[考研类试卷]考研英语（翻译）历年真题试卷汇编26及答案与解析.doc

1、考研英语（翻译）历年真题试卷汇编 26 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 l

2、ife. 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 coex

3、istence 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

4、revolutionary 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 d

5、id 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 wa

7、s 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 associ

8、ated 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

9、plague 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 inte

10、rpret 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

11、Thinketh 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

12、from 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 consciou

13、s 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 b

14、ecause 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 n

15、eed, 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 det

16、ermined 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 an

17、y 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 t

18、o 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 orig

20、inal 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】

21、Only 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 re

22、action 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 wi

23、th 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 wi

24、th 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 th

25、at 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 littl

26、e 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 enab

28、ling 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 wi

31、thout 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 co

32、mmon 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 poetr

33、y 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

34、the 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】考研英语（翻译）历年真题试卷汇编 26 答案与解析Part CDirections: Read the following text carefully and then translate the underlined segm

35、ents 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

36、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 courageous 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 understandin

37、g 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

38、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。i

39、ndividual 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+a

40、dj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

41、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 q

42、uestion 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 后置定语。 本句的主体结构为：This seems a justification and a rationalization。本句的难点在于运用很多介词短语作后置定语，介词短语套介词短语，使得宾语非常复杂。for neglect of those in need 修饰 justification。

43、of exploration，of the superiority，of the inferiority 修饰rationalization。而 of those at the top 和 of those atthe bottom 又分别修饰superiority 和 inferiority。为了使句子更加流畅，翻译中有时需要对词性进行转换。如：名词 justification 和 rationalization 需要转译成动词，意为 “为辩护”，“为找理由”。 9 【正确答案】 环境仿佛是为激发我们的最大潜能而设，如果我们总感觉“上天不公”，就不太可能去有意识地努力摆脱我们的处境。【试题解

44、析】 本句考查的重点是：不定式和条件状语从句。 本句主体结构是：circumstances seem to be designed to，and if we feel thatthen we are unlikelyto意为“环境好像是为 而设计，如果我们感受到，我们就不可能”。整个句子由 and 连接的两个分句构成，前后意思有转折。bring out the best 意为“最大程度激发”或“将发挥到极致”。 10 【正确答案】 其正面意义在于，了解了一切都取决于自己，就有了诸多可能。以前，我们是熟谙各种局限的专家：现在，我们成了驾驭各种可能性的权威。【试题解析】 本句考查的重点是：宾语从句

45、和状语从句。 本句主体结构为 The upside is the possibilities，意为“正面意义在于可能性”。contained in knowingthat everything is up to us，是过去分词结构作后置定语。分号后面是一个有连词 where引导的状语从句。where 在这里是“在某种情况下(in what situation，to what point)的意思。本句中 contained 为后置定语，而其中又嵌套宾语从句，难度较大。整个句子由分号连接的两个分句构成，后一分句在前一分句的基础上得出结论。 11 【正确答案】 可以说，衡量任何社会制度的价值在于它

46、对扩大和改进经验的影响，但是这种影响并不是它最初动机的组成部分。【试题解析】 本部分考查的重点是：主语从句。 本部分由两个句子组成，由连词but 连接起来。第一句话的 it 是形式主语，真正的主语是 that 后面引导的主语从句。从句中的主语是 measure，of the worth 用来限定 measure，而 of any social institution 是用来限定 worth，即：这个标准是用来衡量一种价值的，而这个价值就是社会制度的价值。整个从句是主系表结构，系动词 is 后就是解释这个measure 的具体内容。第二句是一个简单的系表结构，of itsoriginal mot

47、ive 作为介词短语修饰 part。 12 【正确答案】 人们只是逐渐才注意到制度的这种副产品，而人们把这种作用视为制度运作的指导性因素则更加缓慢。【试题解析】 本部分考查的重点是：倒装句。 本部分由两个句子组成也是两个结构相似的倒装句。此处考查的是 only 作副词放在句首时，主句要倒装的知识点。这里两个句子提前的成分都是 gradually，强调的都是循序渐进的过程。第二句中用了“consideras”的结构，意为“认为是”。in 引导的介词短语限定了 factor的应用范围。 13 【正确答案】 虽然在与年轻人的接触中，我们容易忽视自己的行为对他们的性情产生的影响，但是在与成年人打交道时

48、，这种情况就不那么容易发生。【试题解析】 本句考查的重点是：状语从句和主语从句。 本句的前半部分是一个while 引导的让步状语从句，从句中 while 表达的是“尽管”的意思，从句中的 it 是形式主语，in our contact with them 插入在 ignore 和其宾语 the effect 之间，of 引导的介词短语修饰 effect。句子的后半部分是主句，it 代表的是前句所说的事情，本句出现“not so+adj+as”的搭配，意为“不如 那样(形容词)”。 14 【正确答案】 因为我们对年轻人的首要职责是使他们在日常生活中学会分享，因此我们不禁要考虑我们是否正在形成确保

49、这种能力的力量。【试题解析】 本句考查的重点是：状语从句和动词搭配。 本句的主体是 we cannot help considering，开头是 since 引导的原因状语从句，since 是“既然”的意思，从句是主系表结构，主语是 our chief business，表语是 to enable them to share in a common life，解释了主语 business 的具体内容。主句中用了 cannot help doing 的动词搭配，意为“忍不住做”。considering 后是省略了 that 的宾语从句whether 引出的是 considering 的内容。which 引导的定语从句修饰的是powers。 15 【正确答案】 因而，我们在迄今为止一直在考虑，在广义的教育过程中区别出一种更为正规的教育，即直接教学或学校教育。【试题解析】 本句考查的重点是：插入语，定语从句和同位语从句。 本句主干是：We are thus led to distinguish a more formal kind of education。that of direct tuition orschooling 与 a more formal kind of educati