升研教育考研频道为23考研、24考研的同学们整理了“长沙理工大学2020年考研真题：211 翻译硕士英语”的相关信息，希望对正在备考的你有所帮助。考研复习效率不高怎么办？自己备考抓不住重点？想报考985/211等热门院校，但是没把握？升研教育推出考研集训营，全日制封闭式面授，10余年授课经验的老师，浓厚的学习氛围助你冲击目标、一战上研！

长沙理工大学2020年考研真题：211 翻译硕士英语

科目名称：211 翻译硕士英语

适用专业：055101 英语笔译

I. Vocabulary and Structure (20X 1 point = 20 points )

Directions: There are 20 incomplete sentences in this part. For each sentence there are four choices marked A, B, C, and D. Choose the ONE that best completes the sentence and then write down the corresponding letter on the ANSWER SHEET

1. We are not on very good _____ with the people next door. They always make so loud noisy to wake us up.

A. friendship

B. relations

C. terms

D. relevant

2. Usually newspapers _____ for people with intellectual interests.

A. suitable

B. furnish

C. regard

D. cater

3. The overcrowded living conditions _____ a heavy strain on the family.

A. set

B. put

C. conduct

D. pressed

4. The supply of apples exceeds the _____ this year.

A. demand

B. claim

C. requirement

D. quest

5. Unfortunately, my watch doesn't work and it must be broken. I must have it _____

A. repairing

B. trimmed

C. repaired

D. fixing

6. If this kind of wild animals had escaped from its cage, they could have killed or hurt people _____

A. equally

B. both

C. severely

D. well

7. I'm sorry we gave you such short _____ of our visit.

A. caution

B. notice

C. information

D. scrutiny

8. That old exquisite vase will _____ an attractive lamp-holder.

A. compose

B. form

C. make

D. assembly

9. The World Bank has criticized the country for not giving enough financial _____ to developing countries.

A. allowance

B. aid

C. loan

D. provision

10. Herbert is a man _____ few words; but he is a man _____ a sense of knowing when to say the right thing.

A. with...of

B. with...with

C. of.. of

D. of...with

11. _____ they can change their sales strategies, the future for their company will be indeed bleak.

A. Even if

B. Now that

C. As long as

D. Unless

12. Bigatki said that he would go to Hawaii _____ stay in the same city.

A. rather than

B. other than

C. and prefer not

D. instead of

13. The distinguished professor was invited to preside _____ the conference on behalf of the chairman.

A. on

B. in

C. over

D. for

14. The growing size of the population _____ a major concern of society nowadays.

A. become

B. has been

C. develop into

D. derives from

15. Darlington never regretted _____ to attend the party, for she did not like it at all.

A. not being invited

B. being not invited

C. not having been invited

D. having not been invited

16. The military authorities are seriously considering abandoning the expensive _____ plane. Actually, it is not equipped so well as expected.

A. three million dollar

B. three millions of dollars

C. three million-dollar

D. three-million-dollar

17. _____ the sun in superstitious awe everywhere in the world.

A. Man has long held

B. Long has held man

C. Has man long held

D. Man has held long

18. The CEO decided to assign the sales project to____ would be capable and competent.

A. who

B. whom

C. whoever

D. whomever

19. _____ more sunlight, these vegetable plants grow much better this year," he added.

A. To receive

B. Having received

C. Receiving

D. Since receiving

20. A group of soldiers marched forward, guns _____ in hand.

A. hold

B. holding

C. held

D. to be held

II. Reading Comprehension (20 X 2 points = 40 points )

Directions: There are 5 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and then write down the corresponding letter on the ANSWER SHEET

Questions 21 to 24 are based on the following passage.

I am afraid to sleep. I have been afraid to sleep for the last few weeks. I am so tired that, finally, I do sleep, but only for a few minutes. It is not a bad dream that wakes me; it is the reality I took with me into sleep. I try to think of something else.

Immediately the woman in the marketplace comes into my mind.

I was on my way to dinner last night when I saw her. She was selling skirts. She moved with the same ease and loveliness I often saw in the women of Laos. Her long black hair was as shiny as the black silk of the skirts she was selling. In her hair, she wore three silk ribbons, blue, green and white. They reminded me of my childhood and how my girlfriends and I used to spend hours braiding ribbons into our hair.

