2012年华东师范大学翻译硕士真题

　　真题是考研复习中含金量最高的辅导材料，真题的利用对于提高复习效率具有至关重要的作用。一般来说，时间和精力有限，建议考生重点做近十年的真题。新东方在线考研整理各高校历年考研真题，希望能帮大家更好的复习!

　　2012年华东师范大学翻译硕士真题

　　I. Phrase Translation

　　Bill of exchange:汇票

　　CBD:中央商务区(center of business district)

　　CCPIT: 中国国际贸易促进委员会(China Council for the Promotion of International Trade)

　　Head office: 总部;总公司

　　OPEC: 石油输出国组织(Organization of Petroleum Exporting Countries)

　　Knockout product：拳头产品

　　Emergency room：急诊室

　　Pediatric intensive care unit：儿科重症室

　　outpatient surgical center: 门诊手术中心

　　Cardiology：心脏病学;心脏科

　　Ophthalmology：眼科学

　　Illegal foreign exchange transaction：非法外汇交易

　　Foreign exchange revenue and spending：外汇收支

　　Netizen：网民

　　The e-business: 电子商务

　　人文交流: cultural and educational exchanges

　　法人: Legal Person

　　大型实景歌舞演出:real-scene musical extravaganza

　　廉租房: low-rent house

　　经适房: affordable housing

　　人才战略:talent strategy;human resource strategy

　　科教兴国战略和人才强国战略: the strategies of reinvigorating China through science andeducation and strengthening the nation through human resource development

　　服务种类:Type of Service

　　资源调配: resource allocation; Deployment of Resources

　　激发内在经济活力: stimulate the vitality of the economy

　　公务接待费: hospitality spending; official receptions

　　新型农村社会养老保险: new old-age insurance system for rural residents; a new type of pension insurance for rural residents

　　农产品流通体系: circulation system for farm product

　　载人航天:man-in-space flight;manned space flight

　　违法征地拆迁: illegal land expropriations and housing demolitions

　　II. Passage translation

　　Section A Translate the underlined sentences to Chinese

　　Penny Goid: For three people thrown together by chance, it’s interesting that we all have spent part of our lives at the University of Chicago-me as an undergraduate

　　student, John Komlos as a graduate student, and John Goldsmith as a professor. And the three of us are close in age and in the types of disciplines chosen-I am also a historian, with additional graduate training in literature and art history. A large difference among us, however, is that my teaching career has been primarily at a small liberal arts college (Knox College), an institution that puts its strongest emphasis on teaching, even while research is encouraged and expected. I’m also female and began my career during a period of time in which wcmen were just beginning te enter academia in significant numbers; this has been a formative influence on my life in the academy and in my attitudes toward it.

　　I entered graduate school without a clear commitment to professional training. In the fall term of my senior year, l was suddenly caught up in my studies by a serendipitous concatenation of courses in medieval studies and cultural history, and I just wanted to keep learning. It happened that Stanford, where I chose to go, was giving full funding for four years to all entering history graduate students at that time (thanks to generous funding from the Ford Foundation, which was-unsuccessfully, it turns out- trying to speed completion of Ph.D.s),so I paid nothing for graduate education, nor did I have to go into debt. The first year of graduate school was quite a shock, and if I had been spending thousands of dollars of my own money. I’m not sure I would have stayed in school. But in the end,I I was very glad the financial support enticed me to stay, helping me through a rough transition. While Stanford then gave its graduate students no instruction in teaching ( a situation now changed), I had the good fortune to experience excellent mentoring while I was there,I and unlike John Komlos and John Goldsrninth,I l learned a great deal during graduate school about how the academy works. My advisor beginning his first job as a professor in the same year I began graduate school and I learned much from him about the demands, pleasures,I and precariousness of academic life. Another professor I worked closely with was denied tenure while I was in my third year; I contributed a letter to her successful appeal and learned a good deal about academic values and processes along the way. I was at Stanford in the early years of the woman movement (1969-74), and my involvement in the History Graduate Students Women’s Caucus was also a crucial learning experience. The department at Stanford had only one female professor at the time, a Harvard Ph.D, who, because of nepotism rules (her husband had a position in another department), was limited to a non-tenure-track adjunct appointment. When this woman resigned, the Women’ Caucus organized an effort to persuade the department to hire a women for e tenure-track appointment. We talked, we wrote letters, and we succeeded. Another student and I were members of the search committee that resulted. I think I learned more about how the academy works, and how one can work to change it, in that one years than in many of the rest. Also, within this early cohort of women in the academy, there was s strong sense of solidarity, amongst both graduate students and faculty, within and across institutions. We knew we needed to figure out all we could about academic institutions. We knew we needed to figure out all we could about academic institutions and procedures in order to make it as newcomers, and we helped each other out as best we could. Often without access to the “old boy” networks, we founded “new girl” networks, and these have been a crucial source of support, and help to me over the year.

　　-From Chicago Guide to Your Academic Career

　　Section B Chinese to English

　　除非是研究近代史的，很少人会知道中俄战争后，从本世纪初英国即与日本结为同盟。这一特殊关系一直延续到一九四一年的“珍珠港事变”。这期间，英国老百姓自然始终坚定地站在中国这一边。我先是在“七七事变”头一年就有所察觉。当时上海还有租界，而大公报馆无论在津、沪、港，都始终位于洋人管辖的地方。事变前的一年——一九三六年，《大公报》就由于我发表的陈白尘一个剧本中多处提到“×洋人”，而三次被英、日控制的工部局传到法院，最终还是由于事先打了叉叉而没坐牢。

　　三八年至三九年间，我在香港《大公报》编文艺副刊时，因所登的稿件而与英国新闻审查官起冲突的事，更是屡见不鲜。说是”冲突“，其实，他是主子。在送审的校样上他随便打个红叉，我就只好抽调。

　　-选自《说起香港》-萧乾著作