考研英语翻译模拟试题及答案(九)
考研英语翻译模拟题及答案
英语翻译模拟题及答案考研英语中翻译也占有相当一部分的比例，其实，不要忽略翻译题，这个也是你超越别人的一个点。
模拟一：Gandhi’s pacifism can be separated to some extent from his other teachings. (1)(Its motive was religious, but he claimed also for it that it was a definitive technique, a method, capable of producing desired political results. Gandhi’s attitude was not that of most Western pacifists. Satyagraha,) (2(the method Gandhi proposed and practiced, first evolved in South Africa, was a sort of non-violent warfare, a way of defeating the enemy without hurting him and without feeling or arousing hatred.) It entailed such things as civil disobedience, strikes, lying down in front of railway trains, enduring police charges without running away and without hitting back, and the like. Gandhi objected to “passiveresistance” as a translation of Satyagraha: in Gujarati,it seems, the word means “firmness in the truth”. (3(In his early days Gandhi served as a stretcher-bearer on the British side in the Boer War, and he was prepared to do the same again in the war of 1914-1918.) Even after he had completely abjured violence he was honest enough to see that in war it is usually necessary to take sides. Since his whole political life centred round a struggle for national independence, he could not and, (4)(indeed, he did not take the sterile and dishonest line of pretending that in every war both sides are exactly the same and it makes no difference who wins.) Nor did he, like most Western pacifists, specialize in avoiding awkward questions. In relation to the late war, one question that every pacifist had a clear obligation to an swer was: “What about the Jews? Are you prepared to see them exterminated? If not, how do you propose to save them without resorting towar?” (5)(I must say that I have never heard, from any Western pacifist, an honest answer to this question, though I have heard plenty of evasions, usually of the “you’re another” type.) But it so happens that Gandhi was asked a somewhat similar question in 1938 and that his answer is on record in Mr. Louis Fischer’s Gandhi and Stalin. According to Mr. Fischer, Gandhi’s view was that the German Jews ought to commit collective suicide, which “would have aroused the world and the people of Germany to Hitler’s violence.” 总体分析：本文是一篇介绍甘地的和平主义的文章。
大学英语考研翻译模拟题集锦
大学英语考研翻译模拟题集锦一、考研英语翻译英译汉1．People’s attitudes towards gift giving may vary from country to country．A．人们的态度是国家之间要送礼物。
B．不同的国家的人对送礼的态度各不相同。
C．国与国之问人们对送礼物的看法不尽相同。
D．各国人们送礼的做法都在变化。
【答案】C【解析】本题的翻译要点是对“attitude”和“vary”这两短语意思的理解。
“attitude”意为“看法”，而不是“态度”、“做法”，“vary”是“各不相同”的意思，并不是“变化”。
因此选项A、B和D均存在不同程度的理解错误。
知识模块：英译汉2． Women would double their risk of suffering from lung cancer if they were exposed to 40 or more years of household tobacco smoke.A) 妇女在家里吸烟长达410年或更长时间，她们患肺癌的痛苦就会加倍。
B) 家庭妇女接触油烟，她们患肺癌的痛苦就会加倍。
C) 妇女在家里吸烟的时间，她们患肺癌的危险就会加倍。
D) 妇女在吸烟的家庭环境中生活40年或更长时间，她们患肺癌的风险就会加倍。
【答案】D3． Your have sold SO well but for a lot of advertisements we put on the television.A) 如果我们没在电视上作大量广告，你们的新产品就不会有很好的销路。
B) 虽然我们未在电视上作大量广告，你们的产品依然销路很好。
C) 若不是我们，你们的新产品销路不会这么好。
D) 尽管我们在电视上作了大量的广告，你们的产品依然销售不好。
【答案】C4． Would you please tell us the quantity you require so as to enable us to work out the offer? A．为了便于报价，能不能请您谈谈你方所需的数量?B．你方是否可以告诉我方怎样报价才能得到你方大批订货?C．我们只有根据你们所定数量才能报价。
考研英语(翻译)模拟试卷65(题后含答案及解析)
考研英语（翻译）模拟试卷65(题后含答案及解析)全部题型 2. Reading ComprehensionSection II Reading ComprehensionPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points)1．The computer is a far more careful and industrious inspector than human beings.正确答案：计算机比人检查得更细心，更勤快。
涉及知识点：翻译2．We can say that the primary function of a bank today is to act as an intermediary between depositors who wish to make interest on their savings, and borrowers who wish to obtain capital.正确答案：我们可以说，当今银行的主要作用是充当两种人之间的中间人，一种人是希望通过储蓄得到利息的储户，另一种人是希望得到资本的借贷户。
涉及知识点：翻译3．To snatch opportunity, you must spot the signals that it is time to conquer the new markets, add products or perhaps franchise your hot ideas.正确答案：为了抓住机会，就必须找到诸多这样的信号：该是占领新市场的时候了；该是增加产品类型的时候了；也许该是将“好主意”付诸实施的时候了。
涉及知识点：翻译4．Until such time as mankind has the sense to lower its population to the points whereas the planet can provide a comfortable support for all, people will have to accept more “unnatural food.”正确答案：除非人类终于意识到要把人口减少到这样的程度：使地球能为所有人提供足够的饮食，否则人们将不得不接受更多的“人造食品”。
考研英语历年翻译真题及译文(共44篇)
