翻译硕士英语阅读简答题技能.docx
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翻译硕士英语阅读简答题技能.docx
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翻译硕士英语阅读简答题技能
翻译硕士英语:
阅读简答题技能
翻译硕士英语阅读简答题理论部分
(一)题型分析
根据翻译硕士英语考试大纲,翻硕英语阅读简答题要求根据所阅读的文章,用3-5行字数的有限篇幅扼要回答问题,重点考查阅读综述能力。
本部分题材广泛,体裁多样,选材体现时代性、实用性;重点考查通过阅读获取信息和理解观点的能力;对阅读速度有一定要求。
这一题型的要求介于阅读选择题和写作之间,测试考生运用语言“说话”和表达自己思想的能力。
由此可见,阅读简答题和选择题不同,考查的是考生语言的综合运用能力以及组织语言的能力,更能体现考生的语言水平和表达能力,比阅读选择题更难,综合考查语言能力、理解能力、表达能力和知识面等。
(二)解题思路
阅读简答的一般解题思路可归纳为四部曲:
略读——审题——细读解题——核实。
1.第一步,做题之前,采取略读与跳读的方法弄清文章的主旨大意,了解基本信息,理解整篇文章的基调和体裁,把握文章的主体结构和写作思路,作者的写作目的与态度等,为后面的答题做好铺垫。
2.第二步,审题,即看清问题,明确题目要求,做到心中有数。
一般来说,阅读简答的问题会围绕常用的疑问词。
因此考生在动笔答题之前,要把握疑问词:
what,why,when,where,who,which,how。
弄明白问题是什么,了解出题人的意图,仔细推敲每一题的考点是什么,针对每个问题的疑问词回答,答案才能一针见血,正中要害,否则,可能会出现答非所问,文不对题的现象。
3.第三步,边细读文章边解题,即在细读题目,理解题目要求的基础上,在文中查找相关的信息回答问题。
回答问题时,注意以下几点:
(1)回答时要简短。
顾名思义,简短回答题即简答题。
因此考生没有必要展开回答,这样既节省时间,又避免出错,当然回答必须正确全面。
(2)答题时要注意联系上下文。
做阅读理解时,应始终遵循一条原则:
依据文中的内容和信息做题。
每个问题都是围绕文章的内容提出的,都可以在文中找到依据,即使不能直接找到答案,也可以从文中相关信息推测出答案。
因此答题时,要做到有据可依,不要凭借自己的想象答题。
(3)答题时,采用自己有把握的表达,做到这一点便能赢得时间,防止笔误和其他错误,比
如语法错误等。
(4)字迹要工整,卷面保持干净。
4.第四步,核实,即检查核对答案。
通常是做完题目后,再把文章看一遍,检查回答是否符
合文章内容,答题是否符合要求,拼写及大小写是否正确等。
(三)解题技巧
1.主题概括类
主题概括类题目要求用简练的语言组织几句话或是一段话,表明文章的大意。
概括能力是阅
读综合能力的一个体现,要求考生不能原封不动地照搬原文,而这在阅读简答中经常出现。
一般来说,文章的开头部分会指出文章的中心思想,主体部分的每一段也往往有主题句,主
题句通常在段首或段尾。
有些文章的结尾还会对全文作一个总的概括。
可参考以下几种写
summary的策略:
(1)在summary中只包含关键的内容,用概括性的语句,忽略细节描述,避免细节性语句,
交代文章内容梗概即可;
(2)将意义重复的句子和段落归纳整理,避免重复;
(3)简化描述,将修饰、描述性的词汇和语句省略,只需交代清楚关键要素和脉络;
(4)使用连接词,summary也是一个连贯的段落,句群、句子与句子之间的逻辑关系要靠适
当的连接词形成一个整体,使表达更加清楚,层次更分明;
(5)注意人称和语句的转换,如第一人称需转换成第三人称,直接引语需转换成间接引语等。
Example:
MikeandAdamHurewitzgrewuptogetheronLongIsland,inthesuburbsofNewYorkCity.Theywereveryclose,evenforbrothers.SowhenAdam’sliverstartedfailing,Mikeofferedtogivehimhalfofhis.TheoperationsavedAdam’slife.ButMike,whowentintothehospitalinseeminglyexcellenthealth,developedacomplication—perhapsabloodcolt—anddiedlastweek.Hewas57.
MikeHurewitz’sdeathhaspromptedalotofsoulsearchinginthetransplantcommunity.Wasitatragicflukeorasignthattransplantsurgeryhasreachedsomekindofethicallimit?
