2009年北外研究生入学试题参考译文和分析

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北外历年英汉同声传译专业考研试题2001--2009

北京外国语大学2009年硕士研究生入学考试复语同声传译专业试卷 (1)北京外国语大学2008年硕士研究生入学考试英汉同声传译专业试卷(复语班) (6)北外2008年英汉同声传译专业考研试题 (11)北外2007年英汉同声传译专业考研试题 (16)北外2006年英汉同声传译专业考研试题 (22)北外2005年英汉同声传译专业考研试题 (27)北外2004年英汉同声传译专业考研试题 (32)北外2003年英汉同声传译专业考研试题 (36)北外2002年英汉同声传译专业考研试题 (41)北外2001年英汉同声传译专业考研试题 (45)北京外国语大学2009年硕士研究生入学考试复语同声传译专业试卷I.将下列文章译成汉语(50分)India and China need help to grow, not hectoringEvery time there is a spike in oil prices, or when food costs more, or there is a renewed worry about carbon and climate change, academics, pundits, and the press immediately point to the high-consumption future of India and China.They are wrong to do so when we consider the causes of energy and food challenges, and, more importantly, when we think of the actions and policies needed to manage changes in coming decades. If it is questionable that India and China are to blame for the global energy crunch, it is even less acceptable to expect them to adhere to pleas to moderate their energy consumption.Historically, energy consumption has correlated with economic growth. The present debate over energy often focuses on two dimensions: climate change (from greenhouse gases), and the scarcity of fossil fuels.With growing populations and economies, India and China will certainly consume a growing fraction of global resources, but they consume only 3 per cent and 9 per cent, respectively, of the world's petroleum today. The global leader, the US, consumes just under a quarter.Looking at future options, why does it matter if India and China are or are not similar in terms of energy consumption and needs? Global treaties aim to modify future consumption, and mechanisms or formulae that are considered fair (and likely to be ratified) must be cognizant of differences. Given the differences in their systems, needs, and incentives, a proposal meant to appeal to both may not appeal to either. Without global participation, no solution is likely work.China already has the world's second-largest electricity grid, and, at current rates of growth, it will soon become the largest electricity producer in the world. Like India, most of this is based on coal, the least “green”of the leading fossil fuels.India's present installed electricity capacity is not in the same league. The result is that, for thecoming decade, it will not be able to grow at a rate anywhere near that of China. In absolute net growth, the US will add more than twice as much capacity than India in 2007-08.China's growth of energy consumption has been positive for its population. It has now provided electricity to an estimated 98 per cent of households, unlike India or Africa. India has not met its energy growth targets even in the absence of carbon constraints –can we realistically expect it to moderate due to global concerns when it will say it is not the prime polluter?(425)II.将下列短文译成汉语(25分)The Cause of EarthquakesThe earth is divided into three main layers - a hard outer crust, a soft middle layer and a center core. The outer crust is broken into massive, irregular pieces called "plates." These plates move very slowly, driven by energy forces deep within the earth. Earthquakes occur when these moving plates grind and scrape against each other.In California, the Pacific Plate and the North American Plate meet. The Pacific Plate covers most of the Pacific Ocean floor and the California coastline. The North American Plate stretches across the North American continent and parts of the Atlantic Ocean. The primary boundary between themis the San Andreas Fault. It is more than 650 miles long and extends 10 miles deep. Many smaller faults, such as the Hayward Fault, branch from the San Andreas Fault.The Pacific Plate grinds northwestward past the North American Plate at a rate of about two inches per year. Parts of the San Andreas Fault system adapt to this movement by a constant "creep" resulting in frequent, moderate, earth tremors. In other areas, movement is not constant and strain can build up for hundreds of years resulting in strong earthquakes when it is released.Unlike other natural disasters, there is no warning for earthquakes. Future earthquakes are a serious threat to Californians, which is why the Fire Department recommends preparing before an earthquake hits. (232)III. 将下列文章译成英语(50分)“将来韵韵考上‘北大’或‘牛津’，我可能都不会这么兴奋!”魏伦斯感慨道。

