifted
are so clever they don't need special help, that giftedness is the same as having a high IQ,
that some races are more intelligent or musical or mathematical than others, that genius
goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts
have a responsibility to use them. Language has been enriched with such terms as
'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many,
'intellectual' is a term of denigration.
C. The nineteenth century saw considerable interest in the nature of genius, and produced not
a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects
of most of these studies of genius are the frequency with which early encouragement and
teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical
development of the children but caused great difficulties of adjustment later in their lives,
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and the frequency with which abilities went unrecognised by teachers and schools.
However, the difficulty with the evidence produced by these studies, fascinating as they are
in collecting together anecdotes and apparent similarities and exceptions, is that they are
not what we would today call norm-referenced. In other words, when, for instance,
information is collated about early illnesses, methods of upbringing, schooling, etc., we
must also take into account information from other historical sources about how common
or exceptional these were at the time. For instance, infant mortality was high and life
expectancy much shorter than today, home tutoring was common in the families of the
nobility and wealthy, bullying and corporal punishment were common at the best
independent schools and, for the most part, the cases studied were members of the
privileged classes. It was only with the growth of paediatrics and psychology in the
twentieth century that studies could be carried out on a more objective, if still not always
very scientific, basis.
D. Geniuses, however they are defined, are but the peaks which stand out through the mist of
history and are visible to the particular observer from his or her particular vantage point.
Change the observers and the vantage points, clear away some of the mist, and a different
lot of peaks appear. Genius is a term we apply to those whom we recognise for their
outstanding achievements and who stand near the end of the continuum of human abilities
which reaches back through the mundane and mediocre to the incapable. There is still much
truth in Dr Samuel Johnson's observation, 'The true genius is a mind of large general
powers, accidentally determined to some particular direction'. We may disagree with the
'general', for we doubt if all musicians of genius could have become scientists of genius or
vice versa, but there is no doubting the accidental determination which nurtured or
triggered their gifts into those channels into which they have poured their powers so
successfully. Along the continuum of abilities are hundreds of thousands of gifted men and
women, boys and girls.
E. What we appreciate, enjoy or marvel at in the works of genius or the achievements of
prodigies are the manifestations of skills or abilities which are similar to, but so much
superior to, our own. But that their minds are, not different from our own is demonstrated
by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the
commonplace knowledge of schoolchildren and the once outrageous shapes and colours of
an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the
supremacy of their achievements.
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F. To think of geniuses and the gifted as having uniquely different brains is only reasonable if
we accept that each human brain is uniquely different. The purpose of instruction is to
make us even more different from one another, and in the process of being educated we can
learn from the achievements of those more gifted than ourselves. But before we try to
emulate geniuses or encourage our children to do so we should note that some of the things
we learn from them may prove unpalatable. We may envy their achievements and fame, but
we should also recognise the price they may have paid in terms of perseverance,
single-mindedness, dedication, restrictions on their personal lives, the demands upon their
energies and time, and how often they had to display great courage to preserve their
integrity or to make their way to the top.
G. Genius and giftedness are relative descriptive terms of no real substance. We may, at best,
give them some precision by defining them and placing them in a context but, whatever we
do, we should never delude ourselves into believing that gifted children or geniuses are
different from the rest of humanity.
Questions 19-25 Do the following statements agree with the information given in Passage
Three?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information about this in the passage
19. Nineteenth-century studies of the nature of genius failed to take into account the uniqueness
of the person's upbringing.
20. Nineteenth-century studies of genius lacked both objectivity and a proper scientific
approach.
21. A true genius has general powers capable of excellence in any area.
22. The skills of ordinary individuals are in essence the same as the skills of prodigies.
23. The ease with which truly great ideas are accepted and taken for granted fails to lessen their
significance.
24. Giftedness and genius deserve proper scientific research into their true nature so that all
talent may be retained for the human race.
25. Geniuses often pay a high price to achieve greatness.
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PART III Writing (1 x 20 = 20 Points)
Write an essay about 400 words to state your view on the following topic:
Nowadays the way many people interact with each other has changed because of
technology.
In what way has technology affected the types of relationships people make?
Has this become a positive or negative development?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Marks will be awarded for content, organization, grammar and appropriateness. Failure to
follow the above instructions may result in a loss of marks.
Write your essay on the ANSWER SHEET.