终于回到家了，也终于考完了。尽量回忆了一下，真题奉上。
　　一，翻译硕士英语
　　不难，但是多了10个单选和一篇完形填空。我这个考的不好，长时间不复习，加上考的时候脑子不清楚，于是在一门送分的科目上丢了很多分，估计到最后自己败就败在这一门上了。
　　完形填空
　　是2011年大六的一篇预测题，真题和下面的选项顺序有变动。答案从网上搜的，仅供参考。
　　Approximately, forty percent of Americans see themselves as shy, while only 20 percent say they have never suffered from shyness at some point in their lives. Shyness occurs when a person's apprehensions are so great that they 62his making an expected or desired social response. 63 of shyness can be as minor as 64 to make eye contact when speaking to someone,65as major as avoiding conversations whenever possible.
　　"Shy people tend to be too 66 with themselves," said Jonathan Cheek, a psychologist, who is one of those at the forefront of current research on the topic." 67 , for a smooth conversation, you need to pay attention to the other person's cues, 68 he is saying and doing. But the shy person is full of 69about how he seems to the other person, and so he often 70cues he should pick up. The result is an awkward lag in the conversation. Shy people need to stop focusing on 71 and switch their attention to the other person."
　　72 , shy people by and large have73social abilities than they think they do.74Dr. Cheek videotaped shy people talking to 75 , and then had raters (评估者) evaluate how socially skilled the people were, he found that, in the 76of other people, the shy group had few 77 problems. But when he asked the shy people themselves 78 they had done, they were unanimous in saying that they had been social hops(失败).
　　"Shy people are their own 79 critics," Dr. Cheek said. 80 , he added, shy people feel they are being judged more 81than they actually are, and overestimate how obvious their social anxiety is to others.
　　62. A) prevent B) inhibit C) keep D) motivate
　　63. A) Symptoms B) Signals C) Highlights D) Incidences
　　64. A) succeeding B) failing C) acting D) responding
　　65. A) but B) not C) or D) nor
　　66. A) preoccupied B) absorbed C) engaged D) indulged
　　67. A) However B) Then C) For example D) Instead
　　68. A) that B) which C) what D) how
　　69. A) worries B) feelings C) emotions D) indifferences
　　70. A) follows B) picks up C) misses D) catches
　　71. A) the conversation B) shyness
　　C) others D) themselves
　　72. A) Therefore B) Nevertheless
　　C) On the contrary D) Similarly
　　73. A) worse B) as good C) better D) best
　　74. A) When B) Since C) While D) As
　　75. A) themselves B) friends C) strangers D) others
　　76. A) name B) terms C) case D) eyes
　　77. A) oblivious B) obvious C) oblique D) obscure
　　78. A) what B) whatever C) how D) however
　　79. A) best B) justice C) fair D) worst
