2013工商翻译mti考研真题

入学考试试（B）考试科目：211翻 英 总分：100 考试时间：3小VocabularyandStructure(30题每小题0.5分共15分) Directions:Thereare30sentencesinthispart.Completethembychoosingthebestfromthefouralternatives.WritetheanswerontheAnswerSheet.Inamedmyship myA. B. C. D.Maryisshortand hermotherwhoistallandincontrast B.in

C.compared D.byontimewillleadtobetterA. B.be C.having D.tohavebeenTheoperareached inthethirdA. B. C. D.getsroundthatthemoviestarisgoingtoA.A B. C.A D.Theywear A. B. C. D.AbrahamLincolninsisted notjustonmereopinionbutonmoral

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areresponsible D.isresponsible inmyrestaurantwheneveryouA. B.without C.withno D.“Doyouthinkthatthesuggestionwillbeaccepted?”“Oh,yes. thatitA.almost B.very C.near D.quiteIfyouhaveamotorcycle,you trainsandA.isolated B.separated C.independent D.independentTheseatsinthesecond hadcompleybeenalmostall

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toreturn;to D.returning;Ifyougo ngthat,you’llbeput A. B. C. D. menot lyouanythingaboutA. B. C. D. mybestA.owe B.oweto C.owefor D.owefromShehada whensheheardthe

Idon’t theywillbeA. B. C. D.ReadingComprehension(20题，每小题2分，共40分) (60minutes)Directions:Readthefollowingfourpassagesandcompletethestatementsafterthembychoosingthebestfromthefouralternatives.WriteyouranswerontheAnswerSheet.PassageLongbeforetheycanactuallyspeak,babiespayspecialattentiontothespeechtheyheararoundthem.Withinthemonthoftheirlives,babies’responsestothesoundofthehumanvoicewillbedifferentfromtheirresponsestoothersortsofauditorystimuli.Theywillstopcryingwhentheyhearrsontalking,butnotiftheyhearabellorthesoundofarattle.At,thesoundsthataninfantnoticesmightbeonlythosewordsthatreceivetheheaviestemphasisandthatoftenoccurat sofutterances.Bythetimetheyaresixorsevenweeksold,babiescandetectthedifferencebetweensyllablespronouncedwithrisingandfallinginflections.Verysoon,thesedifferencesinadultstressandintonationcaninfluencebabies’emotionalstatesandbehavior.Longbeforetheydevelopactuallanguagecomprehension,babiescansensewhenanadultisplayfulorangry,attemptingtoinitiateorterminatenewbehavior,andsoon,merelyonthebasisofcuessuchastherate,volume,andmelodyofadultspeech.Adultsmakeitaseasyastheycanforbabiestopickupalanguagebyexaggeratingsuchcues.Oneresearcherobservedbabiesandtheirmothersinsixdiverseculturesandfoundthat,inallsixlanguages,themothersusedsimplifiedsyntax,shortutterancesandnonsensesounds,andtransformedcertainsoundsintobabytalk.Otherinvestigatorshavenotedthatwhenmotherstalktobabieswhoareonlyafewmonthsold,theyexaggeratethepitch,loudness,andintensityoftheirwords.Theyalsoexaggeratetheirfacialexpressions,holdvowelslonger,andemphasizecertainMoresignificantforlanguagedevelopmentthantheirresponsetogeneralintonationisobservationthattinybabiescanmakerelativelyfinedistinctionsbetweenspeechsounds.Inotherwords,babiesentertheworldwiththeabilitytomakepreciselythoseperceptualdiscriminationsthatarenecessaryiftheyaretoacquireaurallanguage.Babiesobviouslyderivepleasurefromsoundinput,too:evenasyoungasninemonthstheywilllistentosongsorstories,althoughthewordsthemselvesarebeyondtheirunderstanding.Forbabies,languageisasensory-motordelightratherthantheroutetoprosaicmeaningthatitoftenisforadults.WhatdoesthepassagemainlyHowbabiesdifferentiatebetweenthesoundofthehumanvoiceandotherThedifferencesbetweenababy’sandanadult’sabilitytocomprehendHowbabiesperceiveandrespondtothehumanvoiceintheirearlieststagesoflanguageTheresponseofbabiestosoundsotherthanthehumanThepassagementionsallofthefollowingaswaysadultsmodifytheirspeechwhentalkingtobabiesEXCEPT