2004英语专业八级考试翻译
2004年TEM8英译汉考题
For me the most interesting thing about a solitary life , and mine has been that for the last twenty years, is that it becomes increasingly rewarding. When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have an entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happine疲劳过度的时候，在我长时间 工作而没有休息的时候，或是在我感到 心头空虚而需要充实的时候，我才感到 孤独。有时，当外出讲学后回家，见过 许多人，讲过许多话，满脑子的感受需 要梳理的时候，我也会感到孤独。
屋子有一阵子显得既大又空，而我不知 自我潜藏何处。只有去浇浇花草，或许， 然后再注目每一株花草，将之视为活生 生的知己，我才能渐渐找回失去的自我。
I am lonely only when I am overtired, when I have worked too long without a break, when for the time being I feel empty and need filling up. And I am lonely sometimes when I come back home after a lecture trip, when I have seen a lot of people and talked a lot, and am full to the brim with experience that needs to be sorted out.
2004年英语专业八级考试真题
Part Ⅱ Proofreading and Error Correction (15 min)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way: For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line. For a missing word, mark the position of the missing word with a "∧" sign and write the word you believe to be missing in the blank provided at the end of the line. For an unnecessary word, cross the unnecessary word with a slash "/"and put the word in the blank provided at the end of the line.ExampleWhen ∧ art museum wants a new exhibit, (1) anit never buys things in finished form and hangs (2) neverthem on the wall. When a natural history museumwants an exhibition, it must often build it. (3)exhibitProofread the given passage on ANSWER SHEET TWO as instructed.One of the most important non-legislative functions of the U.S Congressis the power to investigate. This power is usually delegated to committees - eitherstanding committees, special committees set for a specific (1)____purpose, or joint committees consisted of members of both houses. (2)____ Investigations are held to gather information on the need forfuture legislation, to test the effectiveness of laws already passed,to inquire into the qualifications and performance of members andofficials of the other branches, and in rare occasions, to lay the (3)____ groundwork for impeachment proceedings. Frequently, committeesrely outside experts to assist in conducting investigative hearings (4)____ and to make out detailed studies of issues.(5)____There are important corollaries to the investigative power. Oneis the power to publicize investigations and its results. Most (6)____committee hearings are open to public and are reported (7)____widely in the mass media. Congressional investigationsnevertheless represent one important tool available to lawmakers (8)____ to inform the citizenry and to arouse public interests in national issues.(9)____Congressional committees also have the power to compeltestimony from unwilling witnesses, and to cite for contemptof Congress witnesses who refuse to testify and for perjurythese who give false testimony.(10)____Part Ⅲ Reading Comprehension (30 min) (开始Part Ⅲ Reading Comprehension (30 min)计时)In this section there are four reading passages followed by a total of fifteen multiplechoice questions. Read the passages and then mark your answers on your coloured answer sheet.TEXT AFarmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U.S. agricultural support close to crazy European levels. Bush said the step was necessary to "promote farmer independence and preserve the farm way of life for generations". It is also designed to help the Republican Party win control of the Senate in November’s midterm elections.Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow just enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. It’s not as if the developing world wants any favours, says Gerald Ssendwula, Uganda’s Minister of Finance. "What we want is for the rich countries to let us compete."Agriculture is one of the few areas in which the Third World can compete. Land and labour are cheap, and as farming methods develop, new technologies should improve output. This is nopieinthesky speculation. The biggest success in Kenya’s economy over the past decade ha s been the boom in exports of cut flowers and vegetables to Europe. But that may all change in 2008, when Kenya will be slightly too rich to qualify for the "leastdeveloped country" status that allows African producers to avoid paying stiff European import duties on selected agricultural products. With trade barriers in place, the horticulture industry in Kenya will shrivel as quickly as a discarded rose. And while agriculture exports remain the great hope for poor countries, reducing trade barriers in other sectors also works: Americas African Growth and Opportunity Act, which cuts duties on exports of everything from handicrafts to shoes, has proved a boon to Africa’s manufacturers. The lesson: the Third World can prosper if the rich world gives it a fair go.This is what makes Bush’s decision to increase farm subsidies last month all themore depressing. Poor countries have long suspected that the rich world urges rade liberalization only so it can wangle its way into new markets. Such suspicions caused the Seattle trade talks to break down three years ago. But last November members of the World Trade Organization, meeting in Doha, Qatar, finally agreed to a new round of talks designed to open up global trade in agriculture andtextiles. Rich countries assured poor countries, that their concerns were finally being addressed. Bush’s handout last month makes a lie of America’s commitment to those talks and his personal devotion to free trade.16. By comparison, farmers ____ receive more government subsidies than others.A) in the developing worldB) in JapanC) in EuropeD) in America17. In addition to the economic considerations, there is a ____ motive behind Bush’s signing of the new farm bill.A) partisanB) socialC) financialD) cultural18. The message the writer attempts to convey throughout the passage is that ____.A) poor countries should be given equal opportunities in tradeB) "the leastdeveloped country" status benefits agricultural countriesC) poor countries should remove their suspicions about trade liberalizationD) farmers in poor countries should also receive the benefit of subsidies19. The writer’s attitude towards new farm subsidies in the U.S. is ____.A) favourableB) ambiguousC) criticalD) reservedTEXT BOscar Wilde said that work is the refuge of people who have nothing better to do. If so, Americans are now among the world’s saddest refugees. Factory workers in the United States are working longer hours than at any time in the past halfcentury. America once led the rich world in cutting the average working week-from 70 hours in 1850 to less than 40 hours by the 1950s. It seemed natural that as people grew richer they would trade extra earnings for more leisure. Since the 1970s, however, the hours clocked up by American workers have risen, to an average of 42 this year in manufacturing.Several studies suggest that something similar is happening outside manufacturing: Americans are spending more time at work than they did 20 years ago. Executives and lawyers boast of 80hour weeks. On holiday, they seek out fax machines and phones as eagerly as Germans bag the best sunloungers. Yet working time in Europe and Japan continues to fall. In Germany’s engineering industry the working week is to be trimme d from 36 to 35 hours next year. Most Germans get six weeks’ paid annual holiday; even the Japanese now take three weeks. Americans still make do with just two.Germany responds to this contrast with its usual concern about whether people’s aversion to work is damaging its competitiveness. Yet German workers, like the Japanese, seem to be acting sensibly: as their incomes rise, they can achieve a better standard of living with fewer hours of work. The puzzle is why America, the world’s richest country, sees things differently. It is a puzzle with sinistersocial implications. Parents spend less time with their children, who may be left alone at home for longer. Is it just a coincidence that juvenile crime is on the rise?Some explanations for America’s time at work fail to stand up to scrutiny. One blames weak trade unions that leave workers open to exploitation. Are workers being forced by costcutting firms to toil harder just to keep their jobs? A recent study by two American economists, Richard Freeman