考研翻译硕士英语在线题库每日一练（五）

本文提供考研翻译硕士英语在线题库每日一练，以下为具体内容

1、Please do not be_ by his offensive remarks since he is merely trying to attract attention.

A、distracted

B、disregarded

C、irritated

D、intervened

2、She _____fifty or so when I first met her at the conference.

A、must be

B、had been

C、could be

D、must have been

3、The research requires more money than ________.

A、have been put in

B、has been put in

C、being put in

D、to be put in

4、 Mr. Brown is someone all the students look up to.

A、miss

B、respect

C、fear

D、treat

5、    Of all the lessons taught by the financial crisis, the most personal one has been that American aren't too slick with money. We take out home loans we can't afford. We run up sky-high credit card debt. We don't save nearly enough for the retirement.    In response, proponents of financial-literacy education are stumping with renewed zeal. School districts in states such as New Jersey and Illinois are adding money-management courses to their curriculums. The Treasury and Education departments arc sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begins in March.    Students with top scores on that exam will receive certificates - but chances for long term benefits are slim. As it tums out, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial- literacy movement has gained steam over the past decade, scores have filling on tests that measure how informed students are about things such as budgeting, credit cards, insurance and investments. A survey of college students conducted for the JumpStart Coalition for Personal Financial Literacy found that students who'd had a personal-finance or money-management course in high school scored no better than those who hadn't.    "We need to figure out how to do this in the right way, “says Lewis Mandell, a professor at the University of Washington who after 15 years of studying financial-literacy programs has come to the conclusion that current methods don't work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids' hands and talking openly about the emotions and social influences tied to how we spend.    One promising example of new thinking is found on Chicago's South Side. At the Ariel Community Academy, financial education starts in kindergarten with books like A Chair for My Mother (the moral: if you want to buy something, save money first) and quickly becomes hands- on. Each entering class at Ariel is entrusted with a $20,000 investment portfolio, and by seventh grade, kids are deciding what to buy and sell (profits help pay for college). Last year, for the first time, the eighth-grade class graduated with less than the original S20,000. Talk about a teachable moment: stocks don't always go up.    Other initiatives are tackling such real-world issues as the commercial and social pressures that afflict purchasing decisions. Why exactly do you want those expensive name-brand sneakers so badly? "It takes confidence to take a stand and to think differently," says Jeroo Millimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financial lives. "This goes beyond money and savings.    That approach might have helped in the recent housing bubble. Buyers didn't just need to know how different sorts of mortgages worked; they also needed the fortitude to choose a 30-year fixed rale when everyone around them was buying a bigger house with a riskier loan.     Amid such a complicated landscape, some experts question whether there could ever be enough education to adequately prepare Americans for financial life. A better solution, these critics contend, is to reform the system. "What works is creating institutions that make it easy to do the right thing," says David Laibson, a Harvard economics professor who, like Mandell, has decided after years of research that education isn't a silver bullet. One idea being discussed in Washington is the automatic IRA. Employers would have to enroll each worker in a personal retirement-savings account unless that worker decided to opt out.    Yet even the skeptics arc slow to write of" financial education completely. More than anything, they say, we need to rigorously study the financial decisions of alumni of programs like Ariel and Aflatoun and compare them with those of peers who didn't get the same sort of education. "Until you have experimental evidence, it's all a little speculative," says Michael Sherraden, a professor at Washington University in St. Louis who is conducting a seven-year, randomized, controlled study on whether giving children bank accounts inculcates the habit of saving - a program already being tried on a large scale in the U. K. Yes, good, solid research like this takes a lot of time and resources. But if what we're doing right now isn't working, it's in our own best interest to figure out what does.1. What are Americans supposed to do personally after the financial crisis?2. What is Lewis Mandell's feeling toward the current financial-literacy movement?3. According to the passage, the new kindergarten-entrance financial education is designed to4. According to some critics, a better way to ensure Americans to prepare for financial life is5. Which of the following adjectives best describes the author's treatment of the topic?

问题1

A、Make plans when assets are placed in investments options.

B、Prepare themselves with some money-management skills.

C、Try not to take economic security for granted.

D、Pay much more attention to their retirements.

问题2

A、The program benefits people in budgeting and investment.

B、The program has been ineffective in financial managing.

C、The program would cause psychological problems.

D、The program symbolizes an end to the financial crisis.

问题3

A、educate kids to manage money from the very beginning.

B、teach kids to recognize money from kindergarten.

C、prepare kids' education fees from the very beginning.

