練習(xí)

Ⅰ Cloze

　　Young women and men are among the world's greatest assets. They bring energy, talent and creativity to economies and create the foundations for future development. But today's   1___ also represent a group   2   serious vulnerabilities in the world of work. In recent years slowing global employment growth and increasing unemployment, underemployment and disillusionment have_ 3__ young people ___4__. As a result, today's youth are faced__ 5 __ a growing deficit of decent work opportunities and high levels of economic and social uncertainty.

　　This report adds to growing evidence of a global situation in which young people face increasing difficulties when entering the __6___ force market. One of the ___7___ findings of the report is that a global deficit of decent work opportunities has resulted in a situation in which one out of three youth in the world is  ___8___ seeking but unable to find work (the unemployed), has given up  __9___ the job search entirely (the discouraged) or is working but still living below the US$2 a day  ___10___ line (the working poor). This second version of the GET Youth updates the key world and regional youth labor market indicators, but offers original research as well,  __11____ a careful estimation of the number and share of youth who work but are living in households of less than US$1 or 2 a day (the so-called youth working poor). The working poor youth estimate can serve  ___12___ a proxy for income-related underemployment and therefore fits nicely  __13____ the framework presented in the report for  ___14__ youth who are most at risk to  __15___ from degrees of exclusion from decent work and therefore a framework for identifying whom would benefit most from targeted interventions.

　　Without the right foothold  __16___ which to start out right in the labour market, young people are  ___17___to make choices that will improve their own job prospects and those of their future dependents. This,  __18___, perpetuates the cycle of insufficient education, low-productivity employment and working poverty from one generation to the next. The report, therefore, adds urgency __19___ the UN call for development of strategies aimed to give young people a chance to make ___ 20 __ of their productive potential through decent employment.

1. [A]youth           [B]youths        [C]youthes        [D]the youth

2. [A]of              [B]with          [C]about          [D]in

3. [A]beat             [B]hit           [C]hurt           [D]attack

4. [A]worst           [B]hardest        [C]the worst       [D]the hardest

5. [A]to              [B]up            [C]with           [D]up to

6. [A]work           [B]job            [C]employment    [D]labor

7. [A]principle        [B]principal        [C]prior          [D]previous

8. [A]either           [B]neither         [C]both           [D]/

9. [A]with            [B]to             [C]about          [D]on

10. [A]poor           [B]poverty         [C]impoverished   [D]needy

11. [A]included        [B]including       [C]and            [D]with

12. [A]like            [B]/              [C]as             [D]to be

13. [A]in             [B]within          [C]of             [D]for

14. [A]realizing        [B]organizing      [C]acknowledging   [D]identifying

15. [A]suffer           [B]be suffered     [C]being suffered    [D]suffering

16. [A]in              [B]of             [C]from           [D]about

17. [A]unable          [B]less able        [C]more able       [D]able

18. [A]after all         [B]therefore        [C]in turn         [D]however

19. [A]with            [B]on             [C]upon          [D]to

20. [A]most            [B]the most        [C]a most         [D]much

Part A 閱讀理解

Passage One

　　Persons with disabilities typically face extraordinary obstacles in finding employment. This is evident in their significantly higher levels off unemployment and underemployment than the general population. Employment levels vary by type of disability, but the Harris Survey of 2004 reported that 35% of persons with severe disabilities are employed up slightly from the 31% employment rate found by the same survey in 2000, but very low compared to the employment rate of about 78% or 80% of the general population.

　　Employment involves matching potential employees with job opportunities. To the extent that employment does not occur, the root of the problem may lie with the employee, with the job opportunities, or with the mechanisms that match the two sides together. The strategies that vocational programs for persons with disability typically use to address the problem off unemployment among persons with disabilities already, recognize many of the causes that contribute to a high rate of unemployment, but there is one major cause they overlook.

　　On the job opportunity side of the relationship, employment programs offer solutions to address specific problems that deny persons with disabilities an equal opportunity to get the job. These may include education programs to counter negative employer or coworker stereotypes, workplace assessments to identify accessibility concerns in the physical layout and organization of the workplace, workplace supports to encourage employee integration with coworkers, and financial incentives and legal initiatives to counter externalities that would give employers a disincentive to hire an employee with a disability.

