1、考研英语（翻译）模拟试卷 11 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 Before a big exam, a sound nights sleep will do you more good than poring over textbooks. That, at least, is the folk wisdom. And science, in the form of b
2、ehavioral psychology, supports that wisdom. But such behavioral studies cannot distinguish between two competing theories of why sleep is good for the memory. One says that sleep is when permanent memories form.【F1 】The other says that they are actually formed during the day, but then“edited“ at nig
3、ht to flush away what is superfluous.To tell the difference, it is necessary to look into the brain of a sleeping person, and that is hard. But after a decade of painstaking work, a team led by Pierre Maquet at Liege University in Belgium has managed to do it.【F2】The particular stage of sleep in whi
4、ch the Belgian group is interested in is rapid eye movement sleep, when the eyes move back and forth behind the eyelids as if watching a movie, and brainwave traces resemble those of wakefulness. It is during this period of sleep that people are most likely to relive events of the previous day in dr
5、eams.Dr. Maquet used an electronic device called PET to study the brains of people as they practiced a task during the day, and as they slept during the following night. The task required them to press a button as fast as possible, in response to a light coming on in one of six positions. As they le
6、arnt how to do this, their response times got faster.【 F3】What they did not know was that the appearance of the lights sometimes followed a patternwhat is referred to as “artificial grammar“. Yet the reductions in response time showed that they learnt faster when the pattern was present than when th
7、ere was not.What is more, those with more to learn(i.e., the “grammar“, as well as the mechanical task of pushing the button)have more active brains. The “editing“ theory would not predict that, since the number of irrelevant stimuli would be the same in each case.【 F4】And to eliminate any doubts th
8、at the experimental subjects were learning as opposed to unlearning, their response times when they woke up were even quicker than when they went to sleep.The team, therefore, concluded that the nerve connections involved in memory are reinforced through reactivation during REM sleep, particularly i
9、f the brain detects an inherent structure in the material being learnt.【F5 】So now, on the eve of that crucial test, maths students can sleep soundly in the knowledge that what they will remember the next day are the basic rules of algebra and not the incoherent talk from the radio next door.1 【F1】2
10、 【F2】3 【F3】4 【F4】5 【F5】5 Twenty-seven years ago, Egypt revised its secular constitution to enshrine Muslim sharia as “the principal source of legislation“. To most citizens, most of the time, that seeming contradictionbetween secularism and religionhas not made much difference. Nine in ten Egyptians
11、 are Sunni Muslims and expect Islam to govern such things as marriage, divorce and inheritance. Nearly all the rest profess Christianity or Judaism, faiths recognised and protected in Islam.【F1 】But to the small minority who embrace other faiths, or who have tried to leave Islam, it has, until latel
12、y, made an increasingly troubling difference.Members of Egypts 2, 000-strong Bahai community, for instance, have found they cannot state their religion on the national identity cards that all Egyptians are obliged to produce to secure such things as drivers licenses, bank accounts, social insurance
13、and state schooling. Hundreds of Coptic Christians who have converted to Islam, often to escape the Orthodox sects ban on divorce, find they cannot revert to their original faith.【 F2】In some cases, children raised as Christians have discovered that, because a divorced parent converted to Islam, the
14、y too have become officially Muslim, and cannot claim otherwise.【F3】Such restrictions on religious freedom are not directly a product of sharia, say human-rights campaigners, but rather of rigid interpretations of Islamic law by over-zealous officials. In their strict view, Bahai belief cannot be re
15、cognised as a legitimate faith, since it arose in the 19th century, long after Islam staked its claim to be the final revelation in a chain of prophecies beginning with Adam. Likewise, they brand any attempt to leave Islam, whatever the circumstances, as a form of apostasy, punishable by death.But s
16、uch views have lately been challenged. Last year Ali Gomaa, the Grand Mufti, who is the governments highest religious adviser, declared that nowhere in Islams sacred texts did it say that apostasy need be punished in the present rather than by God in the afterlife. In the past month, Egyptian courts
17、 have issued two rulings that, while restricted in scope, should ease some bothersome strictures.Bahais may now leave the space for religion on their identity cards blank.【F4】Twelve former Christians won a lawsuit and may now return to their original faith, on condition that their identity documents
18、 note their previous adherence to Islam.【F5】Small steps, perhaps, but they point the way towards freedom of choice and citizenship based on equal rights rather than membership of a privileged religion.6 【F1】7 【F2】8 【F3】9 【F4】10 【F5】10 The mythology of a culture can provide some vital insights into t
19、he beliefs and values of that culture.【F1 】By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important.【F2 】Just as import
20、ant as the final lesson to be gathered from the stories, however, are the characters and the roles they play in conveying that message.【F3】Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop s Fables, told and retold during the era of the Greek Emp
21、ire. Aesop, a slave who won the favor of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This
