考研英语（翻译）模拟试卷11

考研英语（翻译）模拟试卷11

一、阅读9翻译句子）（本题共30题，每题7.0分，共

30分。）

Beforeabigexam,asoundnight'ssleepwilldoyoumoregoodthanporingover

textbooks.That,atleast,isthefolkwisdom.Andscience,intheformofbehavioral

psychology,supportsthatwisdom.Butsuchbehavioralstudiescannotdistinguish

betweentwocompetingtheoriesofwhysleepisgoodlorthememory.Onesaysthat

sleepiswhenpermanentmemoriesform.[Fl]Theolhersaysthattheyareactually

formedduringtheday,butthen"edited''atnigh【ioflushawaywhatissuperfluous.To

tellthedifference,itisnccessaiytolookintothebrainofasleepingperson,andthatis

hard.Butafteradecadeofpainstakingwork,ateamledbyPierreMaquetatLiege

UniversityinBelgiumhasmanagedtodoit.[F2]Theparticularstageofsleepinwhich

iheBelgiangroupisinterestedinisrapideyemovemenlsleep,whentheeyesmoveback

andforthbehindtheeyelidsasifwatchingamovie,andbrainwave〔racesresemblethose

ofwakefulness.Itisduringthisperiodofsleepthatpeoplearemostlikelytorelive

eventsofthepreviousdayindrcams.Dr.MaquetusedanelectronicdevicecalledPETto

studythebrainsofpeopleastheypracticedataskduringtheday,andastheysleptduring

thefollowingnight.Thetaskrequiredthemtopressabuttonasfastaspossible,in

responsetoalightcomingoninoneofsixpositions.Astheylearnthowtodothis,their

responsetimesgotfaster.[F3]Whattheydidnotknewwasthattheappearanceofthe

lightssometimesfollowedapattern—whatisreferredtoas"aitificialgiammar”.Yetthe

reductionsinresponsetimeshowedthattheylearntfasterwhenthepatternwaspresent

thanwhentherewasnot.Whatismore,thosewithmoretolearn（i.e.,the"grammar",as

wellasthemechanicaltaskofpushingthebutton）havemoreactivebrains.The"editing"

theorywouldnotpredictthat,sincethenumberofirrelevantstimuliwouldbethesamein

eachcase.[F4]Andtoeliminateanydoubtsthat【heexperimentalsubjectswere

learningasopposedtounlearning,theirresponsetimeswhentheywokeupwereeven

quickerthanwhentheywenttosleep.Theteam,therefore,concludedthatthenerve

connectionsinvolvedinmemoryarereinforcedthroughreactivationduringREMsleep,

particularlyifthebraindetectsaninherentstructureinthematerialbeinglearnt.[F5]

Sonow,on【heeveofcrucialtest.mathsstudenlscansleepsoundlyiniheknowledge

thatwhattheywillrememberthenextdayarethebasicrulesofalgebraandnotthe

incoherenttalkfromtheradionextdoor.

K[Fl]

标准答案：另一种理论认为，记忆实际上是在白天形成的，只不过是在晚上对它

“编辑”，并把多余的删去。

知识点解析：暂无解析

2、[F2]

标准答案：比利时小组尤为感兴趣的睡眠阶段是快速眼动睡眠。这时眼球在眼皮下

来回移动，仿佛在欣赏电影，脑电图与清醒时相似。

知识点解析：暂无解析

3、[F3]

标准答案：他们不知道灯亮有时是按照一定的模式出现的——这种模式被称作“人

造语法

知识点解析：暂无解析

4、[F4]