givingallwordsequalspeakingwithshorterspeakingmoreloudlythanWhichofthefollowingcanbeinferredaboutthefindingsdescribedinparagraphBabieswhoareexposedtomorethanonelanguagecanspeakearlierthanbabiesexposedtoasinglelanguage.MothersfromdifferentculturesspeaktotheirbabiesinsimilarBabiesignorefacialexpressionsincomprehendingauralThemothersobservedbytheresearcherswereconsciouslyteachingtheirbabiestoWhatpointdoestheauthormaketoillustratethatbabiesarebornwiththeabilitytoacquireBabiesbegintounderstandwordsinBabiesexaggeratetheirownsoundsandBabiesaremoresensitivetosoundsthanareBabiesnoticeevenminordifferencesbetweenspeechAccordingtotheauthor,whydobabieslistentosongsandstories,eventhoughtheycannotunderstandthem?TheyunderstandtheTheyenjoytheTheycanrememberthemTheyfocusonthemeaningoftheirparents’PassageTheArtsandCraftsMovementintheUnitedStateswasresponsibleforsweechangesinattitudestowardthedecorativearts,thenconsideredtheminororhouseholdarts.ItsfocusondecorativeartshelpedtoinduceUnitedStatesmuseumsandprivatecollectorstobegincollectingfurniture,glass,ceramics,metalwork,andtextilesinthelatenineteenthandearlytwentiethcenturies.Thefactthatartisans,whowerelookedonasmechanicsorskilledworkersintheeighteenthcentury,arefrequentlyconsideredartiststodayasdirectlyattributabletotheArtsandCraftsMovementofthenineteenthcentury.Theimportancenowplacedonattractiveandharmonioushomedecorationcanalsobetracedtothisperiod,whenVictorianinteriorarrangementswererevisedtoadmitgreaterlightandmorefreelyflowingspaces.TheArtsandCraftsMovementreactedagainstmechanizedprocessesthatthreatenedhandcraftsandresultedinchened,monotonousmerchandise.FoundedinthelatenineteenthcenturybyBritishsocialcriticsJohnRuskinandWilliamMorris,themovementreveredcraftasaformofart.Inarapidlyindustrializingsociety,mostVictoriansagreedthatartwasanessentialmoralingredientinthehomeenvironment,andinmanymiddle-andworking-classhomescraftwastheonlyformofart,Ruskinandhisfollowerscriticizednotonlythedegradationofartisansreducedtomachineoperators,butalsotheimpendinglossofdailycontactwithhandcraftedobjects,fashionedwithpride,integrity,andattentiontobeauty.IntheUnitedStatesaswellasinGreatBritain,reformersextolledthevirtuesofhandcraftedobjects:simple,straightforwarddesign;solidmaterialsofgoodquality;andsound,enduringconstructiontechniques.Thesecriteriawereinterpretedinavarietyofstyles,rangingfromrationalandgeometrictoromanticornaturalistic.Whether ,stylized,orrealisticallytreated,theconsistentthemeinvirtuallyallArtsandCraftsdesignisnature.TheArtsandCraftsMovementwasmuorethanaparticularstyle;itwasaphilosophyofdomesticlife.Proponentsbelievedthatifsimpledesign,high-qualitymaterials,andhonestconstructionwererealizedinthehomeanditsappointments,thentheoccupantswouldenjoymoralandtheruticeffects.Forbothartisanandconsumer,theArtsandCraftsdoctrinewasseenasamagicalforceagainsttheundesirableeffectsofindustrialization.Thepassageprimarilyfocusesonnineteenth-centuryartsandcraftsintermsofwhichoftheTheirimportanceinmuseumTheirBritishTheirroleinanindustrializedAccordingtoparagraph2,thehandcraftedobjectsinthehomesofmiddle-andworking-classfamiliesusuallywere