22、choice of characterization allows us to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than steanning from, human beings.Aesop s fables illustrated the central themes of humility and self-relia
23、nce, reflecting the importance of those traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example,one notable fable features a fox repeatedly trying to
24、reach a bunch of grapes on a very high vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway.【F4 】The fables lesson, that we often play down that which we cant achieve so as to make ourselves feel better, teaches the reader or listene
25、r in an entertaining way about one of the weaknesses of the human psyche.【F5】The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesop s fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient gene
26、rations those lessons considered most important to their community, and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.11 【F1】12 【F2】13 【F3】14 【F4】15 【F5】15 Scholastic thinkers held a wide variety of doctrines in
27、both philosophy and theology, the study of religion.【F1 】 What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was
28、 not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.The basic aim of the Scholastics determined cer
29、tain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation.【F2】The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himse
30、lf in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed fo
31、r them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emph
32、asized more the independence of philosophy within its own domain.【F3】Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to underst
33、and and explain revelation.This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain i
34、t perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroes maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.【F4】As
35、a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were over
36、confident that reason could prove certain doctrines of revelation.【F5 】Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher Thomas Aquinas worked out a balance between reason and revelation.16 【F1】17 【F2】18 【F3】19 【F4】20 【F5】20 【F1】Any discussion of the
37、American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social, “extracurricular“ aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth wo
38、uld be to picture the very large and general term “education“as being all-embracing, including as subsets within it academic and nonacademic components.This may be one of the most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational s
39、ystems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some attempt to integrate personal and intellectual growth in the undergraduate years.【F2 】If the ultimate goal of undergraduate edu
40、cation in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give students a chance to grow and develop in other ways.Numerous opportunities are made available to students to become involved in sp
41、orts, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance ones personal growth and provide some recreation and enjoyment outside of the classroom.【 F3】Experience with campus organizations and off-campus community involve
42、ment can be highly valuable in preparing international students for future leadership in their professional field upon their return home.The typical American colleges support for extracurricular activity is perhaps unique in the world. This special educational dimension, beyond the classroom and lab
43、oratory experience, does not mean that extracurricular participation is required to gain an American degree.【F4 】It remains an entirely optional activity, but it is noted here because Americans have traditionally viewed success in ones role as a citizen as closely linked to a “well-rounded“ life tha
44、t incorporates a variety of social, athletic, and cultural activities into a persons experience.A great many American campuses and communities have organized special extracurricular activities for students from other countries.【F5】On most campuses, one can find an international club, which includes
45、Americans, where students can get to know and learn socially from students from other countries, as well as Americans. International students are almost always invited, through organized hospitality activities, into the homes of Americans living in or outside the academic community.21 【F1】22 【F2】23
46、【F3】24 【F4】25 【F5】25 Half of the worlds population will be speaking or learning English by 2015, researchers say. Two billion people are expected to start learning English within a decade and three billion will speak it, says a British Council estimate.Other languages, such as French, risk becoming
47、the casualties of this “linguistic globalization“.【F1 】But the boom will be over by 2050 and the English language teaching industry will have become a victim of its own success, says David Graddol, author of the report, The Future of English.Mr. Graddols research was based on a computer model develo
48、ped to estimate demand for English language teaching around the world.【F2】The lecturer, who has worked in education and language studies at the Open University for the past 25 years, said the model charted likely student numbers through to 2050. It was compiled by looking at various estimates from t
49、he United Nations Education, Scientific and Cultural Organization(UNESCO)on education provision, demographic projections, government education policies and international student mobility figures.【F3】The impact of educational innovations and other developments affecting the world population including the Chinese governments policy of one baby per family were also factored in.Based on its findings, Mr. Graddol has predicted that the world is about to be hit by a tidal wave of English. “Many governments, especially in countries which have relatively recently gained independen
