当前位置：文档之家 › 研究生英语教材---熟谙课文原文 第一课

研究生英语教材---熟谙课文原文 第一课

  • 格式：pdf
  • 大小：773.76 KB
  • 文档页数：6

Text e3ho111 eo,,.,,11t,1te11 to Oo111111lt11t111tt Ernest Boyer Para 1T oday's students have ambiguous feelings about their role in the wor1d. They are devoting their energies to what seems most real to them: the pursuit of security, the accumulatlon of material goods. They are struggling to establish themselves, but the young people also admitted to confusion: Where should they put their faith in this uncertain age? Undergraduates are searching for Jdenttty and meaning and, like the rest of us, they are torn by idealism of seNice on the one hand, and on the other, the temptation to retreat into a world that never rises above self-interests.iPars 2In the end, the quality of the undergraduate experience is to be I measured by the willingness of graduates to be socially and civically engaged. Reinhold Niebuhr once wrote, "Man cannotbehold except he be committed. He cannot find himself without finding a center beyond himseH.1' The idealism of the undergraduate experience mustreflect itself in loyalties that transcend self. Is it too much to expect that, even in this hard-edged ! competitive age, a college graduate will live with Integrity. civility -even compassion? Is it appropriate to hope that the lessons learned in a liberal education will reveal themselves in the humaneness of the graduate's relationship with others?Unit One Fro m Competence to CommitmentPara 3 Clearly, the col l ege graduate has civic obligations to futtil l. There is urgent need in American teaching to help close the dangerous andgrowi n g gap between public pol i cy and public understanding. Theinformation required to think constructively about the agenda ofgovernment seems incr e asingly beyond our grasp. It is no longerpossible, many argue, to r e solve complex public issues through citizenparticipation. How, they ask, can nonspecialists debate policy choicesof consequence when they do not even know the language? Pars 4 Should the use of nuclear e nergy be expanded or cut back? Can an adequate supply of water be assured? How can the arms race bebrought under control? What is a safe level of atmospheric pol l ution?Even the semi-metaphysical questions of when a human life beginsand ends have become items on the pol i ti ca agenda.Para 5 Citi z ens have tri e d with si m itar bafflement to follow the debate over Star Wars, wit h its highly technical jargon of deterrence andcounterdeterrence. Even what once seemed to be reasonabl y l oc almatters -zoning regulations, school desegregation, drainageproblems, public transportation issues1 licensing requests fromcompeti n g cable television companies -call for specialists, whodebate technical i ti e s and frequently confuse rather than clarify theissues. And yet, the very complexit y of public life requi r es more, notl ess, information; more, not less, participati o n.Para 6 For those who care about government "by t he people/' the decline in public understanding cannot go unchallenged. In a world wherehuman survival is at stake, ignorance is not an acceptable alternative.The futl control of policy by special i sts with limited perspecti v e s nottolerable. Unless we find better ways to educate oursetves, as ci t z ens,unless hard questions are asked and sati s factory answers are offered,we run the risk of making critical decisions,not on the basis of whatwe know, but on the basis of blind faith in one or anoth er set ofprofessed experts.Para 7 What we need today are groups of well-informed, caring individuals who band together in the spirit of community to learn from one another,to participate, as citizens, in the democratic process.Para 8 We need concerned people who are participants in inquiry, who know how to ask the right questions. who understand the process by whichpublic p olicy is shaped, and are prepared to make informed,discriminating judgments on questi ons that affect the future.Obviously, no one institution in society can single-handedly provideth e le adersh ip we require. But we are convinced that theundergraduate college, perhaps more than any other institution, isobliged to provide the enlightened leadership our nation urgentlyrequires if government by the people is to endure.Para 9 To fulfill this urgent obligation, the perspective needed is not only national, but global. Today's students must be informed about peopleand cultures other than their own. Since man has orbited into space.it has become dramatically apparent that we are all custodians of asingle planet. In the past half century, our planet has become vastlymore crowded, more interdependent, and more unstable. If studentsdo not see beyond themselves and better understand their place inour complex world, their capacity to live responsibly will bedangerously diminished.Para 10 The world may not yet be a village, but surely our sense of neighborhood must expand. When drought ravages the Sahara.when war in Inda-China creates refugees, neither our compassionnor our analytic i ntelligence can be bounded by a do tted line on apolitical map. We are beginning t o understand that hunger and humanrights affect alliances as decisively as weapons and treaties. Dwarfingall other concerns, the mushroom cloud hangs ominously over ourUnit One From Competence to Commitmentworl d consciousness. These realities and