第一套试题试卷

第一套试题Part1Translation（30%）SectionADirections:TranslatethefollowingsentencesfromEnglishtoChinese.(10%)1．Tensofthousandsof18-year-oldswillgraduatethisyearandbehandedmeaninglessdiplomas.2．Theywillalsodiscovertheyhavebeencheatedbyoureducationalsystem.3．EarlyineachsessionIaskmystudentstowriteaboutanunpleasantexperiencetheyhadinschool.4．Thatistorevealthetrumpcardoffailure.5．IregainedmycomposureandmanagedtosaythatIthoughtshewasrightSectionBDirections:TranslatethefollowingsentencesfromChinesetoEnglish.(10%))1．他期末得了一个A。2．我都不知道自己是怎么拿到高中文凭的。3．尽管有这些困难，他们还是决定把接受教育放在首位。4．让学生不及格，作为一种常规手段，其优点在今天依然和两代之前一样多5．这是一个在过去有效，在今天也会有效的政策。SectionCDirections:TranslatethefollowingpassagefromEnglishtoChinese.(5%)Passingstudentswhohavenotmasteredtheworkcheatsthemandtheemployerswhoexpectgraduatestohavebasicskills.Weexcusethisdishonestbehaviorbysayingkidscan'tlearniftheycomefromterribleenvironments.Nooneseemstostoptothinkthat--nomatterwhatenvironmentstheycomefrom----mostkidsdon'tputschoolfirstontheirlistunlesstheyperceivesomethingisatstake.They'dratherbesailing.SectionDDirections:TranslatethefollowingpassagefromChinesetoEnglish.(5%)各个年龄的人都能克服他们的问题，可他们需要一个这样做的理由。年轻人往往不够成熟，不会像我的成人学生那样重视教育。但是对于失败的恐惧，无论这种恐惧是由经济方面的还是学术方面的，都能对年轻人起到激励作用。Part2ReadingComprehension(20%)SectionAFastReading(10%)Directions:Gooverthepassagequicklyandanswerthequestions.Theessenceofeducationistheteachingoffactsandreasoningskillstoourchildren,sothattheylearntothink.Yetalmostacentury,ourschoolshavebeenunderassaultbyanapproachtoeducationthatelevatesfeelingsoverfacts.UndertheinfluenceofProgressiveEducation–Itisnowmoreimportantthangettinghimintouchwiththefactsofhistory,mathematicsorgeography.“Creativespelling”-inwhichstudentsareencouragedtospellwordsinwhateverwaytheyfeeliscorrect–ismoreimportantthantherulesoflanguage.Urgingchildrento“feelgood”aboutthemselvesismoreimportantthanensuringthattheyacquiretheknowledgenecessaryforlivingsuccessfully.Thisemotion-centered,anti-reasonassaultoneducationhasfoundanewally;thosewhobelievetheliteralwordsoftheBible.TheKansasBoardofEducationhasjustexcisedthetheoryofevolutionfromthestatesofficialsciencestandards.Severalotherstateshaveenactedsimilaranti-evolutionpolicies,therebyelevatingthefeelingofreligiousfundamentalistsovertheaccumulatedevidenceoftheentirescienceofbiologyThesepoliciesdonotactuallybantheteachingofevolution,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,byenshriningfeelingoverfactsandfaithover