2014北师大mti 回忆版真题 +复试流程

小虾要减肥

985院校复试出成绩真的是快啊 上个月录取工作就结束了 我的好多同学今天才去参加复试  
复试是早上八点开始的 先点名 缴费 九点左右正式面试  成绩好的会安排在上午 剩下的安排在下午 提前十分钟会给一篇文章 先看一下 有五个问题在上面大概 没有专八文章难 进去之后老师会根据文章提问 让你总结 找几句话让你翻译 还会根据个人提交的材料提出一些问题，大概十分钟就结束啦。感觉面试真的不用准备太多，就是心态要好，不懂的不要装懂，回答问题别扯远了就ok。
以下是初试的回忆版 今年百科有点偏 有些书上是没有的 分数线也比去年降了10分 340 也就是说完全没有调剂可能啦~~先就能想这么多了 以后有了再补充啦~~
词汇语法单选20个。语法考的很多 单词比较难 记得有superfluous stepson
阅读前II篇客观选择：1篇genius，雅思阅读The Nature of Genius 10个问题（在网上找到原文了）
　　There has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.
　　The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.
　　The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc. , we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.
　　Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation, 'The true genius is a mind of large general powers, accidentally determined to some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
　　What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.
　　To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.
　　Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.

第二篇序言；四个问题 不记得了
后II篇问答，1篇讲happiness；一道问你是否同意hapiness is simple 并举例 1篇讲英女皇伊丽莎白 幼时受教育的问题(两道解释句子，一个解释单词)。 Paraphrase考的多  还有summary
作文：400字，电脑 能不能代替老师，要求举例

翻译基础
词组（有几个是chinadaily词汇， 30个 很多想不起来了）
　　　goldman sachs（高盛投资集团），corkage fee（开瓶费），
　　　Cash cow 摇钱树    bite the hand that feeds one 恩将仇报
　　　Transliteration 音译  
     黄皮书  yellow book，唱对台戏put on a rival show
     起步价  flag-fall price，保质期Expiration date
     点名 roll call     无形资产 intangible assets
中国梦 Chinese dream 语内翻译 intralingual translation
豆腐渣工程 jerry-built projects   民间艺术 chinese folk arts
小排量汽车 low-emission cars     
田径 track and field     

中译英原文：

         丰子恺先生有这样一段文字：
    “有一回我画一个人牵两只羊，画了两根绳子。有一位先生教我：‘绳子只要画一根。牵了一只羊，后面的都会跟来。’我恍然自己阅历太少。后来留心观察，看见果然如此：前头牵了一只羊，后面数十只羊都会跟去。就算走向屠场，也没有一只羊肯离群而另觅生路的。后来看见鸭也如此。赶鸭的人把数百只鸭放在河里，不需用绳子系住，群鸭自能互相追随，聚在一块。上岸的时候，赶鸭的人只要赶上一二只，其余的都会跟了上岸。即使在四通八达的港口，也没有一只鸭肯离群而走自己的路的。”
    丰子恺先生在这里说的是动物们的盲目。然而，无数事实证明，盲目恰恰不是低等动物们的专利，作为高等动物的人何尝不是如此呢？


英译中是以作者第一视角讲述的散文，大意是要留心生活中自然存在的声音，“The world itself has its own soundtrack”。原文尚未找到

汉语知识百科 很难 有什么永字八法 梅兰芳和国外什么戏曲比较  轧染艺术冰裂纹 图腾  还有对董仲舒德育智育的理解 天人合一 书法反应自然 前面还考了好多理解性的题目
写作应用文写作：求职信，450字以上。题设身份：北京师范大学计算机专业学生，应聘某公司某部门主管。求职信
命题作文：“专业与职业”，800字以上。

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