　　On the employee end of the relationship, job training, teaching off specific work skills, and technological assistance are mainstays of many disability vocational programs. These solutions address perceived deficits in the skills and talents of the potential employees who these programs serve, based on the assumption that consumers would be employed if they had stronger marketable skills. These factors are what some sociologists and labor market economists refer to as human capital.

　　In matching employees with employers, existing programs often teach consumers how to write a resume, improve interview skills, teach people bow to find a job and assist in locating job opportunities. Some programs also try to teach typical office "culture". While they may not be directly relevant to the job function, these elements make employment more likely and in the case of office culture, can improve success at the job. These factors are what some sociologists call cultural capital. One major factor in the matching aspect of employment that very few, if any, vocational programs for persons with disabilities seem to include is what sociologists call social capital. Social capital is the set or network of social relationships by which most people find employment.

1. What did the author want to tell us in the first paragraph?
[A] Persons with disabilities can't find a job.
[B] 35% of persons with severe disabilities are employed.
[C] Persons with disabilities' employment rate of 2004 are higher than the year 2000.
[D] Disabled persons' employment rate are very low compared to the employment rate of the general population.

2.According to the second paragraph, which of the following is true?
[A] Matching potential employees with job opportunities is one part of employment.
[B] The root of the problem that employment does not occur may lie with the employees.
[C] Persons with disabilities' lower employment rate may lie with the mechanisms.
[D] Persons with disabilities' lower employment rate is a social problem.

3.Read the third paragraph carefully and find out which of the following is a good method for an employer to hire employees with disabilities?
[A] The employer must be a kind hearted person.
[B]The disabled employee can suit for the job.
[C] There must be a employment program for disabled persons.
[D] The employee was not a severe disabled person.

4.Which of the following is not mentioned in paragraph 4?
[A]Disabled people should go to have job training.
[B]Disabled people should learn some specific work skills.
[C]Disabled people should have human capital.
[D]Disabled people should get technological assistance.

5.Which of the following are not mentioned in the last paragraph for matching employees with employers?
[A]To teach disabled persons how to write a resume.
[B]To improve their interview skills.
[C]To teach people how to find a job.
[D]Through the social capital.

Passage Two

　　Alternative employment arrangements represent one of the fastest growing categories of employment in the U.S. labor force. Defined by the Bureau of Labor Statistics, alternative employment arrangements represent any employment arrangement that involves an intermediary or whose time, place, or quantity of work is unpredictable such as independent contracting and on-call work. About 10% of the U.S. labor force is currently in alternative employment arrangements, which include either full-time or part-time work schedules. In fact, access to part-time hours has often been given as one of the reasons women seek out alternative employment. Still, most people in these arrangements work full time; only 20% of temporary agency workers and 26% of independent contractors are part time, and many workers-both young and old-consider alternative employment arrangements as a viable employment option compared to standard employment.

　　Social observers often invoke gender to explain why workers "choose" alternative employment arrangements, i.e., prefer them to standard employment. The assumption is that alternative employment offers greater flexibility, thereby facilitating working parents'management of both their unpaid family care work and paid employment. Scholars have examined whether workers "choose" and prefer part-time work to standard employment, but less is specifically known about the choices of alternative employment arrangements. There are few empirical studies of alternative employment arrangements that focus specifically on gender and how gender influences alternative employment arrangement choices. Rather, the spotlight has been on the contingent or temporary nature of alternative employment. Management science researchers, in particular, have either ignored gender and family-related issues altogether or have treated gender as a proxy for preference for child care-taking responsibilities. Although recent qualitative research does point to the importance of gender values and stereotypes in shaping attitudes toward temporary employment, the study samples are small or else the topic is primarily about reduced-time arrangements.

　　Our goal in this study was to assess the gendered nature of alternative employment arrangements. Research shows that gender-related processes influence attitudes, behaviors, and outcomes on multiple levels, from the individual to broad structural and institutional features of societies. We first investigated how attitudes toward alternative employment arrangements are shaped by gender-related beliefs and gendered social contexts. Studying two very different types of alternative employment arrangements at different levels of analysis permitted us to capture the way people "do gender" even in "alternative" employment structures. We built on and extended recent qualitative research by drawing on a nationally representative sample of full-time and part-time independent contractors and temporary agency workers.