　　80. A) In particular B) In contrast C) In general D) In comparison
　　81. A) positively B) negatively C) subjectively D) objectively
　　原文精译
　　美国大概40%的人认为自己很害羞，只有20%的人认为自己一生都没有害羞过。一个人忧惧过重，害怕自己的表现达不到社会的期待，这时就会害羞。害羞的征兆，轻则表现为和人交流时不敢直视对方的眼睛，重则表现为何时何地都不敢和人交谈。
　　心理学家Jonathan Cheek是目前研究此课题的先驱人物之一，他说，“害羞的人太关注自身了。比如，想要交流顺利，需要关注对方给出的暗示，他在说什么，做什么。但是害羞的人只关注自己在对方眼中的形象，经常忽略他本该获得的提示，结果往往导致交流中的滞后，让人尴尬。害羞的人不能只关注自己，需要把注意力转向他人。”
　　无论如何，大体上来讲，害羞的人社交能力比他们自己想象的要好。Dr. Cheek将害羞的人和陌生人的交流过程进行了录像，然后找来评估人员对这些人的社交技巧进行评价。他发现，在他人看来，这些害羞的人基本没有明显的问题;然而，当他让害羞的人自我评价时，这些人异口同声地说，在社交方面自己是个失败者。
　　Dr. Cheek说，“害羞的人是自身最苛刻的批评家。”他接着说，一般来讲，害羞的人感觉别人对自己的评价很负面，事实并非如此;他们过高地估计了自己的社交焦虑，其实在他人眼中并没有那么明显。
　　62.答案B
　　解析：考生要特别注意，此句中的they指代前面的主语apprehensions，忧惧过多，就阻碍了他们的反应。选项A、B、C都有“阻碍”之意，A和C的常用搭配是prevent/keep sb. (from) doing sth.，而B的常用搭配为prohibit doing sth。D意为“鼓励，刺激”，常用搭配为motivate sb. to do sth.。
　　63.答案A
　　解析：考生要注意名词词义辨析。A中的symptom意为“症状，征兆”;B中的signal意为“信号，标志”;C中的highlight意为“精彩部分，最重要的细节或事件，闪光点”;D中的incidence意为“发生”。此句的意思为，害羞的表现征兆。
　　64.答案B
　　解析：解答本题要注意上下文。本句大意为：害羞的征兆有两类，一类比较细微，一类却比较严重。前后两种征兆呈排比结构，后半句用到了动词avoid，前半句相对应，选择同义动词fail，表示“不能直视他人”。
　　65.答案C
　　解析：本空前后是两种可能性的排比，用or连接，表示“或者”，指害羞的轻微征兆和严重征兆。
　　66.答案A
　　解析：本空考查动词搭配。A的搭配为be preoccupied with;而选项B、C、D则常和介词in搭配。
　　67.答案C
　　解析：考生要注意前后两句话的关系。Jonathan Cheek认为害羞的人太关注自身。接下来说，在交流过程中，他们太关注自身在对方眼中的形象。从中可以看出，Jonathan Cheek举了个例子来说明害羞的人对自身的关注。
　　68.答案C
　　解析：此空和前面的the other persons' cues并列，都做pay attention to的宾语。宾语从句中say和do缺少宾语，用what来充当。
　　69.答案A
　　解析：选项A中worries表示“担忧，担心”;选项B中feelings表示“感觉，知觉，气氛，鉴赏力”;选项C中emotions表示“感情”;选项D中indifferences意为“冷淡，漠不关心”。根据上文，害羞的人担心他人对自己的看法。
　　70.答案C
　　解析：上一句话中讲，害羞的人太担心自己在他人心目中的印象，所以会常常错过本该注意到的提示。考生选择时，要注意前后两句话的逻辑关系。
　　71.答案D
　　解析：本段一直在讲害羞的人太关注自身，在交流中才会出现问题。所以他们应该转移注意力，不要把精力一直放在自身。所以在这里选择反身代词themselves。
　　72.答案B
　　解析：此空的选择要联系上下文。前一段讲害羞的人太注意自身，交流中出现了某些问题;而此空的后一段讲，害羞的人和陌生人交流时，表现没有什么大问题。根据前后关系，选择B表示“不管怎么说，无论如何”。
　　73.答案C
　　解析：此空的选择也要联系上下文。前面讲害羞的人交流中出现了某些问题;而后面讲害羞的人和陌生人交流时，实际表现没有什么大问题。所以，他们的社交能力比他们想象的要好。
　　74.答案A
　　解析：此空是对连词的选择，考生要注意前后两句话之间的关系。when表示“当……的时候”，since表示“自从”，while强调前后两个动作同时发生，或者后面的动作发生在前面的动作行为期间;as也强调动作同时进行，还可以表示原因。
　　75.答案C
　　解析：考生要注意这个实验，是观察害羞的人的社交能力。如果是和朋友交流，害羞的人就会比较随意，结果可能不太客观;而选项D中的others既包括陌生人，也包括朋友，所以在这里选择C。
　　76.答案D
　　解析：此空考查名词短语。in the name of意为“以……的名义”，terms的短语一般为in terms of，意为“就……而言，在……方面”，case一般用于in this case，表示“在这种情况下”，in the eyes of sb.表示“在……看来”。
　　77.答案B
　　解析：本句前后语义为，在他人看来，害羞的人并没有表现出很多问题。答案选obvious，意为“明显的”。选项A中oblivious常作表语，用在be oblivious of中，表示“忘记，不注意”，用在be oblivious to中，意为“对……不在意”;选项C中的oblique，意为“拐弯抹角的”，选项D中的obscure，表示“模糊的，艰涩难懂的。”
　　78.答案C
　　解析：do作为不及物动词，经常和副词连用，或者在疑问句中用在how之后，表示“进展，表现”，如：How is the business doing?(生意如何?)
