英语阅读与写作10.docx

英语阅读与写作10.docx

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英语阅读与写作10

英语阅读与写作试卷B

（120分钟）

姓名学号院系专业

Part1Translation（30%）

SectionA

Directions:

TranslatethefollowingsentencesfromEnglishtoChinese.（10%）

1.IregainedmycomposureandmanagedtosaythatIthoughtshewasright.

2.Thisisapolicythatworkedinthepastandcanworktoday.

3.Inspiteofthesedifficulties,theyhavedecidedtomakeeducationapriority.

4.Anytimewhenyouhavesomethingthatisdifficulttosay,e-mailcanmakeiteasier.

5.Wecanusebrainimagingtogaininsightintothemechanismsbehindpeople'sdecisionsinawaythatisoftendifficulttogetatsimplybyaskingapersonorwatchingtheirbehavior.

SectionB

Directions:

TranslatethefollowingsentencesfromChinesetoEnglish.（10%）

1.这些学生智力水平至少也算中等，但最终都退学了，他们总结说自己太笨，学不下去了。

2.人们很难摆脱这样一种事实：

在发达的社会，尽管社会进步，改革日新月异，物质富足，却总觉得有些事情不大对劲。

3.让没有掌握本领的学生通过考核，既欺骗了学生自己也欺骗了期望毕业生拥有基本技能的雇主。

4.与此同时，我和两个妹妹原本都生活在三个不同的城市，这时却在医院的等候室里再次相聚了。

5.个人的力量也许很渺小，但是因特网的规模使得众人的力量无限放大。

SectionC

Directions:

TranslatethefollowingpassagefromEnglishtoChinese.（5%）

Ifweacceptthatthecreationoftheglobe-spanningInternetisoneofthemostimportanttechnologicalinnovationsofthelasthalfofthiscentury.Thenwemustgivee-mail---thelivingembodimentofhumanconnectionacrosstheNet---prideofplace.Thewayweinteractwitheachotherischanging;e-mailisboththecatalystandtheinstrumentofthatchange.

SectionD

Directions:

TranslatethefollowingpassagefromChinesetoEnglish.（5%）

制定恰当的规章制度是指创设激励机制并排除障碍来重建整个社会体系，这样，社会的各个层面都能依此做出适当选择。

以环境为例，人人都认为当地更洁净的环境会有助于改善人们的身心健康。

通过订立为碳付出代价并鼓励环保创新改革这样的规章制度，政府就能帮助人们做出更好的选择。

Part2ReadingComprehension（50%）

SectionA

FastReading（10%）

Directions:

Gooverthepassagequicklyandanswerthequestions.

Theessenceofeducationistheteachingoffactsandreasoningskillstoourchildren,sothattheylearntothink.

Yetalmostacentury,ourschoolshavebeenunderassaultbyanapproachtoeducationthatelevatesfeelingsoverfacts.UndertheinfluenceofProgressiveEducation–Itisnowmoreimportantthangettinghimintouchwiththefactsofhistory,mathematicsorgeography.

“Creativespelling”-inwhichstudentsareencouragedtospellwordsinwhateverwaytheyfeeliscorrect–ismoreimportantthantherulesoflanguage.Urgingchildrento“feelgood”aboutthemselvesismoreimportantthanensuringthattheyacquiretheknowledgenecessaryforlivingsuccessfully.

Thisemotion-centered,anti-reasonassaultoneducationhasfoundanewally;thosewhobelievetheliteralwordsoftheBible.TheKansasBoardofEducationhasjustexcisedthetheoryofevolutionfromthestatesofficialsciencestandards.Severalotherstateshaveenactedsimilaranti-evolutionpolicies,therebyelevatingthefeelingofreligiousfundamentalistsovertheaccumulatedevidenceoftheentirescienceofbiology

Thesepoliciesdonotactuallybantheteachingofevolution,nordotheymandatetheteachingof“Creationism”-thebiblicalclaimthattheEarthandalllifeonitwerecreatedinsixdays.Theysimplydropevolutionfromtherequiredcurriculum.Thegoalofthereligiousactivitiesistokeepstudentsignorantofthetheoryofevolution,ortoencouragetheteachingofevolutionandCreationismside-by-side,astwo“competing”theories.

Considerwhatthislatterwouldmeanintheclassroom.Ontheoneside,teacherswouldpresentthetheoryofevolution,supportedbycountlessobservations,allintegratedintoacomprehensiveexplanationofvirtuallyeveryfactinitsfield.

Ontheotherside,teacherswouldpresent---what?

AllthattheCreationistviewoffersistheassertionbywould-beauthoritiesthatanancientreligioustextrevealsthat10,000yearsagoGodcreatedtheworldinsixdays.

Someofthesereligiousactivistsclaimthattheyrejecttheteachingofevolutionbecauseitis“unproven,”sinceitlacks“sufficientevidence.”

Yettheirargumentssystematicallyrejecttheneedforproofandevidence.Scientistscanpointtoabillion-year-longfossilrecordofcontinuouschangesacrossallspeciesastheydevelopfrommore-primitivetopresent-dayforms.Theycanpointtothenaturalvariationsamongmembersofaspecies,variationsthatchangefromoneclimatetoanotherasspeciesadapttotheirenvironment.ButtheCreationistcategoricallydismissestheevidence—becauseitcontradictsbiblicaldogma.