D、help kids to decide what to purchase and sell.

问题4

A、to compare two different systems.

B、to do experiments in virtual life.

C、to provide enough curriculums.

D、to set up new institutions.

问题5

A、Neutral.

B、Positive.

C、Negative.

D、Indifferent.

1、试题答案：C

试题解析：

【选项释义】

【考查点】形容词辨析。
【解题思路】固定搭配：be irritated by… 被…激怒，故本题选C选项。
【干扰项排除】A,B,D选项词意不符合
【句意】请不要被他无礼的言论激怒，他是想引起注意。

2、试题答案：D

试题解析：

【选项释义】
A. must be 必须
B. had been 曾经
C. could be 能够
D. must have been一定（对过去事实肯定的推测）
【答案】D
【考查点】时态辨析。
【解题思路】must be表示推测。该句为过去时，且“我”推测她是过去就有五十岁，该句时态应该使用过去完成时，故本题选D选项。
【干扰项排除】A,B,C选项时态不符合。
【句意】我在会议上第一次见到她时，她一定有五十岁左右了。

3、试题答案：B

试题解析：

【选项释义】
A. have been put in已经被放入（现在完成时）
B. has been put in 已经被放入（现在完成时）
C. being put in 被放入（被动）
D. to be put in被放入（不定式的被动）
【答案】B
【考查点】比较状语从句辨析。
【解题思路】than后面是省略了it，句子还原后为…than it have been put in。it指代前面提到的money， money为单数形式，故本题选B选项。
【干扰项排除】A选项与主语不一致，C,D选项时态不符合。
【句意】这项研究需要的资金比已经投入的要多。

4、试题答案：B

试题解析：

【选项释义】

【答案】B
【考查点】动词辨析。
【解题思路】look up to尊敬，故本题选B选项。
【干扰项排除】A,C,D选项词意不符合。
【句意】布朗先生是所有学生都尊敬的人。

5、试题答案：第1题:B;第2题:B;第3题:A;第4题:D;第5题:A;

试题解析：第1题:

【选项释义】金融危机过后，美国人应该做些什么？
A.把资产作为投资选择时要制定计划
B.为自己准备一些理财技巧
C.不要认为经济安全是理所当然的
D.更加关注他们的退休问题
【考查点】推理判断题。
【解题思路】根据第一段中可知，金融危机给美国人的教训是他们在金钱上并不太精明。他们无法负担欠债，也没有为退休后存够钱。由此可以推断出，金融危机过后，美国人应该提高自己的理财能力，故本题选B选项。
【干扰项排除】A,C,D选项不符合题意。

【选项释义】刘易斯·曼德尔对当前的金融知识普及运动有什么看法？
A.该项目有利于人们进行预算和投资
B.该项目在财务管理方面是无效的
C.该项目会导致心理问题
D.该项目象征着金融危机的结束
【考查点】事实细节题。
【解题思路】根据第四段第一句：曼德尔在对金融知识项目进行了15年的研究后得出的结论是，目前的方法行不通。故本题选B选项。
【干扰项排除】A,C,D选项不符合题意。

【选项释义】根据文章，新幼儿园入学金融教育旨在？
A.从一开始就教育孩子如何理财
B.从幼儿园开始教孩子认识金钱
C.从一开始就准备好孩子的教育费用
D.帮助孩子们决定买什么和卖什么
【考查点】推理判断题。
【解题思路】根据第五段可知，金融教育从幼儿园开始，每个入学的学生都加入了投资小组，到七年级，孩子们可以自己决定买什么和卖什么。可以推测出，幼儿园入学的金融教育旨在培养孩子的理财思维，故本题选择A选项。
【干扰项排除】B,C,D选项不符合题意。

【选项释义】根据一些批评人士的说法，确保美国人为财务生活做好准备的更好方法是？
A.比较两种不同的系统
B.在虚拟生活中做实验
C.提供足够的课程
D.设立新机构
【考查点】事实细节题。
【解题思路】根据倒数第二段第二句：这些批评者认为，更好的解决办法是改革制度。有效的方法是创建能够轻松做正确事情的机构。由此可知D选项正确，故本题选择D选项。
【干扰项排除】A,B,C选项不符合题意。

【选项释义】下面哪个形容词最贴切作者对这个话题的态度？
A.中立
B.积极的
C.消极的
D.不关心的
【考查点】主旨大意题
【解题思路】作者全文描述现象引用观点，并没有添加自己的个人情感色彩，A选项最符合题意。
【干扰项排除】B,C,D选项不符合题意。