madebymembersofthetheleastexpensiveobjectsintheirregardedasbeingmorallythoughttosymbolizeTheauthormentionsallofthefollowingasattributesofhandcraftedobjects thepridewithwhichtheywerethecomplexityoftheirthelongtimethattheythequalityoftheirAccordingtothepassage,whichofthefollowingchangesoccurredatthesametimeastheArtsandCraftsMovement?ThecreationofbrighterandmoreairyspacesinsideTherejectionofartthatdepictednatureinarealisticAdeclineofinterestinartmuseumAnincreaseinthebuyingofimportedartWhichofthefollowingstatementsissupportedbythePrivatecollectorsinthenineteenthcenturyconcentratedonacquiringTheArtsandCraftsMovementintheUnitedStates,unliketheoneinBritain,didnotreactstronglyagainstmechanizedprocesses.HandcraftedobjectsintheUnitedStatesandBritaininthenineteenthcenturydidnotusegeometricdesigns.TheArtsandCraftsMovementbelievedinthebeneficialeffectforpeoplefrombeingsurroundedbybeautifulobjects.PassageAmongalltheabilitieswithwhichanindividualmaybeendowed,musicaltalentappearsearliestinlife.Veryyoungchildrencanexhibitmusicalprecocityfordifferentreasons.Somedevelopexceptionalskillasaresultofawell-designedinstructionalregime,suchastheSuzukimethodfortheviolin.Somehavethegoodfortunetobebornintoamusicalfamilyinahouseholdfilledwithmusic.Inanumberofinterestingcases,musicaltalentispartofanotherwisedisablingconditionsuchasautismormentalretardation.Amusicallygiftedchildhasaninborntalent;however,theextenttowhichthetalentisexpressedpubliclywilldependupontheenvironmentinwhichthechildlives.Musicallygiftedchildrenmasteratanearlyagetheprincipalelementsofmusic,includingpitchandrhythm.Pitch-ormelody-ismorecentralincertaincultures,forexample,inEasternsocietiesthatmakeuseoftinyquarter-toneintervals.Rhythm,soundsproducedatcertainauditoryfrequenciesandgroupedaccordingtoaprescribedsystem,isemphasizedinsub-SaharanAfrica,wheretherhythmicratioscanbeverycomplex.Allchildrenhavesomeaptitudeformakingmusic.Duringinfancy,normalchildrensingaswellasbabble,andtheycanproduceindividualsoundsandsoundpatterns.Infantsasyoungastwomonthscanmatchtheirmother’ssongsinpitch,loudness,andmelodicsh,andinfantsatfourmonthscanmatchrhythmicstructureaswell.Infantsareespeciallypredisposedtoacquirethesecoreaspectsofmusic,andthey soengageinsoundplaythatclearlyexhibitsIndividualdifferencesbegintoemergeinyoungchildrenastheylearntosing.Somechildrencanmatchlargesegmentsofasongby oftwoorthree.Manyotherscanonlyapproximatepitchatthisageandmaystillhavedifficultyinproducingaccuratemelodiesby offiveorsix.However,bythetimetheyreachschoolage,mostchildreninanyculturehaveaschemaofwhatasongshouldbelikeandcanproduceareasonablyaccurateimitationofthesongscommonlyheardintheirenvironment.Theearlyappearanceofsuperiormusicalabilityinsomechildrenprovidesevidencethatmusicaltalentmaybeaseparateanduniqueformofinligence.Therearenumeroustalesofyoungartistswhohavearemarkable“ear”orextraordinarymemoryformusicandanaturalunderstandingofmusicalstructure.Inmanyofthesecases,thechildisaverageineveryotherwaybutdisplaysanexceptionalabilityinmusic.Eventhemostgiftedchild,however,takesabouttenyearstoachievethelevelsofperformanceorcompositionthatwouldconstitutemasteryofthemusicalsphere.Everygenerationinmusichistoryhashaditsfamousprodigies-individualswithexceptionalmusicalpowersthatemergeatayoungage.Intheeighteenthcentury,WolfangAmadeusMozartbegancomposingandperformingat