and Linda Bell, suggests not: when asked, Americans actually want to work longer hours. Most German workers, in contrast, would rather work less.Then, why do Americans want to work harder? One reason may be that the real earnings ofmany Americans have been stagnant or falling during the past two decades. People work longer merely to maintain their living standards. Yet many higherskilled workers, who have enjoyed big increases in their real pay, have been working harder too. Also, one reason for the slow growth of wages has been the rapid growth in employment-which is more or less where the argument began.Taxes may have something to do with it. People who work an extra hour in America are allowed to keep more of their money than those who do the same in Germany. Falls in marginal tax rates in America since the 1970s have made it all the more profitable to work longer.None of these answers really explains why the centurylong decline in working hours has gone into reverse in America but not elsewhere (though Britain shows signs of following America’s lead). Perhaps cultural differences-the last refuge of the defeated economist-are at play. Economists used to believe that once workers earned enough to provide for their basic needs and allow for a few luxuries, their incentive to work would be eroded, like lions relaxing after a kill. But humans are more susceptible to advertising than lions. Perhaps clever marketing has ensured that "basic needs"-for a shower with builtin TV, for a rocketpropelled car-expand continuously. Shopping is already one of America’s most popular pastimes. But it requires money-hence more work and less leisure.Or try this: the television is not very good, and baseball and hockey keep being wiped out by strikes. Perhaps Wilde was right. Maybe Americans have nothing better to do.20. In the United States, working longer hours is ____.A) confined to the manufacturing industryB) a traditional practice in some sectorsC) prevalent in all sectors of societyD) favoured by the economists21. According to the third paragraph, which might be one of the consequences of working longer hours?A) Rise in employees’ working efficiency.B) Rise in the number of young offenders.C) Rise in people’s living standards.D) Rise in competitiveness.22. Which of the following is the cause of working longer hours stated bythe writer?A) Expansion of basic needs.B) Cultural differences.C) Increase in real earnings.D) Advertising.TEXT CThe fox really exasperated them both. As soon as they had let the fowls out, inthe early summer mornings, they had to take their guns and keep guard; and thenagain as soon as evening began to mellow, they must go once more. And he was so sly. He slid along in the deep grass; he was difficult as a serpent to see. And he seemed to circumvent the girls deliberately. Once or twice March had caught sight of the white tip of his brush, or the ruddy shadow of him in the deep grass, and she had let fire at him. But he made no account of this.The trees on the woodedge were a darkish, brownish green in the full light-for it was the end of August. Beyond, the naked, copperlike shafts and limbs of the pine trees shone in the air. Nearer the rough grass, with its long, brownish stalks all agleam, was full of light. The fowls were round about-the ducks were still swimming on the pond under the pine trees. March looked at it all, saw it all, and did not see it. She heard Banford speaking to the fowls in the distance-and she did not hear. What was she thinking about? Heaven knows. Her consciousness was, as it were, held back.She lowered her eyes, and suddenly saw the fox. He was looking up at her. His chin was pressed down, and his eyes were looking up. They met her eyes. And he knew her. She was spellbound-she knew he knew her. So he looked into her eyes, and her soul failed her. He knew her, he has not daunted.She struggled, confusedly she came to herself, and saw him making off, with slow leaps over some fallen boughs, slow, impudent jumps. Then he glanced over his shoulder, and ran smoothly away. She saw his brush held smooth like a feather, she saw his white buttocks twinkle. And he was gone, softly, soft as the wind.She put her gun to her shoulder, but even then pursed her mouth, knowing it was nonsense to pretend to fire. So she began to walk slowly after him, in the direction he had gone, slowly, pertinaciously. She expected to find him. In her heart she was determined to find him. What she would do when she saw him again she did not consider. But she was determined to find him. So she walked abstractedly about on the edge of the wood, with wide, vivid dark eyes, and a faint flush in her cheeks. She did not think. In strange mindlessness she walked hither and thither...As soon as supper was over, she rose again to go out, without saying why.She took her gun again and went to look for the fox. For he had lifted his eyesupon her, and his knowing look seemed to have entered her brain. She did not somuch think of him: she was possessed by him. She saw his dark, shrewd, unabashedeye looking into her, knowing her. She felt him invisibly master her spirit. She knew the way he lowered his chin as he looked up, she knew his muzzle, the golden brown, and the greyish white. And again she saw him glance over his shoulder at her, half inviting, half contemptuous and cunning. So she went, with her great startledeyes glowing, her gun under her arm, along the wood edge. Meanwhilethe night fell, and a great moon rose above the pine trees.23. At the beginning of the story, the fox seems to the all EXCEPT ____.A) cunningB) fierceC) defiantD) annoying24. As the story proceeds, March begins to feel under the spell of ____.A) the lightB) the treesC) the nightD) the fox25. Gradually March seems to be in a state of ____.A) blanknessB) imaginationC) sadnessD) excitement26. At the end of the story, there seems to be a sense of ____ between March and the fox.A) detachmentB) angerC) intimacyD) conflict27. The passage creates an overall impression of ____.A) mysteryB) horrorC) livelinessD) contemptTEXT DThe banners are packed, the tickets booked. The glitter and white overalls havebeen bought, the gas masks just fit and the mobile phones are ready. All that remains is to get to the parties.This week will see a feast of panEuropean protests. It started on Bastille Day, last Saturday, with the French unions and immigrants on the streets and the first demonstrations in Britain and Germany about climate change. It will continue tomorrow and Thursday with environmental and peace rallies against President Bush. But the big one is in Genoa, on Friday and Saturday, where the G8 leaders will meet behind the lines of 18,000 heavily armed police.Unlike Prague, Gothenburg, Cologne or Nice, Genoa is expected to be Europe’s Seattle, the coming together of the disparate strands of resistance to corporate globalisation.Neither the protesters nor the authorities know what will happen, but some things are predictable. Yes, there will be violence and yes, the mass media will focus on it. What should seriously concern the G8 is not so much the violence, the numbers in the streets or even that they themselves look like idiots hiding behind the barricades, but that the deep roots of a genuine new version of internationalism are growing.For the first time in a generation, the international political and economic condition is in the dock. Moreover, the protesters are unlikely to go away, their confidence is growing rather than waning, their agendas are merging, the protests are spreading and drawing in all ages and concerns.No single analysis has drawn all the strands of the debate together. In the meantime, the global protest "movement" is developing its own language, texts, agendas, myths, heroes and villains. Just as the G8 leaders, world bodies and businesses talk increasingly from the same script, so the protesters’ once disparatepolitical and social analyses are converging. The longterm project of governments and world bodies to globalise capital and development is being mirrored by the globalisation of protest.But what happens next? Governments and world bodies are unsure which way to turn. However well they are policed, major protests reinforce the impression of indifferent elites, repression of debate, overreaction to dissent, injustice and unaccountable power.Their options-apart from actually embracing the broad agenda being put to them-are to retreat behind even higher barricades, repress dissent further, abandon global meetings altogether or, more likely, meet only in places able to physically resist the masses.Brussels is considering building a super fortress for international meetings. Genoa may be the last of the European superprotests.28. According to the context, the word "parties" at the end of the first paragraph refers to ____.A) the meeting of the G8 leadersB) the protests on Bastille DayC) the coming panEuropean protestsD) the big protest to be held in Genoa29. According to the passage, economic globalisation is paralleled by ____.A) the emerging differences in the global protest movementB) the disappearing differences in the global protest movementC) the growing European concern about globalisationD) the increase in the number of protesters30. According to the last paragraph, what is Brussels considering doing?A) Meeting in places difficult to reach.B) Further repressing dissent.C) Accepting the protesters’ agenda.D) Abandoning global meetings.