TheMountSinaiMedicalCenter,theNewYorkCityhospitalwherethecomplexdoubleoperationwasperformed,hasputonholditsadultlivingdonorlivertransplantprogram,pendingareviewof
Hurewitz’sdeath.MountSinaihasperformedabout100suchoperationsinthepastthreeyears.
A1-in-100riskofdyingmaynotseemlikebadodds,butthere’smoretothisethicaldilemmathanasimpleratio.Thefirstandmostsacredruleofmedicineistodonoharm.“Foranormalhealthypersonamortalityrate1%ishardtojustify,”saysDr.JohnFung,chiefoftransplantationat
theUniversityofPittsburghMedicalCenter.“Iftheratestaysat1%,it’sjustnotgoingtobeaccepted.”Ontheotherhand,there’sanacuteshortageoftraditionaldonororgansfrompeoplewhohavediedinaccidentsorsufferedfatalheartattacks.Iffamilymembersfullyunderstandtherisksandarewillingtoproceed,isthereanyreasontostandintheirway?
Indeed,arecentsurveyshowedthatmostpeoplewillacceptamortalityrateforlivingorgandonorsashighas20%.Theodds,thankfully,aren’tnearlythatbad.Forkidneydonors,forexample,theriskrangesfrom1in2,500to1in4,000forahealthyvolunteer.Thathelpsexplainwhynearly40%ofkidneytransplantsintheU.S.comefromlivingdonors.
Theoperationtotransplantaliver,however,isalottrickierthanonetotransplantakidney.Notonlyistheliverpackedwithbloodvessels,butitalsomakeslotsofproteinsthatneedtobeproducedintherightratiosforthebodytosurvive.Whenorgansfromtherecentlydeceasedareused,thesurgeongetstopickwhichpartofthedonatedliverlooksthebestandtotakeasmuchofitasneeded.Assumingallgoeswell,ahealthylivercangrowbackwhateverportionoftheorganismissing,sometimeswithinamonth.
Aliving-donortransplantworksparticularlywellwhenanadultdonatesamodestportionofthelivertoachild.Usuallyonlytheleftlobeoftheorganisrequired,leadingtoamortalityrateforliving-donorsintheneighborhoodof1in500to1in1,000.Butwhentherecipientisanotheradult,asmuchas60%ofthedonor’sliverhastoberemoved.“Therereallyisverylittlemarginforerror,”saysDr.Fung.Bywayofanalogy,hesuggests,thinkofatree.“Anadult-to-childliving-donor
transplantislikecuttingoffalimb.Withanadult-to-adulttransplant,you’resplittingthetrunkin
halfandtryingtokeepbothhalvesalive.”
Evenifapotentialdonorunderstandandacceptstheserisks,thatdoesn’tnecessarilymeantheoperationshouldproceed.Allsortsofsubtlepressurescanbebroughttobearonsuchadecision,saysDr.MarkSiegler,directoroftheMacLeanforClinicalMedicalEthicsattheUniversityofChicago.“Sometimesthesickerthepatient,thegreaterthepressureandthemorewillingthedonor
willbetoacceptrisks.”Ifyoufeelyoucan’tsayno,isyourdecisiontrulyvoluntary?
Andifnot,is
itthemedicalcommunity’sresponsibilitytosaveyoufromyourownbestintentions?
Transplantcentershavedevelopedscreeningprogramstoensurethatlivingdonorsfullyunderstandthenatureoftheirdecision.Butunexamined,forthemostpart,isthelargerissueofjusthowmuchavolunteershouldbeallowedtosacrificetosaveanotherhumanbeing.Sofar,weseemtobesayingsomeriskisacceptable,althoughwe’restillvagueraboutwherethecutoffshouldbe.TherewillalwaysbefamilymemberslikeMikeHurewitzwhoareheroicallypreparedtomaketheultimatesacrificeforalovedone.Whatthemedicalprofessionandsocietymustdecideisifit’s
appropriatetoletthemdoso.
Question:
DescribeinyourownwordsthelivertransplantbetweenthetwobrothersMikeandAdam.
参考答案:
MikeandAdamarebrothersandunfortunately,one’sliverbecame“failing”.Inorderto
rescueAdam,Mikedonatedhalfofhisliver.Asaresult,Adamsurvived,butMike,thehealthybrother,duetothe“complication”developedintheoperation,diedafterthesuccessfultransplant.