　　79.答案D
　　解析：根据上文，害羞的人对自己要求很严格，总觉得自己表现不是很好。而选项中的A、B、C都是褒义词。
　　80.答案C
　　解析：考生要注意对四个短语的理解。选项A中的in particular，意为“特别，尤其”;选项B中的in contrast意为“相反”;选项C中的in general意为“一般来讲”;选项D中的in comparison意为“比较起来”。这里Dr. Cheek在讨论一般情况。
　　81.答案B
　　解析：从整篇文章来讲，害羞的人总是认为自己表现的不是很好，他人对自己的评价也不会很高，所以在这里选择B，negatively意为“消极地，负面地”。
　　阅读理解一原文，真题有删节
　　January 10, 1986
　　Op-Ed: Against a One-Term, 6-Year PresidentBy ARTHUR SCHLESINGER JR.
　　he proposal of a single six-year Presidential term has been around for a long time. High-minded men have urged it from the beginning of the Republic. The Constitutional Convention turned it down in 1787, and recurrent efforts to put it in the Constitution have regularly failed in the two centuries since. Quite right: It is a terrible idea for a number of reasons, among them that it is at war with the philosophy of democracy.
　　The basic argument for the one-term, six-year Presidency is that the quest for re-election is at the heart of our problems with self-government. The desire for re-election, it is claimed, drives Presidents to do things they would not otherwise do. It leads them to make easy promises and to postpone hard decisions. A single six-year term would liberate Presidents from the pressures and temptations of politics. Instead of worrying about re-election, they would be free to do only what was best for the country.
　　The argument is superficially attractive. But when you think about it, it is profoundly anti-democratic in its implications. It assumes Presidents know better than anyone else what is best for the country and that the people are so wrongheaded and ignorant that Presidents should be encouraged to disregard their wishes. It assumes that the less responsive a President is to popular desires and needs, the better President he will be. It assumes that the democratic process is the obstacle to wise decisions.
　　The theory of American democracy is quite the opposite. It is that the give-and-take of the democratic process is the best source of wise decisions. It is that the President's duty is not to ignore and override popular concerns but to acknowledge and heed them. It is that the President's accountability to the popular will is the best guarantee that he will do a good job.
　　The one-term limitation, as Gouverneur Morris, final draftsman of the Constitution, persuaded the convention, would ''destroy the great motive to good behavior,'' which is the hope of re-election. A President, said Oliver Ellsworth, another Founding Father, ''should be re-elected if his conduct prove worthy of it. And he will be more likely to render himself worthy of it if he be rewardable with it.''
　　Few things have a more tonic effect on a President's sensitivity to public needs and hopes than the desire for re-election. ''A President immunized from political considerations,'' Clark Clifford told the Senate Judiciary Committee when it was considering the proposal some years ago, ''is a President who need not listen to the people, respond to majority sentiment or pay attention to views that may be diverse, intense and perhaps at variance with his own. . . . Concern for one's own political future can be a powerful stimulus to responsible and responsive performance in office.''
　　We all saw the tempering effect of the desire for re-election on Ronald Reagan in 1984. He dropped his earlier talk about the ''evil empire,'' announced a concealed passion for arms control, slowed down the movement toward intervention in Central America, affirmed his loyalty to Social Security and the ''safety net'' and in other ways moderated his hard ideological positions. A single six-year term would have given Reaganite ideology full, uninhibited sway.
　　The ban on re-election has other perverse consequences. Forbidding a President to run again, Gouverneur Morris said, is ''as much as to say that we should give him the benefit of experience, and then deprive ourselves of the use of it.'' George Washington stoutly opposed the idea. ''I can see no propriety,'' he wrote, ''in precluding ourselves from the service of any man, who on some great emergency shall be deemed universally most capable of serving the public.''