the obligations they imposemust be understood by every student.Pars 11 But during our study we found on campus a disturbing lack of knowledge and even at times a climate of indifference about our world.Refugees flow from one country to another, but too few students canpoint to these g reat migrations on a map or talk about the famines,wars, or poverty that caused them. Philosophers, statesmen,inventors, and artists from around the wor1d enrich our lives, but suchindividuals and their contributions are largely unknown orunremembered.Psra 12 While some students have a global perspective, the vast majority, although vaguely concerned, are inadequately informed about theinterdependent wortd in which they live.Para 13 University of Notre Dame campus minister William Toohey wrote recently, 11The trouble with many colleges is that they indulge thenesting instinct by building protected little communities inside theirgreat walls.11Para 14 One point emerges with stark clarity f r om all we have said: Our world has undergone immense transformations. It has become a morecrowded, more interconnected, more unstable place. A newgenerat i on o1 Americans must be educated for life in this increasinglycomplex world. If t he undergraduate college cannot help studentssee beyond themselves and better understand the interdependentnature of our world, each new generation will remain ignorant l andits capa city to live confidently and responsibly will be dangerouslydiminished.P ara 15 Throughout our study we were impressed that what today's col l ege is teaching most successfully is competence -competence inmeeting schedules, in gathering information, in responding well ontests, in mastering the details of a special field. Today the capacity todeal successfully with discrete problems is highly prized. And whenwe asked students about their education, they, almost w ithoutexception, spoke about the credits they had earned or the coursesthey still needed to complete.Para 16 But technical skill, of whatever .k ind, leaves open essential questions: Education for what purpose? Competence to what end? At a time inlife when values should be shaped and personal priori1ies sharplyprobed, what a tragedy it would be if the most deeply felt issues, themost haunting questions, the most creative moments were pushedto the fringes of our institutional life. What a monumental mistake itwould be if students, during the undergraduate years, remainedtrapped within the organizational grooves and narrow routines to whichthe academic world sometimes seems excessively devoted. Part1 17 Students come to campus at a time of high expectancy. And yet, all too often they become enmeshed in routines that are deadening anddistracting. As we talked with teachers and students1 we often hadthe uncomfortable feeling that the most vital issues of life -the natureof society, the roots of social injustice, indeed the very prospects forhuman su,vival -are the ones with which the undergraduate collegeis least equipped to deal.Para 18 The outcomes of collegiate education should be measured by the student's performance in the classroom as he or she becomesproficient in the use of knowledge, acquires a solid basic education,and becomes competent ina specific field. Further, the impact of theundergraduate experience is to be assessed by the performance ofthe graduate in the workplace and further education.Part1 19 But in the end, students must be inspired by a larger vision, using theUnit One From Co m pet e nce to Commitment •7•knowledge t h ey h ave acquired to discover patterns, form values, andadvance the common good. The undergraduate experienc e at itsbest wil l move the student from compet e nce to commitment.Para 20 A recent coll e ge graduate wrote about the commitments of young people and their fut u re. She asks: 11What kind of nation will we be ifwe cannot even commit ourselves to other people, much less to aset of abstract val u es? ... W hat kinds of politicians will we elect if serf­inter est is our highest value, humanity an 'inoperative' commodity?" Para 21 When all is said and done, the conege should encourage each student to develop the capaci t y to judge wisely in matters of life and conduct.Ti m e must be taken for explori n g ambiguities and reflecting on theimponderables of l ife-in classrooms, in the rathskellers, and in bullsessions late at night. The goal is not to indoctrinate st u d ents, but toset them free in the world of ideas and provide a climate in whichethical and moral choices can be thoughtfully examined, andconvictions formed.Psra 22 This imperative does not replace the need for rigorous study in the disciplines, but neithe r must speci a lization become an excuse tosuspend judgment or diminish the search for purposeful life objectives.Para 23 We are keenly aware of the limited impact people and t h eir i nstit u tions seem to make these days on the e vents of our time. But our abidinghope is that wit h determination and effort, t h e undergraduate collegecan make a difference in the intellectual and personal lives of itsgraduates1 in the so c ial and civic responsibilities they are willing toassume, and uHimate�y in thei r world perspective. These Intangibles,which reveal themselves in ways that are very real, are thecharacteristics by which, ul t imately, the quality of the undergraduateexperi e nce must be measured.。