ofsix.Asachild,Mozartcouldplaythepianolikeanadult.Hehadperfectpitch,andatageninehewasalsoamasteroftheartofmodulation-transitionsfromonekeytoanother-whichbecameoneofthehallmarksofhisstyle.By eleven,hehadcomposedthreesymphoniesand30othermajorworks.Mozart’swell-developedtalentwasp intoadulthood.Unusualmusicalabilityisaregularcharacteristicofcertainanomaliessuchasautism.Inonecase,anautisticgirlwasabletoplay“HappyBirthday”inthestyleofvariouscomposers,includingMozart,Beethoven,Verdi,andSchubert.Whenthegirlwasthree,hermothercalledherbyplaying pletemelodies,whichthechildwouldcompletewiththeappropriatetoneintheproperoctave.Fortheautisticchild,musicmaybetheprimarymodeofcommunication,andthechildmayclingtomusicbecauseitrepresentsahaveninaworldthatislargelyconfusingandTheauthormakesthepointthatmusicalelementssuchaspitchand distinguishmusicfromotherartvaryinemphasisindifferentmakemusicdifficulttoexpressdifferenthumanAccordingtothepassage,whendoesmusicaltalentusuallybegintoWheninfantsstarttobabbleandproducesound softwoandfourWhenchildrenlearntosingattwoorthreeyearsBetweentenyearsoldandAccordingtothepassage,whichofthefollowingsuggeststhatmusicaltalentisaseparateformofin ExceptionalmusicalabilityinanotherwiseaverageRecognitionoftheemotionalpowerofTheabilityofallbabiestoacquirecoreelementsofDifferencesbetweenlearningmusicandlearningWhydoestheauthordiscussMozartinparagraphTocomparepastandpresentviewsofmusicalTogiveanexampleofawell-knownmusicalTolist plishmentsoftheeighteenthTodescribethedevelopmentofindividualmusicalWhichofthefollowingcanbeinferredfromthepassageaboutexceptionalmusicalItoccursmorefrequentlyinsomeculturesthaninItisevidenceofasuperiorlevelof ligenceinotherIthas edandstudiedbutislittleItistheresultofnaturaltalentandasupportivePassageGeoffreyChaucerwasoneofthemostsuccessfulpoetsofthefourteenthcenturyandoneofthefewmedievalauthorswhoseinfluenceextendstothepopularcultureoftoday.Chaucer’smostrenownedworkisunquestionablyTheCanterburyTales,acollectionofshortstorieslinkedtogetherbyapilgrimagefromLondontotheholysiteatCanterbury,England.ThepilgrimagewasverypopularinChaucer’sdayandallowedtheauthortobringtogetherafewdozencharactersfromvarioussocialclassesandwalksoflife.Someofthecharacters,liketheHost,HarryBailly,arebasedonrealpeople.Others,liketheParson,arelittlemorethanarchetypes.Thepoemitselfisunfinishedandcontainsseveralinconsistenciesthatreflecttheneedforfurtherrevision.Still,TheCanterburyTalesremainspopularbecauseofitsvividcharactersandfascinatingvignettes.Amongthesestories,TheWifeofBathhasstoodoutasthemostcontroversialandinterestingofthemall.MedievalscholarshavetirelesslystudiedTheWifeofBathinordertocapturethemaincharacter’smeaning.Uponreading,themaincharacter-Alyson,theWife-appearstoembodytheveryfearsofmedievalclericalmisogyny,or,bythesameacts,tobeatruerepresentationofastereotypicfeminist.Alysoninsistsonspeakinghermind(loudly),rejectingthenegativeopinionsandsexualconstraintstraditionallyplaceduponwomen.Sheislewd,andhastheaudacitytouseTheBibletoattackclericalargumentsfromTheBibledealingwithchastityandvirginity.IntheMiddleAges,apreachingwomancouldbeconsideredhereticalandburnedatthestake.Withthisinmind,theWifemayhaveagoodreasonforkeehersenseofhumor.Andshedoeshaveasenseofhumor.