标准答案：试验对象在醒来时的反应时间甚至比睡觉时还快，从而消除了他们“在

学习，而不是没有学”这一疑虑。

知识点解析：暂无解析

5、（F51

标准答案：所以，大考前夜，参加第二天数学考试的学生可以酣睡，他们知道明天

需要记住的都是些基本的代数法则，而不是隔壁收音机里断断续续的对话。

知识点解析：暂无解析

Twenty-sevenyearsago,EgyptreviseditssecularconstitutiontoenshrineMuslimsharia

as"theprincipalsourceoflegislation".Tomostcitizens,mostofthetime,thatseeming

contradiction-betweensecularismandreligion-hasnotmademuchdifference.Ninein

tenEgyptiansareSunniMuslimsandexpectIslamtogovernsuchthingsasmarriage,

divorceandinheritance.NearlyalltherestprofessChristianityorJudaism,faiths

recognisedandprotectedinIslam.[Fl]Builoihesmallminoritywhoembraceother

faiths,orwhohaveiriedloleaveIslam,ilhas,unlillately,madeanincreasinglydoubling

difference.MembersofEgypt's2,000-strongBahaicommunity,forinstance,havefound

theycannotstatetheirreligiononthenationalidentitycardsthatallEgyptiansareobliged

toproducetosecuresuchthingsasdriver'slicenses,bankaccounts,socialinsuranceand

stateschooling.HundredsofCopticChristianswhohaveconvertedtoIslam,oftento

escapetheOrthodoxsect'sbanondivorce,findtheycannotreverttotheiroriginalfaith.

[F2]Insomecases,childrenraisedasChristianshavediscoveredihat.becausea

divorcedDaremconvenedloIslam,theyloohavebecomeofficiallyMuslim,andcannot

claimotherwise.[F3]Suchrestrictionsonreligiousfreedomarcnotdirectlyaproduct

ofsharia,sayhuman-rightscaniDaigncrs,butratherofrigidinterpretationsofIslamiclaw

byover-zealousofficials.Intheirstrictview,Bahaibeliefcannotberecognisedasa

legitimatefaith,sinceitaroseinthe19thcentury,longafterIslamstakeditsclaimtobe

thefinalrevelationinachainofpropheciesbeginningwithAdam.Likewise,theybrand

anyattempttoleaveIslam,whateverthecircumstances,asaformofapostasy,punishable

bydeath.Butsuchviewshavelatelybeenchallenged.LastyearAliGomaa,theGrand

Mufti,whoisthegovernment'shighestreligiousadviser,declaredthatnowhereinIslam's

sacredtextsdiditsaythatapostasyneedbepunishedinthepresentratherthanbyGodin

theafterlife.Inthepastmonth,Egyptiancourtshaveissuedtworulingsthat,while

restrictedinscope,shouldeasesomebothersomestrictures.Bahaismaynowleavethe

spaceforreligionontheiridentitycardsblank.[F4]TwelveformerChrisliaeswona

lawsuilandmaynowrelumlotheiroriginalfailh,oncondilionihaliheiridenlily

documentsnotetheirpreviousadherencetoIslam.[F5]Smallsteps,Derhaps,butthey

pointihewaytowardsfreedomofchoiceandcitizenshipbasedonequalrightslatherthan

membershipofaprivilegedreligion.

6、[Fl]

标准答案：但近来，对于一小部分其他信仰者或是那些试图脱离伊斯兰教者，这次

修宪导致的差异使他们越来越觉得麻烦重重。

知识点解析：暂无解析

7、[F2]

标准答案：在有些情况卜信仰基督长大的孩子们发现因其父母离婚皈依伊斯兰

教，而使他们自己正式被列入穆斯林，并且丧失了信仰其他宗教的权利。

知识点解析：暂无解析

8、[F3]

标准答案：人权运动人士表示，这样一些对宗教信仰自由的限制约束并不是直接源

自伊斯兰教法，而是狂热的官员通过伊斯兰法律进行的强行解释。

知识点解析：暂无解析

9、[F4]

标准答案：12名前基督徒赢得了一场诉讼，他们也许现在可以回到他们原来的信

仰了，条件是他们的身份文件要注明他们以前曾经信仰伊斯兰教。

知识点解析：暂无解析

10、[F5]

标准答案：也许这只是一个小小的进步，但他们为选择自由和公民权的自由指明了

前进的道路，这种自由是建立在权利平等的基础上的而不是哪个宗教成员的特权。

知识点解析；暂无解析

Themythologyofaculturecanprovidesomevitalinsightsintothebeliefsandvaluesof

thatculture.[Fl]Byusingfanlaslicandsomelimesincrediblestoriestocreaieanend

traditionbywhichloexplainthewondersofIhenaluralworldandleachlessonslo

youngergeneralions,asocietyexposes【hoseideasandconceptsheldmostimDortani.