合集下载

当代研究生英语读写教程上Unit1课文+翻译

当代研究生英语读写教程上Unit1课文+翻译

Unit 1 : cyberspace : if you don't love it ,leave it信息空间：出入随愿1 someth ing in the America n psyche loves new fron tiers.美国人的内心深处具有一种酷爱探索新领域的气质。

We hanker after wide-ope n spaces ;we like to explore ;we like to makerules but refuse to follow them .我们渴求宽敞的场地，我们喜欢探索，喜欢制定规章制度，却不愿去遵守。

But in this age it's hard to find a place where you can go and beyourself without worry ing about he n eighbours .在当今时代，却很难找到一块空间，可以供你任意驰骋，又不必担心影响你的邻居。

There is such a place : cyberspace .确实有这样一个空间，那就是信息空间Formerly a playgro und for computer fans ,cyberspace . Formely a playgro und for computer fans ,cyberspace now embraces everycon ceivable con stitue ncy : school childre n ,flirtatious ,sin gles ,Hun garia n-America ns, acco untants .这里原本是计算机迷的游戏天地，但如今只要想像得到的各类人群应有尽有，包括少年儿童、轻佻的单身汉、美籍匈牙利人、会计等。

Can they all get along ?Or will our fear of kids surfi ng for dirty pictures behi nd their bedroom doors provoke a crackdow n ?问题是他们都能和睦相处吗？人们是否会因为害怕孩子们躲在卧室里看网上的淫秽图片而将它封杀？3 The first order of bus in ess is to grasp what cyberspace is . 首先要解决的问题是，什么是信息空间。

研究生英语综合教程课文翻译+原文

研究生英语综合教程课文翻译+原文

课文原文1-7 Unit 1 The Hidden Side of Happiness1 Hurricanes, house fires, cancer, whitewater rafting accidents, plane crashes, vicious attacks in dark alleyways. Nobody asks for any of it. But to their surprise, many people find that enduring such a harrowing ordeal ultimately changes them for the better.Their refrain might go something like this: "I wish it hadn't happened, but I'm a better person for it."1飓风、房屋失火、癌症、激流漂筏失事、坠机、昏暗小巷遭歹徒袭击，没人想找上这些事儿。

但出人意料的是，很多人发现遭受这样一次痛苦的磨难最终会使他们向好的方面转变。

他们可能都会这样说:“我希望这事没发生，但因为它我变得更完美了。

”2 We love to hear the stories of people who have been transformed by their tribulations, perhaps because they testify to a bona fide type of psychological truth, one that sometimes gets lost amid endless reports of disaster: There seems to be a built-in human capacity to flourish under the most difficult circumstances. Positive responses to profoundly disturbing experiences are not limited to the toughest or the bravest.In fact, roughly half the people who struggle with adversity say that their lives subsequently in some ways improved.2我们都爱听人们经历苦难后发生转变的故事，可能是因为这些故事证实了一条真正的心理学上的真理，这条真理有时会湮没在无数关于灾难的报道中:在最困难的境况中，人所具有的一种内在的奋发向上的能力会进发出来。