(结束Part Ⅲ Reading Comprehension (30 min)计时)SECTION B SKIMMING AND SCANNING (10 MIN) (开始SECTION B SKIMMING AND SCANNING (10 MIN)计时)In this section there are seven passages with ten multiplechoice questions. Skim or scan them as required and then mark your answers on your coloured answer sheet.TEXT EFirst read the question. 31.The main purpose of the passage is to ____.A.demonstrate how to prevent crimeB.show the seriousness of crimeC.look into the causes of crimeD.call for more government efforts Now go through TEXT E quickly to answer question 31. For three weeks, every night at 11 p.m., correspondents, officers and judges from justice courts, police departments and prisons, psychiatrists, criminologists, victims and even criminals in prisons made their appearance on TV to debate on a topic "Crime in the United States". Indeed, crime has been disturbing the American people and has become a serious social problem just next to the unemployment problem. Some figures are terrifying : 1 of 4 Americans has been a victim of some kind of crimes; nearly 22 million crimecases occurred last year throughout the country. A simple arithmetic calculation indicates that on average, a crime is being committed in every 2 seconds. Nowthe Americans are living in a horrible environment. Their safety and property are threatened by various crimes: robbery, theft, rape, kidnapping, murder, arson, vandalism and violence. The most worrisome problem comes from the fact that about onethird of crime cases were committed by the juvenile and 53% of criminals in jails are youngsters below 25. A poll indicates that about 73% of citizens said they avoided teenagers in streets, especially at night. To protect themselves from crime, according to a released figure, 52% of Americans keep guns at home. But some gun owners turn out to be potential criminals. Some people demand that strict law for gun control be enforced; but others oppose the ban of gun. No decision is in sight. Some experts said poverty, unemployment and racial discrimination are the cause of crime. They cited figures to show that 47% of crime cases were committed by t he black, though they account for only about 12% of the population of the nation . Others argued that about 54% of convicted criminals came from families associated with these evils. The American state government and federal government spend billions of dollars each year in maintaining the police departments and jails. But police authorities complain that they have not sufficient welltrained hands and advanced equipment to detect and stop crimes. Several cases of criminal insurgence were reported as a result of resentment at overcrowded prisons. Taxpayers complain that they pay more and more tax but receive less and less protection from crime for their lives and property. Though the host of the live TV programme made great efforts to search for a solution, so far no participant could put forward a measure that was approved by most of the attendants.31. The main purpose of the passage is to ____.A) demonstrate how to prevent crimeB) show the seriousness of crimeC) look into the causes of crimeD) call for more government effortsTEXT FFirst read the question. 32.What is the main topic of the following passage?A.Differences between modes of learning.B.Deficiencies of formal learning.C.Advantages of informal learning.D.Social context and learning systems. Now go through TEXT F quickly to answer question 32. The term "formal learning" is used in this paper to refer to all learning that takes place in the classroom, irrespective of whether such learning is informed by conservative or progressive ideologies. "Informal learning", on the other hand, is used to refer to learning which takes place outside the classroom. These definitionsprovide the essential, though by no means sole, difference bet ween formal and informal learning. Formal learning is decontextualised from daily life and, indeed, as Scribner and Cole (1973:553) have observed, may actually "promote ways of learning and thinking which often run counter to those nurtured in practical daily life". A characteristic feature of formal learning is the centrality of activities that are not closely paralleled by activities outside the classroom. The classroom can prepare for, draw on, and imitate the challenges of adult life outside the classroom, but it cannot, by its nature, consist of these challenges. In doing this, language plays a critical role as the major channel for information exchange. "Success" in the classroom requires a student to master this abstract code. As Bernstein (1969:152) noted, the language of the classroom is more similar to the language used by middleclass families than that used by workingclass families. Middleclass children thus find it easier to acquire the language of the classroom than their workingclass peers. Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant. In this context, language does not occupy such an important role: the child’s experience of learning is more holistic, involving sight, touch, taste, and smell-senses that are underutilised in the classroom.While formal learning is transmitted by teachers selected to perform this role, informal learning is acquired as a natural part of a child’s development. Adults or older children who are proficient in the skill or activity provide - sometime s unintentionally - target models of behaviour in the course of everyday activity. Informal learning, therefore, can take place at any time and is not subject to the limitations imposed by institutional timetabling. The motivation of the learner provides another critical difference between the two modes of learning. The formal learner is generally motivated by some kind of external goal such as parental approval, social status, and potential financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial acquisition of adult status.32. What is the main topic of the following passage?A) Differences between modes of learning.B) Deficiencies of formal learning.C) Advantages of informal learning.D) Social context and learning systems.TEXT GFirst read the question. 33.The three approaches mentioned in the passage aim at ____. A.restructuring economy B.improving the tax system C.improving the living conditions D.reducing poverty Now go through TEXT G quickly to answer question 33. As arule, it is essential that the poor’s productive capabilities be mobilized and the conditions for developing these human resources be improved. In this con nection, German development policy has developed the following three approaches: - Structural reform: Structural reform is the preferred approach for reducing poverty because it eliminates the causes of poverty rather than just its symptoms. It is vital that economic, political and social conditions which can alleviate poverty be established at national and international levels. Efforts at international level focus on fair conditions for international trade and competition. At national level, the poor must be helped through structural reform such as the introduction of democratic government, options for independent private enterprise, decentralization and agricultural reform. Development policy tools for realizing such reforms include political dialogue, political advisory services, structural adjustment measures and personnel and material support for reform efforts in the government, business and administrative sectors.