2.观点态度题
观点态度题常常包含作者以及文中出现的人物的观点和态度。
对于他们的态度和观点,多数
情况下文中有明确的说明,题目只是对原文内容进行了一定程度的转换。
作者或文中人物的
态度往往会通过字里行间流露出来,考生要从原文的用词和句式中判断出其中蕴含的感情色
彩。
对于作者观点态度题,考生要弄清楚作者要表达得中心思想,想要论证和说明的问题,
相关的论据和论证,有时,在文中的开头或结尾也会暗含作者对所论述的问题的态度;对于
文中出现的人物观点态度题,文中一般会出现如ProfessorSmithbelieves/argues/states等提示
信息,要从上下文仔细揣摩他们的观点,可能与作者观点一致,可能刚好相反。
Example:
Wemightmarvelattheprogressmadeineveryfieldofstudy,butthemethodsoftestingaperson’sknowledgeandabilityremainasprimitiveasevertheywere.Itreallyisextraordinarythatafteralltheseyears,educationistshavestillfailedtodeviceanythingmoreefficientandreliablethanexaminations.Forallthepiousclaimthatexaminationstestwhatyouknow,itiscommonknowledgethattheymoreoftendotheexactopposite.Theymaybeagoodmeansoftestingmemory,ortheknackofworkingrapidlyunderextremepressure,buttheycantellyounothing
aboutaperson’strueabilityandaptitude.
Asanxiety-makers,examinationsaresecondtonone.Thatisbecausesomuchdependsonthem.Theyarethemarkofsuccessoffailureinoursociety.Yourwholefuturemaybedecidedinonefatefulday.Itdoesn’tmatterthatyouweren’tfeelingverywell,orthatyourmotherdied.Littlethingslikethatdon’tcount:
theexamgoeson.Noonecangiveofhisbestwhenheisinmortalterror,orafterasleeplessnight,yetthisispreciselywhattheexaminationsystemexpectshimtodo.Themomentachildbeginsschool,heentersaworldofviciouscompetitionwheresuccessandfailureareclearlydefinedandmeasured.Canwewonderattheincreasingnumberof“drop-outs”:
youngpeoplewhoarewrittenoffasutterfailuresbeforetheyhaveevenembarkedonacareer?
Canwebesurprisedatthesuiciderateamongstudents?
Agoodeducationshould,amongotherthings,trainyoutothinkforyourself.Theexaminationsystemdoesanythingbutthat.Whathastobelearntisrigidlylaiddownbyasyllabus,sothestudentisencouragedtomemorize.Examinationsdonotmotivateastudenttoreadwidely,buttorestricthisreading;theydonotenablehimtoseekmoreandmoreknowledge,butinducecramming.Theylowerthestandardsofteaching,fortheydeprivetheteacherofallfreedoms.Teachersthemselvesareoftenjudgedbyexaminationresultsandinsteadofteachingtheirsubjects,theyarereducedtotrainingtheirstudentsinexamtechniqueswhichtheydespise.Themostsuccessfulcandidatesarenotalwaysthebesteducated;theyarethebesttrainedinthetechniqueofworkingunderduress.
Theresultsonwhichsomuchdependsareoftennothingmorethanasubjectiveassessmentbysomeanonymousexaminer.Examinersareonlyhuman.Theygettiredandhungry;theymakemistakes.Yettheyhavetomarkstacksofhastilyscrawledscriptsinalimitedamountoftime.Theyworkunderthesamesortofpressureasthecandidates.Andtheirwordcarriesweight.Afterajudge’sdecisionyouhavetherightofappeal,butnotafteranexaminer’s.Theremustsurelybemanysimplerandmoreeffectivewaysofassessingaperson”strueabilities.Isitcynicaltosuggestthatexaminationsaremerelyaprofitablebusinessfortheinstitutionsthatrunthem?
Thisiswhatitboilsdowntointhelastanalysis.Thebestcommentonthesystemisthisilliteratemessagerecentlyscrawledonawall:
“Iwereateenagedrop-outandnowIareateenagemillionaire.”
Question:
What’stheauthor’sattitudetowardsexamination?
答案:
Theauthor’sattitudetowardsexaminationiscritical.
答案解析:
InPara.1,theauthorstatesthatexaminationscannottestaperson’strueabilityand
aptitude.InPara.2,theauthorarguesthattheexaminationsareanxiety-makers.InPara3and4,theauthorpointsoutfurtherthattheexamination
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