Alysoniswellawareofherownfailings,evenasshedefendsthosefaultstothecompany.Asforherverbosity,theWifesaysshecan’thelpit:allwomentalktoomuch.Forproof,shelatercitesthefamousstoryofKingMidas,whowasgivenass’searsaspunishmentbythegod,Apollo.Midas,shesays,toldhismisfortunetohiswife,who, dburstfromkeethesecret,whisperedittothebanksofariverwhereitspreadoverthecountry.TheWifelsherlistenerstheycanreadtherestinOvid.ButhereiswheretheWife’saccountdiverges.InOvid,Midastrustshissecrettohisbarber,aman.Itisamanwhocannotkeepthesecretsafe,whotalkstoomuch.Moreover,Midashasreceivedtheass’searsbecausehewasunabletolistenwisely.Chaucerdoesn’tlusifweshouldbelievethatAlysonisanignorantilliteratewhodoesn’tknowherOvid,orifsheissubtlytweakingthecriticswhothinkmenareinherentlysuperiortowomen.DovetailingneatlywiththethemesofherprologueisthestoryAlysonlsherfellowpilgrims.Inmanyways,itisatraditionalArthurianromance.Theprotagonistofthestory,ayoungknight,commitsanassault.Inordertosavehimselffromcapitalpunishment,heisallowedtogoonaone-yearquesttodiscoverwhatwomenmostdesire.Thesimpleanswer,helearns,ismaistrie,orauthority,overtheirhusbands.ButinChaucernothingissimple.Whentheknightisatlastconvincedtogivemaistrietohisownwife,shesurpriseshimbypromisingtobeobedient,faithful,andloving.Thedichotomyofpower,ofmaleversusfemale,isdestroyedintheactofsurrender.IsthisChaucer’srecipeforsocialharmony,orisitmerelywishfulfillmentonthepartoftheWifeherself?LiteraryscholarshavedesperaytriedtodiscoverChaucer’sownviewsofmarriageandsocietythroughhischaracters.Theirpursuit,oftenastangledasChaucer’sownnarrative,allowsustoconsideryetagainthequestionsChaucerasksofus.WhichofthefollowingstatementsbestexpressesthemainideaoftheThemixofinterestingcharactersandeventsintheCanterburyTalesservesasalastinglegacyforEnglishpoetGeoffreyChaucer. yzingtheWifeofBath’sprologueandtalehasallowedscholarstodefinitivelyunderstandChaucer’sopinionsonmarriage.TheWifeofBathisanincrediblyinterestingcharacterwhocontinuestobeatopicofscholarlydiscussion.TheprologueoftheWifeofBath’stalewasashockingfeministcritiqueofsociety,writtencenturiesaheadofitstime.ThepassagesuggeststhatChaucer’smostimportantcontributionstoliteraturewere simplenarrativesrevealingtheinconsistenciesofhumaninnovativewritingtechniques,usedtorelatehistoricaleasilyreproducedtheatricalmanuscriptsandcreativesubjectdynamiccharactersandmemorablevignettes,usedtopresentsocialTheauthorstatesthatthepilgrimageallowedChaucertobringtogetherallofthefollowing caricaturesofrealsuccessfulpoetsofthefourteentharchetypalcharactersofdifferingsocialAccordingtothepassage,thefactthatTheCanterburyTaleshadseveralinconsistencies Chaucer’sinexperienceatwritingacollectionofanintentionalattemptbytheauthortobevagueandtheunfinishedstateofthepieceandaneedforalackofdepth,andcharacterswhochangedtheirstoriesThesecondparagraphestablishesallofthefollowingabouttheWife sheisinfavorofacceptedclericalsheisinfavorofwomen’ssexualsheisconsiderablysheisincrediblyCloze(15题，每小题1分，共15分) (30minutes)Directions:Thereare15blanksinthefollowingpassage.Fillineachblankbychoosingthebestfromthefouralternatives.WritetheanswerontheAnswerSheet.Weareinthemiddleofthebiggesteducationalmovement history.Hundredsofthousandsofyoungpeoplearetravelingtobeeducatedabroad.TheyareledbytheChinese, aforeigneducationishighlyprized.Therenowar