北京外国语大学考研基础英语真题2009年.doc

北京外国语大学考研基础英语真题2009年(总分：150.00，做题时间：90分钟)ⅠAThe Perils of EfficiencyThis spring, disaster loomed in the global food market. Precipitous increases in the prices of staples like rice (up more than a hundred and fifty percent in a few months) and maize provoked food riots, toppled governments, and threatened the lives of tens of millions. But the bursting of the commodity bubble eased those pressures, and food prices, while still high, have come well off the astronomical levels they hit in April. For American, the drop in commodity prices has put a few more bucks in people"s pockets; in much of the developing world, it may have saved many from actually starving. So did the global financial crisis solve the global food crisis? Temporarily, perhaps. But the recent price drop doesn"t provide any long-term respite from the threat food shortages or future price spikes. Nor has it reassured anyone about the health of the global agricultural system, which the crisis revealed as dangerously unstable. Four decades after the Green Revolution, and after waves of market reforms intended to transform agricultural production, we"re still having a hard time insuring that people simply get enough to eat, and we seen to be vulnerable to supply shocks than ever.It wasn"t supposed to be this way. Over the past two decades, countries around the world have moved away from their focus on "food security" and handed market forces a greater role in shaping agricultural policy. Before the nineteen-eighties, developing countries had so-called "agricultural marketing boards", which would buy commodities from farmers at fixed prices (prices high enough to keep farmers farming), and then store them in strategic reserves that could be used in the event of bad harvests or soaring import prices. But in the eighties and nineties, often as part of structural-adjustment programs imposed by the I.M.F. or the World Bank, many marketing boards were eliminated or cut back, and grain reserves, deemed inefficient and unnecessary, were sold off. In the same way, structural-adjustment programs often did away with government investment in and subsidies to agriculture—most notably, subsidies for things like fertilizers and high-yield seeds.The logic behind these reforms was simple: the market would allocate resources more efficiently than government, leading to greater productivity. Farmers, instead of growing subsidized maize and wheat at high cost, could concentrate on cash crops, like cashews and chocolate, and use the money they made to buy staple foods. If a country couldn"t compete in the global economy, production would migrate to countries that could. It was also assumed that, once governments stepped out of the way, private investment would flood into agriculture, boosting performance. And international aid seemed a more efficient way of relieving food crises than relying on countries to maintain surpluses and food- security programs, which are wasteful and costly.This "marketization" of agriculture has not, to be sure, been fully carried through. Subsidies are still endemic in rich countries and poor, while developing countries often place tariffs on imported food, which benefit their farmers but drive up prices for consumers. And in extreme circumstance countries restrict exports, hoarding food for their own citizens. Nonetheless, we clearly have a leaner, more market-friendly agriculture system than before. It looks, in fact, a bit like global manufacturing, with low inventories (wheat stocks are at their lowest since 1977), concentrated production (three countries provide ninety percent of corn exports, and five countries provide eighty percent of rice exports,) and fewer redundancies. Governments have amuch smaller role, and public spending on agriculture has been cut sharply.The problem is that, while this system is undeniably more efficient, it"s also much more fragile. Bad weather in just a few countries can wreak havoc across the entire system. When prices spike as they did this spring, the result is food shortages and malnutrition in poorer countries, since they are far more dependent on imports and have few food reserves to draw on. And, while higher prices and market reforms were supposed to bring a boom in agricultural productivity, global crop yields actually rose less between 1990 and 2007 than they did in the previous twenty years, in part because in many developing countries private-sector agricultural investment never materialized, while the cutbacks in government spending left them with feeble infrastructures. These changes did not cause the rising prices of the past couple of years, but they have made them more damaging. The old emphasis on food security was undoubtedly costly, and often wasteful. But the redundancies it created also had tremendous value when things went wrong. And one sure thing about a system as complex as agriculture is that things will go wrong, often with devastating consequences. If the just-in-time system for producing cars runs into a hitch and the supply of cars shrinks for a while, people can easily adapt. When the same happens with food, people go hungry or even starve. That doesn"t mean that we need to embrace price controls or collective farms, and there are sensible market reforms, like doing away with import tariffs, that would make developing-country consumers better off. But a few weeks ago Bill Clinton, no enemy of market reform, got it right when he said that we should help countries achieve "maximum agricultural self-sufficiency". Instead of a more efficient system. We should be trying to build a more reliable one.（分数：18.00）(1).What can be learned from the first paragraph?（分数：3.00）A.Global financial crisis destabilized governments.B.Food riots resulted from skyrocketing food bills.C.Financial crisis worsened food crisis.D.Food prices surged by 150% in April.(2).The food crisis revealed the global agricultural system as ______.（分数：3.00）A.fragileB.unresponsiveC.costlyD.unbearable(3).According to the third paragraph, structural-adjustment programs ______.（分数：3.00）A.were designed to cope with poor harvestsB.were introduced as part of "market forces" policiesC.removed price controls and state subsidiesD.encouraged countries to focus on food security(4).The marketization of agriculture probably means ______.（分数：3.00）A.private investment floods into agricultureB.market forces provide efficiency to agricultureC.agricultural policy works with the free market systemD.agricultural production is free from government intervention(5).Which of the following is NOT a feature of the existing agricultural system?（分数：3.00）A.Reduced government spending.B.Concentrated production.C.Self-sufficiency.D.Low wheat stocks.(6).In the last paragraph, the underlined words "the redundancies" probably refer to ______.（分数：3.00）A.high-yield seedsB.grain reservesC.cash cropsD.corn importsMinding the Inequality GapDuring the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-income country.Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on people"s faith in the markets and democracy. Still others contend that economic polarization is a root cause of America"s political polarization. Could, and should, something be done?Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, The Race Between Education and Technology (Harvard, $39.95), contain many tables, a few equations and a powerfully told story about how and why the United States became the world"s richest nation — namely, thanks to its schools.The authors skillfully demonstrate that for more than a century, and at a steady rate, technological breakthroughs—the mass production system, electricity, computers—have been increasing the demand for ever more educated workers. And, they show, America"s school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges.Beginning in the 1970s, however, the education system failed to keep pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation.The authors allow that a decline in union membership and in the inflation-adjusted minimum wage also contributed to the shift in who partook of a growing pie. But they rule the usual suspects — globalization (trade) and high immigration—as significant causes of rising inequality. Amid the current calls to restrict executive compensation, their policy prescription is to have more Americans graduate from college.If only it were that easy.The authors" argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high School and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man"s country". A place where talent could rise. The other story rigorously measures the impact of education on income. The authors" compilation of hard data on educational attainment according to when people were born is an awesome achievement, though not always a gripping read.They show that by the 1850s, America"s school enrollment rate already "exceeded that of any other nation". And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school—far above the rate in any other country. College graduation rates also rose appreciably.In the marketplace, such educational attainment was extremely valuable, but it didn"t produce wide economic disparity so long as more people were coming to the job market with education. The wage premium—or differential paid to people with a high school or a college education—fell between 1915 and 1950.But more recently, high school graduation rates flatlined at around 70 percent. American college attendance roses, though college graduation rates languished. The upshot is that while the average college graduates in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent."In the first half of the century," the authors summarize, "education raced ahead of technology,but later in the century technology raced ahead of educational gains."Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn"t a slowdown in rising educational attainment unavoidable? After all, it"s one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when national average is already high.The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels.What, then, is holding American youth back?The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college.The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private school, could be helpful, but more evaluation is necessary.Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government"s largest preschool program.Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues.But assume that the author"s policies would raise the national college graduation rate. Would that deeply reduce inequality?Averages can be deceptive. Most of the gains of the recent flush decades have not gone to the college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxed have been cut, and to the ballooning of the financial industry"s share of corporate profits.It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-year trend toward greater inequality.In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.（分数：18.00）(1).when can be learned from the book entitled The Race Between Education and Technology ?（分数：3.00）A.The wage movements in the U.S. are dominated by swings in the demand for education-related skills.B.The American educational system is what made American the richest nation in the world.C.Technology raced ahead of education in the first half of the 20th century.D.American high school graduation rates leveled off at 80 percent in 1970.(2).Which of the following is considered a significant cause of rising inequality according to Claudia Goldin and Lawrence F. Katz?（分数：3.00）A.High immigration rates.B.Increased executive compensation.C.Reduced union rates.D.Stagnate college graduation rates.(3).What does the underlined word " laudable " mean?（分数：3.00）A.Reasonable.B.Achievable.C.Deserving praise.D.Worth trying.(4).Which of the following led to the slowdown in American educational advances in the last three decades of the 20th century?（分数：3.00）A.No easy access to financial aid.B.Overemphasis on preschool programs.C.A dramatic fall college enrollment rates.D.A rise in the number of poor school districts.(5).What does the author think of the book entitled The Race Between Education and Technology ?（分数：3.00）A.It is a research on human capital.B.It is intended for economists.C.It is a happy fireside read.D.It is rich in data.(6).Which of the following is true according to the passage?