I don't know the word for "ribbons", so I put my hand to my own hair and, with three fingers against my head, I looked at her ribbons and said "Beautiful". She lowered her eyes and said nothing. I wasn't sure if she understood me (l don't speak Laotian very well).

I looked back down at the skirts. They had designs on them: squares and triangles and circles of pink and green silk. They were very pretty. I decided to buy one of those skirts, and I began to bargain with her over the price. It is the custom to bargain in Asia. In Laos bargaining is done in soft voices and easy moves with the sort of quiet peacefulness.

She smiled, more with her eyes than with her lips. She was pleased by the few words I was able to say in her language, although they were mostly numbers, and she saw that I understood something about the soft playfulness of bargaining. We shook our heads in disagreement over the price: then, immediately, we made another offer and then another shake of the head. She was so pleased that unexpectedly, she accepted the last offer I made. But it was too soon. The price was too low. She was being too generous and wouldn't make enough money. I moved quickly and picked up two more skirts and paid for all three at the price set; that way I was able to pay her three times as much before she had a chance to lower the price for the larger purchase. She smiled openly then, and, for the first time in months, my spirit lifted. I almost felt happy.

The feeling stayed with me while she wrapped the skirts in a newspaper and handed them to me. When I left, though, the feeling left, too. It was as though it stayed behind in the marketplace. I felt tears in my throat. I wanted to cry. I didn't, of course.

I have learned to defend myself against what is hard; without knowing it, I have also learned to defend myself against what is soft and what should be easy.

I get up, light a candle and want to look at the skirts. They are still in the newspaper that the woman wrapped them in. I remove the paper, and raise the skirts up to look at them again before I pack them. Something falls to the floor. I reach down and feel something cool in my hand. I move close to the candlelight to see what I have. There are five long silk ribbons in my hand, all different colors. The woman in the marketplace has given these ribbons to me!

There is no defense against a generous spirit, and this time I cry, and very hard, as if I could make up for all the months that I didn't cry.

21. According to the writer, the woman in the marketplace _____

A. refused to speak to her

B. was selling skirts and ribbons

C. was pleasant and attractive

D. recognized her immediately

22. Which of the following is NOT correct?

A. The writer was not used to bargaining.

B. People in Asia always bargain when buying things.

C. Bargaining in Laos was quiet and peaceful.

D. The writer was ready to bargain with the woman.

23.The writer assumed that the woman accepted the last offer because the woman _____

A. thought that the last offer was reasonable

B. thought she could still make much money

C. was tired of bargaining with the writer any more

D. was glad that the writer knew their way of bargaining

24. When the writer left the marketplace, she wanted to cry, but did not because _____

A. she had learned to face difficulties bravely

B. she was afraid of crying in public

C. she had learned to stay cool and unfeeling

D. she had to show in public that she was strong

Questions 25 to 28 are based on the following passage.

The kids are hanging out. I pass small bands of students on my way to work these mornings. They have become a familiar part of the summer landscape.

These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be in “ self care ".

Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.

The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer ,they hang out.

“We have a huge mismatch between the school calendar and the realities of family life, says Dr. Ernest Boyer, head of the Carnegie Foundation for the Advancement of Teaching.

Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. “School, whether we like it or not, is educational. It always has been.'

His is not a popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives?

It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids, lack of learning, the United States still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.

The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition, and surely from kids. But the most important part of the conflict has been over money.

25. Which of the following is an opinion of the authors?

A. “The kids are hanging out.'

B. “These kids are not old enough for jobs.'

C. “They are school children without school."

D. “The calendar called the school year ran out on them a few weeks ago."

26. The current American school calendar was developed in the 19th century according to _____

A. the growing season on the nation's farm

B. the labour demands of the industrial age

C. teachers' demands for more vacation time

D. Parents' demands for other experiences for their kids

27. The author thinks that the current school calendar _____

A. is still valid

B. is out of date

C. can not be revised

D. can not be defended

28. Why was Dr. Boyer's idea unpopular?

A. He argues for the role of school in solving social problems.

B. He supports the current school calendar.

C. He thinks that school year and family life should be considered separately.

D. He strongly believes in the educational role of school.

Questions 29 to 30 are based on the following passage.

