海大《翻译硕士英语》模拟试题

中国海洋大学2011年硕士研究生入学考试模拟试题

科目代码： 211 科目名称： 翻译硕士英语

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Part I. Vocabulary and Grammar [60 minutes]Directions: There are 30 incomplete sentences

in this part. Beneath each sentence there are four choices marked A, B, C and D. Choose ONE answer that best

completes the sentence. Then write your answers on the Answer :

1. The club will ______ new members the first week in September.

A. absorb

2.

B. enroll C. register D. subscribe

At the party we found that shy girl ______ her mother all the time.

A. adhering to

B. clinging to

D. depending on C. coinciding with

3. The incoming climate summit attempts to ______ a new global climate treaty to seek a new global deal on

climate change.

A. draw on B. draw in C. draw up D. draw down

4. Sometimes patients suffering from severe pain can be helped by “drugs” that aren’t really drugs at all,

______ sugar pills that contain no active chemical elements.

A. but rather B. or rather C. other than D. rather than

5. Attempts to persuade her to stay after she felt insulted were ______.

A. in no way B. on the contrary C. at a loss D. of no avail

参考答案：1. A 2. B 3. C 4. A 5. D

Part II. Reading Comprehension [60 minutes]

Section A: Multiple-Choice Questions [30 minutes]

Directions: In this section there are two reading passages, with each passage followed by FIVE multiple-choice

questions. For each of them there are four choices marked A, B, C and D. Choose ONE answer that best answers

the question or completes the statement. Then write your answers on the Answer Sheet.

SAMPLE:

Family Matters

This month Singapore passed a bill that would give legal teeth to the moral obligation to support one’s

parents. Called the Maintenance of Parents Bill, it received the backing of the Singapore Government.

That does not mean it hasn’t generated discussion. Several members of the Parliament opposed the measure

as un-Asian. Others who acknowledged the problem of the elderly poor believed it a disproportionate response.

Still others believed it would subvert relations within the family: cynics dubbed it the “Sue Your Son” law.

Those who say that the bill does not promote filial responsibility, of course, are right. It has nothing to do

with filial responsibility. It kicks in where filial responsibility fails. The law cannot legislate filial responsibility

any more than it can legislate love. All the law can do is to provide a safety net where this morality proves

insufficient. Singapore needs this bill not to replace morality, but to provide incentives to shore it up.

Like many other developed nations, Singapore faces the problems of an increasing proportion of people over

60 years of age. Demography is inexorable. In 1980, 7.2% of the population was in this bracket. By the end of the

century that figure will grow to 11%. By 2030, the proportion is projected to be 26%. The problem is not old age

per se. It is that the ratio of economically active people to economically inactive people will decline.

But no amount of government exhortation or paternalism will completely eliminate the problem of old people

who have insufficient means to make ends meet. Some people will fall through the holes in any safety net.

Traditionally, a person’s insurance against poverty in his old age was his family. Lifts is not a revolutionary

concept. Nor is it uniquely Asian. Care and support for one’s parents is a universal value shared by all civilized

societies.

The problem in Singapore is that the moral obligation to look after one’s parents is unenforceable. A father

can be compelled by law to maintain his children. A husband can be forced to support his wife. But, until now, a

son or daughter had no legal obligation to support his or her parents.

In 1989, an Advisory Council was set up to look into the problems of the aged. Its report stated with a tinge

of complacency that 95% of those who did not have their own income were receiving cash contributions from

relations. But what about the 5% who aren’t getting relatives’ support? They have several options: (a) get a job and

work until they die; (b) apply for public assistance (you have to be destitute to apply); or (c) starve quietly. None

of these options is socially acceptable. And what if this 5% figure grows, as it is likely to do, as society ages?

The Maintenance of Parents Bill was put forth to encourage the traditional virtues that have so far kept Asian

nations from some of the breakdowns encountered in other affluent societies. This legislation will allow a person

to apply to the court for maintenance from any or all of his children. The court would have the discretion to refuse

to make an order if it is unjust.

Those who deride the proposal for opening up the courts to family lawsuits miss the point. Only in extreme

cases would any parent take his child to court. If it does indeed become law, the bill’s effect would be far more

subtle.