　　Jefferson, after initially favoring a single seven-year term, thought more carefully and changed his mind. Seven years, he concluded, were ''too long to be irremovable''; ''service for eight years with a power to remove at the end of the first four'' was the way to do it. Woodrow Wilson agreed, observing that a six-year term is too long for a poor President and too short for a good one and that the decision belongs to the people. ''By seeking to determine by fixed constitutional provision what the people are perfectly competent to determine by themselves,'' Wilson said in 1913, ''we cast a doubt upon the whole theory of popular government.''
　　A single six-year term would release Presidents from the test of submitting their records to the voters. It would enshrine the ''President-knows-best'' myth, which has already got us into sufficient trouble as a nation. It would be a mighty blow against Presidential accountability. It would be a mighty reinforcement of the imperial Presidency. It would be an impeachment of the democratic process itself. The Founding Fathers were everlastingly right when they turned down this well-intentioned but ill-considered proposal 200 years ago.
　　Arthur Schlesinger Jr., whose new book ''The Cycles of American History'' will be published later this year, is professor of the humanities at the City University of New York.
　　TEXT B 是2010年专四真题
　　Graduation speeches are a bit like wedding toasts. A few are memorable. The rest tend to trigger such thoughts as, "Why did I wear such uncomfortable shoes?"
　　But graduation speeches are less about the message than the messenger. Every year a few colleges and universities in the US attract attention because they've managed to book high-profile speakers. And, every year, the media report some of these speakers' wise remarks.
　　Last month, the following words of wisdom were spread:
　　"You really haven't completed the circle of success unless you can help somebody else move forward." (Oprah Winfrey, Duke University).
　　"There is no way to stop change; change will come. Go out and give us a future worthy of the world we all wish to create together." (Hillary Clinton, New York University).
　　"'This really is your moment. History is yours to bend." (Joe Biden, Wake Forest University).
　　Of course, the real "get" of the graduation season was first lady Michelle Obama's appearance at the University of California, Merced. "Remember that you are blessed," she told the class of 2009, "Remember that in exchange for those blessings, you must give something back... As advocate and activist Marian Wright Edelman says, 'Service is the rent we pay for living ... it is the true measure, the only measure of success'."
　　Calls to service have a long, rich tradition in these speeches. However, it is possible for a graduation speech to go beyond cliche and say something truly compelling. The late writer David Foster Wallace's 2005 graduation speech at Kenyon College in Ohio talked about how to truly care about other people. It gained something of a cult after it was widely circulated on the Internet. Apple Computer CEO Steve Jobs' address at Stanford University that yea（更多考试资讯尽在http://www.kaoshibaike.com/）r, in which he talked about death, is also considered one of the best in recent memory.
　　But when you're sitting in the hot sun, fidgety and freaked out, do you really want to be lectured about
　　the big stuff?. Isn't that like trying to maintain a smile at your wedding reception while some relative gives a toast that amounts to "marriage is hard work"? You know he's right; you just don't want to think about it at that particular moment. In fact, as is the case in many major life moments, you can't really manage to think beyond the blisters your new shoes are causing.
　　That may seem anticlimactic. But it also gets to the heart of one of life's greatest, saddest truths: that our most "memorable" occasions may elicit the fewest memories. It's probably not something most graduation speakers would say, but it's one of the first lessons of growing up.
　　91. According to the passage, most graduation speeches tend to recall ____ memories.
　　A. great    B. trivial    C. unforgettable    D. unimaginative
　　92. "But graduation speeches are less about the message than the messenger" is explained
　　A. in the final paragraph.     B. in the last but one paragraph.
　　C. in the first paragraph.      D. in the same paragraph.
　　93. The graduation speeches mentioned in the passage are related to the following themes      EXCEPT
　　A. death.   B. success.   C. service.   D. generosity.
　　94. It is implied in the passage that at great moments people fail to
　　A. remain clear-headed.     B. keep good manners.
　　C. remember others' words.      D. recollect specific details.
　　95. What is "one of the first lessons of growing up"?
　　A. Attending a graduation ceremony.
　　B. Listening to graduation speeches.
　　C. Forgetting details of memorable events.
　　D. Meeting high-profile graduation speakers
　　Text c 是2007年的专四真题，是问答题，题目和原来的选项有所不同。
　　The kids are hanging out. I pass small bands of students, in my way to work these mornings. They have become a familiar part of the summer landscape.