[F2]Justasimportantasthefinallessontobegatheredfromthestories,however,are

thecharactersandiherolesiheyplayinconveyingihalmessage.[F3]Perhapsihe

epilomeofmythologyandilsuseasatoollopassonculturalvaluescanbefoundin

Aesop'sFables.⑹dandreloldduringiheeraofiheGreekEmpire.Aesop,aslavewho

wonthefavorofthecour:throughhisimaginativeanddescriptivetalcs,almost

exclusivelyusedanimalstofilltherolesinhisshortstories.Humans,whenatallpresent,

almostalwaysplayedthepartofbumblingfoolsstrugglingtolearnthelessonbeing

presented.ThischoiceofcharacterizationallowsustoseethattheGreeksplacedwisdom

onalevelslightlybeyondhumans,implyingthatdeepwisdomandunderstandingisa

universalqualitysoughtby,ratherthansteanningfrom,humanbeings.Aesop'sfables

illustratedthecentralthemesofhumilityandself-reliance,reflectingtheimportanceof

thosetraitsinearlyGreeksociety.Thefollyofhumanswasusedtocontrastagainst(he

ultimategoalofattainingahigherlevelofunderstandingandawarenessoftruthsabout

natureandhumanity.Forexample,onenotablefablefeaturesafbxrepeatedlytryingto

reachabunchofgrapesonaveryhighvine.Afterfailingatseveralattempts,thefox

givesup,makingupitsmindthatthegrapeswereprobablysouranyway.[F4]The

fable'slesson,thatwcoftenplaydownthatwhichwccan'tachievesoastomake

ourselvesfecibetter,teachesthereaderorlistcnerinanentertainingwayaboutoneofthe

weaknessesofihehumanpsyche.[F5]Themythologyofotherculluresandsocielies

revealiheunderlyinetrailsof【heiirespectiveculluresiuslasAesop'sfablesdid.The

storiesofRomangods,AztecghostsandEuropeanelvesallservedtotrainancient

generationsthoselessonsconsideredmostimportanttotheircommunity,andtodaythey

offerapowerfullookingglassbywhichtoevaluateandconsiderthecontextual

environmentinwhichthosecultureexisted.

11、[Fl]

标准答案：通过异想天开一有时甚至是不可思议的故事来创造一种口头传诵的传

统，以此来解释自然世界中的种种奇观，警戒后世的年轻人要吸取前人的教训，

个社会就用这种方式将其最为珍视的观点、理念都表露出来。

知识点解析：暂无解析

12、[F2]

标准答案：然而，与人们从故事中所得到的教训一样重要的是这些故事中的人物在

传递这个信息的过程中所扮演的角色，也就是所起的作用。

知识点解析：暂无解析

13、[F3]

标准答案：或许我们可以从希腊帝国时期被人们不断重复传诵的《伊索寓言》中找

到神话的缩影以及它是如何被当成一种工具来传递文化价值观的。

知识点解析：暂无解析

14、[F4]

标准答案：我们常常贬低那些自己做不到的事情，以此寻求心理安慰。这个故事以

轻松的形式告诉读者或听众人心灵中的一个弱点，让人们以此为戒。

知识点解析：暂无解析

15、[F5]