- Direct measures: Projects of this category are aimed at directly helping the poor and improving their living conditions or increasing their job options and earning potential. Of special importance are those projects which provide help for selfhelp in reducing poverty. The material support and advisory services offered by these projects reinforce the poor’s will to help themselves and help eable them to lead selfsufficient lives. Typical direct aid projects include the construction of simple housing by selfhelp groups, the creation of a savings and loan system for the poorer segments of society and support for women’s selfhelp organizations. -Indirect measures: A project’s beneficiaries - its target group - are not only often difficult to identify clearly, they are also not necessarily all poor people. In these cases, the project in question must be integrated into one of the partner nation’s overall or sectorspecific policies that aim at reducing poverty. A good illustration of this type of project is the use of advisory services to improve the tax system. Advising and upgrading the qualifications of personnel working in the fiscal system can lead to increased tax revenues which could be allocated for antipoverty measures. In keeping with this focus, German development assistance concentrates on the poorest nations and on projects to reduce poverty. In 1993, some 10 percent of the commitments Germany made for bilateral financial and technical assistance went to selfhelp projects aimed at reducing poverty. Basic needs projects comprised 48 percent of all projects and almost 30 percent of the commitments made for financial and technical assistance were allocated for the world’s least developed countries (LDCs).33. The three approaches mentioned in the passage aim at ____.A) restructuring economyB) improving the tax systemC) improving the living conditions。
2000年-2015年英语专业八级翻译(英译汉)
2015英译汉At its heart, psycholinguistic work consists of two questions. One is, What knowledge of language is needed for us to use language? In a sense, we must know a language to use it, but we are not always fully aware of this knowledge. A distinction may be drawn between tacit knowledge and explicit knowledge. Tacit knowledge refers to the knowledge of how to perform various acts, whereas explicit knowledge refers to the knowledge of the processes or mechanisms used in these acts. We sometimes know how to do something without knowing how we do it. For instance, a baseball pitcher (投手) might know how to throw a baseball 90 miles an hour but might have little or no explicit knowledge of the muscle groups that are involved in this act. Similarly, we may distinguish between knowing how to speak and knowing what processes are involved in producing speech. Generally speaking, much of our linguistic knowledge is tacit rather than explicit.参考译文：心理语言学的研究包括两个核心问题。
专八-翻译答案
1997年参考译文：欣赏歌剧是一种奢侈：你必须为此支付昂贵的票价。
然而，享用昂贵的东西并不完全是富人的特权，除非我们放弃社会选择的权利。
我们有权利使歌剧和其他昂贵的文化形式面向大众，面向那些个人没有支付能力的人。
然而，问题是我们为什么要这么做。
没有人会否认食物、居所、防护、健康与教育是不可或缺的。
但是，即使在史前的穴居时代，人们伸出手来，也不仅仅是为了吃喝，为了搏杀，而且还有一个目的，那就是动手作画。
人们对文化的冲动，即人们希望通过想象和再现来表现并探索这个世界的愿望，才是最根本的。
在欧洲，人们通过音乐、美术、文学和戏剧等方面的不朽作品的创作，实现了这一愿望。
这些杰作是衡量人类努力程度的试金石，是检验人类思维和想象潜能的标准，它们有着最深厚的寓意，并在人们彼此之间传播。
Like students from other Asian countries and regions, most Chinese students who come to pursue their further education in the United States work on their studies most diligently and assiduously. Even on weekends, they would frequently spend one day, or even two days, to work overtime in their laboratories. Therefore, compared with their American counterparts, they are more academically fruitful. My supervisor is of Asian origin. He is addicted to alcohols and cigarettes, with a sharp/irritable temper. Nevertheless, he highly appreciates the industry and the solid foundational knowledge of Asian students and has a particularly keen insight into what Asian students have on their mind. Hence, of all the students recruited into his laboratory, except for one German, the other five were all from Asia. He even put an eye-catching notice on the door of his lab, which read, “All the research assistants of this laboratory are requir ed to work 7 days a week, from 10:00 a.m. to 12:00 p.m.. Nothing but work during the working hours.” This supervisor is reputed on the entire campus for his severity and harshness. During the 3 and a half years that I stayed there, a total of 14 students were recruited into his laboratory and only 5 of them stayed until they graduated with their Ph.D. degrees. In the summer of 1990, ignoring the dissuasions from others, I accepted my supervisor’s sponsorship and embarked on my difficult journey of academic pursuit.1998年参考译文（翻译第二段）：因此，我们在说“美国”文学，并不表明我们认为美国文学与欧洲文学截然不同。
2004年英语专八试卷真题及答案
2004年英语专八试卷真题及答案PART ⅠLISTENING COMPREHENSIONSECTION A TALKLanguage is used for doing things. People use it in everyday conversation for transacting business, planning meals and vacations, debating politics, and gossiping. Teachers use it for instructing students, and comedians use it for amusing audiences. All these are instances of language use - that is activities in which people do things with language. As we can see, language use is really a form of joint action.What is joint action? I think it is an action that is carried out by a group of people doing things in coordination with each other. As simple examples, think of two people waltzing, or playing a piano duet. When two dancers waltz, they each move around the ballroom in a special way. But waltzing is different from the sum of their individual actions. Can you imagine these two dancers doing the same steps, but in separate rooms, or at separate times? So waltzing is, in fact, the joint action that emerges as the two dancers do their individual steps in coordination, as a couple.Similarly, doing things with language is also different from the sum of the speaker speaking and the listener listening. It is the joint action that emerges when speakers and listeners, or writers and readers, perform their individual actions in coordination, as ensembles. Therefore, we can say that language use incorporates both individual and social processes. Speakers and listeners, writers and readers, must carry out actions as individuals, if they are to succeed in theiruse of language. But they must also work together as participants in the social units I have called ensembles. In the example I mentioned just now, the two dancers perform both individual actions, moving their bodies, arms, and legs, and joint actions, coordinating these movements, as they create the waltz. In the past, language use has been studied as if it were entirely an individual process. And it has also been studied as if it were entirely a social process. For me, I suggest that it belongs to both. We cannot hope to understand language use without viewing it as joint actions built on individual actions. In order to explain how all these actions work, I'd like to review briefly settings of language use. By settings, I mean the scene in which language use takes place, plus the medium - which refers to whether language use is spoken or written. And in this talk, I'll focus on spoken settings.The spoken setting mentioned most often is conversation - either face to face, or on the telephone. Conversations may be devoted to gossip, business transactions or scientific matters, but they're all characterized by the free exchange of terms among the two participants. I'll call these personal settings. Then we have what I would call nonpersonal settings. A typical example is the monologue. In monologues, one person speaks with little or no opportunity for interruption, or turns by members of the audience. Monologues come in many varieties too, as a professor lectures to a class, or a student giving a presentation to a seminar. These people speak for themselves, uttering words they formulated themselves for the audience before them, and the audience isn't expected to interrupt. In another kind of setting which are called institutional settings, the participants engage in speech exchanges that look like ordinary conversation, but they are