（分数：3.00）A.The demand for educated workers began in the era of IT.B.The pace of technological change has not been steady.C.America is not educating its citizens the way it used to.D.High school graduation rates peaked in the U.S. in 1950.BGeneration What?Welcome to the socio-literary parlor game of "Name That Generation."It all began in a quotation Ernest Hemingway attributed to his Paris patron, the poet and saloonkeeper Gertrude Stein. On the title page of his novel The Sun Also Rises, published in 1926, he quoted her saying to her circle of creatively disaffected writers, artists and intellectuals in the aftermath of World War I, "You are all a lost generation."In the cultural nomenclature after that, the noun generation was applied to those "coming of age" in an era. Anne Soukhanov, U.S. editor of the excellent Encarta dictionary, observes, "Young people"s attitudes, behavior and contributions, while being shaped by the ethos of, and major events during, their time, came in turn to represent the tenor of the time."Taking that complex sense of generation as insightful, we can focus on its modifier as the decisive word in the phrases built upon it. The group after the lost generation did not find its adjective until long after its youthful members turned gray. Belatedly given a title in a 1998 book by Tom Brokaw, the Greatest Generation (which had previously been called the G.I. Generation) defined "those American men and women who came of age in the Great Depression, served at home and abroad during World War Ⅱ and then built the nation we have today."That period, remembered as one characterized by gallantry and sacrifice, was followed by another time that was described in a sharply critical sobriquet: in 1951, people in their 20s were put down as the Silent Generation. That adjective was chosen, according to Neil Howe, author of the 1991 book Generations, because of "how quiescent they were during the McCarthy era.., they were famously risk-averse." The historian William Manchester castigated the tenor of youth in that era as "withdrawn, cautious, unimaginative, indifferent, unadventurous and silent." Overlapping that pejorative label time was the Beat Generation, so named by the writer Jack Kerouac in the "50s. Though the author later claimed his word was rooted in religious Beatitudes, it was described by a Times writer as "more than mere weariness, it implies the feeling of having been used, of being raw.., a sort of nakedness of mind."Now we"re up to the "70s, dubbed by Tom Wolfe in New York magazine in 1976 as the "me decade". That coinage led to the general castigation of young adults by their elders in that indulgent era as the Me Generation, preoccupied with material gain and "obsessed with self". It was notso silent, far from beat, but still, in its own grasping way, a generation lost.Then came the title denoting mystery of the demographically huge generation born from roughly 1946 to 1964—begun as the Baby-Boom Generation, but in its later years its younger members took on a separate identity: Generation X. That is the title of a 1991 book by Douglas Coupland; "It is an identity-hiding label," the generationist Howe tells my researcher Caitlin Wall, "of what is the generation with probably the weakest middle class of any of the other generation born in the 20th century." While most boomers proudly asserted their generational identity, "Xers" at first did not; now, however, most feel more comfortable with the label. It has been followed by Y and Z, but those are too obviously derivative, and the Millennial Generation—if narrowly defined as those beginning to come of age since 2000—has members still knee pants.THE JOSHUA GENERATIONU.S. presidents like to identify themselves with the zeitgeist inspiriting their electorate. "This generation of Americans." F.D.R. told the 1936 Democratic convention, "has a rendezvous with destiny," the final three words later evoked by both Lyndon Johnson and Ronald Reagan. John F. Kennedy, in his 1961 inaugural address, said, "The torch has been passed to a new generation of Americans—tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage." Speaking in March 2007 mat a chapel in Selma, Ala., in commemoration of a bloody march for voting rights, Senator Barack Obama put forward a name for a new generation of African-Americans. After acknowledging "a certain presumptuousness" in running for president after such a short time in Washington, Obama credited the Rev. Otis Moss Jr. for writing him "to look at the Story of Joshua because you"re part of the Joshua generation".He noted that the "Moses generation" had led his people out of bondage but was not permitted by God to cross the river from the wilderness to the Promised Land. In the Hebrew Bible, it was Joshua, chosen by Moses to be his successor, who led the people across, won the battle of Jericho and established the nation. "It was left to the Joshuas to finish the journey Moses had begun," Obama said to the youthful successors to the aging leaders of the civil rights movements, "and today we"re called to be the Joshua of our time, to be the generation that finds our way across the river."Though the spirit of an age is best defined in retrospect, and religious allusion is not currently considered cool, the Joshua Generation—unlike all its era-naming predecessors—does have alliteration going for it.（分数：10.00）(1).The Greatest Generation is also referred to as "The Veterans".（分数：2.00）A.正确B.错误(2).William Manchester didn"t think highly of the Silent Generation.（分数：2.00）A.正确B.错误(3).The Beat Generation is characterized as being obsessed with material gain.（分数：2.00）A.正确B.错误(4).The Generation X follows the Baby-Boom Generation while the Generation Y precedes the Millennial Generation.（分数：2.00）A.正确B.错误(5).The Moses Generation refers to American leaders who fought for never saw the "Promised land" of racial equality.（分数：2.00）A.正确B.错误CTV Can Be Good for YouTelevision wastes time, pollutes minds, destroys brain cells, and turns some viewers into murderers. 1 . But television has at least one strong virtue, too, which helps to explain its endurance as a cultural force. In an era when people often have little time to speak with one another, television provides replacement voices that ease loneliness, spark healthful laughter, and even educate young children.Most people who have lived alone understand the curse of silence, when the only sound is the buzzof unhappiness or anxiety inside one"s own head. Although people of all ages who live alone can experience intense loneliness, the elderly are especially vulnerable to solitude. For example, they may suffer increased confusion or depression when left alone for long periods but then rebound when they have steady companionship.A study of elderly men and women in New Zealand found that television can actually serve as a companion by assuming "the role of social contact with the wider world", reducing "feeling of isolation and loneliness because it directs viewers" attention away from themselves". 2 .The absence of real voices can be most damaging when it means a lack of laughter.3 . Laughter is one of the most powerful calming forces available to human beings, proven in many Studies to reduce heart rate, lower blood pressure, and ease other stress-related ailments. Television offers plenty of laughter for all kinds of viewers: the recent listing for a single Friday night included more than twenty comedy programs running on the networks and on basic cable between 6 pm and 9 pm.A study reported in a health magazine found that laughter inspired by television and video is as healthful as the laughter generated by live comedy. Volunteers laughing at a video comedy routine "showed significant improvements in several immune functions, such as natural killer-cell activity". 4 . Even for people with plenty of companionship, television"s replacement voices can have healthful effects by causing laughter.Television also provides information about the world. This service can be helpful to everyone but especially to children, whose natural curiosity can exhaust the knowledge and patience of their parents and caretakers. 5 . For example, educational programs such as those on the Discovery Channel, the Disney Channel, and PBS offer a steady stream of information at various cognitive levels. Even many cartoons, which are generally dismissed as mindless or worse, familiarize children with the material of literature, including strong characters enacting classic narratives. Two researchers studying children and television found that TV is a source of creative and psychological instruction, inspiring children "to play imaginatively and develop confidence and skills". Instead of passively watching, children "interact with the programs and videos" and "sometimes include the fictional characters they"ve met into reality"s play time". 6 .The value of these replacement voices should not be oversold. For one thing, almost everyone agrees that too much TV does no one any good and may cause much harm. Many studies show that excessive TV watching increases violent behavior, especially in children, and can cause, rather than ease, other antisocial behaviors and depression. 7 . Steven Pinker, an expert in children"s language acquisition, warns that children cannot develop language properly by watching television. They need to interact with actual speakers who respond directly to their specific needs. Replacement voices are not real voices and in the end do only limited good.But even limited good is something, especially for those who are lonely, angry, or neglected. Television is not an entirely positive force, but neither is it an entirely negative one. Its voices stand by to provide company, laughter, and information whenever they"re needed.A. In addition, human being require the give-and-take of actual interaction.B. While the TV may be baby-sitting children, it can also enrich them.C. Thus runs the prevailing talk about the medium, supported by serious research as well as simplebelief.D. Here, too, research shows that television can have a positive effect on health.E. Thus television"s replacement voices both inform young viewers and encourage exchange.F. Television can be a positive practical training ground for moral growth in a changing world.G. Thus television"s replacement voices can provide comfort because they distract from a focus on being alone.H. Further, the effects of the comedy were so profound that "merely anticipating watching a funny video improved mood, depression, and anger as much as two days beforehand."（分数：14.00）ⅡTechnology and Intellectual Property: Problems and SolutionsAccess to low-carbon technologies in the developing world does not mean doing away with Intellectual Property Rights (IPRs). This has been the most emotive and appears the thorniest of issues. It should not be. 1 . The concerns of the developing world are principally about whether they will have access to technologies at fair or affordable prices, which are being pressed on them by the developed countries. The perceived issue may be hypothetical in many situations. Having no IPRs, or compulsory licensing—with the consequent risk of free-riding—is not the solution.2 . For most technologies, patents are not filed in the Least Developed Countries (LDCs), because the small potential markets do not justify the cost of obtaining patents there . In such cases domestic companies are free to use the invention in that country, but not for expect to a country where there is patent protection. Therefore, LPRs are unlikely to be inhibiting within these LDCs. If LDC manufacturers are permitted—through compulsory licensing—to manufacture for sale in a country where there is patent protection (for commercial reasons), then it will damage the incentive structure that IPRs create and should not easily be permitted.3 . Companies generally sell at differentially low prices in the LDCs provided that there is no leakage of these products back into their main markets, where they will sell at higher prices . The World Trade Organisation"s 2001 Doha Declaration provided for this in the case of pharmaceuticals. Some countries, such as Japan, would need to change their laws and regulations to prevent such trade.If there are relevant IPRs which do inhibit otherwise legitimate take-up in the developing countries, there are several solutions:·If the IPRs are publicly held, local LDC companies could receive a geographically limited license, at preferential or zero cost. 4 . This would not significantly damage the broader objective of promoting investment by the private sector in low-carbon technologies and products for use in countries where they will have a bigger carbon-reduction impact on reducing global carbon emissions.·If the IPRs are privately held, there are several solutions: their use can be paid for or subsidised by governments; they can be paid for subsidised by charities.Compulsory licensing is also possible. Compulsory licensing is permitted in most countries (except the US) as an exceptional measure in cases of abuse of monopoly or a national emergency, to limit the ability of an IPR owner to stop others from using the IPRs. Its use is constrained by WTO agreement and is intended to be used as a policy of last resort. A reasonable royalty must be paid to the IPR owner. So compulsory licensing is not a low- or zero-cost option. Compulsory licensing is permitted in Europe but there are no recorded examples of its use. 5 . It is generally regarded as a "nuclear option" by both governments and business, which will come an agreement without its use being invoked.（分数：40.00）______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________。