First, it will reaffirm the notion that it is each individual’s — not society’s — responsibility to look after his

parents. Singapore is still conservative enough that most people will not object to this idea. It reinforces the

traditional values and it doesn’t hurt a society now and then to remind itself of its core values.

Second, and more important, it will make those who are inclined to shirk their responsibilities think twice.

Until now, if a person asked family elders, clergymen or the Ministry of Community Development to help get

financial support from his children, the most they could do was to mediate. But mediators have no teeth, and a

child could simply ignore their pleas.

But to be sued by one’s parents would be a massive loss of face. It would be a public disgrace. Few people

would be so thick-skinned as to say, “Sue and be damned”. The hand of the conciliator would be immeasurably

strengthened. It is far more likely that some sort of amicable settlement would be reached if the recalcitrant son or

daughter knows that the alternative is a public trial.

It would be nice to think Singapore doesn’t need this kind of law. But that belief ignores the clear

demographic trends and the effect of affluence itself on traditional bends. Those of us who push for the bill will

consider ourselves most successful if it acts as an incentive not to have it invoked in the first place.

31. The Maintenance of Parents Bill ______.

A. received unanimous support in the Singapore Parliament

B. was believed to solve all the problems of the elderly poor

C. was intended to substitute for traditional values in Singapore

D. was passed to make the young more responsible to the old

32. By quoting the growing percentage points of the aged in the population, the author seems to imply that

______.

A. the country will face mounting problems of the old in future

B. the social welfare system would be under great pressure

C. young people should be given more moral education

D. the old should be provided with means of livelihood

33. The author seems to suggest that traditional values ______.

A. play an insignificant role in solving social problems

B. are helpful to the elderly when they sue their children

C. are very important in preserving Asian uniqueness

D. are significant in helping the Bill get approved

34. The author thinks that if the Bill becomes law, its effect would be ______.

A. apparent B. indirect C. unnoticed D. straightforward

35. At the end of the passage, the author seems to imply that success of the Bill depends upon ______.

A. strict enforcement

C. government assurance

B. public support

D. filial awareness

参考答案：31. D 32. A 33. C 34. B 35. D

Section B: Short Answer Questions [30 minutes]

Directions: In this section, there are two passages, each with five questions. Read the passages carefully. Then

answer the questions by using the information given in each passage. Please write your answers on the Answer

Sheet.

SAMPLE:

Interview

So what have they taught you at college about interviews? Some courses go to town on it, others do very little.

You may get conflicting advice. Only one thing is certain: the key to success is preparation.

There follow some useful suggestions from a teacher training course coordinator, a head of department and a

headteacher. As they appear to be in complete harmony with one another despite never having met, we may take

their advice seriously.

Oxford Brookes University’s approach to the business of application and interview focuses on research and

rehearsal. Training course coordinator Brenda Stevens speaks of the value of getting students “to deconstruct the

advertisement, see what they can offer to that school, and that situation, and then write the letter, do their CVs and

criticize each other’s.” Finally, they role play interviewer and interviewee.

This is sterling stuff, and Brookes students spend a couple of weeks on it. “The better prepared students

won’t be thrown by nerves on the day,” says Ms Stevens, “They’ll have their strategies and questions worked out.”

She also says “the better the student, the worse the interviewee.” She believes the most capable students are less

able to put themselves forward. Even if this were true, says Ms Stevens, you must still make your own case.

“Beware of infernality,” she advises. One aspirant teacher, now a head of department at a smart secondary

school, failed his first job interview because he took his jacket off while waiting for his appointment. It was hot

and everyone in the staffroom was in shirtsleeves but at the end of the day they criticized his casual attitude, which

they had deduced from the fact that he took his jacket off in the staffroom, even though he put it back on for the

interview.

Incidentally, men really do have to wear a suit to the interview and women really cannot wear jeans, even if

men never wear the suit again and women teach most days in jeans. Panels respond instantly to these indicators.

But beware: it will not please them any better if you are too smart.

Find out about the people who will talk to you. In the early meetings they are likely to be heads of

departments or heads of year. Often they may be concerned with pastoral matters. It makes sense to know their

priorities and let them hear the things about you that they want to hear.

During preliminary meetings you may be seen in groups with two or three other applicants and you must

demonstrate that you know your stuff without putting your companions down. The interviewers will be watching

how you work with a team. But remember the warning about informality: however friendly and co-operative the

other participants are, do not give way to the idea that you are there just to be friends.