limited by institutional rules. As examples, we can think of a government official holding a news conference, alawyer cross question ing a witness in court, or a professor directing a seminar discussion. In these settings, what is said is more or less spontaneous, even though turns at speaking are allocated by a leader, or are restricted in other ways.The person speaking isn't always the one whose intentions are being expressed. We have the clearest examples in fictional settings. Vivian Leigh plays Scarlett O'Hara in "Gone with the Wind", Frank Sinatra sings a love song in front of a live audience, the speakers are each vocalizing words composed by someone else - for instance a playwright or a composer - and are openly pretending to be expressing opinions that aren't necessarily their own. Finally there are private settings when people speak for themselves without actually addressing anyone else, for example, I might explain silently to myself, or talk to myself about solving a research problem, or rehearsing what I'm about to say in a seminar tomorrow. What I say isn't intended to be recognized by other people, it is only of use to myself. These are the features of private settings.SECTION B TALKW: Good evening, I'm Nancy Johnson. The guest on our radio talk this evening is Professor Wang Gongwu. Hello, Professor Wang.M: Hello.W: Professor Wang, you're now professor emeritus of Australia National University, and in your long academic career, you've worn many hats as tutor, lecturer, department head, dean, professor, and vice chancellor. However, as I know, you're still very fond of youruniversity days as a student.M: That's right. That was in 1949. The university that I went to was a brand new university then, and the only one in the country at that time. When I look back, it was an amazingly small university, and we knew everybody.W: How did the students like you, for example, study then?M: We didn't study very hard, because we didn't have to. We didn't have all this fantastic competition that you have today. Mmm. We were always made to feel that getting a first degree in the Arts faculty was not preparation for a profession. It was a general education. We were not under any pressure to decide on our careers, and we had such a good time. We were left very much on our own, and we were encouraged to make things happen.W: What do you see as the most striking difference in university education since then?M: University education has changed dramatically since those days. Things are very specialized today.W: Yes, definitely so. And, in your subsequent career experience as an educator and later administrator in various institutions of higher education in Asia and elsewhere, Professor Wang, you have repeatedly noted that one has to look at the development of education in one particular country in a broad context. What do you mean by that?M: Well, the whole world has moved away from elite education in universities to meet the needs of mass education, and entering universities is no longer a privilege for the few. And universities today are more concerned with providing jobs for their graduates in a way that universities in our time never had to be bothered about. Therefore, the emphasis of university programs today is now on the practical and the utilitarian, rather than on a general education or on personal development.W: Do you think that is a welcome development?M: Well, I personally regret this development. But the basic bachelor's education now has to cater to people who really need a piece of paper to find a decent job.W: So you're concerned about this development.M: Yes, I'm very concerned. With technical changes, many of the things that you learn are technical skills, which don't require you to become very well educated. Yet, if you can master those skills, you can get very good jobs. So the technical institutions are going to be increasingly popular at the expense of traditional universitites.W: Professor Wang, let's look at a different issue. How do you comment on the current phenomenon because of the fees they pay?M: Well, once you accept students on financial grounds, one wonders whether you have to pass them as well. But this is the development in education that we have to contend with. Yet, if we are concerned about maintaining standards, what we can do is to concentrate onimproving the quality of education.W: Yes, you're right. A university is judged by the quality of education it offers. Professor Wang, let's turn to the future. What type of graduates, in your view, to universities of the future need to produce, if they are to remain relevant?M: I think their graduates must be able to shift from one profession to another, because they are trained in a very independent way. If you can do that, you raise the level of the flexibility of the mind. Today's rapid changes in technology demand this adaptability. And you see the best universities in the world are already trying to guarantee that their students will not only be technically trained, but will be the kind of people that can adapt to any changing situation.W: I guess many people would agree with you on that point. University education should focus on both personal and professional development of students. But still some might believe there is a definite place for education in a broader sense - that is, in personal intellectual development.M: No doubt about that. We need people who will think about the future, about the past, and also people who will think about society. If a society doesn't have philosophers, or people who think about the value of life, it's a very sad society indeed.W: Professor Wang, my last question: do you see any common ground in education between your generation and the young generation now?M: Adapting to new challenges is perhaps the true cornerstone of ourgeneration's legacy to education. And the future of education in a country rests not so much on the construction of better buildings, labs, etc., but in the development of an ever adaptable mind.W: That's true. The essence of education is the education of the mind. Okay, thank you very much, Professor Wang, for talking to us on the show about the changing trends in education.M: You're welcomeSECTION CA new data shows that the global AIDS pandemic will cause a sharp drop in life expectancy in dozens of countries, in some cases, declines of three decades. Several nations are losing a century's progress in extending the length of life. Nations in every part of the world, 51 in all, are suffering declining life expectancies because of an increasing prevalence of HIV infection. The increase is occurring in Asia, Latin America, and the Carribbean, but is greatest in sub Saharan Africa, a region with only 10% of the world's population but 70% of the world's HIV infections. Seven African countries have life expectancies of less than 40 years. For example, in Botswana, where 39% of the adult population is infected with HIV, life expectancy is 39 years. But by 2010, it will be less than 27 years. Without AIDS, it would have been 44 years. Life expectancy throughout the Carribbean and some Central American nations will drop into the 60's by 2010, when they would otherwise have been in the 70's without AIDS. In Cambodia and Burma, they are predicted to decline to around 60 years old, to what otherwise would have been in the mid 60's. Even in countries where the number of new infections is dropping, such as Thailand, Uganda,and Senegal, small life expectancy drop is forecast. Back in the early 1990's, we never would have suspected that population growth would have turned negative because of AIDS mortality. In less than 10 years, we expect that 5 countries will be experiencing negative population growth because of AIDS mortality, including South Africa, Mozambique, Lesotho, Botswana and Swaziland.Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.The European Union has drafted a list of US products to be hit with import taxes in retaliation for tariffs the United States has imposed on European steel. EU member governments will review the list before the EU submits it to the World Trade Organization, which arbitrates international trade disputes. EU officials will not say which American products will be hit by the EU sanctions. But diplomats monitoring the most recent trans Atlantic trade dispute say they include textiles and steel products.Earlier this month, the Bush administration imposed tariffs of up to 30 percent on some steel imports, including European products.The EU has appealed to the World Trade Organization to get those duties overturned. But a WTO decision on the matter could take up to a year or more. EU officials say that, under WTO rules, the EU has the right to impose retaliatory measures in June. But they say the United States can avoid the EU's possible countermeasures if it pays more than two billion dollars in compensation to the EU for imposing the steel tariffs in the first place. The officials say Washington could alsoescape retaliation by lowering U.S. import duties on other EU products.The Bush administration says it will not pay compensation.SECTION D TALKGood morning. Today's lecture will focus on how to make people feel at ease in conversations. I guess all of you sitting here can recall certain people who just seem to make you feel comfortable when they are around. You spend an hour with them and feel as if you've known them half your life. These people who have that certain something that makes us feel comfortable have something in common, and once we know what that is, we can go about getting some of that something for ourselves. How is it done? Here are some of the skills that good talkers have. If you follow the skills, they will help you put people at their ease, make them feel secure, and comfortable, and turn acquaintances into friends.First of all, good talkers ask questions. Almost anyone, no matter how shy, will answer a question. In fact, according to my observation, very shy persons are often more willing to answer questions than extroverts. They are more concerned that someone will think them impolite if they don't respond to the questions. So most skillful conversationalists recommend starting with a question that is personal, but not harmful. For example, once a famous American TV presenter got a long and fascinating interview from a notoriously private billionaire by asking him about his first job. Another example, one prominent woman executive confesses that at business lunches, "I always ask people what they did that morning. It's a dull question, but it gets things going." From there, you can move on to othermatters, sometimes to really personal questions. Moreover, how your responder answers will let you know how far you can go. A few simple catchwords like "Really?" "Yes?" are clear invitations to continue talking.Second, once good talkers have asked questions, they listen for answers. This point seems obvious, but it isn't in fact. Making people feel comfortable isn't simply a matter of making idle conversation. Your questions have a point. You're really asking, "What sort of person are you?" and to find out, you have to really listen. There are at least three components of real listening. For one thing, real listening means not changing the subject. If someone sticks to one topic, you can assume that he or she is really interested in it. Another component of real listening is listening not just to words but to tones of voice. I once mentioned D.H. Lawrence to a friend. To my astonishment, she launched into an academic discussion of the imagery in Lawrence's works. Midway through, I listened to her voice. It was, to put it mildly, unanimated, and it seemed obvious that the imagery monologue was intended solely for my benefit, and I quickly changed the subject. At last, real listening means using your eyes as well as your ears. When your gaze wanders, it makes people think they're boring your, or what they are saying is not interesting. Of course, you don't have to stare, or glare at them. Simply looking attentive will make most people think that you think they're fascinating.Next, good talkers are not afraid to laugh. If you think of all the people you know who make you feel comfortable, you may notice that all of them laugh a lot. Laughter is not only warming and friendly, it's also a good way to ease other people's discomfort. I have a friend who might enjoy watching at gathering of other people who do not know eachother well. The first few minutes of talk are a bit uneasy and hesitant, for the people involved do not yet have a sense of each other. Invariably, a light comment or joke is made, and my friend's easy laughter appears like sunshine in the conversation. There is always then a visible softening that takes place. Other people smile, and loosen in response to her laughter, and the conversation goes on with more warmth and ease.Finally, good talkers are onces who cement a parting. That is, they know how to make use of parting as a way to leave a deep impression on others. Last impressions are just as important as first impressions in determining how a new acquaintance will remember you. People who make others really feel comfortable take advantage of that parting moment to close the deal. Men have had it easier. They have done it with a smile, and a good firm handshake. What about women then? Over the last several years, women have started to take over that custom well between themselves or with men. If you're saying goodbye, you might want to give him or her a second extra hand squeeze. It's a way to say, I really enjoyed meeting you. But it's not all done with body language. If you've enjoyed being with someone, if you want to see that person again, don't keep it a secret. Let people know how you feel, and they may walk away feeling as if they've known you half their life.Okay, just to sum up. Today, we've talked about four ways to make people feel at ease in conversations. These skills are important in keeping conversations going, and in forming friendships later on. Of course, these skills are by no means the only ones we can use. the list is much longer. I hope you will use these four skills, and discover more on your own in your conversations with other people.Now you have two minutes to check your notes, and then please complete the 15 minute gap filling task on Answer Sheet One.This is the end of listening comprehension.试题Part ⅠListening Comprehension (40 min)In Sections A,B and C you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet.SECTION A TALKQuestions 1 to 5 refer to the talk in this section. At the end of the talk you will be given 75 seconds to answer the questions. Now listen to the talk.1. The parallel between waltzing and language use lies in ____.A. the coordination based on individual actionsB. the number of individual participantsC. the necessity of individual actionsD. the requirements for participants2. In the talk the speaker thinks that language use is a(n) ____ process.A. individualB. combinedC. distinctD. social3. The main difference between personal and non-personal settings is in ____.A. the manner of language useB. the topic and content of speechC. the interactions between speaker and audienceD. the relationship between speaker and audience4. In fictional settings, speakers ____.A. hide their real intentionsB. voice others' intentionsC. play double roles on and off stageD. only imitate other people in life5. Compared with other types of settings, the main feature of private setting is ____.A. the absence of spontaneityB. the presence of individual actionsC. the lack of real intentionsD. the absence of audienceSECTION B INTERVIEWQuestions 6 to 10 are based on an interview. At the end of the interview you will be given 75 seconds to answer the questions. Now listen to the interview.6. What was education like in Professor Wang's days?A. Students worked very hard.B. Students felt they needed a second degree.C. Education was not career－oriented.D. There were many specialized subjects.7. According to Professor Wang, what is the purpose of the present －day education?A. To turn out an adequate number of elite for the society.B. To prepare students for their future career.C. To offer practical and utilitarian courses in each programme.D. To set up as many technical institutions as possible.8. In Professor Wang's opinion, technical skills ____.A. require good educationB. are secondary to educationC. don't call for good educationD. don't conflict with education9. What does Professor Wang suggest to cope with the situation caused by increasing numbers of fee-paying studentsA. Shifting from one programme to another.B. Working