If you like the idea of staying with a family, living in a house might be the answer. Good landladies---those who are superb cooks and launderers, are figures as popular in fiction as the bad ones who terrorize their guests and overcharge them at the slightest opportunity. The truth is probably somewhere between the two extremes. If you are lucky, the food will be adequate, some of your laundry may be done for you and you will have a reasonable amount of comfort and companionship. For the less fortunate, house rules may restrict the freedom to invite friends to visit and shared cooking and bathroom facilities can be frustrating and row-provoking if tidy and untidy guests are living under the same roof.

The same disadvantages can apply to flat sharing, with the added difficulties that arise from deciding who pays for what, and in what proportion. One person may spend hours on the phone, while another rarely makes calls. If you want privacy with a guest, how do you persuade the others to go out; how do you persuade them to leave you in peace, especially if you are a student and want to study?

Conversely, flat sharing can be very cheap, there will always be someone to talk to and go out with, and the chores, in theory, can be shared.

29. According to the passage, landladies are _____

A. always mean

B. adequately competent

C. so sparkling and versatile

D. very popular with their guests

30. What is NOT mentioned as a benefit of flat sharing?

A. Rent is affordable.

B. There is companionship.

C. There is peace and quiet.

D. Housework can be shared.

Questions 31 to 35 are based on the following passage.

Why the inductive and mathematical sciences, after their first rapid development at the culmination of Greek civilization, advanced so slowly for two thousand years- -and why in the following two hundred years a knowledge of natural and mathematical science has accumulated, which so vastly exceeds all that was previously known that these sciences may be justly regarded as the products of our own times--are questions which have interested the modern philosopher not less than the objects with which these sciences are more immediately conversant. Was it the employment of a new method of research, or in the exercise of greater virtue in the use of the old methods, that this singular modern phenomenon had its origin? Was the long period one of arrested development, and is the modern era one of normal growth?

Or should we ascribe the characteristics of both periods to so-called historical accidents--to the influence of conjunctions in circumstances of which no explanation is possible, save in the omnipotence and wisdom of a guiding Providence?

The explanation which has become commonplace, that the ancients employed deduction chiefly in their scientific inquiries, while the moderns employ induction, proves to be too narrow, and fails upon close examination to point with sufficient distinctness the contrast that is evident between ancient and modern scientific doctrines and inquiries. For all knowledge is founded on observation, and proceeds from this by analysis, by synthesis and analysis, by induction and deduction, and if possible by verification, or by new appeals to observation under the guidance of deduction--by steps which are indeed correlative parts of one method; and the ancient sciences afford examples of every one of these methods, or parts of one method, which have been generalized from the examples of science.

A failure to employ or to employ adequately any one of these partial methods, an imperfection in the arts and resources of observation and experiment, carelessness in observation, neglect of relevant facts, by appeal to experiment and observation- these are the faults which cause all failures to ascertain truth, whether among the ancients or the moderns; but this statement does not explain why the modern is possessed of a greater virtue, and by what means he attained his superiority. Much less does it explain the sudden growth of science in recent times.

The attempt to discover the explanation of this phenomenon in the antithesis of “facts” and “theories" or “facts" and “ideas"--in the neglect among the ancients of the former, and their too exclusive attention to the latter--proves also to be too narrow, as well as open to the charge of vagueness. For in the first place, the antithesis is not complete. Facts and theories are not coordinate species. Theories, if true, are facts- a particular class of facts indeed, generally complex, and if a logical connection subsists between their constituents, have all the positive attributes of theories.

Nevertheless, this distinction, however inadequate it may be to explain the source of true method in science, is well founded, and connotes an important character in true method. A fact is a proposition of simple. A theory, on the other hand, if true has all the characteristics of a fact, except that its verification is possible only by indirect, remote, and difficult means. To convert theories into facts is to add simple verification, and the theory thus acquires the full characteristics of a fact.

31. The title that best expresses the ideas of this passage is _____

A. Philosophy of mathematics

B. The Recent Growth in Science

C. Methods of Scientific Inquiry

D. The Verification of Facts

32. According to the author, one possible reason for the growth of science during the days of the ancient Greeks and in modern times is _____

A. the similarity between the two periods

B. due to the decline of the deductive method

C. that both tried to develop the inductive method

D. that it was an act of God

33. The difference between “fact" and “theory” _____

A. is that the latter needs confirmation

B. rests on the simplicity of the former

C. is the difference between the modern scientists and the ancient Greeks

D. helps us to understand the deductive method

34. According to the author, mathematics is _____

A. an inductive science

B. an deductive science

C. in need of simple verification

D. based on fact and theory

35. The statement "Theories are facts" may be called _____

A. a metaphor

B. a pun

C. a paradox

D. an appraisal of the inductive and deductive methods

Questions 36 to 40 are based on the following passage.