2009年北京外国语大学242二外俄语考研真题及详解【圣才出品】

2009年北京外国语大学242二外俄语考研真题及详解一、填空并写出单词的完整形式（5分)。

1) от_ыхать【答案】отдыхать2) суб_ота【答案】суббота3) покупат_【答案】покупать4) бол_шой【答案】большой5) октябр_【答案】октябрь6) воле_бол【答案】волейбол7) ин_странный【答案】иностранный8) преп_давать【答案】преподавать9) докл_д【答案】доклад10) выста_ка【答案】выставка二、翻译下列词组（10分）。

1) 读书【答案】читатькнигу2) 写文章【答案】писатьстатью3) 著名的大学【答案】известныйуниверситет4) 3个同学【答案】тритоварища5) 喜欢音乐【答案】любитьмузыку6) 在节日【答案】впраздник7) 英语老师【答案】учительанглийскогоязыка8) 去旅游【答案】пойтинаэкскурцию9) 看电视【答案】смотретьтелефизор10) 打篮球【答案】игратьвбаскетбол三、将下列动词变位（6个人称形式）（5分）。

1) читать（现在时）【答案】читаю, читаешь, читает, читаем, читаете, читают2) говорить（现在时）【答案】говорю, говоришь, говорит, говорим, говорите, говорят3) помнить（现在时）【答案】помню, помнишь, помнит, помним, помните, помнят4) слышать（现在时）【答案】слышу, слышишь, слышит, слышим, слышите, слышат5) пойти（将来时）【答案】пойду, пойдёшь, пойдёт, пойдём, пойдёте, пойдут四、请将题号和正确答案写在答题纸上（30分）。

2009年北京航空航天大学二外英语考研真题试卷(题后含答案及解析)

2009年北京航空航天大学二外英语考研真题试卷(题后含答案及解析)题型有：1. 2. 3. 4.1．Come and have dinner with us this evening, ______?A．do youB．will youC．won’ t youD．don’ t you正确答案：B解析：此句为祈使句，一般在句尾加will you或won’t you构成反意疑问句，用will you多表示请求；用won’t you多表示提醒对方注意。

此句为请求，故用will you。

2．Despite the wonderful acting, the______ movie could not hold our attention.A．three-hoursB．three-hourC．three-hours’D．three-hour’s正确答案：B解析：数词和名词一起做定语时，如中间有连字符，名词后不加s，也不需要用所有格；如名词后加s，中间则不加连字符，且后面应用所有格；题中“一部三小时的电影”可有两种表达方式：a three-hour movie和a three hours’movie。

3．I have kept the portrait______I can see it every day, as it always reminds me of my university days.A．whichB．whereC．whetherD．when正确答案：B解析：句意：我把那副画像摆在每天能看得见的地方，因为他总是让我想起上大学的那些日子。

空缺处需要的是连词引出地点状语从句，表示画像放置的位置，因此答案是where。

4．______the earth to be flat, many feared that Columbus would fall off the edge of the earth.A．BelievingB．having believedC．BelievedD．Being believed正确答案：A解析：句意：由于许多人相信地球是平的，所以他们担心哥伦布会从地球的边缘处摔下去。

2009年考研英语真题答案及解析

2009年全国硕士研究生招生考试英语（一）答案详解Section I Use of English一、文章总体分析本文是一个有关动物智力话题的文章。

文章第一段第一句就点名了文章中心，接着引用自然杂志上描述的实验论证这一观点。

从第二、三段作者从几个方面分析了产生这种情况的原因，最后一段从动物上升到对人的思考。

二、试题具体解析1.[A]Suppose假设猜想[B]Consider考虑[C]Observe观察[D]Imagine设想【答案】B【考点】固定搭配【解析】本题考查的是“consider+名词性词组”的用法，表示“以……为例”，显然与后面的试验搭配表示以该试验为例引出下文。

选项A、D同义，故排除。

选项C代入文中与上下文不合，故答案为B。

【补充】consider在这里等同于take…(as an example)。

2.[A]tended(to)倾向于……[B]feared害怕[C]happened(to)碰巧……[D]threatened(to)威胁要去做……【答案】A【考点】动词搭配【解析】从空格后面的to可首先排除B，因为fear不与to连用。

再结合文章题材看，文章是科技类，而科技类文章中通常为了表示说话客观性并避免绝对化，往往在主谓之间加一个tend to表示语气的弱化，故本题答案为A，其他两个代入文章语义不通。

3.[A]thinner较细的[B]stabler较稳定的[C]lighter更明亮的[D]dimmer较暗的【答案】D【考点】逻辑关系【解析】空前内容谈到聪明的果蝇寿命相对普通果蝇要短，这里拿灯泡做比喻，相对应的自然是光线的暗淡，即光线暗淡的灯泡使用时间更长。

下一句也有提示：no being too bright，故答案为D。

4.[A]tendency趋向[B]advantage优势[C]inclination倾向[D]priority优先【答案】B【考点】词汇辨析【解析】前文谈到暗淡的灯泡寿命更长，接着说“不太明亮也是”，对比四个选项，只有优势语义连贯，故答案为B。

2009年考研英语一真题答案解析

2009年全国硕士研究生入学统一考试英语试题答案：Section Ⅰ1-5 B A D B C 11-15 D B C D A6-10 A D C B D 16-20 C B A A CSection ⅡPart A21-25 C D A D A 31-35 D B B C C26-30 A C D A B 36-40 B B D A CPart B41-45 C E A B GPart C46.译文：虽然我们可以说衡量任何一个社会机构价值的标准是其丰富和完善人生方面所起的作用，但这种作用并不是我们最初动机的组成部分。