一. 1980考研英语翻译真题及答案Section VI Chinese-English Translation将下列句子译成英语：（本大题共20分，第1题2分，其余各题均3分）Section VI: Chinese-English Translation (20 points)1.水一煮沸请立即把开关关掉。
1. Please turn off the switch (switch off) as soon as the water boils.2. 在八十年代，中国人民将以更大的步伐向前迈进。
2. The Chinese people will forge ahead (march on, march onward, march forward) with greater strides in 1980’s.3. 我们都同意李同志已作出的决定。
3. We all agree to the decision comrade Li has made (made).4. 这个结果比我们预期的要好得多。
4. The result is much (far) better than we expected.5. 在过去的三年中，在恢复我国国民经济方面做了大量的工作。
5. During the past three years a lot (of work) has been done in the recovery (restoration) of our national economy (in recovering our national economy; in restoring our national economy).6. 我们把英语作为学习西方先进科学技术的一种工具。
6. We use English as a tool in learning Western advanced science and technology.7. 没有党的领导，我国的社会主义现代化是不可能实现的。
英语考研翻译模拟题
英语考研翻译模拟题英语考研翻译模拟题考研英语翻译题最新模拟题Text 7Animal rights is theconcept that all or some animals are entitled to possess their own lives, andthat animals are deserving of moral rights to protect their autonomy and wellbeing. The animal rights view rejects the concept that animals are merelycapital goods or property intended for the benefit of humans. (46) The conceptis often confused with animal welfare, which is the philosophy that takescruelty towards animals and animal suffering into account, but that does not necessarilyassign specific moral rights to them.The animal rights philosophy does notnecessarily maintain that human and non-human animals are equal. For example,animal rights advocates do not call for voting rights for chickens. (47)Some also would make a distinction between sentient or self-aware animals andlower life forms, with the belief that only animals with self-awareness shouldbe afforded the right to possess their own lives and bodies, without regard tohow they are valued by humans. Others would extend this right to allanimals, even those without developed nervous systems or consciousness. (48)They maintain that any human or human institutions that commoditizes animalsfor food, entertainment, clothing, scientific testing, or for any otherpurpose, infringes upon their fundamental rights to possess themselves and topursue their own ends, which, therefore, is unethical.Of course, this argument assumes that aparticular species or individual animal is capable of "having ends" which it iscapableof "pursuing" in any meaningful manner. Few people would deny thatother great apes are highly cognitive animals who can reflect on their owncondition and goals and can become frustrated when their freedoms are severelycurtailed. In contrast, many other animals, like jelly fish, have onlyextremely simple nervous systems, and are little more than simple automata,capable only of simple reflexes but incapable of formulating any "ends to theiractions" or "plans to pursue" them, and equally unable to notice whether theyare in captivity or free. (49) By the criteria that Biologists use, jellyfish are undeniably animals, while from an "animal rights" perspective, it isquestionable whether they should not rather be considered "vegetables". Clearly,merely being alive is not enough to be accorded "rights", as no one has yetseriously proposed that plants should be accorded rights (even though someplants are clearly worthy of protection, but that is another matter). (50)There is as yet no consensus with regards to which qualities make a livingorganism an "animal in the animal rights sense".参考译文46.动物权利的概念经常与动物福利相混淆，关于动物福利的观点会考虑残害动物和动物痛苦等问题，但它不一定赋予动物具体的道德权利。
2020考研英语翻译模拟试题及答案解析
2020考研英语翻译模拟试题及答案解析(1)Any discussion of the American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social,“extracurricular”aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth would be to picture the very large and general term“education” as being all-embracing, including as subsets within it academic and nonacademic components.This may be one of the most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational systems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some attempt to integrate personal and intellectual growth in the undergraduate years. (2) If the ultimate goal of undergraduate education in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give students a chance to grow and develop in other ways.Numerous opportunities are made available to students to become involved in