研究生核心英語1考試試卷1

1、第一套試題Part 1 Translation （30%）Section ADirections: Translate the following sentences from English to Chinese. (10%)1Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas.2They will also discover they have been cheated by our educational system.3Early in each ses

2、sion I ask my students to write about an unpleasant experience they had in school.4That is to reveal the trump card of failure. 5I regained my composure and managed to say that I thought she was rightSection BDirections: Translate the following sentences from Chinese to English. (10%)1他期末得了一個(gè)A。2我都不知

3、道自己是怎么拿到高中文憑的。3盡管有這些困難，他們還是決定把接受教育放在首位。4讓學(xué)生不及格，作為一種常規(guī)手段，其優(yōu)點(diǎn)在今天依然和兩代之前一樣多5這是一個(gè)在過去有效，在今天也會有效的政策。Section CDirections: Translate the following passage from English to Chinese. (5%)Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We

4、excuse this dishonest behavior by saying kids can't learn if they come from terrible environments. No one seems to stop to think that-no matter what environments they come from-most kids don't put school first on their list unless they perceive something is at stake. They'd rather be sai

5、ling. Section DDirections: Translate the following passage from Chinese to English. (5%)各個(gè)年齡的人都能克服他們的問題，可他們需要一個(gè)這樣做的理由。年輕人往往不夠成熟，不會像我的成人學(xué)生那樣重視教育。但是對于失敗的恐懼，無論這種恐懼是由經(jīng)濟(jì)方面的還是學(xué)術(shù)方面的，都能對年輕人起到激勵(lì)作用。Part 2 Reading Comprehension (20%)Section AFast Reading (10%)Directions: Go over the passage quickly and answer

6、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

7、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 more important than the rules of language. Urging children to “feel good” about themselves

8、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 fro

9、m 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 biologyThese policies do not actually ban the teaching of evolution, nor do th

10、ey 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

11、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

12、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 t

13、eaching 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 pr

14、esent-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 evidencebecause it contradicts biblical dogma. The central issue is not whet

15、her 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 observat

16、ion 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 feelingwhat, then, would not belong

17、 in the curriculum? Even the theory that the Earth is flat has proponents who feel it is true. More to the point, what is to stop teachers from presenting any other non-rational view of the origin of man? Why not give equal time to, say, the Nazi claim the white race descended from the superior Arya

18、ns?The most ominous implication of the creationist position is its belief that, in judging the truth of an idea, one can simply ignore rational evidenceif it clashes with ones desire to believe otherwise. this is a disastrous methodology to inculcate in our children and it is even more dangerous to

19、back it up with the ruling of a government body.The crucial role of education is to provide young people with the information and methods they need in order to learn how to think independently. Education has liberated mankind from the shackles of myth, superstition and unchallenged tradition. But th

20、e prevailing trend from both the “progressive left” and the “religious right” is to reserve this development, by enshrining feeling over facts and faith over reason.If campaigns such as the one against teaching evolution are allowed to succeed, the ultimate result will be the extinction of genuine e

21、ducation.Directions: In this part, for questions 1-7, choose the best answer from the four choices marked A, B, C, D. For questions 8-10, complete the sentences with the information given in the passage.1. From the passage, we know that the genuine education is _. A teaching of facts. B teaching of

22、reasoning skills. C learning to think. D both A and B.2. What does the Progressive Education emphasize _? A facts B feelings C the facts of history, mathematics or geography. D facts and feelings3. From the passage, what does the anti-evolution policies really mean_?A they support the teaching of ev

23、olutionB they support the teaching of “Creationism”-the biblical claim that the Earth and all life on it were created in six daysC they support not only the teaching of evolution, but also the teaching of “Creationism”-the biblical claim that the Earth and all life on it were created in six daysD th

24、ey excise evolution from the required curriculum.4. What is the purpose of religious activities_?A. to keep students ignorant of the theory of evolution.B. to encourage the teaching of evolution and Creationism side-by-side, as two “competing” theories.C. to keep students knowing what is “Creationis