On the 36th day after they had voted, Americans finally learned Wednesday who would be their next president: Governor George W. Bush of Texas.

Vice President Al Gore, his last realistic avenue for legal challenge closed by a U. S. Supreme Court decision late Tuesday, planned to end the contest formally in a televised evening speech of perhaps 10 minutes, advisers said.

They said that Senator Joseph Lieberman, his vice presidential running mate, would first make brief comments. The men would speak from a ceremonial chamber of the Old Executive office Building, to the west of the White House.

The dozens of political workers and lawyers who had helped lead Mr. Gore's unprecedented fight to claw a come-from-behind electoral victory in the pivotal state of Florida were thanked Wednesday and asked to stand down.

“The vice president has directed the recount committee to suspend activities," William Daley, the Gore campaign chairman, said in a written statement.

Mr. Gore authorized that statement after meeting with his wife, Tipper, and with top advisers including Mr. Daley.

He was expected to telephone Mr. Bush during the day. The Bush campaign kept a low profile and moved gingerly, as if to leave space for Mr. Gore to contemplate his next steps.

Yet, at the end of a trying and tumultuous process that had focused world attention on sleepless vote counters across Florida, and on courtrooms form Miami to Tallahassee to Atlanta to Washington the Texas governor was set to become the 43rd U. S. president.

The news of Mr. Gore's plans followed the longest and most rancorous dispute over a U. S. presidential election in more than a century, one certain to leave scars in a badly divided country.

It was a bitter ending for Mr. Gore, who had outpolled Mr. Bush nationwide by some 300000 votes, but, without Florida, fell short in the Electoral College by 271votes to 267- -the narrowest Electoral College victory since the turbulent election of 1876.

Mr. Gore was said to be distressed by what he and many Democratic activists felt was a partisan decision from the nation' s highest court.

The 5-4 decision of the Supreme Court held, in essence, that while a vote recount in Florida could be conducted in legal and constitutional fashion, as Mr. Gore had sought, this could not be done by the Dec.12 deadline for states to select their presidential electors.

James Baker 3rd, the former secretary of state who represented Mr. Bush in the Florida dispute, issued a short statement after the U. S. high court ruling, saying that the governor was “very pleased and gratified."

Mr. Bush was planning a nationwide speech aimed at trying to begin to heal the country's deep, aching and varied divisions. He then was expected to meet with congressional leaders, including Democrats. Dick Cheney, Mr. Bush's ruling mate, was meeting with congressmen Wednesday in Washington.

When Mr. Bush, who is 54, is sworn into office on Jan.20, he will be only the second son of a president to follow his father to the White House, after John Adams and John Quincy Adams in the early 19th century.

Mr. Gore, in his speech, was expected to thank his supporters, defend his hive-week battle as an effort to ensure, as a matter of principle, that every vote be counted, and call for the nation to join behind the new president. He was described by an aide as “resolved and resigned."

While some constitutional experts had said they believed states could present electors as late as Dec. 18, the U. S. high court made clear that it saw no such leeway.

The U.S. high court sent back “for revision" to the Florida court its order allowing recounts but made clear that for all practical purposes the election was over.

In its unsigned main opinion, the court declared, “The recount process, in its features here described, is inconsistent with the minimum procedures necessary to protect the fundamental right of each voter."

That decision, by a court fractured along philosophical lines, left one liberal justice charging that the high court's proceedings bore a political taint.

Justice? John Paul Stevens wrote in an angry dissent: “Although we may never know with complete certainty the identity of the winner of this year's presidential election, the identity of the loser is perfectly clear. It is the nation's confidence in the judge as an impartial guardian of the law.”

But at the end of five seemingly endless weeks, during which the physical, legal and constitutional machines of the U. S. election were pressed and sorely tested in ways unseen in more than a century, the system finally produced a result, and one most Americans appeared to be willing at lease provisionally to support.

The Bush team welcomed the news with an outward show of restraint and aplomb. The governor's hopes had risen and fallen so many times since Election night, and the legal warriors of each side suffered through so many dramatic reversals, that there was little energy left for celebration.