sports, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance one’s personal growth and provide some recreation and enjoyment outside of the classroom. (3)Experience with campus organizations andoff-campus community involvement can be highly valuable inpreparing international students for future leadership intheir professional field upon their return home.The typical American college’s support forextracurricular activity is perhaps unique in the world, This special educational dimension, beyond the classroom and laboratory experience, does not mean that extracurricular participation is required to gain an American degree. It remains an entirely optional activity, but (4)it is notedhere because Americans have traditionally viewed success in one’s role as a citizen as closely linked to a “well-rounded”life that incorporates a variety of social, athletic, and cultural activities into a person’s experience.A great many American campuses and communities have organized special extracurricular activities for studentsfrom other countries. (5) On most campuses, one can find an international club, which includes Americans, where students can get to know and learn socially from students from other countries, as well as Americans. International students are almost always invited, through organized hospitality activities, into the homes of Americans living in or outside the academic community.答案1.如果对美国教育体系的讨论未能涉及很多学院及大学教育中非学术性的、社会的及“课程外”的方面，即其对个性成长的重视，那么这种讨论就不全面。
考研英语翻译历年真题试卷汇编9_真题-无答案
考研英语（翻译）历年真题试卷汇编9(总分60,考试时间90分钟)2. Reading ComprehensionSection II Reading ComprehensionPart CDirections: Read the following text carefully and then translate the underlined segments into Chinese.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 Thinketh by James Allen is an in-depth exploration of the central idea of self-help writing.【F1】Allen"s contribution was to take an assumption we all share—that because we are not robots we therefore control our thoughts—and reveal its erroneous nature.Because most of us believe that mind is separate 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 conscious 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 because you as a person embody the external achievement; you don"t "get" success but become it. There is no gap between mind and matter.Part of the fame of Allen"s book is its contention that "Circumstances do not make a person, they reveal him."【F3】This seems a justification for neglect of those in need, 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 determined 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 biographer knows, a person"s early life and its conditions are often the greatest gift to an individual.The sobering aspect of Allen"s 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 us; where before we were experts in the array of limitations, now we become authorities of what is possible.1. 【F1】2. 【F2】3. 【F3】4. 【F4】5. 【F5】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. 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 original 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】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 reaction of the forms of human association under which the world"s 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 with 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 with 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 that 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 education—that of direct tuition or schooling.In undeveloped social groups, we find very little 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.6. 【F1】7. 【F2】8. 【F3】9. 【F4】10. 【F5】达尔文的思想——2008年英译汉及详解In his autobiography, Darwin himself speaks of his intellectual 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 **pensating advantage of forcing him to think long and intently about every sentence, and thus enabling 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 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 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 hasconvinced many able men. No one, he submits, could have written it without 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 **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 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 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.11. 【F1】12. 【F2】13. 【F3】14. 【F4】15. 