25、m”D. to excise evolution from the required curriculum.5. Why do the religious activists reject the teaching of evolution _?A. because evolution lacks “sufficient evidence.”B. because religious activists dismiss the evidence.C. because evolution contradicts biblical dogmaD. because the central issue

26、is whether science as such, rather than faith, is the basis for arriving at conclusions.6. Which proof is not mentioned by Scientists who want to prove evolution is true_?A. billion-year-long fossil record of continuous changes across all species as they develop from more-primitive to present-day fo

27、rmsB. the natural variations among members of a species, variations that change from one climate to another as species adapt to their environmentC. both A and B D. evolution lacks “sufficient evidence.”7. There is no scientific debate between these two positions what does the author mean_?A. science

28、 rests on observation and reason.B. faith rests on blind faith.C. the basis for arriving at conclusions is different between these two positions.D. science is enough scientific evidence to validate a particular conclusion.8. For arriving at conclusions, science rests on_.9. The ominous implication o

29、f the creationist position is_.10. If a campaign which is against teaching evolution is allowed to succeed, it will cause _.Section BTask-based Reading (10%)Directions: Read the article and fill out the following table. (4 words at most for each blank) . It made headlines several weeks ago: Research

30、ers at Stanford University's SIQSS (Stanford Institute for the Quantitative Study of Society) conducted a national survey of Web users that led the researchers to the following conclusions:"The more hours people use the Internet, the less time they spend with real human beings. . The Intern

31、et could be the ultimate isolating technology that reduces our participation in communities even more than television did. This is an early trend that, as a society, we really need to monitor carefully."The study was conducted at the end of last year and used information provided by 2,689 house

32、holds that were enlisted by a random telephone survey and given a free Web TV and free Internet access. In an effort to fi1ter out "contamination" caused by the fact that the survey was itself Web-based, the final results were drawn only from among those participants who already had some f

33、orm of Internet access at home or work prior to the survey.The study has all the normal trappings of objectivity and statistical validity, but to me, it appears the researchers' interpretation of the results is rooted in a subt1e, but distinct anti-Web/anti-tech bias. This is especially disturbi

34、ng in light of the wide play the survey got in the national media.Let me pick one glaring example: the study trumpets that 26 percent of Internet users report they spend less time talking with family and friends on the phone - clearly, a symptom of increasing social isolation, right?But the same stu

35、dy shows that by far the most common Internet activity is sending and receiving e-mail. Amazingly, nowhere in the study did I find anything that recognized what is, to me, the obvious causal link: E-mail simply has replaced the phone for many routine types of communication. The interpersonal interac

36、tion still takes place; it's just shifted from one medium to another.But the researchers seem to have missed that. Worse，they appear to regard e-mail as a socially inferior medium. For example, in a press release about the study, one researcher says, “E-mail is a way to stay in touch, but you ca

37、n't share a coffee or a beer with somebody on e-mail or give them a hug.”O(jiān)K. But you can't share a coffee or a beer or a hug by telephone, either. So, wouldn't it stand to reason that the more time we spend on the phone, the more socially isolated we are? And you know, you also can't

38、 share a coffee or a beer or a hug by snail mail, so every time you send someone a card or a letter, you're merely increasing your social isolation, right?Whats wrong with this thinking?Clearly, theres something wrong with this thinking, and I think the clue to what the flaw is can be found in t

39、he same press where one of the researchers says, “For the most past, the Internet is an individual activity.”But the study says that e-mail is the No.1 Internet activity. Thats “individual” only if you see one end of the connection, or only if you somehow come to believe that in communicating online

40、, youre interacting with your computer rather than your correspondents.By the same logic, if you talk on the phone, youre really just interacting with a speaker and microphone and some wires, right? Oh wait, that cant be right as we saw above,” talking with family and friends on the phone” is a good

41、 thing, the loss of which represents increasing social isolation. So, by the weird logic of this research paper, communication by older technology like the phone is socially connecting, but communication by a newer technologye-mailis socially isolating.I believe that strange distinction makes sense