Thecentralissueisnotwhetherthereisenoughscientificevidencetovalidateaparticularconclusion-butwhetherscienceassuch,ratherthanfaith,isthebasisforarrivingatconclusions,Therecanbenoscientificdebatebetweenthesetwopositions.Therecanbenorationalargumentbetweenaviewthatrestsonobservationandreason,andonethatrestsonblindfaith-i.e,onitsadherents’desiretobelievesomething,irrespectiveoflogic.

IftheCreationistapproachweretakenseriously,whatwouldremainofeducation?

Ifevidenceandreasoningaretobe“balanced”byfaithorfeeling—what,then,wouldnotbelonginthecurriculum?

EventhetheorythattheEarthisflathasproponentswhofeelitistrue.Moretothepoint,whatistostopteachersfrompresentinganyothernon-rationalviewoftheoriginofman?

Whynotgiveequaltimeto,say,theNaziclaimthewhiteracedescendedfromthesuperiorAryans?

Themostominousimplicationofthecreationistpositionisitsbeliefthat,injudgingthetruthofanidea,onecansimplyignorerationalevidence——ifitclasheswithone’sdesiretobelieveotherwise.thisisadisastrousmethodologytoinculcateinourchildren——anditisevenmoredangeroustobackitupwiththerulingofagovernmentbody.

Thecrucialroleofeducationistoprovideyoungpeoplewiththeinformationandmethodstheyneedinordertolearnhowtothinkindependently.Educationhasliberatedmankindfromtheshacklesofmyth,superstitionandunchallengedtradition.Buttheprevailingtrend——fromboththe“progressiveleft”andthe“religiousright”——istoreservethisdevelopment,byenshriningfeelingoverfactsandfaithoverreason.

Ifcampaignssuchastheoneagainstteachingevolutionareallowedtosucceed,theultimateresultwillbetheextinctionofgenuineeducation.

Directions:

Inthispart,forquestions1-7,choosethebestanswerfromthefourchoicesmarkedA,B,C,D.Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.

1.Fromthepassage,weknowthatthegenuineeducationis________.

A．teachingoffacts.B．teachingofreasoningskills.

C．learningtothink.D．bothAandB.

2.WhatdoestheProgressiveEducationemphasize______?

A．factsB．feelings

C．thefactsofhistory,mathematicsorgeography.D．factsandfeelings

3.Fromthepassage,whatdoestheanti-evolutionpoliciesreallymean_______?

A．theysupporttheteachingofevolution

B．theysupporttheteachingof“Creationism”---thebiblicalclaimthattheEarthandalllifeonitwerecreatedinsixdays

C．theysupportnotonlytheteachingofevolution,butalsotheteachingof“Creationism”---thebiblicalclaimthattheEarthandalllifeonitwerecreatedinsixdays

D．theyexciseevolutionfromtherequiredcurriculum.

4.Whatisthepurposeofreligiousactivities_____?

A.tokeepstudentsignorantofthetheoryofevolution.

B.toencouragetheteachingofevolutionandCreationismside-by-side,astwo“competing”theories.

C.tokeepstudentsknowingwhatis“Creationism”

D.toexciseevolutionfromtherequiredcurriculum.

5.Whydothereligiousactivistsrejecttheteachingofevolution____?

A.becauseevolutionlacks“sufficientevidence.”

B.becausereligiousactivistsdismisstheevidence.

C.becauseevolutioncontradictsbiblicaldogma

D.becausethecentralissueiswhetherscienceassuch,ratherthanfaith,isthebasisforarrivingatconclusions.

6.WhichproofisnotmentionedbyScientistswhowanttoproveevolutionistrue_____?

A.billion-year-longfossilrecordofcontinuouschangesacrossallspeciesastheydevelopfrommore-primitivetopresent-dayforms

B.thenaturalvariationsamongmembersofaspecies,variationsthatchangefromoneclimatetoanotherasspeciesadapttotheirenvironment

C.bothAandBD.evolutionlacks“sufficientevidence.”

7.Thereisnoscientificdebatebetweenthesetwopositionswhatdoestheauthormean______?

A.sciencerestsonobservationandreason.

B.faithrestsonblindfaith.

C.thebasisforarrivingatconclusionsisdifferentbetweenthesetwopositions.

D.scienceisenoughscientificevidencetovalidateaparticularconclusion.

8.Forarrivingatconclusions,sciencerestson_____observationandreason______________.

9.Theominousimplicationofthecreationistpositionis____judgingthetruthofanidea_____.

10.Ifacampaignwhichisagainstteachingevolutionisallowedtosucceed,itwillcause____________theextinctionofgenuineeducation_.

SectionB

Task-basedreading（10%）

Directions:

Readthearticleandfilloutthefollowingtable.（4wordsatmostforeachblank）.

EssenceofEducation

Theessenceofeducationistheteachingoffactsandreasoningskillstoourchildren,sothattheylearntothink.

Yetalmostacentury,ourschoolshavebeenunderassaultbyanapproachtoeducationthatelevatesfeelingsoverfacts.UndertheinfluenceofProgressiveEducation–Itisnowmoreimportantthangettinghimintouchwiththefactsofhistory,mathematicsorgeography.

“Creativespelling”-inwhichstudentsareencouragedtospellwordsinwhateverwaytheyfeeliscorrect–ismoreimportantthantherulesoflanguage.Urgingchildrento“feelgood”aboutthemselvesismoreimportantthanensuringthattheyacquiretheknowledgenecessaryforlivingsuccessfully.

Thisemotion-centered,anti-reasonassaultoneducat