标准答案：正如《伊索寓言》揭示出希腊社会里的一些特点一样，其他文化或其他

社会中的神话也展现出这些文化各自的内在特征。

知识点解析：暂无解析

Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheology,the

studyofreligion.[Fl]WhatgivesunitytothewholeScholasticmovement,the

academicpracticeinEuropefromthe9thtothe17lhcenturies,arethecommonaims,

attitudes,andmethodsgenerallyacceptedbvallitsmembers.Thechiefconcernofthe

Scholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquired

separatelybyGreekreasoningandChristianrevelation.Thisconcernisoneofthemost

characteristicdifferencesbetweenScholasticismandmodernthoughtsincethe

Renaissance.ThebasicaimoftheScholasticsdeterminedcertaincommonattitudes,the

mostimportantofwhichwastheirconvictionofthefundamentalharmonybetween

reasonandrevelation.[F2]TheScholasticsmaintainedthatbecausethesameGodwas

thesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributes,hecould

notcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetween

revelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoan

inaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthat

revelationwasthedirectteachingofGod,itpossessedforthemahigherdegreeoftruth

andcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithand

philosophicreasoning,faithwasthusalwaysthesupremearbiter;thetheologians

decisionoverruledthatofthephilosopher.Aftertheearly13thcentury,Scholastic

thoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.[F3]

Nonetheless,throughouliheScholasticperiod,philosophywascalledtheservantof

theology、notonlybecausethetiulhofphilosophywassubordinatedtothatofiheology.

butalsobecausethetheologianusedphilosophytounderstandandexplainlevelation.

ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeory

oftheSpanish-ArabphilosopherandphysicianAvcrrocs.Histheoryassumedthattruth

wasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycould

attainitperfectly.Theso-calledtruthsoftheologyserved,hence,asimperfect

imaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlyto

philosophy.Averroesmaintainedthatphilosophictruthcouldevencontradict,atleast

verbally,theteachingsofIslamictheology.[F4]Asaresultoftheirbeliefinthe

haimonybetweenfaithandreason,theScholasticsattemptedtodctciminctheprecis已

scopeandcompetenceofeachofthesefaculties.ManyearlyScholastics,suchasthe

ItalianecclesiasticandphilosopherSt.Anselm,didnotclearlydistinguishthetwoand

wereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.[F5]Later,

attheheightofthematureperiodofScholasticism,[heItaliantheologianandDhilosopher

ThomasAquinasworkedoutabalancebetweenreasonandrevelation.

16、[Fl]

标准答案：在欧洲从9世纪到17世纪的学术实践中，赋予整个经院运动统一性的

是其所有成员共同的目标、态度以及共同接受的方法。

知识点解析：暂无解析

17、[F2]

标准答案：经院学者认为上帝是这两种知识的源泉，真理是他的主要属性，因此他

不可能在两种表达方式上自相矛盾。

知识点解析：暂无解析

18、[F3]

标准答案：尽管如此，在整个经院哲学阶段，哲学一直被称作神学的仆人，这不仅

是因为哲学的真理性居于神学真理性之下，还因为神学家将哲学运用到了对启示的

理解和解释之中。

知识点解析：暂无解析

19、[F4]

标准答案：因为相信信仰和理性间的和谐关系，经院派学者试图裁决它们各自精确

的范围和能力。

知识点解析：暂无解析

20、[F5]