　　Gender Schema and Gender-Related Beliefs

　　Gender schemas represent the cognitive lenses through which individuals differentially view women and men. These cultural schemas (about the way things are and the way things should be) impose gender-based classifications on social reality, and encourage the sorting of people, attributes, behaviors, and other things on the basis of culturally prevailing, polarized definitions of masculinity and femininity. As such, gender schemas affect individual perceptions, interpretations, and expectations.

　　Gender schema provides patterned guides to everyday life in the form of specific and diffuse norms about men's and women's work and family roles. These schemas are reenacted and reinforced by the social organization of work, family, and community-policy regimes that privilege those who follow the standard masculine lock-step career mystique. But this pattern, developed in the 1950s, was predicated on the feminine mystique of full-time homemakers backing up men climbing career ladders. Even though most women are now in the workforce and most working men no longer have wives who are full-time homemakers, gender schema that presume the primacy of men in the public sphere of paid work and women in the private sphere of family care work are deeply embedded in American culture. Indeed most couples conform to this gender typing--married men continue to view themselves as the principal breadwinners, and even employed women remain the principal unpaid family care providers. Furthermore, research suggests that Americans harshly judge people who deviate from established schema.

1.Which of the followings is closest in meaning with alternative employment arrangements?
[A]Homemaking
[B]Breadwinning
[C]Part-time work
[D]Contracting

2.According to the article, which of the followings is one of the reasons why women seek out alternative employment?
[A]Access to part-time hours
[B]Personal freedom and independence
[C]Recognition
[D]None of the above

3.Social observers often assume that             .
[A]alternative employment is more preferable to women than to men
[B]alternative employment is better than standard employment
[C]alternative employment facilitates working parents' management
[D]alternative employment is a temporary phenomenon

4.Gender schemas affect all of the followings except             .
[A]individual perceptions
[B]individual interpretations
[C]individual expectations.
[D]individual social statuses

5.By and large, this article is most probably found in             .
[A]a science fiction
[B]a newspaper report
[C]an academic journal
[D]a government report

Ⅰ Cloze

1.[A]
本文主要講當(dāng)今年輕一代的就業(yè)趨勢(shì)和問(wèn)題。當(dāng)youth意為young people in general時(shí)，為不可屬名詞。

2.[B]
with表明主語(yǔ)所帶性質(zhì)，其他搭配均不可表達(dá)此意，故將它們排除。

3.[B]
hit在此句中意為"對(duì)......產(chǎn)生意外或不良的影響，使痛苦，殃及"。注意與beat, hurt, attack的區(qū)分。beat 通常指物理上的打擊，有時(shí)用來(lái)指打敗，用在這里不合適。hurt是傷害的意思，通�？梢灾干眢w上受傷或是情感受到傷害，但空格所在的句子是在講失業(yè)給人帶來(lái)的心理打擊，用heart就不大合適了。 Attack是指進(jìn)攻，攻擊的意思，與該句語(yǔ)義不符

4.[D]
the hardest是最高級(jí)形式，此處不能省略定冠詞。此外，與動(dòng)詞hit搭配的只能是hit something hard. 用bad是不對(duì)的。

5.[C]
be faced with 是固定搭配，意為"被迫面對(duì)"。

6.[D]
labor force意為"勞動(dòng)力"，為固定搭配。其它選項(xiàng)均不合題意。

7.[B]
principal是形容詞，意為"主要的"或"最重要的"。principle是名詞，指行為的規(guī)范。

8.[A]
注意后文中有一個(gè)or。 either...or是固定搭配。其他選項(xiàng)均與題意不符，應(yīng)予以排除。

9.[D]
give sth. up to sb. 意為"將某物交與他人"，因此不合題意。give up on意為"放棄做某事的嘗試"。

10.[B]
poverty line意思是"貧困線"，是屬于約定俗成的表達(dá)法。

11.[B]
根據(jù)題意可以判斷此處不是并列結(jié)構(gòu)，所以"and"被排除。including為介詞，意為"包括（某人/某事物）在內(nèi)"。