47. 译文：人们只是逐渐地才注意到机构的这一副产品，而人们把这种作用视为机构运作的指导性因素的过程则更为缓慢48. 译文：虽然在与年轻人的接触中我们很容易忽视自己的行为对他们的性情所产生的影响，然而在与成年人打交道时这种情况就不那么容易发生。

49．译文：由于我们对年轻人所做的首要工作在于使他们能够在生活中彼此相融，因此我们不仅要考虑自己是否在形成让他们获得这种能力的力量。

50. 译文：这就使我们得以在一只讨论的广义的教育过程中进一步区分出一种更为正式的教育形式，即直接教授或学校教育。

Section ⅢPart ADear editor，I have been reading your newspaper for many years and now I am writing this letter toinform you of the pressing situation we are facing now.Accustomed to using plastic bags in daily life, some people still take the “white polluti granted, which will greatly worsen our environment. As we know, limiting the use of disposableplastic bags is of utmost significance. Therefore, to save the situation from further aggravating, Iwould like to give the following suggestions:First and foremost, groups and individuals who are polluting our environment by using theplastic disposable plastic bags should be severely punished. In addition, the local media canmake full use of their own influence to publicize the negative effect of plastic bags and enhancepeople’s awareness of environmental protection. Last but not least, new technologies should bedeveloped to find possible alternatives with degradable and renewable materials.I hope that my suggestions are helpful and your prompt attention to my suggestions would behighly appreciated.Sincerely yours，Li MingPart BAs we can see in the picture, many people, old or young, men or women, are in front of acomputer and using the internet in the space just like a huge web of a spider. The caption in thedrawing reads: “the internet: near or far ”.It is obvious that the huge spider web is the symbol of the Internet and the symbolic meaningof the picture is the effect of the internet on people’s way of life.There is no doubt that theInternet provides us with considerable convenience. Internet is revolutionizing our way of living,making many things possible which are beyond our dreams. As a communication tool, the internetmakes us closer than ever before by providing immediate communication via e-mail, QQ, MSN orICQ, no matter how far away our friends are. So in this sense, the internet is making us nearer toeach other.However, there are negative effects of the internet on people’s life. As is shown in the picture people are imprisoned in their own respective small cabins, indulging in their own world. Theychoose contacting online rather than communicating face to face. Due to the addiction to thefictional experience, people seem to have forgotten the traditional and most efficientcommunication method, and thus indifference has become a not uncommon phenomenon in themodern world. We often hear parents complain that they have less and less time chatting withtheir children either because their children spend too much time playing games or chatting onlinewith friends or strangers. Also there are couples who seldom talk with each other. Therefore,internet seems to make near people far away.Hence, how to use modern communicating tools such as internet properly has becomes a hotissue in recent years. While we are enjoying the convenience provided by the internet, we shouldalso bear in mind that human beings are social beings who need real interpersonal interactions.Joint efforts are needed to ensure enough time for people especially families to have face-to-facecommunication with each other. Only in this way can we expect a healthy development of therelationship among individuals.答案详解第一部分英语知识运用这是一篇关于动物智能方面的文章，节选自2008年5月7日刊登在《纽约时报》的The Cost of Smarts（“聪明的代价”）。

2009年考研英语二真题全文翻译答案超详解析（原MBA）

2009 年全国硕士‎研究生入学‎统一考试英‎语（二）试题答案与‎解析Secti‎o n I Use of Engli‎s h一、文章题材结‎构分析本文是一篇‎说明文，摘自2008 年 6 月26 日The New Y ork Times‎。

文章主要介‎绍了世界石‎油价格的变‎化的原因以及给世界‎带来的改变‎。

第一段主要‎介绍了近年‎来石油价格‎的上涨以及‎其背后的原‎因。

第二、三段主要介‎绍了石油价格的改变‎对国家相互‎之间的关系‎带来的影响‎。

第四、五段分别具‎体的介绍了‎世界石油价‎格的变化给‎德国与美国‎来带的影响。

二、试题分析1.【答案】C【解析】本题主要考‎查词义辨析‎和熟词生义‎，A项come，B 项gone，D 项arriv‎e d 都表示“到，到达”的含义。

C项cross‎意为“穿过”，这里是引申‎含义“突破”。

这句话指“价格已经突‎破100 美元每桶”，与上文的“16 美元一桶”做比较。

2.【答案】D【解析】本题考查动‎词与介词词‎组的搭配。

解题重点在‎于空后面的‎一个介词词‎组from …to…表示一个范‎围。

A项cover‎e d意为“覆盖”一般指地理‎范围；B项disco‎v ered‎发现；C 项arran‎g ed 安排；C 项D 项的动词都‎与介词词组搭配不合‎理。

D 项range‎d意为涉及的‎“范围延伸”。

与后面的from…to…搭配合理。

本句句意是‎：价格上涨的‎原因涉及从……到……，固定搭配range‎from A to B。

因此，选项 D 正确。

3.【答案】D【解析】本题的解答‎要根据上下‎文来推理，四个选项中‎A项inten‎si ty 强度；B 项infin‎i ty；无穷大；C 项insec‎u rity‎不安全；D 项insta‎bilit‎y不安定，不稳定性。

后面说到了‎“伊拉克与尼‎日利亚的三‎角洲地区”，我们知道这‎两个地区的局势长期‎不稳定。

20092009年考研英语真题翻译

(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.
(49) Since our chief business with them is to enable them to share in a common life ,we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect ,we may well believe that this lesson has been learned largely through dealings with the young.