　　These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be “self care”.
　　Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.
　　The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.
　　“We have a huge mismatch between the school calendar and realities of family life,” says Dr. Ernest Boyer ,head of the Carnegie Foundation for the Advancement of Teaching.
　　Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. “School, whether we like it or not, is educational. It always has been.”
　　His is not popular idea. School are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives?
　　It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids’ lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn’t produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.
　　95. Which of the following is an opinion of the author’s? ____A____
　　A. “The kids are hanging out.”
　　B. “They are school children without school.”
　　C. “These kids are not old enough for jobs.”
　　D. “The calendar called the school year ran out on them a few weeks ago.”
　　解析：A。 第一段的第一句：“The kids are hanging out.”跟第二段的最后一句： “Once supervised by teachers and principals, they now appear to be “self care”. 相呼应。作者的观点是现在的孩子上学的时间太短，很多时间都在外闲逛，无所事事。这里的hang out是指在某地逗留，浪费时间。后面也可以加个地方，旨在那个地方逗留，浪费时间。也可以with某人，指与某人在一起瞎混，浪费时间。例如：You guys spent too much time hanging out.
　　你们花太多时间瞎混了。B、C、D是客观事实陈述，并不是作者观点。
　　96. The current American school calendar was developed in the 19th century according to ____A____
　　A. the growing season on nation’s farm.
　　B. the labor demands of the industrial age.
　　C. teachers’ demands for more vacation time.
　　D. parents’ demands for other experiences for their kids.
　　解析：A。第三段提到：“In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. (19世纪的时候，上学时间是根据农时来决定的。现在虽然只有3%的家庭从事农业，但几乎所有的学校的校历安排似乎是让孩子们早早回家去挤牛奶或是花上几个月时间去地里种庄稼.)
　　97. The author thinks that the current school calendar ____A____.
　　A. is still valid.
　　B. is out of date.
　　C. can not be revised.
　　D. can not be defended.
　　解析：B。从第三段可知，现有的校历是根据以前的情况制定的，已经不能适应现在的情况了。
　　98. Why was Dr. Boy’s idea unpopular? ____D____
　　A. He argues for the role of school in solving social problems.
　　B. He supports the current school calendar.
　　C. He thinks that school year and family life should be considered separately.
　　D. He strongly believes in the educational role of school.
　　解析：D。A和B明显与文章不符。A指的是大众的观点；B选项Dr. Boy是不赞同现有的校历的。C选项与文章相反，文中提到Dr.Boy’s idea: “We have a huge mismatch between the school calendar and realities of family life,”… “School, whether we like it or not, is educational. It always has been.” 意思是如今的校历安排与现实生活脱节，暗指应该把两者结合起来。
　　99.“The long summers of forgetting take a toll ”in the last paragraph but one means that ____C____.
　　A. long summer vacation slows down the progress of learning.
　　B. long summer vacation has been abandoned in Europe.
　　C. long summers result in less learning time.
　　D. long summers are a result of tradition.
　　解析：C。细看这句话：“learning takes time more learning takes more time, the long summer's forgetting take a toll.” take a toll意思是造成损失或有不良的影响。这句话意思是：“学习要时间,更多学习要更多时间,而长时间的暑假会影响(它),会对(它)造成不好影响”。
　　文中作者的观点是现有的校历学习的时间不够长，“Despite the complaints and studies about our kids’ lack of learning, the United State still has a shorter school year than any industrial nation.”（虽然我们抱怨和研究我们的孩子学习不够，然而在美国，上学时间仍然比其他任何工业国家的都要短。）
　　100. The main purpose of the passage is ____C____
　　A. to describe how American children spend their summer.
　　B. to explain the needs of the modern working families.
　　C. to discuss the problems of the current school calendar.
　　D. to persuade parents to stay at home to look after their kids.
　　Text D 是2002年的专八真题，考题是问答题形式。
　　It is nothing new that English use is on the rise around the world, especially in business circles. This also happens in France, the headquarters of the global battle against American cultural hegemony. If French guys are giving in to English, something really big must be going on. And something big is going on.