out ways to reduce student number.C. Emphasizing better quality of education.D. Setting up stricter examination standards.10. Future education needs to produce graduates of all the following categories EXCEPT ____.A. those who can adapt to different professionsB. those who have a high flexibility of mindC. those who are thinkers, historians and philosophersD. those who possess only highly specialized skillsSECTION C NEWS BROADCASTQuestions 11 to 13 are based on the following news. At the end of the news item, you will be given 45 seconds to answer the questions. Now listen to the news.11. Which of the following regions in the world will witness the sharpest drop in life expectancy?A. Latin America.B. Sub Saharan Africa.C. Asia.D. The Caribbean.12. According to the news, which country will experience small life expectancy drop?A. Burma.B. Botswana.C. Cambodia.D. Thailand.13. The countries that are predicted to experience negative population growth are mainly in ____ .A. Asia.B. Africa.C. Latin America.D. The Caribbean.Questions 14 and 15 are based on the following news. At the end of the news item, you will be given 30 seconds to answer the questions. Now listen to the news.14. The trade dispute between the European Union and the US was caused by ____. refusal to accept arbitration by WTO imposing tariffs on European steel refusal to pay compensation to EU refusal to lower import duties on EU products15. Who will be consulted first before the EU list is submitted to WTO?A. EU member states.B. The United States.C. WTO.D. The steel corporations.SECTION D NOTE-TAKING AND GAP-FILLINGIn this section you will hear a mini-lecture ONCE ONLY. While listening to the lecture, take notes on the important points. Your notes will not be marked, but you will need them to complete a 15-minutegap-filling task on ANSWER SHEET ONE after the mini-lecture. Use the blank paper for note-taking. Fill in each of the gaps with one word. You may refer to your notes. Make sure the word you fill in is both grammatically and semantically acceptable.Conversation SkillsPeople who usually make us feel comfortable in conversations are good talkers. And they have something in common, i.e. skills to put people at ease.1. Skill to ask question1) be aware of the human nature: readiness to answer other's questions regardless of (1)____2) start a conversation with some personal but unharmful questions about one's (2)____ job.questions about one's activities in the (3)____3) be able to spot signals for further talk2. Skill to (4)____for answers1) don't shift from subject to subject-sticking to the same subject: signs of (5)____in conversation.2) listen to (6)____of voice - If people sound unenthusiastic, then change subject.3) use eyes and ears - steady your gaze while listening3. Skill to laughEffects of laughter:- ease people's (7)____- help start (8)____4. Skill to part1) importance: open up possibilities for future friendship or contact2) ways:- men: a smile, a (9)____- women: same as (10)____ now- how to express pleasure in meeting someone.(1) ______ (2) ______ (3) ______ (4) ______ ( 5 ) ______(6) ______ (7) ______ (8) ______ (9) ______ (10) ______PART II PROOFREADING AND ERROR CORRECTION (15 MIN)The following passage contains TEN errors. Each line contains a maximum of one error and three are free from error. In each case, only one word is involved. You should proofread the passage and correct it in the following way.For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.For a missing word, mark the position of the missing word with a “∧” sign and write the word you believe to be missing in the blank provided at the end of the line.For an unnecessary word, cross out the unnecessary word with a slash “／” and put the word in the blank provided at the end of the line.If the line is correct, place a V in the blank provided at the end of the lineExampleWhen ^ art museum wants a new exhibit, (1) anIt never buys things in finished form and bangs (2) never them on the wall. When a natural history museum (3) vwants an exhibition, it must often build it. (4) exhibit Proofread the given passage on ANSWER SHEET TWO as instructed.One of the most important non-legislative functions of the U.S Congressis the power to investigate. This power is usually delegated tocommittees - eitherstanding committees, special committees set for aspecific (1)____purpose, or joint committees consisted of members of both houses. (2)____Investigations are held to gather information on the need forfuture legislation, to test the effectiveness of laws already passed, to inquire into the qualifications and performance of members and officials of the other branches, and in rare occasions, to laythe (3)____groundwork for impeachment proceedings. Frequently, committees rely outside experts to assist in conducting investigativehearings (4)____and to make out detailed studies ofissues. (5)____There are important corollaries to the investigative power. Oneis the power to publicize investigations and its results.Most (6)____committee hearings are open to public and arereported (7)____widely in the mass media. Congressional investigations nevertheless represent one important tool available tolawmakers (8)____to inform the citizenry and to arouse public interests in national issues. (9)____Congressional committees also have the power to compel testimony from unwilling witnesses, and to cite for contemptof Congress witnesses who refuse to testify and for perjurythese who give false testimony. (10)____Part ⅢReading Comprehension (30 min)In this section there are four reading passages followed by a total of fifteen multiple-choice questions. Read the passages and then mark your answers on your colored answer sheet.TEXT AFarmers in the developing world hate price fluctuations. It makes it hard to plan ahead. But most of them have little choice: they sell at the price the market sets. Farmers in Europe, the U.S. and Japan are luckier: they receive massive government subsidies in the form of guaranteed prices or direct handouts. Last month U.S. President Bush signed a new farm bill that gives American farmers $190 billion over the next 10 years, or $83 billion more than they had been scheduled to get, and pushes U.S. agricultural support close to crazy European levels. Bush said the step was necessary to "promote farmer independence and preserve the farm way of life for generations". It is also designed to help the Republican Party win control of the Senate in November's mid term elections.Agricultural production in most poor countries accounts for up to 50% of GDP, compared to only 3% in rich countries. But most farmers in poor countries grow just enough for themselves and their families. Those who try exporting to the West find their goods whacked with huge tariffs or competing against cheaper subsidized goods. In 1999 the United Nations Conference on Trade and Development concluded that for each dollar developing countries receive in aid they lose up to $14 just because of trade barriers imposed on the export of their manufactured goods. It's not as if the developing world wants any。
2004年英语专业八级考试翻译试卷及参考译文（最终定稿）
2004年英语专业八级考试翻译试卷及参考译文（最终定稿）第一篇：2004年英语专业八级考试翻译试卷及参考译文2004年英语专业八级考试翻译试卷及参考译文Part Ⅳ Translation(60 min)SECTION A CHINESE TO ENGLISHTranslate the underlined part of the following text into English.Write your translation on ANSWER SHEET THREE.在人际关系问题上我们不要太浪漫主义。
人是很有趣的，往往在接触一个人时首先看到的都是他或她的优点。
这一点颇像是在餐馆里用餐的经验。
开始吃头盘或冷碟的时候，印象很好。
吃头两个主菜时，也是赞不绝口。
愈吃愈趋于冷静，吃完了这顿宴席，缺点就都找出来了。
于是转喜为怒，转赞美为责备挑剔，转首肯为摇头。
这是因为，第一，开始吃的时候你正处于饥饿状态，而饿了吃糠甜如蜜，饱了吃蜜也不甜。
第二，你初到一个餐馆，开始举筷时有新鲜感，新盖的茅房三天香，这也可以叫做“陌生化效应”吧。