2009年全国硕士研究生入学统一考试英语试题附答案详解

2009年全国硕士研究生入学统一考试英语试题附答案详解∙第1 部分：真题训练∙第2 部分：参考答案Section I Use of EnglishRead the following text. Choose the best word(s) foreach numbered blank and mark A, B, C or D onANSWER SHEET 1. (10 points)Research on animal intelligence always makes mewonder just how smart h umans are.1 the fruit-flyexperiments described in Carl Zimmer's piece in the Science Times on Tuesday. Fruit flies whowere taught to be smarter than the average frui t fly 2 to live shorter lives. This suggests that 3bulbs burn longer, that there i s an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns m ore fuel and is slow6 the starting line because it depends on learning — a gra dual 7— instead of instinct. Plenty ofother species are able to learn, and one of the things they've apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That's the question behind this new research. Ilike it. Instead of casting a wistful glance 10 at all the spec ies we've left in the dust I.Q.-wise,it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind ofevery animal I've ever met.Research on animal intelligence also makes me wonder what experiments a nimals would 13 onhumans if they had the chance. Every cat with an owner,14 , is running a small-scale study inoperant conditioning. we believe that 15animals ran the labs, they would test us to 16 thelimits of our patience, our faithfulness, our memory for terrain. They would try to decidewhat intellig ence in humans is really 17 , not merely how much of it there is.18 , they wouldhope to study a 19 question: Are humans actually aware of the world they live in? 20 theresults are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosi ng A, B, C or D.Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains o n auto-pilot andrelaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules theunreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21stcentury, even the word ―habit‖ c arries a negative connotation.So it seems antithetical to talk about habits in the same context as creativ ity and innovation. But brain researchers have discovered that when we con sciously develop newhabits, we create parallel synaptic paths, and even ent irely new brain cells, that can jump ourtrains of thought onto new, innovativ e tracks.But don't bother trying to kill off old habits; once those ruts of procedure ar e worn into thehippocampus, they're there to stay. Instead, the new habits we deliberately ingrain intoourselves create parallel pathways that can byp ass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says D awna Markova,author of ―The Open Mind‖ and an executive change consulta nt for Professional ThinkingPartners.―But we are taught instead to ‗decide,' just as our president calls himself ‗the Decider.'‖ She adds, however, that ―to decide is to kill off all possibilities but o ne. A good innovationalthinker is always exploring the many other possibilitie s.‖All of us work through problems in ways of which we're unaware, she says. Researchers in thelate 1960 covered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, rela tionally (or collaboratively) and innovatively. Atpuberty, however, the brain s huts down half of that capacity, preserving only those modes ofthought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and proc edure, meaningthat few of us inherently use our innovative and collabora tive modes of thought.―Thisbreaks the major rule in the American belief system — that anyone can d o anything,‖ explainsM. J. Ryan, author of the 2006 book ―This Year I Will...‖and Ms. Markova's business partner.―That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're goodat and doing even more of it creates excellence.‖ This is wh ere developing new habits comesin.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova's comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his p aternal (fatherly)wisdom – or at least confirm that he's the kid's dad. All he n eeds to do is shell our $30 forpaternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become av ailable withoutprescriptions last years, according to Doug Fog, chief operatin g officer of Identigene, whichmakes the over-the-counter kits. More than two dozen companies sell DNA tests Directly tothe public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted chil dren can use tofind their biological relatives and latest rage a many passion ate genealogists-and supportsbusinesses that offer to search for a family's ge ographic roots .Most tests require collecting cells by webbing saliva in the mouth and sendin g it to thecompany for testing. All tests require a potential candidate with w hom to compare DNA.But some observers are skeptical,―There is a kind of false precision being hawked by peopleclaiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a fewcenturies back. Yet most ancestry testing only considers a single li neage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which a passeddown only from mothers. This DNA can re veal genetic information about only one or twoancestors, even though, for e xample, just three generations back people also have six othergreat-grandpar ents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the ref erence collectionsto which a sample is compared. Databases used by some c ompanies don't rely on datacollected systematically but rather lump together information from different research projects.This means that a DNA database may differ depending on the company that processes theresults. In addition, the computer programs a company uses to estimate relationships may bepa tented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK's ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one's birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __ ________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It's problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor coun tries is widely misunderstood by economists and politicians alike progress in both area is undoubtedlynecessary for the social, political and intellectual d evelopment of these and all other societies;however, the conventional view that education should be one of the very highest priorities forpromoting rapid economic development in poor countries is wrong. We are fortunate that is it ,because new educational systems there and putting enough people through t hem to improveeconomic performance would require two or three generatio ns. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher produ ctivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not l ong ago, with thecountry entering a recessing and Japan at its pre-bubble pe ak. The U.S. workforce was derided as poorly educated and one of primary c ause of the poor U.S. economic performance. Japan was, and remains, the g lobal leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyotaachieved about 95 percent of the productivity of their Japanese countere pants a result of thetraining t hat U.S. workers received on the job.More recently, while examing housing construction, the researchers discover ed that illiterate,non-English- speaking Mexican workers in Houston, Texas, consistently met best-practicelabor productivity standards despite the co mplexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the developm ent of education even whengovernments don't force it. After all, that's how ed ucation got started. When our ancestorswere hunters and gatherers 10,000 y ears ago, they didn't have time to wonder much aboutanything besides findin g food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential, they could in tur n afford moreeducation. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems r equired by advanced economic performance. Thus poor countries might not be able to escape their poverty traps withoutpolitical changes that may be possible only with broader formal education. A lack of formaleducation, howev er, doesn't constrain the ability of the developing world's workforce tosubsta ntially improve productivity for the forested future. On the contrary, constr aints onimproving productivity explain why education isn't developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor c ountries___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that ____ ______.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education e merged__________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and politicalleaders of seventeenth-century New England. According to the st andard history of Americanphilosophy, nowhere else in colonial America was ―So much important attached to intellectual pursuits ‖ According to many boo ks and articles, New England's leaders established the basicthemes and preo ccupations of an unfolding, dominant Puritan tradition in American intellect ual life.To take this approach to the New Englanders normally mean to start with th e Puritans'theological innovations and their distinctive ideas about the churc h-important subjects that wemay not neglect. But in keeping with our exami nation of southern intellectual life, we mayconsider the original Puritans ascarriers of European culture adjusting to New worldcircumstances. The New E ngland colonies were the scenes of important episodes in the pursuitof widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive educatio n and influence inEngland.`Besides the ninety or so learned ministers who came to Massachusetts churc h in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman,lawyer, and official of the Crown before he journeyed to Boston. There men wrote andpublished extensively, reaching both New Worl d and Old World audiences, and giving NewEngland an atmosphere of intelle ctual earnestness.We should not forget , however, that most New Englanders were less well edu cated. While fewcrafts men or farmers, let alone dependents and servants, lef t literary compositions to beanalyzed, The in thinking often had a traditiona l superstitions quality. A tailor named JohnDane, who emigrated in the late 1630s, left an account of his reasons for leaving England thatis filled with sign s. sexual confusion, economic frustrations , and religious hope-all nametoget her in a decisive moment when he opened the Bible, told his father the first l ine he sawwould settle his fate, and read the magical words:―come out from among them, touch nounclean thing , and I will be your God and you shall be my people.‖ One wonders what Danethought of the careful s ermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane's, as one clergymanlearned in confronting folk along the coast who mocked that th ey had not come to the Newworld for religion .―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England________ ___.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________ .[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders we re often__________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Qu estions (41-45),choose the most suitable one from the list A-G to fit into eac h of the numbered blank. Thereare two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWERSHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed b y British naturalistCharles Darwin in the 1860s, British social philosopher Her bert Spencer put forward his owntheory of biological and cultural evolution. Spencer argued that all worldly phenomena,including human societies, chang ed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of c ultural evolution inthe late 1800s. Morgan, along with Tylor, was one of the f ounders of modern anthropology. Inhis work, he attempted to show how all a spects of culture changed together in the evolution ofsocieties.42.________ _____.In the early 1900s in North America, German-born American anthropologist Franz Boasdeveloped a new theory of culture known as historical particularism. Historical particularism,which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .Boas felt that the culture of any society must be understood as the result of a unique historyand not as one of many cultures belonging to a broader evolu tionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of cultur e in Americananthropology, largely through the influence of many students of Boas. But a number ofanthropologists in the early 1900s also rejected the pa rticularist theory of culture in favor ofdiffusionism. Some attributed virtually e very important cultural achievement to the inventionsof a few, especially gif ted peoples that, according to diffusionists, then spread to othercultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture thatwould greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the r elationship between the function of society andculture—known as functionali sm—became a major theme in European, and especially British,anthropology .[A] Other anthropologists believed that cultural innovations, such as invention s, had a singleorigin and passed from society to society. This theory was kno wn as diffusionism.[B] In order to study particular cultures as completely as possible, Boas bec ame skilled in linguistics, the study of languages, and in physical anthropolog y, the study of human biologyand anatomy.[C] He argued that human evolution was characterized by a struggle he calle d the ―survival ofthe fittest,‖ in which weaker races and societies must even tually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a peopl e's social structure, such as initiation ceremonies that formally signify childre n's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of fam ilies, forms ofmarriage, categories of kinship, ownership of property, form s of government, technology,and systems of food production, all changed as s ocieties evolved.[F]Supporters of the theory viewed as a collection of integrated parts that w ork together tokeep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry i ncorrectlysuggested, on the basis of inadequate information, that farming, p ottery making, andmetallurgy all originated in ancient Egypt and diffused thr oughout the world. In fact, all of thesecultural developments occurred separat ely at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments i nto Chinese. Yourtranslation should be written carefully on ANSWER SHEET 2.(10 points)There is a marked difference between the education which every one gets fro m living withothers, and the deliberate educating of the young. In the forme r case the education is incidental; it is natural and important, but it is not the express reason of the association.46Itmay be said that the measure of the worth of any social institution is its effect in enlargingand improving experi ence; but this effect is not a part of its original motive. Religiousassociation s began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites an d secure familyperpetuity; systematic labor, for the most part, because of e nslavement to others, etc.47Onlygradually was the by-product of the institution noted, and only more gradually still was thiseffect considered as a directive factor in the conduct o f the institution. Even today, in ourindustrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of t he forms of human association under which the world's work is carriedon rec eives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediat e human fact,gains in importance.48 While it is easy to ignore in our contact with them the effect of our actsupon their disposition, it is not so easy as in dealing with adults. The need of training is tooevident; the pressure to acc omplish a change in their attitude and habits is too urgent toleave these con sequences wholly out of account.49Since our chief business with them is toenable them to share in a common life we cannot help considering whether or no we are formingthe powers whic h will secure this ability.If humanity has made some headway in realizing t hatthe ultimate value of every institution is its distinctively human effect we may well believe thatthis lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been sofar considering, a more formal kind of education -- that of direct tuition or schooling. Inundeveloped social groups, we find very little fo rmal teaching and training. These groups mainlyrely for instilling needed disp ositions into the young upon the same sort of association whichkeeps the ad ults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some r egions.―White pollution‖is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of t he letter. Use "LiMing" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points1-5 BADBC6-10 ADCBD11-15 DBCDA16-20 CBAAC21-25 ABCAA26-30 ACDAB31-35 DBBAC36-40 BBDAC41-45 CEABG46．It may be said that the measure of the worth of any social institution i s its effect inenlarging and improving experience ,but this effect is not a part of its original motive尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生的影响，但是这种影响并不是其最初（原来）动机的一部分。