　　Partly, it s that American hegemony. Didier Benchimol, CEO of a French e-commerce software company, feels compelled to speak English perfectly because the Internet software business is dominated by Americans. He and other French businessmen also have to speak English because they want to get their message out to American investors, possessors of the world s deepest pockets.
　　The triumph of English in France and elsewhere in Europe, however, may rest on something more enduring. As they become entwined with each other politically and economically, Europeans need a way to talk to one another and to the rest of the world. And for a number of reasons, they've decided upon English as their common tongue.
　　So when German chemical and pharmaceutical company Hoechst merged with French competitor Rhone-Poulenc last year, the companies chose the vaguely Latinate Aventis as the new company name- and settled on English as the company's common language. When monetary policymakers from around Europe began meeting at the European Central Bank in Frankfurt last year to set interest rates for the new Euroland, they held their deliberations in English. Even the European Commission, with 11 official languages and traditionally French-speaking bureaucracy, effectively switched over to English as its working language last year.
　　How did this happen? One school attributes English s great success to the sheer weight of its merit. It s a Germanic language, brought to Britain around the fifth century A.D. During the four centuries of French-speaking rule that followed Norman Conquest of 1066, the language morphed into something else entirely. French words were added wholesale, and most of the complications of Germanic grammar were shed while few of the complications of French were added. The result is a language with a huge vocabulary and a simple grammar that can express most things more efficiently than either of its parents. What's more, English has remained ungoverned and open to change-foreign words, coinages, and grammatical shifts-in a way that French, ruled by the purist Academic Francaise, had not.
　　So it's a swell language, especially for business. But the rise of English over the past few centuries clearly owes at least as much to history and economics as to the language's ability to economically express the concept win-win. What happened is that the competition-first Latin, then French, then, briefly, German-faded with the waning of the political, economic, and military fortunes of, respectively, the Catholic Church, France, and Germany. All along, English was increasing in importance: Britain was the birthplace of the Industrial Revolution, and London the world's most important financial centre, which made English a key language for business. England s colonies around the world also made it the language with the most global reach. And as that former colony the U.S. rose to the status of the world's preeminent political economic, military, and cultural power, English became the obvious second language to learn.
　　In the 1990s more and more Europeans found themselves forced to use English. The last generation of business and government leaders who hadn't studied English in school was leaving the stage. The European Community was adding new members and evolving from a paper-shuffling club into a serious regional government that would need a single common language if it were ever to get anything done. Meanwhile, economic barriers between European nations have been disappearing, meaning that more and more companies are beginning to look at the whole continent as their domestic market. And then the Internet came along.
　　The Net had two big impacts. One was that it was an exciting, potentially lucrative new industry that had its roots in the U.S., so if you wanted to get in on it, you had to speak some English. The other was that by surfing the Web, Europeans who had previously encountered English only in school and in pop songs were now coming into contact with it daily.
　　None of this means English has taken over European life. According to the European Union, 47% of Western Europeans （including the British and Irish）speak English well enough to carry on a conversation. That's a lot more than those who can speak German （32%）or French （28%）, but it still means more Europeans don't speak the language. If you want to sell shampoo or cell phones, you have to do it in French or German or Spanish or Greek. Even the U.S. and British media companies that stand to benefit most from the spread of English have been hedging their bets-CNN broadcasts in Spanish; the Financial Times has recently launched a daily German-language edition.
　　But just look at who speaks English: 77% of Western European college students, 69% of managers, and 65% of those aged 15 to 24. In the secondary schools of the European Union's non-English-speaking countries, 91% of students study English, all of which means that the transition to English as the language of European business hasn't been all that traumatic, and it s only going to get easier in the future.