36. The main idea of this passage is _____

A. Gore is distressed

B. The process of the American presidential election

C. The Supreme Court plays a very important part in the presidential election

D. Bush's victory in presidential election bore a political taint

37. What does the sentence “as if to leave space for Mr. Gore to contemplate his next step” mean?

A. Bush hopes Gore to join his administration.

B. Bush hopes Gore to congratulate him.

C. Bush hopes Gore to concede defeat and to support him.

D. Bush hopes Gore go on fighting with him.

38. Why couldn't Mr. Gore win the presidential election after he out-polled Mr. Bush in the popular vote?

A. Because the American president is elected by a slate of presidential electors.

B. Because the American president is decided by the supreme court's decision.

C. Because people can't directly elect their president.

D. Because the people of each state support Mr. Bush.

39. What was the result of the 5-4 decision of the supreme court ?

A. It was in fact for the vote recount.

B. It was in essence against the vote recount.

C. It decided the fate of the winner.

D. It had nothing to do with the presidential election. .

40. What did the “turbulent election of 1876" imply?

A. The process of presidential election of 2000 was the same as that.

B. It was given an example.

C. It was compared to presidential election of 2000.

D. There were great similarities between the two presidential elections (2000 and 1876).

III. Short answer questions (5 X 2 points = 10 points )

Directions: In this section, there is one passage followed by 5 questions. Read the passage and answer the questions briefly based on the information from the passage on the ANSWER SHEET

Social circumstances in Early Modern England mostly served to repress women's voices. Patriarchal culture and institutions constructed them as chaste， silent, obedient， and subordinate. At the beginning of the 17th century, the ideology of patriarchy, political absolutism, and gender hierarchy were reaffirmed powerfully by King James in The Trew Law of Free Monarchie and the Basilikon Doron; by that ideology the absolute power of God the supreme patriarch was seen to be imaged in the absolute monarch of the state and in the husband and father of a family. Accordingly, a woman's subjection, first to her father and then to her husband, imaged the subjection of English people to their monarch, and of all Christians to God. Also, the period saw an outpouring of repressive or overtly misogynist sermons, tracts, and plays, detailing women's physical and mental defects, spiritual evils, rebelliousness, shrewishness, and natural inferiority to men.

Yet some social and cultural conditions served to empower women. During the Elizabethan era (1558- 1603) the culture was dominated by a powerful Queen, who provided an impressive female example though she left scant cultural space for other women. Elizabethan women writers began to produce original texts but were occupied chiefly with translation. In the 17th century, however, various circumstances enabled women to write original texts in some numbers. For one thing, some counterweight to patriarchy was provided by female communities- mothers and daughters, extended kinship networks, close female friends, the separate court of Queen Anne (King James' consort) and her often oppositional masques and political activities. For another, most of these women had a reasonably good education (modern languages, history, literature, religion, music, occasionally Latin) and some apparently found in romances and histories more expansive terms for imagining women's lives. Also, representation of vigorous and rebellious female characters in literature and especially on the stage no doubt helped to undermine any monolithic social construct of women's mature and role.

Most important, perhaps, was the radical potential inherent in the Protestant insistence on every Christian's immediate relationship with God and primary responsibility to follow his or her individual conscience. There is plenty of support in St Paul's epistles and elsewhere in the Bible for patriarchy and a wife's subjection to her husband, but some texts (notably Galatians 3:28) inscribe a very different politics, promoting women's spiritual equality: “There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Jesus Christ." Such texts encouraged some women to claim the support of God, the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.

There is also the gap or slippage between ideology and common experience. English women throughout the 17th century exercised a good deal of accrual power: as managers of estates in their husbands' absences at court or on military and diplomatic missions; as members of guilds; as wives and mothers who apex during the English Civil War and Interregnum (1640-60) as the execution of the King and the attendant disruption of social hierarchies led many women to seize new roles--as preachers, as prophetesses, as deputies for exiled royalist husbands, as writers of religious and political tracts.

Questions

41. What does this passage mainly talk about?

42. Did the Queen Elizabeth do much especially for the women in culture?

43. Please list three of the reasons to enable women to write original texts.

44. Why did women claim the support of God against the various earthly patriarchs?

45. What new roles did the women play in the 17th century?

IV. Writing (30 points)

Directions: In this section, you are required to write a composition, based on the following information with at least 300 words on the ANSWER SHEET

Some people claim that not enough of waste from homes is recycled. They say that the only way to increase recycling is for government to make it a legal requirement.

Please make your comment on it and offer some suggestions.