标准答案：后来，在经院哲学的成熟阶段，意大利神职人员及哲学家托马斯・阿奎

纳在理性和启示之间找到了一种平衡。

知识点解析：暂无解析

[Fl]AnydiscussionofiheAmericaneducationalsystemwouldbelessihancomplete

ifildidnoimenlioniheemphasisIhatmanycollegesanduniversiliesplaceur)onihe

nonacademic,social,"extracurricular"aspectofeducation,oftendefineda$personal

giowth.Perhapsausefulwayofviewingthenotionofpersonalgrowthwouldbeto

picturetheverylargeandgeneralterm"educatiorTasbeingall-embracing,includingas

subsetswithinitacademicandnonacademiccomponents.Thismaybeoneofthemost

difficultconceptstoconveytosomeonewhoisnotintimatelyfamiliarwithAmerican

highereducation.Feweducationalsystemsinothercountriesplacethesameemphasison

thisblendofacademicandpersonaleducation.Themajorityofcollegesanduniversities

intheUnitedStatesmakesomeattempttointegratepersonalandintellectualgrowthin

theundergraduateyears.[F2]Iftheultimategoalofundergraduateeducationio

Americaweresimplytoconveyasetbodyofknowledge,thetermofstudiescould

undoubtedlybereduced.Yetthetermsofstudiesarcextendedinordertogivestudentsa

chancetogrowanddevelopinotherways.Numerousopportunitiesaremadeavailableto

studentstobecomeinvolvedinsports,studentgovernment,musicalanddramatic

organizations,andcountlessotherorganizedandindividualactivitiesdesignedto

enhanceone'spersonalgrowthandprovidesomerecreationandenjoymentoutsideofthe

classroom.[F3]Experiencewithcampusorganizationsandoff-campuscommunity

involvementcanbehighlyvaluableinpreparingintcniationalstudentsforfuture

leadershipinIheirprofessionalfieldupontheirreturnhome.ThetypicalAmerican

college'ssupportforextracurricularactivityisperhapsuniqueintheworld.Thisspecial

educationaldimension,beyondtheclassroomandlaboratoryexperience,doesnotmean

thatextracurricularparticipationisrequiredtogainanAmericandegree.[F4]It

remainsanentirelyoptionalactivity,butitisnotedherebecauseAmericanshave

traditionallyviewedsuccessinone'sroleasacitizenascloselylinkedtoa"wcU-

rounded,IMeihalincorpcratesavarielyofsocial、alhletic,andculturalacliviliesinloa

person'sexperience.AgreatmanyAmericancampusesandcommunitieshaveorganized

specialextracurricularactivitiesforstudentsfromothercountries.[F5]Onmost

campuses,onecanfindaninternationalclub、whichincludesAmericans,wherestudents

cangettoknowandlean】sociallyfromstudentsfromothercountries,aswellas

Americans.Internationalstudentsarealmostalwaysinvited,throughorganized

hospitalityactivities,intothehomesofAmericanslivinginoroutsidetheacademic

community.

21、[Fl]

标准答案：任何对美国教育体系的讨论，如果未能涉及许多学院及大学教育中非学

术性的、社会的及“课程外”的方面，即其对个性成长的重视，那么这种讨论就不全

面。

知识点解析：暂无解析

22、[F2]

标准答案：假如美国本科教育的最终目的只是传授一定量的知识，那么无疑就可以

缩短学习的期限。

知识点解析：暂无解析

23、[F3]

标准答案：在国际留学生回国后，这些校园活动和参与校外社团的经验在帮助他们

将来成为专业领域的领军人物方面极具价值。

知识点解析：暂无解析

24、[F4]

标准答案：校外活动仍然不是一门必修课，但它仍然被给予了高度的关注。因为美

国人历来认为，一个公民的成功和“全方位”的生活是密不可分的，这种生活就要求

成功者有参与社会活动，体育运动和文化活动的经历。

知识点解析：暂无解析

25、[F5]

标准答案：在大多数校园里都有国际俱乐部，成员包括美国学生。在俱乐部里，学

生通过与来自其他国家学生(包括美国学生)的社交来相互认识并学习。

知识点解析：暂无解析

Halfoftheworld'spopulationwillbespeakingorlearningEnglishby2015,researchers

say.TwobillionpeopleareexpectedtostartlearningEnglishwithinadecadeandthree

billionwillspeakit,saysaBritishCouncilestimate.Otherlanguages,suchasFrench,

riskbecomingthecasualtiesofthis"linguisticglobalization".[Fl]Bui」heboomwill

beoverby2050andtheEnglishlanguageteachingindustrywillhavebecomeavictimof

itsownsuccess,saysDavidGraddol,authorofihereporl、TheFutureofEnglish.Mr.

Graddofsresearchwasbasedonacomputermodeldevelopedtoestimatedemandfor

Englishlanguageteachingaroundtheworld.[F2]Thelecturer,whohasworkedin

educationandlanguagestudiesattheOpenUniversityforthepast25years,saidthe

modelchartedlikelystudentnumbersthroughto2050.Itwascompiledbylookingat

variousestimatesfromtheUnitedNationsEducation,ScientificandCultural

Organization(UNESCO)oneducationprovision,demographicprojections,government

educationpoliciesandinternationalstudentmobilityfigures.[F3]Theimpactof

educationalinnovationsandotherdevelopmentsaffectingtheworldDODulationincluding

theChinesegovemm