12.[C]
serve sb. for/as sth.意為"滿足（需要），達(dá)到（目的），適合（于）"。

13.[B]
framework意為"原則，思想"，是個(gè)人的做出判斷和決定的依據(jù)。within the framework 是一種固定搭配，屬于約定俗成用法，文中in，of，for，在這種情況下都不適合同framework搭配。

14.[D]
此處考查對(duì)詞義的理解。identify意為"確認(rèn)，辨明（某人/某事物）"。

15.[D]
at risk to sb/sth 意為"冒失去或殃及某人/某事物的危險(xiǎn)"。此句中suffering為動(dòng)名詞形式，且不可用被動(dòng)語(yǔ)態(tài)。

16.[C]
句義邏輯題。解該題時(shí)需要仔細(xì)閱讀原文，首先讀懂文意，然后再理清各句成分之間邏輯關(guān)系。該處需要填的是一個(gè)介詞，是引導(dǎo)修飾"foothold"（立足之處）的定語(yǔ)從句的介詞這里用from是最好的，而in，of和about三個(gè)詞就不適合用在這里。

17.[B]
這道題需要根據(jù)原文語(yǔ)義邏輯來(lái)判斷，屬于行文邏輯題范疇。原文中這個(gè)空出現(xiàn)的位置需要填年輕人做出的選擇對(duì)工作前景的影響程度，這要結(jié)合上一個(gè)選項(xiàng)所在句一同考察。該句說(shuō)除了在人力市場(chǎng)找準(zhǔn)正確的立足點(diǎn)以外年輕人很難有機(jī)會(huì)改善他們的工作和生活前景。如果選擇unable將使該句過(guò)于絕對(duì)化，不符合作者本意，more able則剛好與該句意思相反，我們理解了這句話意思后就可以輕易排除，與C同理D項(xiàng)able也可排除。

18.[C]
語(yǔ)義理解題。解該題的要點(diǎn)在于語(yǔ)義的理解與把握上。in turn的意思為"依次、逐個(gè)地"。

19.[D]
解該題需要我們熟悉幾個(gè)固定搭配，"add"和"to"在這里即為為固定搭配，見(jiàn)到后即可直接選出答案。

20.[B]
語(yǔ)義理解題。在這里，make the most of意為"盡可能地充分利用"。

Ⅱ Reading Passages

Part A

Passage One[疑難長(zhǎng)句翻譯與注解]

1．Persons with disabilities typically face extraordinary obstacles in finding employment.

[譯文]殘障人士在找工作時(shí)通常要面臨極大困難。

[注解]這里"finding employment"作狀語(yǔ)，在原文中后置了，在翻譯的時(shí)候要把它提到合適的位置上來(lái)。

2．Employment levels vary by type of disability, ...78% or 80% of the general population.

[譯文]就業(yè)人數(shù)水平依殘疾程度而變，但是，據(jù)2004年Harris的調(diào)查顯示，35%的重度殘障人士找到了工作，略高于2000年31%這個(gè)數(shù)據(jù)，但與普通人口78%或80%的就業(yè)率相比還是太低了。

[注解]type of disability字面上看是說(shuō)殘障的類型，但本文中，它是指殘疾的程度。關(guān)于這一點(diǎn)我們看到這句"with severe disabilities"(嚴(yán)重殘疾)時(shí)就應(yīng)該明白，這兩個(gè)詞組的意思是對(duì)仗的。所以在翻成漢語(yǔ)時(shí)，要把這個(gè)意思表達(dá)出來(lái)。這也提供了一個(gè)關(guān)于閱讀方面的啟示：如果有生詞或是短語(yǔ)不理解時(shí),通過(guò)看上下文用以指代該名詞或短語(yǔ)的代詞或是轉(zhuǎn)述它的名詞，這可以幫助我們理解。

3．Employment involves matching potential employees with job opportunities.

[譯文]就業(yè)包括為潛在員工提供就業(yè)機(jī)會(huì)。

[注解]本句是總領(lǐng)全段的句子，對(duì)它的意思的把握有助于對(duì)全文的理解。match的本意是匹配的意思。這句話如果按照字面來(lái)翻，應(yīng)該是讓潛在員工與就業(yè)機(jī)會(huì)匹配，但這樣一來(lái)不符合漢語(yǔ)習(xí)慣因此作如上調(diào)整。

4．To the extent that employment ...that match the two sides together.