2009年考研英语真题—答案

2009年硕士研究生入学考试考研英语真题答案1. B.本题考查动词，后面的宾语是“the fruit-fly experiments described…”，suppose 表示“假设”，observe表示“观察”，image表示“想象”，Consider“考虑”，代入文中表示“考虑已经被描述出来的实验”，符合语境。

2. A.本题考查动词短语，happen to(碰巧)，fear to(唯恐…)，be threatened to被恐吓…。

tend to do表示“有…倾向，往往…”，代入文中表示比较聪明的果蝇往往寿命较短。

3. D.本题考查形容词，lighter更轻的，thinner更瘦的，stabler更稳定的，dimmer 比较暗淡的，本句是前一句推出的结论，即由“果蝇越聪明寿命越短”推出“灯泡越暗使用时间越长”。

4. B.本题考查名词。

由前半句“灯泡越暗使用时间越长”推出“这是不特别亮的灯泡的一个优点”。

tendency倾向，advantage优势，inclination倾向，priority优先权。

5. C.本题考查动词短语，turns out证明是，insist on坚持，sum up总结，put forward 提出。

6. A.本题考查介词，off表示离开。

代入文中表示离开起点时。

7. D.incredible难以置信的，spontaneous自发的，inevitable不可避免的，gradual 渐进的。

学习是一个渐进的过程，所以选gradual.8. C.本文的主旨是智力需要昂贵的代价。

大量的物种会学习，但它们首先学会的是知道什么时候停止学习，与上文的例子灯泡呼应。

四个选项中，fight表示斗争，doubt表示怀疑，stop表示停止，think表示思考，正确答案为C9. B.本题考查形容词，修饰intelligence。

invisible看不见的，indefinite不确定的，这两个选项意思不符合，排除。

2009北外MTI翻译基础真题

09北外MTI真题I. Translate the following passages into Chinese and write your translation on the answer sheet. （50 points-25 points x 2）Passage 1In Defense of Translationby Howard Goldblatt （葛浩文）How’s this for an occupational testimonial: “There is no such thing as a good translator. The best translators make the worst mistakes. No matter how much I love them, all translators must be closely watched。

”Who are these people everyone loves to hate, and, if they're so bad, how do they get away with what they're doing?Well, I confess: I'm one of them. I'm a translator。

…I am sometimes asked why I translate, since to many it seems a thankless vocation. Why, they ask, don't I write my own novels, since I have lived （they assume） an interesting life and must by now have an idea of what a novel should be? I can only say that not all translators are closet novelists, and that I do not consider translation to be a lesser art -- one that ought to lead to something better. The short, and very personal, answer to the question is: Because I love it. I love to read Chinese; I love to write in English. I love the challenge, the ambiguity, and the uncertainty of the enterprise. I love the tension between creativity and fidelity, even the inevitable compromises. And, every once in a while, I find a work so exciting that I'm possessed by the urge to put it into English. In other words, I translate to stay alive. The satisfaction of knowing I've faithfully served two constituencies keeps me happily turning good, bad, and indifferent Chinese prose into readable, accessible, and -- yes -- even marketable English books. Tian na! （276 words）Passage 2Downsizing in VogueIn recent years corporate downsizing has been on the rise throughout the world. Downsizing is reducing costs by dismissing employees and reassigning their duties to the employees who remain. They usually call it restructuring, rightsizing, reallocating resources, or job separation. They sometimes use dieting metaphors like "trimming the fat," "getting lean and mean," or "shedding weight." Whatever the euphemism, employees affected by these practices know what the words mean to them: layoff. And no "kinder, gentler" words can do much to alleviate the anxiety and distress that come with losing a job。

考研英语2009年阅读真题翻译

2009年Text 1习惯是件有趣的事情。

我们无意识间养成了一些习惯，我们的大脑是自动运转的，轻松进入熟知套路所带来的不自觉舒适状态。

“这并非选择，而是习惯控制了那些没有思想的人”，这是威廉·华兹华斯（William Wordsworth）19世纪时说的话。

在现在这个日新月异的21世纪，甚至习惯这个词本身也带有负面涵义。

因此，在创造和革新的背景下来谈论习惯，似乎显得有点矛盾。

但大脑研究人员发现，当我们有意识地培养新的习惯的时候，我们创建了平行路径，甚至是全新的脑细胞，可以让我们的思路跳转到新的创新轨道上来。

我们不要把自己看成是不可改变的习惯动物，相反，我们可以通过有意识的培养新的习惯来引导自身的改变。

事实上，我们对新事物尝试得越多——就会越远地走出自己的舒适地带——我们在工作场所及个人生活中就会变得越有创造性，但是，不必费心试图摈弃各种旧习惯；一旦这些程序惯例融进大脑，它们就会留在那里。