42、only when you view this subject through the strong, distorting lens of personal bias: Some people are inherently “touchy-feely” and simply cant connect unless they can at least hear anothers voice. To these people, e-mail will always come up short.Ill be the first to admit that there are times when

43、theres no substitute for the touch or voice of a friend or a loved one. But many people, especially those comfortable with the written word, have no trouble maintaining social connections by e-mail.In fact, I think e-mail can be the very antithesis of isolating. If a friend sends me, say, a small jo

44、ke by e-mail - a joke too small to warrant a phone call or a face-to-face meeting -I can smile and feel good at being thought of. It's communication that otherwise would not have happened, and adds to the totality of social connectedness rather than detracts from it.This seems obvious to me. Peo

45、ple gravitate to the medium that works best for their needs. For touchy-feely people, e-mail is lousy. But for others, e-mail actually increases and enhances communication and connectedness. The fact that e-mail is the No. 1 online activity is concrete evidence that there is a huge number of people

46、who feel like wise.Yes, e-mail is different from face-to-face communication or the telephone or other media. As a neutral statement, that's fine. But it gets scary when a social scientist engaged in the "Quantitative Study of Society" assigns qualitative value judgments to communicatio

47、n media. In effect: "Lots of phone calls mean you're socially interconnected; lots of e-mail means you're socially isolated, and part of a trend that society must monitor carefully."Connectedness vs. IsolationSocially speaking, "connectedness" and "isolation" ar

48、e both relative and subjective terms.Amazingly, the researchers never asked the survey participants if they themselves felt more or less connected. They never asked if participants felt more or less isolated or if their lives had improved or deteriorated or if other family members or friends had com

49、plained or even commented on the users' supposed isolation or connectedness. Instead, the researchers asked ostensibly neutral questions and then inferred the degree of connectedness or isolation according to an unspecified, and in my opinion, biased scale.That flaw in the study can't be rec

50、tified, but perhaps it can be illuminated. Consider: Byte' readers have been online longer than almost any other group I know, stretching back to the early days of ARPAnet2. A decade ago, before most people had even heard of the Internet, Byte's commercial online system (BIX) was among the v

51、ery first to have full interconnectivity between its e-mail system and standard Internet e-mail.Surely, if social isolation and unconnectedness is a problem, it would have shown up in this Sample - Byte readers - sooner and stronger than in the public at large.So, in an admittedly anecdotal and nons

52、cientific way, let me ask you: Has the Internet and Web enhanced or detracted from the social connectedness of your life? Does the online world make you feel more isolated, or less? Does it strengthen the social fabric of your life, or weaken it? Do you have e-mail friends whom you never (or rarely)

53、 meet in person? If so, are these friendships inferior to ones that rely more on face-to-face meetings?Lead-inThe author introduce ideas to be discussed through (1)_ View1TheSIQSSIf people spend more hours on Web will (2) , and this is an early trend need us to (3) .View2TheAuthorsThe author believe

54、s that this research is imperfect, perhaps to some extent; to spend more time on the computer will (4) .Proof1TheSIQSSResearchers choose their research subjects by (5) , and come to such a conclusion the more time we spend on Web they will fell (6) .Proof2TheAuthorsThe author believes that the netwo

55、rk's main function is (7) and will not isolate people. He explains his views by analogy with (8) .ConclusionsIf social isolation and unconnectedness is a problem, it would have shown up in (9) first.In the last paragraph the authors use a series of rhetorical questions in order to stress (10) .P

56、art 3 Careful Reading (10%)Directions: In the following text, some paragraphs have been removed. Put the 5 paragraphs in the correct order. The first and sixth paragraphs have been given.Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won&

57、#39;t look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate.Our son was a high-school senior when he had her for English. "He sits in the back of the room talking to his friends,

58、" she told me. "Why don't you move him to the front row?" I urged, believing the embarrassment would get him to settle down. Mrs.Stifter looked at me steely-eyed over her glasses." I don't move seniors," she said. "I flunk them." I was flustered. Our son's academic life flashed before my eyes. No teacher had ever threatened hi