[考研类试卷]考研英语（翻译）历年真题试卷汇编3及答案与解析.doc

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1、考研英语（翻译）历年真题试卷汇编 3 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 贝多芬与勇气2014 年英译汉及详解Music means different things to different people and sometimes even different things to the same person at different moments of his li

2、fe. It might be poetic, philosophical, sensual, or mathematical, but in any case it must, in my view, have something to do with the soul of the human being. Hence it is metaphysical; but the means of expression is purely and exclusively physical: sound. I believe it is precisely this permanent coexi

3、stence of metaphysical message through physical means that is the strength of music.【F1】It is also the reason why when we try to describe music with words, all we can do is articulate our reactions to it, and not grasp music itself.Beethovens importance in music has been principally defined by the r

4、evolutionary nature of his compositions. He freed music from hitherto prevailing conventions of harmony and structure. Sometimes I feel in his late works a will to break all signs of continuity. The music is abrupt and seemingly disconnected, as in the last piano sonata. In musical expression, he di

5、d not feel restrained by the weight of convention.【F2 】By all accounts he was a freethinking person, and a courageous one, and I find courage an essential quality for the understanding, let alone the performance, of his works.This courageous attitude in fact becomes a requirement for the performers

6、of Beethoven s music. His compositions demand the performer to show courage, for example in the use of dynamics.【F3】Beethovens habit of increasing the volume with an extreme intensity and then abruptly following it with a sudden soft passage was only rarely used by composers before him.Beethoven was

7、 a deeply political man in the broadest sense of the word. He was not interested in daily politics, but concerned with questions of moral behavior and the larger questions of right and wrong affecting the entire society.【F4 】Especially significant was his view of freedom, which, for him, was associa

8、ted with the rights and responsibilities of the individual: he advocated freedom of thought and of personal expression.Beethovens music tends to move from chaos to order as if order were an imperative of human existence. For him, order does not result from forgetting or ignoring the disorders that p

9、lague our existence; order is a necessary development, an improvement that may lead to the Greek ideal of spiritual elevation. It is not by chance that the Funeral March is not the last movement of the Eroica Symphony, but the second, so that suffering does not have the last word.【F5】One could inter

10、pret much of the work of Beethoven by saying that suffering; is inevitable, but the courage to fight it renders life worth living.1 【F1】2 【F2】3 【F3】4 【F4】5 【F5】5 思考的人2011 年英译汉及详解With its theme that “Mind is the master weaver,“ creating our inner character and outer circumstances, the book As a Man T

11、hinketh by James Allen is an in-depth exploration of the central idea of self-help writing.【F1】Allens contribution was to take an assumption we all sharethat because we are not robots we therefore control our thoughtsand reveal its erroneous nature. Because most of us believe that mind is separate f

12、rom matter, we think that thoughts can be hidden and made powerless; this allows us to think one way and act another. However, Allen believed that the unconscious mind generates as much action as the conscious mind, and【F2】while we may be able to sustain the illusion of control through the conscious

13、 mind alone, in reality we are continually faced with a question: “Why cannot I make myself do this or achieve that?Since desire and will are damaged by the presence of thoughts that do not accord with desire, Allen concluded: “We do not attract what we want, but what we are.“ Achievement happens be

14、cause you as a person embody the external achievement; you dont “get“ success but become it. There is no gap between mind and matter.Part of the fame of Allens book is its contention that “Circumstances do not make a person, they reveal him.“【 F3】This seems a justification for neglect of those in ne

15、ed, and a rationalization of exploitation, of the superiority of those at the top and the inferiority of those at the bottom.This, however, would be a knee-jerk reaction to a subtle argument. Each set of circumstances, however bad, offers a unique opportunity for growth. If circumstances always dete

16、rmined the life and prospects of people, then humanity would never have progressed. In fat,【F4】circumstances seem to be designed to bring out the best in us, and if we feel that we have been “wronged“ then we are unlikely to begin a conscious effort to escape from our situation. Nevertheless, as any

17、 biographer knows, a persons early life and its conditions are often the greatest gift to an individual.The sobering aspect of Allens book is that we have no one else to blame for our present condition except ourselves.【F5】The upside is the possibilities contained in knowing that everything is up to

18、 us; where before we were experts in the array of limitations, now we become authorities of what is possible.6 【F1】7 【F2】8 【F3】9 【F4】10 【F5】10 正规教育的地位2009 年英译汉及详解There is a marked difference between the education which every one gets from living with others and the deliberate educating of the young.

