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

Part 1 Translation （30%）

Section A

Directions: Translate the following sentences from English to Chinese. (10%)

1. I regained my composure and managed to say that I thought she was right.

2. This is a policy that worked in the past and can work today.

3. In spite of these difficulties, they have decided to make education a priority.

4. Any time when you have something that is difficult to say, e-mail can make it easier.

5. We can use brain imaging to gain insight into the mechanisms behind people's decisions in a way that is often difficult to get at simply by asking a person or watching their behavior.

Section B

Directions: Translate the following sentences from Chinese to English. (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。

Section C

Directions: Translate the following passage from English to Chinese. (5%) If we accept that the creation of the globe-spanning Internet is one of the most important technological innovations of the last half of this century. Then we must give e-mail---the living embodiment of human connection across the Net---pride of place. The way we interact with each other is changing; e-mail is both the catalyst and the instrument of that change.

Section D

Directions: Translate the following passage from Chinese to English. (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。

Part 2 Reading Comprehension (50%)

Section A

Fast Reading (10%)

Directions: Go over the passage quickly and answer the questions.

The essence of education is the teaching of facts and reasoning skills to our children, so that they learn to think.

Yet almost a century, our schools have been under assault by an approach to education that elevates feelings over facts. Under the influence of Progressive Education –It is now more important than getting him in touch with the facts of history, mathematics or geography.

―Creative spelling‖- in which students are encouraged to spell words in whatever way they feel is correct – is m ore important than the rules of language. Urging children to ―feel good‖ about themselves is more important than ensuring that they acquire the knowledge necessary for living successfully.

This emotion-centered, anti-reason assault on education has found a new ally; those who believe the literal words of the Bible. The Kansas Board of Education has just excised the theory of evolution from the states official science standards. Several other states have enacted similar anti-evolution policies, thereby elevating the feeling of religious fundamentalists over the accumulated evidence of the entire science of biology

These policies do not actually ban the teaching of evolution, nor do they mandate the teaching of ―Creationism‖-the biblical claim that the Earth and all life on it were created in six days .They simply drop evolution from the required curriculum .The goal of the religious activities is to keep students ignorant of the theory of evolution, or to encourage the teaching of evolution and Creationism side-by-side, as two ―competing‖ theories.

Consider what this latter would mean in the classroom. On the one side, teachers would present the theory of evolution, supported by countless observations, all integrated into a comprehensive explanation of virtually every fact in its field.

On the other side, teachers would present --- what? All that the Creationist view offers is the assertion by would-be authorities that an ancient religious text reveals that 10,000 years ago God created the world in six days.

Some of these religious activists claim that they reject the teaching of evolution because it is ―unproven,‖ since it lacks ―sufficient evidence.‖

Yet their arguments systematically reject the need for proof and evidence. Scientists can point to a billion-year-long fossil record of continuous changes across all species as they develop from more-primitive to present-day forms. They can point to the natural variations among members of a species, variations that change from one climate to another as species adapt to their environment. But the Creationist categorically dismisses the evidence—because it contradicts biblical dogma.

The central issue is not whether there is enough scientific evidence to validate a particular conclusion-but whether science as such, rather than faith, is the basis for arriving at conclusions, There can be no scientific debate between these two positions. There can be no rational argument between a view that rests on observation and reason, and one that rests on blind faith-i. e, on its adherents’ desire to believe something, irrespective of logic.

If the Creationist approach were taken seriously, what would remain of education? If evidence and reasoning are to be ―balanced‖ by faith or feeling—what, then, would not belong in the