研究生英语阅读教程(基础级2版)课文01及其翻译

研究生英语阅读教程(基础级2版)课文01及其翻译

World English: A Blessing or a Curse? Universal languageBy Tom McArthur[1] In the year 2000, the language scholar Glanville Price, a Welshman, made the following assertion as editor of the book Languages in Britain and Ireland:For English is a killer. It is English that has killed off Cumbric, Cornish, Norn and Manx. There are still parts of these islands where sizeable communities speak languages that were there before English. Yet English is everywhere in everyday use and understood by all or virtually(actually) all, constituting such a threat to the three remaining Celtic languages, Irish, Scottish Gaelic, and Welsh... that their long-term future must be considered... very greatly at risk. (p 141) Some years earlier, in 1992, Robert Phillipson, English academic who currently (at the present/ at the moment) works in Denmark, published with Oxford a book entitled Linguistic Imperialism. In it, he argued that the major English-speaking countries, the worldwide English-language teaching industry, and notably (especially) the British Council pursue policies of linguistic aggrandisement. He also associated such policies with a prejudice which he calls linguicism[a condition parallel to(equal to/ similar to) racism and sexism]. As Phillipson sees it, leading institutions and individuals within the predominantly "white" English-speaking world, have [by design(=deliberately) or default(=mistake)] encouraged or at least tolerated—and certainly have not opposed—the hegemonic spread of English, a spread which began some (about) three centuries ago as (when) economic and colonial expansion.[2] Phillipson himself worked for some years for the British Council, and he is not alone among Anglophone academics who have sought to point up the dangers of English as a world language. The internationalization of English has in the last few decades been widely discussed in terms of three groups: first, the ENL countries, where English is a native language (this group also being known as the "inner circle"); second, the ESL countries, where English is a second language (the "outer circle"); and third, the EFL countries, where English is a foreign language (the "expanding circle"). Since the 1980s, when such terms became common, this third circle has in fact expanded to take in the entire planet.[3] For good or for ill, there has never been a language quite like English. There have been many "world languages", such as Arabic, Chinese, Greek, Latin, and Sanskrit. By and large, we now view them as more or less benign, and often talk with admiration and appreciation about the cultures associated with them and what they have given to the world. And it is fairly (very) safe to do this, because none of them now poses much of a threat.[4] English however is probably (perhaps) too close for us to be able to analyze and judge it as dispassionately (objectively), as we may now discuss the influence of Classical Chinese on East Asia or of Classical Latin on Western Europe. The jury is still out in the trial of the English language, and may take several centuries to produce its verdict, but even so we can ask, in this European Year of Languages, whether Price and Phillipson are right to warn us all about the language that I am using at this very moment. [warn sb. of sth.][5] It certainly isn't hard(difficult) to look for situations (examples) where people might call English a curse. An example is Australia, which is routinely regarded as a straightforward English-speaking country. The first Europeans who went there often used Latin to describe and discuss the place. The word Australia itself is Latin; evidently (Obviously/ Apparently) no one at the time thought of simply calling it "Southland" (which is what Australia means). In addition(besides), in South Australia there is a wide stretch of land called the Nullarbor Plains, the first word of which sounds Aboriginal, but nullarbor is Latin and means "no trees". And most significantly of all, the early settlers called the continent a terra nullius. According to the Encarta World English Dictionary (1999) the Latin phrase terra nullius means:... the idea and legal concept that when the first Europeans arrived in Australia the land was owned by no one and therefore open to settlement. It has been judged not to be legally valid.But that judgment was made only recently. When the Europeans arrived, Australia was thinly populated—but populated nonetheless (from then on)—from coast to coast in every direction. There were hundreds of communities and languages. Many of these languages have died out, many more are in the process of dying out, and these dead and dying languages have been largely replaced (substituted) by either kinds of pidgin English or general Australian English. Depending on your point of view, this is either a tragic loss or the price of progress.[6] At the same time, however, can the blame for the extinction of Aboriginal languages be laid specifically at the door of English? The first Europeans to discover Australia were Dutch, and their language might have become the language of colonization and settlement. Any settler language could have had the same effect. If for example the Mongols had sustained their vast Eurasian empire, Mongolian might have become a world language and gone to Australia. Again, if history had been somewhat (a little) different, today's world language might have been Arabic, a powerful language in West Asia and North Africa that currently affects many smaller languages, including Coptic and Berber. Spanish has adversely (negatively) affected indigenous languages in so-called "Latin" America, and Russian has spread from Europe to the Siberian Pacific. If English is a curse and a killer, it may only be so in the sense (meaning) that any large language is likely (possible) to influence and endanger smaller languages.