19、 In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.【F1】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 origi

20、nal motive. Religious associations 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 and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc.【F2】O

21、nly gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional rea

22、ction of the forms of human association under which the worlds work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.【F3】While it is easy to ignore in our contact wit

23、h them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident and the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account.【F4】Since our chief business wit

24、h 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 tha

25、t this lesson has been learned largely through dealings with the young.【F5】We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of educationthat of direct tuition or schooling. In undeveloped social groups, we find very little

26、 formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.11 【F1】12 【F2】13 【F3】14 【F4】15 【F5】15 达尔文的思想2008 年英译汉及详解In his autobiography, Darwin himself speaks of his intellectual

27、powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but【F1】he believes that this very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabl

28、ing him to detect errors in reasoning and in his own observations. He disclaimed the possession of any great quickness of apprehension or wit, such as distinguished Huxley.【F2 】He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason

29、he felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more than a few days a single date or a line of poetry.【F3】On the other hand, he did not accept as well founded the

30、charge made by some of his critics that, while he was a good observer, he had no power of reasoning. This, he thought, could not be true, because the “Origin of Species“ is one long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it wit

31、hout possessing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawyer or doctor must have, but not, I believe, in any higher degree.“【F4】He adds humbly that perhaps he was “superior to the com

32、mon run of men in noticing things which easily escape attention, and in observing them carefully.“Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry

33、 of many kinds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: “Now for many years I cannot endure to read a line of poetry. I have also almost lost my taste for pictures or music. “【F5】Darwin was convinced that t

34、he loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.16 【F1】17 【F2】18 【F3】19 【F4】20 【F5】20 美国的知识分子2006 年英译汉及详解Is it true that the American intellectual is rejected and considered of no account in his soci

35、ety? I am going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the intellectuals who have rejected America. But they have done more than that. They have grown dissatisfied with the role of intellectual. It is they, not America, who have become a

36、nti-intellectual.First, the object of our study pleads for definition. What is an intellectual?【F1】I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in a Socratic way about moral problems. He explores such problems consciously, arti

37、culately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained.【F2】His function is analogous to that of a judge, who must accept the obligation of r

38、evealing in as obvious a manner as possible the course of reasoning which led him to his decision.This definition excludes many individuals usually referred to as intellectualsthe average scientist, for one.【 F3】I have excluded him because, while his accomplishments may contribute to the solution of

39、 moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in the everyday performance of his routine dutieshe is not supposed to cook his experiments, manufacture evidence, or doctor h

40、is reports.【F4 】 But his primary task is not to think about the moral code which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his waking life he will take his code for granted, as the business

41、man takes his ethics.The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living.【F5】 They may teach very well and more than earn their salaries, but most of them make little or no independent re

42、flections on human problems which involve moral judgment. This description even fits the majority of eminent scholars. Being learned in some branch of human knowledge is one thing, living in “public and illustrious thoughts,“ as Emerson would say, is something else.21 【F1】22 【F2】23 【F3】24 【F4】25 【F5

43、】考研英语（翻译）历年真题试卷汇编 3 答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 1 【正确答案】 这也是为什么当我们去尝试用语言描述音乐时，我们能做的也仅仅是描述我们对音乐的感受，而无法理解音乐本身。【试题解析】 本句考查的重点是：定语从句和时间状语从句。 该句的主干部分是It is also the reason，why 引导一个修饰 the reason 的定语从句。定语从句的主干