Routine questions can be rehearsed, but “don’t go on too long,” advises the department head. They may well

ask: “What have been your worst/best moments when teaching?”, or want you to “talk about some good teaching

you have done.” The experts agree you should recognize your weaknesses and offer a strategy for overcoming

them. “I know I’ve got to work on classroom management — I would hope for some help,” perhaps. No one

expects a new teacher to know it all, but they hope for an objective appraisal of capabilities.

Be warned against inexpert questioning. You may be asked questions in such a way that it seems impossible

to present your best features. Some questions may be plain silly, asked perhaps by people on the panel who are

from outside the situation. Do not be thrown, have ways of circumnavigating it, and never, ever let them see that

you think they have said something foolish.

You will almost certainly be asked how you see the future and it is important to have a good answer prepared.

Some people are put off by being asked what they expect to be doing in five or ten years’ time. On your

preliminary visit, says the department head, be sure to give them a bit of an interview of your own, to see the

direction the department is going and what you could contribute to it.

The headteacher offers his thoughts in a nine-point plan. Iron the application form! Then it stands out from

everyone else’s, which have been folded and battered in the post. It gives an initial impression which may get your

application to the top of the pile. Ensure that your application is tailored to the particular school. Make the head

feel you are writing directly to him or her. Put yourself at ease before you meet the interviewing panel: if you are

nervous, you will talk too quickly. Before you enter the room, remember that the people are human beings too;

take away the mystique of their roles. Listen. There is a danger of not hearing accurately what is being said. Make

eye contact with the speakers, and with everyone in the room. Allow your warmth and humanity to be seen. A

sense of humor is very important. Have a portfolio of your work that can link theory to practice. Many schools

want you to show work. For a primary appointment, give examples from the range of the curriculum, not just art.

(For this reason, taking pictures on your teaching practice is important.) Prepare yourself in case you are asked to

give a talk. Have prompt cards ready, and don’t waffle. Your speech must be clear and articulate, with correct

grammar. This is important: they want to hear you and they want to hear how well you can communicate with

children. Believe in yourself and have confidence. Some of the people asking the questions don’t know much

about what you do. Be ready to help them.

Thus armed, you should have no difficulty at all. Good luck and keep your jacket on!

41. In Ms. Brenda Stevens’ view, what should applicants do before applying a job?

42. How should interviewees handle the relationship between other participants during an interview?

43. What are applicants suggested to do during an interview with regards to their weaknesses?

44. What is the best way for applicants to deal with odd questions from the interviewers?

45. Summarize the suggestions offered by the headteacher.

参考答案：

41. Applicants should understand thoroughly the situations before applying a job.

42. When doing team work during an interview, applicants should always keep in mind that the point is to

demonstrate their capacity rather than merely show friendship.

43. Applicants are suggested to face their weaknesses squarely and offer possible solutions to overcome them.

44. When asked odd questions, applicants should keep calm and try to be tactful in their answers.

45. Suggestions put forward by the headteacher are mainly nine-fold: 1) iron the application form; 2) tailor the

application letter to the particular school; 3) be at ease before the interview; 4) listen carefully; 5) make eye

contact during the interview; 6) be warm and humor; 7) prepare a portfolio of your work; 8) prepare a talk in

advance; and 9) be confident.

Part III. Writing [60 minutes]

Directions: Based on the information given below, please write an essay of about 400 words on the Answer Sheet.

You have 60 minutes to plan, write, and revise your essay.

SAMPLE:

With the development of human civilization, man has created countless wonders, but at what a price!

Our ecological system, on which all animals’ existence depends, has been seriously damaged and is

still being threatened. The earth’s temperature is getting higher, more and more forests are being

felled, large numbers of animals are facing extinction, and deserts are expanding at an incredible rate.

With this growing emergency, your university plans to hold a forum, discussing global

environment. You are invited to deliver a speech on Global Warming. Please explain this phenomenon

as thoroughly as possible so that students in your university have a better understanding of its causes.

At the same time, you are required to provide feasible measures to call on students to protect our earth

from getting hotter.

Suggested title for the essay is:

To Cope With Global Warming

You may use your own title if you like.

Marks will be awarded both for your linguistic knowledge (i.e., grammar, vocabulary and organization) and for

your ability to achieve the communicative purpose.