[譯文]就這個(gè)意義而言，這種層面的雇傭工作還沒(méi)有，其根源應(yīng)該出在雇員本身，工作機(jī)會(huì)或者是兩者之間的協(xié)調(diào)機(jī)制上。

[注解]"to the extent"意思是就這個(gè)意義而言。

5．On the job opportunity...an equal opportunity to get the job.

[譯文]從工作機(jī)會(huì)方面來(lái)看這種關(guān)系，就業(yè)計(jì)劃為特別問(wèn)題的關(guān)注提供解決辦法，這種特別問(wèn)題的關(guān)注就是指那些否認(rèn)殘障人士有和普通人均等的就業(yè)機(jī)會(huì)。

[注解]綜合上述五個(gè)翻譯，會(huì)發(fā)現(xiàn)，本文在這里多處用到了"persons with disabilities"殘障人士這個(gè)帶有委婉色彩的詞。在翻譯時(shí)要注意到原文的感情色彩，將這一點(diǎn)體現(xiàn)出來(lái)。

[答案]

1.[D]
第一段強(qiáng)調(diào)的重點(diǎn)不在于有殘疾的人士就業(yè)率是否增長(zhǎng)，也不在于他們的就業(yè)率到底是多少，更沒(méi)有說(shuō)他們找不到工作。而是講，同正常人相比，他們很難找到工作。所以選D。

2.[A]
細(xì)節(jié)題。A項(xiàng)出現(xiàn)在原文第二段第一句話。B項(xiàng)和C項(xiàng)分別說(shuō)的不完全。D項(xiàng)在該段中沒(méi)有明確提到。所以A項(xiàng)正確。

3.[C]
細(xì)節(jié)判斷題。第三段主要在講的是為幫助殘疾人就業(yè)而制定的一些計(jì)劃，并詳細(xì)介紹了其中包括哪些方面。

4.[C]
這里面A、B、D都是文章中明確提到了的內(nèi)容，在原文中都可以找到出處，C是看似正確而在原文卻查不到依據(jù)，所以C屬于干擾選項(xiàng)，應(yīng)予以排除。

5.[C]
細(xì)節(jié)辨析題。首先注意該題問(wèn)的是那個(gè)選項(xiàng)是沒(méi)有提到的，我們看原文，文中使用的原句是"to teach people bow to find a job"而C項(xiàng)把"bow"換成了"how"，所以錯(cuò)誤。

Passage Two

[疑難長(zhǎng)句翻譯與注解]

1．Scholars have examined ...the choices of alternative employment arrangements.

[譯文]相較于全日制工作而言就業(yè)者是否更傾向于選擇非全日制工作呢，學(xué)者們已經(jīng)就此進(jìn)行了研究，但對(duì)于為什么會(huì)選擇打零工卻知之甚少。

[注解]原句是一個(gè)并列復(fù)句，每個(gè)分句中都各有其主語(yǔ)，在翻譯并列復(fù)句的時(shí)候?yàn)楸苊馄缌x我們通常會(huì)采用"重復(fù)譯法"，即將兩個(gè)分句的主語(yǔ)分別翻譯出來(lái)，只有在不引起歧義的情況下（如本句即屬于不引起歧義的情況）才可以用一個(gè)主語(yǔ)。在本句中，盡管第二個(gè)復(fù)句以"less"為主語(yǔ)，但實(shí)際上這是一個(gè)被動(dòng)語(yǔ)態(tài)表達(dá)法，如果直譯的話不符合漢語(yǔ)語(yǔ)序，所以我們把譯文調(diào)整為主動(dòng)句式。這樣就有了如上譯文。如果這是一道考研翻譯題，考生們?cè)跁r(shí)間有限的情況下，如果沒(méi)有把握避免歧義，建議還是按照"重復(fù)譯法"將兩個(gè)分句主語(yǔ)拆開(kāi)來(lái)分別譯出以防出錯(cuò)。

2. Management science researchers, ...care-taking responsibilities.

[譯文]尤其是管理學(xué)的研究者。他們要不然就完全對(duì)與性別和家庭相關(guān)的問(wèn)題不屑一顧，要不然就把性別作為劃分夫婦雙方育兒責(zé)任的理由。