44、是 all we can do ismusic itself，本句主语中由于含有 do，所以省略了不定式符号to。our reactions 之后 to it 为其定语，其中 it 指代的是 music。when 引导的一个时间状语从句嵌套在这个定语从句中。 2 【正确答案】 人人都觉得他是一个思想自由的人，也是一个有勇气的人。而在我看来，勇气这一特质是一个人理解贝多芬作品的关键，更不必说是演奏其作品的关键。【试题解析】 本句考查的重点是：and 连接的并列句和宾语补足语。 本句是一个由 and 连接的并列句。“he was a freethinking person，and a courag

45、eous one”是句子的主干。第二个分句的主干为 I find courage an essential quality，其中 an essential quality 是宾语补足语。 “for the understanding of his work”为 quality 的定语，let alone 后面的内容表递进，意为 “更不用说了”。by all accounts 为固定搭配，意思是“人人说”、“大家说”。 3 【正确答案】 贝多芬有个习惯，在一段响度很高的强劲旋律后，接下来他会很突兀地转到一段轻柔的旋律，而在贝多芬之前，很少作曲家会这样做。【试题解析】 本句考查的重点是：介词短语作

46、定语和被动句。 本句的主干为Beethovens habit was rarely used by composers before him。从 of 到 passage 都是of 引导的定语，修饰的是 habit，即解释贝多芬的习惯到底是怎样的。在 of 引导的定语中，increasing 和 following 是并列的，这两个动词引导的内容构成对比。本句其实是一个被动句，by 是一个很明显的关键信号。 4 【正确答案】 他对自由的看法尤其重要，对贝多芬来说，自由是与个人的权利和责任相联系的：贝多芬提倡思想自由和个人表达自由。【试题解析】 本句考查的重点是：倒装句和插入语。 本句是一个完全

47、倒装句，主干部分的顺序其实是 His view of freedom was especially significant。which 引导的是一个定语从句，修饰的是 freedom 的具体内容。 for him 是一个插入语。individual 后的冒号引出的是对贝多芬自由思想的补充说明。 5 【正确答案】 人们可以这样诠释贝多芬的大部分作品：苦难是不可避免的，但正是和苦难战斗的勇气给了我们生存的意义。【试题解析】 本句考查的重点是：宾语从句和固定词组。 本句有两个独立分句，第一个分句的主干是 one could interpret much of the work，by saying 后

48、面的 that引导的是一个宾语从句，引出的就是 saying 的内容。第二个分句的主干是 the courage renders life，其中 worth living 是 life 的宾语补足语。render+sb sth+adj意为“致使某人某物”，这里直译出来就是：这种勇气让我们的生命变得值得“去活”。这个搭配可以背下来，再根据具体情况组织语言。 6 【正确答案】 艾伦的贡献在于他研究了“我们并不是机器人，因此能够控制自己的思想”这一公认的假设，并揭示了其错误的本质。【试题解析】 本句考查的重点是：同位语从句和定语从句。 通过 was 可以判断出，本句是“主一系一表”结构。第一个破折号

49、后的 that 引导的是 assumption 的同位语从句，同位语从句中又嵌套了原因状语从句。第二个破折号后的并列连词 and连接的是句子后面的 reveal 与句子前面的 take，这两个动词是并列关系。句尾处的 its 指代的是 assumption。本句的主干是 Allens contribution was to take an assumption and reveal its erroneous nature。we all share 是定语从句，修饰assumption。 7 【正确答案】 尽管我们或许可以仅凭意识就可以维持“控制” 这种幻觉，但实际上我们还是不断面临这样一个问题：“为什么我自己不能够做到这件事情或实现那个目标呢?”【试题解析】 本句考查的重点是：同位语从句和让步状语从句。 划线句是一个并列结构的后半部分，前半句未划线的部分是 while 引导的让步状语从句，可以译为“尽管”。紧跟在 question 后的问句事实上是 question 的同位语从句。本句采用顺译法，本句中“befaced with”的搭配意为“面对”。 8 【正确答案】 这一说法似乎能为忽视那些需要帮助的人找到借口，使剥削合理化，使上层人变得优越，底层人变得卑微。【试题解析】 本句考查的重点是：并列结构和 of