　　24. In the author s opinion, what really underlies the rising status of English in France and Europe is ______.
　　〔A〕American dominance in the Internet software business
　　〔B〕a practical need for effective communication among Europeans
　　〔C〕Europeans eagerness to do business with American businessmen
　　〔D〕the recent trend for foreign companies to merge with each other
　　25. Europeans began to favour English for all the following reasons EXCEPT its ______.
　　〔A〕inherent linguistic properties
　　〔B〕association with the business world
　　〔C〕links with the United States
　　〔D〕disassociation from political changes
　　26. Which of the following statements forecasts the continuous rise of English in the future?
　　〔A〕About half of Western Europeans are now proficient in English.
　　〔B〕U.S. and British media companies are operating in Western Europe.
　　〔C〕Most secondary school students in Europe study English.
　　〔D〕Most Europeans continue to use their own language.
　　27. The passage mainly examines the factors related to ______.
　　〔A〕the rising status of English in Europe
　　〔B〕English learning in non-English-speaking E.U. nations
　　〔C〕the preference for English by European businessmen
　　〔D〕the switch from French to English in the European Commission
　　作文，
　　He that wrestles with us strengths our nerves and sharpens our souls.our antagonist is our helper.忘了是谁说的名言了，以对手为话题，写一篇文章，支持或反驳作者的观点。
　　二 翻译基础
　　词语互译，顺序不记得了。
　　EQ,  A/P, GMO, ISS, ICRC, TARGET, 论语，standard&pool's composite index, 安乐死，核震慑，2010-2012国家中长期人才发展计划纲要，教育公平，经济适用房，等等，其他的忘了。
　　英译汉是写一些诸如维基百科等信息共享网站的作用，以及使用者的态度，我搜了半天没收到，是纽约时报上的，关键词有，wolfram mathematics site，free，commercial，volunteer，critical,谁信息检索必将厉害可以帮忙搜一下。
　　汉译英
　　我们这次到英国看得最多的不是教堂、雕塑、花园，而是政府出资建造的经济房。每到一个城市，陪伴我们参观的小李都不时地指着车窗外的一些高低不一的建筑说：看，这是经济房。
　　经济房自然是给穷人准备的，到处都有此类住房，不由地让我们产生了这样的感觉：英国怎么有这么多的穷人啊？
　　不过英国的穷人不是我们想象的那种饥寒交迫，满街乞讨的可怜之人。相反，有些小日子过得挺滋润。我们在街头见过一些弹着吉他，吹着风笛，或者拉着提琴的所谓卖艺者。从服饰上看，一点没有破破烂烂的模样，看脸上的气色，不能说红光满面，起码也是健康正常肤色，再看手里的乐器，都是半新甚至全新的科技产品。
　　小李告诉我们，别看这些人在瑟瑟秋风的街头演奏，但绝不是为了几个钱。想跟他们拍照，愿意给两个零钱就给，不给也没关系。言外之意：人家并不指望着靠舍施过日子。
　　三 汉语写作和百科知识
　　词语解释。题型变了，一组话里有四个或五个不等的划线词，分别解释，不用阐述关联。
　　1 新大陆的航海大发现，工业革命，文艺复兴，彼得一世改革
　　2 浪漫主义，现实主义，雨果，狄更斯
　　3 战国时代，老子，墨子，
　　4 欧洲债务危机，社会保障，公共产品，私人产品，
　　一共25了，我能想到的只有这么多了。
　　公文写作， 写报告，关于本科阶段设置翻译硕士的利弊，根据社会上两种不同的意见，你以教育部的项目负责人的身份向教育部提出意见和建议。
　　汉语作文，以“对学弟学妹的忠告”为题，以如何利用好大学的时光为主题，根据中国青年报出示的一份调查数据，写一篇800字作文。
　　大概也就这么多了吧，从考研到现在，一直受益于论坛上的各位，写这篇帖子，希望能为一部分提供一点帮助。
　　关于我个人，如果考上了就再写篇经验，如果考不上，就算了。上帝保佑！！