[注解] gender是名詞，意思是性別。文中"either...or..."是一對(duì)關(guān)聯(lián)詞，意為"要不......要不......"這里用來(lái)引出兩派的觀點(diǎn)的分歧。

3. Studying two very different ...employment structures.

[譯文]從不同的分析層面對(duì)兩種截然不同的"替代就業(yè)安排"進(jìn)行研究使我們即使在"替代就業(yè)"的結(jié)構(gòu)中也能夠認(rèn)清人們是如何根據(jù)性別不同做出不同的選擇判斷的。

[注解]該句子比較長(zhǎng)，邏輯有些復(fù)雜.。首先"Studying two very ...at different levels of analysis"這個(gè)從句是整個(gè)句子的主語(yǔ)，"permitted"是該句的謂語(yǔ)，"us"是賓語(yǔ)，其后是賓語(yǔ)補(bǔ)足語(yǔ)。.在翻譯時(shí)把握住句子的邏輯結(jié)構(gòu)有利于考生正確理解句意。

4．Gender schema provides ... family roles.

[譯文] "性別圖譜"以特殊的方式為我們?nèi)粘Ｉ�活提供了一種模式，這種方式通過(guò)推廣男男女女在工作和家庭中應(yīng)扮演的角色的辦法來(lái)提供。

[注解]本句的主語(yǔ)是"Gender schema"，謂語(yǔ)是"provides"，該句主干應(yīng)為"schema provides guides"是該句的主干，"in the form of ......"是賓語(yǔ)"guides"的補(bǔ)語(yǔ)用于補(bǔ)充說(shuō)明方式的。該句中提到的 "性別圖譜"與"性別身份"或稱"性別認(rèn)同"類似，但翻成"性別圖譜"更適用于表述人的社會(huì)性別形成的過(guò)程。

5．Indeed most couples ...unpaid family care providers.

[譯文]大部分的夫婦確實(shí)也遵守了這一社會(huì)性別定型--丈夫仍然認(rèn)為自己是一家之主，而妻子即使在外工作也要承擔(dān)大部分照顧家庭的工作。

[注解]本句主語(yǔ)是"most couples",謂語(yǔ)是"confirm to",賓語(yǔ)是"this gender typing"以及破折號(hào)之后的部分。全句的主干為"couples confirm to typing"破折號(hào)后的部分屬于"typing"的補(bǔ)語(yǔ)。在翻譯的同時(shí)請(qǐng)注意把握原文的文體，本文中作者將家庭勞動(dòng)與工作勞動(dòng)同等看待，在遣詞造句上體現(xiàn)出了行文的嚴(yán)謹(jǐn)，那么我們的譯文也同樣要體現(xiàn)出這一點(diǎn)來(lái)以使得文風(fēng)相一致。

[答案]

1.[C]
近義詞比較題。本題也可以算作推斷題。從原文的邏輯關(guān)系看我們也能順利猜出"alternative employment arrangements" 的意思是打零工。

2.[A]
從原文中看，我們知道，婦女出門打零工既不是由于個(gè)人的獨(dú)立自主也不是想要獲得贊賞，而是由于有空閑時(shí)間。

3.[C]
細(xì)節(jié)題�；氐皆�文，我們看A中說(shuō)婦女打零工比男人更有優(yōu)勢(shì)，但文中沒(méi)有提到。B中說(shuō)，打零工要比正式工作好，這也不是文章的本意。D中說(shuō)打零工是臨時(shí)現(xiàn)象，這在文中沒(méi)有提到，所以此三項(xiàng)均可排除，C是正確答案。

4.[D]
細(xì)節(jié)題。本題需要能夠準(zhǔn)確把握文章細(xì)節(jié)，可以先預(yù)讀選項(xiàng)，然后在閱讀文章過(guò)程中，看到這些關(guān)鍵詞就在文章中劃出來(lái)。

5.[C]
推理題。需要考生對(duì)文體有一定的把握。本篇文章學(xué)術(shù)性強(qiáng)，不屬于小說(shuō)，可排除A項(xiàng)，同時(shí)，它不屬于新聞性或官方的宣傳類的文章，應(yīng)當(dāng)屬于一篇學(xué)術(shù)性刊物，所以選C。