【F5】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 society? 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 anti-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, articulately, 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 revealing 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 intellectuals—the average scientist, for one.【F3】I have excluded him because, while his accomplishments may contribute to the solution of 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 duties—he is not supposed to cook his experiments, manufacture evidence, or doctor his 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 businessman 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 reflections 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.16. 【F1】17. 【F2】18. 【F3】19. 【F4】20. 【F5】。
大学英语考研考试翻译—英译汉模拟冲刺试题及答案
大学英语考研考试翻译—英译汉模拟冲刺试题及答案一、考研英语翻译英译汉1． us of the overcharge on your account and we have contacted the store on your behalf and are awaiting their reply.A) 承蒙告知您受到恶意透支的指控，我们已经派代表与商店联系并正在等待回音。
B) 承蒙告知您的帐户存在问题，我们已经和商店联系过并正在等待他们的回答。
C) 承蒙告知您的帐户被多扣款一事，我们已代您与商店联系，正在等待他们回复。
D) 承蒙告知有人指控您恶意透支，我们代表商店向您致歉，请您等待他们的答复。
【答案】C2．There is no way we’ll get lost in the mountains, since the tour guide has figured out the return route.A) 我们根本不会在山里迷路，因为导游已回到了原来的路线上。
B) 既然导游已经弄清了返程的路线，我们就绝不会在山里迷路。
C) 因为我们在山里迷失了方向无路可走，导游只好按原路返回。
D) ，所以导游一直都在寻找返回的路线。
【答案】B3． If you require , your application should be in the Student Financial Aid Services at least three weeks before your registration date.A) 如果你需要资助学费，应向助学办公室提出申请，。
B) 如果你需要申请贷款交纳学费，你应该至少在三周内到助学办公室登记注册。
C) 如果你需要减免学费，应到助学办公室提出申请，手续。
D) 如果你需要学费资助，最迟应该在注册日期三周前将你的申请交到助学办公室。
【答案】D4． Peace and development are the main themes(主题)of the times, an era full of both hope and challenges．A．和平与发展是充满了时代希望和挑战的主题。
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考研英语翻译模拟试题及答案(九)
Gandhi’s pacifism can be separated to some extent from his other teachings. (46)Its motive was religious, but he claimed also for it that it was a definite technique, a method, capable of producing desired political results. Gandhi’s attitude was not that of most Western pacifists. Satyagraha, (47)the method Gandhi proposed and practiced, first evolved in South Africa, was a sort of nonviolent warfare, a way of defeating the enemy without hurting him and without feeling or arousing hatred. It entailed such things as civil disobedience, strikes, lying down in front of railway trains, enduring police charges without running away and without hitting back, and the like. Gandhi objected to “passive resistance” as a translation of Satyagraha: in G ujuruti, it seems the word means “firmness in the truth.” (48)In his early days Gandhi served as a stretcher-bearer on the British side in the Boer War, and he was prepared to do the same again in the war of 1914-1918. Even after he had completely renounced violence he was honest enough to see that in war it is usually necessary to take sides. Since his whole political life centred round a struggle for national independence, he could not and, (49)indeed, he did not take the fruitless and dishonest line of pretending that in every war both sides are exactly the same and it makes no difference who wins. Nor did he, like most Western pacifists, specialize in avoiding awkward questions. In relation to the war, one question that every pacifist had a clear obligation
to answer is: “What about the Jews? Are you prepared to see them exterminated?”(50)I must say that I have never heard, from any Western pacifist, an honest answer to this question, though I have heard plenty of evasions, usually of the “you’re another”type. But it so happens that Gandhi was asked a somewhat similar question in 1938 and his answer was on record in Mr. Louis Fisher’s Gandhi and Stalin. According to Mr. Fisher, Gandhi’s view was that the German Jews ought to commit collective suicide, whi ch “would have aroused the world and the people of Germany to Hitler’s violence.”
答案
46.其动机是宗教性质的，但他也说这是一种明显的技巧，一种方法，它可以产生预期的政治效果。
47.这个由甘地提出并付诸实践的方法，最早起源于南非，是一种非暴力的斗争方式，用既不伤害对方又不会引发仇恨的手段打败敌人。
48.早年间，在布尔战争期间甘地曾经为英方抬过担架，而且在1914-1918年战争期间他又准备这么做。
49.而且也确实没有采取毫无意义的、不诚实的态度，假装说在所有战争中参战双方完全一样，因而谁获得胜利都无所谓。
50.我必须说，我从未从任何一个西方和平主义者那里听到过对该问题的诚实的答复，但是却听大了大量的躲闪之词，通常都是“你是另外一回事”之类的回答。
总体分析
本文是一篇介绍甘地的和平主义的文章。
文章先介绍了甘地的和平主义的性质、来源、具体形式等。
接着指出了甘地作为和平主义者的独特之处：首先，他虽然反对暴力，但并不否认战争的立场;其次，他不躲避回答棘手的问题。
本文考查的知识点：后置定语、插入语、it做形式主语的主语从句等。