相反，我们刻意培养的新习惯会创建平行路径能避开原来那些老路。

《开放思想》一书的作者Dawna Markova说：“革新所需要的第一样东西，就是一种对好奇的着迷。

然而我们被教导去做‘决定’，就像我们的总裁称呼自己为‘决策者’那样。

”她补充道，“但是，决定意味着否决一切可能性而只保留一种。

一个优秀的具有革新精神的思想者总是在探寻许多其它的可能。

”她说，我们都是通过一些自己没有意识到的方法解决问题的。

研究人员在20世纪60年代末发现人类天生主要用四种方法应对挑战。

这四种方法是分析法，程序法，关联（或合作）法和创新法。

但是在青春期结束的时候，大脑关闭一半的能力，仅仅保留了那些大约在生命最开始的十几年时间里似乎是最有价值的思维方式。

目前标准化测试主要强调分析和程序的能力，也就是说，我们中很少有人会本能地使用创新和合作的思维方式。

M.J.Ryan是2006年出版的著作《今年我将......》一书的作者以及Markova女士的商业合作伙伴，她解释说：“这打破了美国信念体系里的主要规则——任何人都可以做任何事。

北二外语言学09真题

北京第二外国语学院2009年硕士研究生入学考试试卷I Complete each of the following statements. (5 points/1 point each)1. Human languages enable their users to symbolize objects, events and concepts which are notpresent (in time and space) at the moment of communication. This quality is labeled as＿.2. The sound [p] can be described with " _________________ , bilabial, stop".3. The different members of a phoneme, sounds which are phonetically different but do not makeone word different from another in meaning, are＿.4. Both semantics and _____________ investigate linguistic meaning, but they focus on differentaspects.5. If certain linguistics tries to lay down rules for the correct use of language and settle the disputes over usage once and for all, it is＿linguists.II Determine if each of the following statements is true or false. (5 points/1 point each)1. The speech sounds which are in complementary distribution are not always allophones of the same phoneme.2. The last sound of "sit" can be articulated as an unreleased or released plosive. These differentrealizations of the same phoneme are not in complementary distribution.3. The sound [z]is shared by "boys" and "moves" as a common morpheme.4. Speech act theory was proposed by Grice.5. Phonology is language specific but phonetics is not.ⅢFulfill the following requirements. (15 points)1. Analyze the sentence "The boy chased the dog." by means of IC. (2)2. Tell whether each of the underlined parts is endocentric or exocentric. (2)a. He left because he was tired,b. the issue in question3. Give the phonetic term according to the following description: (1 )the sound made with tongue tip and the back of the alveolar ridge.4. Analyze the following dialogue with reference to CP: (2)A: I know you are a famous musician. Could you define music, please?B: Well, music is music. That′s it.5.Tell the sense relation between a and b in each pair: (2)l) a. John's car is secondhand. b. John has a car.2) a. Mary helped Jane. b. Jane was helped by Mary.6. Classify the following pairs of antonyms. (2)even --- odd above---belowpresent --- absent arrogant --- humble7.Point out the commonness shared by the two sounds[d]and[n]. (2)8.Explain the notion of "root" used in morphology.(2)IV Answer each of the following questions briefly. (25 points/ 5 points each)1. How do you understand the distinction between langue and parole introduced by Saussure?2. How are the vowels described usually?3. How do you understand performative function of language?4. What is syntax?5. How do you understand arbitrariness?。

研究生写作

In
conclusion [,] I hold the view that the decision to wear clothes of any kind [should rest with the individual] should be made by each individual himself. [,] [and] And interference would only result in further disagreement. 错误总结： 1. 2. 3. 4. 5. 6. 冠词标点符号连词单复数拼写英式表达
In conclusion I hold the view that the decision to wear clothes of any kind should be made by each individual himself. And interference would only result in further disagreement.
On
the other hand, the style of clothing can be an alternative source of income. Especially for those, who can barely afford their living in the present economical conditions. This is also anything but plausible reason for tolerating the past. However, there are always some negative aspects to everything and this is not an exclusion. It is obvious that modern casual wearing is way more comfortable that the one our ancestors had worn. Therefore people forced to wear traditional clothes daily suffer from constant discomfort.

2009年考研英语翻译真题解析

2009年考研英语翻译真题解析(一)第一句一、试题题源While it may be said, without exaggeration, that the measure of the worth of any social institution, economic, domestic, political, legal, religious, is its effect in enlarging and improving experience; yet this effect is not a part of its original motive, which is limited and more immediately practical.（48 words）二、考试试题It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience, but this effect is not a part of its original motive. （33 words）三、译文参考可以说，要衡量任何社会制度的价值，就要看它对扩大和改进经验方面的影响，但是这种影响并不是其原来动机的一部分。

四、翻译讲解1. 整个句子的主干结构是but连接的两个并列句。

2. 第一个并列句这个句子有一个最简单的形式主语结构it may be said，然后有一个基本结构是the measure of …is in its effect in…，可以翻译为“衡量…是看在…中的效果”。

第二个并列句的结构非常简单。

3. 第一个并列句中主语中心词是measure后面带了两个of修饰结构，这种结构是属于考研翻译中考过无数次的结构，请参考94年71题，97年72题，01年74题，02年64题，和07年46题等。

2009考研英语阅读真题解析和全文翻译(1994-2012)

2009Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try---the more we step outside our comfort zone---the more inherently creative we become, both in the workplace and in our personal lives.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system — that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.21. The view of Wordsworth, “habit” is claimed by being[A] casual [B] familiar [C] mechanical [D] changeable.22. Brain researchers have discovered that the formation of new habit can be[A] predicted [B] regulated [C] traced [D] guided23. The word “ruts” (Line 1, paragraph 4) is closest in meaning to[A] tracks [B] series [C] characteristics [D] connections24. Dawna Markova would most probably agree that[A] ideas are born of a relaxing mind[B] innovativeness could be taught[C] decisiveness derives from fantastic ideas[D] curiosity activates creative minds25. Ryan ’s comments suggest that the practice of standard testing[A] prevents new habits from being formed[B] no longer emphasizes commonness[C]maintains the inherent American thinking model[D] complies with the American belief system全文翻译：Text 1习惯是一种有趣的现象。

2009年对外经济贸易大学英语学院273二外法语考研真题及详解【圣才出品】

2009年对外经济贸易大学英语学院273二外法语考研真题及详解Ⅰ. 选择最正确的答案：(25%)1. Dans la ________ téléphonique, Vincent rappelle Monsieur Pasquier.A. demeureB. installationC. salleD. cabine【答案】D【解析】句意：在电话亭，文森给Pasquier先生打电话。

la cabine téléphon ique电话亭。

2. Elle a 60 ans, mais elle ________ plus jeune que son âge.A. faitB. ressembleC. porteD. est【答案】A【解析】句意：她60岁了，但她显得比她的实际年龄要年轻。

faire显得；显出。

ressembler 看起来。

porter怀有。

être是。

3. En cas d’urgence, vous pouvez me ________ au téléphone portable.A. communiquerB. joindreC. sonnerD. toucher【答案】B【解析】句意：紧急情况下，你可以通过手机和我取得联系。

communiquer交流。

joindre 联系上。

sonner打电话。

toucher接触。

4. Est-ce qu’il s’habitue vite ________ la vie universitaire?A. surB. deC. pourD. à【答案】D【解析】句意：他是否很快就适应了大学生活？s’hab ituer à qc h适应…。

5. Si j’étais parti un peu plus tôt, je n’ ________ pas manqué le train.A. aiB. avaisC. auraiD. aurais【答案】D【解析】句意：如果我早点出发，就不会错过火车了。