Version 1：We should not be too romantic in interpersonal relations.Human beings are very interesting.Often when you meet a person for the first time, you only notice his or her merits first.This is quite like your dining experience in a restaurant.When you are having the first course / starter or the cold dishes you are full of praise.The more courses you have, the calmer you will become.When the feast/dinner is over, you will have found all its demerits/ defects.Then, delight turns into anger, praise into complaint, and a nodding head into a shaking one.This is because: first, when you begin to eat you are hungry, and when you are hungry even husk/chaff tastes sweeter than honey;whereas when you are full, even honey does not taste sweet at all.Second, when you arrive at the restaurant, and whenyou pick up the chopsticks, everything there is new to you.A newly built latrine smells fragrant for the first three days.This may be called the defamiliarization effect.Version 2：It is advisable not to be too romantic on interpersonal matters.Humans are peculiarly interesting so that in their contact with a person, they tend to notice noting but his or her merits.This is rather analogous to our experience of dining in a restaurant.At the beginning, when we take the starter or cold dishes, we are very much impressed.For the first two main courses, we are also profuse in praise.However, we calm down as we eat on.After we finish the feast, all sorts of faults are found.Then we are no longer pleased but angry;no longer complimentary but complaining and fastidious;no longer nod our satisfaction but keep shaking our heads.All this happens because, first, we were in a state of hunger at the time we began to eat.When hungry, one may feel even the taste of chaff especially delicious, but may not feel the sweetness of honey after eating his or her fill.Version 3：We should not be too romantic in terms of interpersonal relations.We are such interesting beings that when we meet someone for the first time we notice only his/her merits.This is quite like having dinner in a ually the first course or the cold dishes leave us a good impression.And we also praise the first two main courses.The more we have, the calmer we become.By the end of the feast/dinner, all the demerits/shortcomings of the dishes are found out.And delight turns into anger, praise into complaint, and approval into disapproval.The reasons for the change are: first, when we begin to eat, even husk/chaff seems sweeter than honey as we are hungry;whereas when we are full, honey does not taste sweet atall.Second, when we begin to eat upon arrival, everything in the restaurant appears new, even a new latrine smells fragrant.The defamiliarization effect, isn’t it?Hunger is the best sauce.SECTION B ENGLISH TO CHINESETranslate the underlined part of the following text into Chinese.Write your translation on ANSWER SHEET THREE.For me the most interesting thing about a solitary life, and mine has been that for the last twenty years, is that it becomes increasingly rewarding.When I can wake up and watch the sun rise over the ocean, as I do most days, and know that I have an entire day ahead, uninterrupted, in which to write a few pages, take a walk with my dog, read and listen to music, I am flooded with happiness.我在过去的二十年间一直单独生活。
历年八级翻译
(5) 8级测试英译汉部分；——1996—2005年英语专业8级统考题中英译汉试题评析【1996年8级测试英译汉】Four months before Election Day1, five men gathered in a small conference room at the Reagan-Bush headquarters2 and reviewed an oversize calendar that marked the remaining days of the 1984 pr esidential campaign. It was the last Saturday in June and at ten o’clock in the morning the rest of the office was practically deserted3. Even so, the men kept the door slut and the drapes carefully drawn. The three principals and their two deputies had come from around the country for a critical meeting4. Their aim was to devise a strategy5that would guarantee Ronald Reagan’s resounding reelection to a second term in the White House.It should have been easy. They were battle-tested veterans6 with long ties to Reagan and even longer ties to the Republican Party, men who understood presidential politics7 as well as any in the country. The backdrop8of the campaign was hospitable, with lots of good news to work with: America was at peace, and the nation’s ec onomy, a key factor in any election, was rebounding vigorously after recession. Furthermore, the campaign itself was lavishly financed9, with plenty of money for a top-flight staff10, travel, and television commercials. And, most important, their candidate was Ronald Reagan, a president of tremendous personal popularity and dazzling communication skills11. Reagan has succeeded more than any president since John F. Kennedy in projecting a broad vision of America—a nation of renewed military strength, individual initiative, and smaller federal government12.【概述】本文是一篇典型的关于美国政治的时事杂文，用词色彩强烈，修饰语具有极端性和渲染性的特点。
英语专业八级翻译真题(1998年
TEM-8 翻译部分英语专业八级翻译真题（1998年——2007年）第一部分汉译英Passage 1.( 1998年)1997年2月24日我们代表下榻日月潭中信大饭店，送走了最后一批客人，已是次日凌晨3点了。
我躺在床上久久不能入睡，披衣走到窗前，往外看去，只见四周群峦叠翠，湖面波光粼粼。
望着台湾这仅有的景色如画的天然湖泊，我想了许多，许多……这次到台湾访问交流，虽然行程匆匆，但是，看了不少地方，访了旧友，交了新知，大家走到一起，谈论的一个重要话题就是中华民族在21世纪的强盛。
虽然祖国大陆、台湾的青年生活在不同的社会环境中，有着各自不同的生活经历，但大家的内心都深国统一大业的早日完成。
世纪之交的宝贵机遇和巨大挑战把青年推到了历史的前台。
跨世纪青年一代应该用什么样的姿态迎接充满希望的新世纪，这是我们必须回答的问题。
日月潭水波不兴，仿佛与我一同在思索……Passage 2.( 1999年)加拿大的温哥华1986年刚刚度过百岁生日，但城市的发展令世界瞩目。
以港立市，以港兴市，是许多港口城市生存发展的道路。
经过百年开发建设，有着天然不冻良港的温哥华，成为举世闻名的港口城市，同亚洲、大洋洲、欧洲、拉丁美洲均有定期班轮，年货物吞吐量达到8，000万吨，全市就业人口中有三分之一从事贸易与运输行业。
温哥华（Vancouver）的辉煌是温哥华人智慧和勤奋的结晶，其中包括多民族的贡献。
加拿大地广人稀，国土面积比中国还大，人口却不足3000万。
吸收外来移民，是加拿大长期奉行的国策。
可以说，加拿大除了印第安人外，无一不是外来移民，不同的只是时间长短而已。
温哥华则更是世界上屈指可数的多民族城市。
现今180万温哥华居民中，有一半不是在本地出生的，每4个居民中就有一个是亚洲人。
而25万华人对温哥华的经济转型起着决定性的作用。
他们其中有一半是近5年才来到温哥华地区的，使温哥华成为亚洲以外最大的中国人聚居地。
Passage 3.( 2000年)中国科技馆的诞生来之不易。
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第二，你初到一个餐馆，开始举筷时有新鲜感，新盖 的茅房三天香，这也可以叫做“陌生化效应”。
Secondly, the first time you arrive in a restaurant, the sense of freshness comes when begin to hold chopsticks. The newly built toilet covers fragrance for three days, which can be called "defamiliarization effect".
2004年专八翻译
在人际关系问题上我们不要太浪漫主义。 人是很有趣的，往往在接触一个人时首先看到 的都是他或她的优点。这一点颇像是在餐馆里 用餐的经验。开始吃头盘或冷碟的时候，印象 很好。吃头两个主菜时，也是赞不绝口。愈吃 愈趋于冷静，吃完了这顿筵席，缺点就都找出 来了。于是转喜为怒，转赞美为责备挑剔，转 首肯为摇头。这是因为，第一，开始吃的时候 你正处于饥饿状态，而饿了吃糠甜加蜜，饱了 吃蜜也不甜。第二，你初到一个餐馆，开始举 筷时有新鲜感，新盖的茅房三天香，这也可以 叫做“陌生化效应”。
What accounts for all this is, in the first place, you are hungry when you start to eat. As the saying goes, “Hunger is the best sauce”, and vice versa.
We should not be too romantic in interpersonal relations. Human beings are interesting in that they tend to see merits in a new acquaintance. This is like dining in a restaurant. You will be not only favorably impressed with the first dish or cold dishes, but also profuse in praise of the first two courses. However, the more you have, the more sober you become until the dinner ends up with all the flaws exposed. Consequently, your joy would give way to anger; your praises to criticism or even fault-finding; and your nodding in agreement to shaking the head. What accounts for all this is, in the first place, you are hungry when you start to eat. As the saying goes, “Hunger is the best sauce”, and vice versa. And secondly, unfamiliarity, rather than familiarity, breeds freshness in you when you start to eat in a restaurant new to you, which is the so-called effect of unfamiliarization
However, the more you have, the more sober you become until the dinner ends up with all the flaws exposed. Consequently, your joy would give way to anger; your praises to criticism or even fault-finding; and your nodding in agreement to shaking the head.
愈吃愈趋于冷静，吃完了这顿筵席，缺点就都找 出来了。于是转喜为怒，转eat ,the more calmer you become, and all the shortcomings reveals after the feast. Then happiness turns to anger, praise to scolding and nit-picking, and head nodding to head-shaking.
这是因为，第一，开始吃的时候你正处于饥饿状态， 而饿了吃糠甜加蜜，饱了吃蜜也不甜。
This is because: firstly, you are very hungry at the beginning, and the bran tastes like the sweet honey when you are hungry while even the honey tastes insipid when you are full.
This is like dining in a restaurant. You will be not only favorably impressed with the first dish or cold dishes, but also profuse in praise of the first two courses.
Thank you!
第六组：熊晓丽、乔淑萍、 吴艳、李红梅
在人际关系问题上我们不要太浪漫主义。人是很有 趣的，往往在接触一个人时首先看到的都是他或她 的优点。
We should not be too romantic on the problems of interpersonal relations. Human beings are so interesting that they often first notice all of his or her virtues when they meet a person.
It’s just like the experience of dining in a restaurant. The starter or cold dish gives you a very good impression and the first two main courses also win full of praise.
We should not be too romantic in interpersonal relations. Human beings are interesting in that they tend to first see good in a new acquaintance.
这一点颇像是在餐馆里用餐的经验。开始吃头盘或 冷碟的时候，印象很好。吃头两个主菜时，也是赞 不绝口。
And secondly, unfamiliarity, rather than familiarity, breeds freshness in you when you start to eat in a restaurant new to you, which is the so-called effect of unfamiliarization.