[7] Yet many people see (consider/ regard) English as a blessing. Let me leave aside here the obvious advantages possessed by any world language, such as a large communicative network, a strong literary and media complex (network), and a powerful cultural and educational apparatus (organization). Let us instead look at something rather different: the issue (problem) of politics, justice, and equality. My object (target) lesson this time is South Africa. Ten years ago, South Africa ceased (stopped) to be governed on principles of racial separateness, a system known in Afrikaans (a language derived from Dutch) as apartheid. The system arose (occurred) because the Afrikaner community—European settlers of mainly Dutch descent—saw themselves as superior to the indigenous (native) people of the land they had colonized.[8] English-speaking South Africans of British descent were not particularly strong in opposing the apartheid regime (rule), and the black opposition, whose members had many languages, was at first weak and disorganized. However, the language through which this opposition gained (obtained/ got) strength and organization was English, which became for them the key language of freedom and unity, not of oppression. There are today eleven official languages in South Africa—English, Afrikaans, and nine vernacular languages that include Zulu, Ndebele, and Setswana. But which of these nine do black South Africans use (or plan to use) as their national lingua franca? Which do they wish their children to speak and write successfully (in addition to their mother tongues)? The answer is none of the above. They want English, and in particular (especially/ specifically) they want a suitably Africanized English.[9] So, a curse for the indigenous peoples of Australia and something of a blessing for those in South Africa...[10] How then should we think of English in our globalizing world with its endangered diversities? The answer, it seems to me, is crystal clear. Like many things, English is at times (often) a blessing and at times a curse—for individuals, for communities (society), for nations, and even for unions of nations. The East Asian symbolism of yin and yang might serve (illustrate) well here: There is something of yang in every yin, of yin in every yang. Although they are opposites, they belong together: in this instance (case) within the circle of communication. Such symbolism suggests (shows) that the users of the world's lingua franca should seek to benefit as fully as possible from the blessing and as far as possible avoid invoking the curse. (1, 292 words)ABOUT THE AUTHORDr. Tom McArthur is founder editor of the Oxford Companion to the English Language (1992) and the quarterly English Today: The International Review of the English Language (Cambridge, 1985—). His more than 20 published works include the Longman Lexicon of Contemporary English (1981), Worlds of Reference: Language, Lexicography and Learning from the Clay Tablet to the Computer (1986), and The English Languages (1998). He is currently Deputy Director of the Dictionary Research Center at the University of Exeter.EXERCISESI. Reading ComprehensionAnswer the following questions or complete the, following statements.1. It can be inferred from Glanville Price's statement that he is ______.A. happy that English is everywhere in Britain and IrelandB. worried about the future of the remaining Celtic languagesC. shocked by the diversity of languages in Britain and IrelandD. amazed that many people in the UK still speak their Aboriginal languages2. Cumbric is used as an example of ______.A. a local dialectB. a victim of the English languageC. a language that is on the verge of extinctionD. a language that is used by only a limited number of people3. Which of the following is the major concern of the book Linguistic Imperialism?A. English teaching overseas.B. British government's language policies.C. Dominance of English over other languages.D. The role of English in technology advancement.4. Both Price and Phillipson are ______.A. government officialsB. advocates of linguistic imperialismC. in support of language policies carried out by the British CouncilD. concerned about the negative effect of English on smaller languages5. According to the text, the EFL countries ______.A. are large in numberB. is known as the "outer circle"C. will be endangered by EnglishD. have made English their official language6. According to McArthur, Chinese is different from English in that ______.A. it has made a great contribution to the worldB. it has had positive influence on other languagesC. it may result in the disappearance of other languagesD. it probably will not endanger the existence of other languages7. When he said the jury is out in the trial" (Line 3, Paragraph 4), McArthur meant ______.A. punishment is dueB. the jury is waiting for a trialC. no decision has been made yetD. there is no one to make the decision8. Australia might be used as an example to show that ______.A. languages are changing all the timeB. some English words are derived from LatinC. English has promoted the progress of some nationsD. English should be blamed for the extinction of smaller languages9. Many people see English as a blessing for people in ______.A. AustraliaB. East AsiaC. South AfricaD. ESL countries10. The main theme of this speech is that ______.A. English should be taught worldwideB. English as a world language does more harm than goodC. we should be objective to the internationalization of EnglishD. we should be aware of (realize) the danger of English as a world languageB. Questions on global understanding and logical structures1. Why does McArthur introduce Glanville Price and Robert Phillipson's points of view on the spread of English? What is his? Intention?McArthur quotes Price’s assertion and cites Pillipson’s viewpoint on the spread of English as sort of cons to initiate his argument. Cons are usually popularly believed arguments or opinions that are against the author’s point of view. Cons are c ommonly used writing techniques and are often employed in order to appeal the audience and highlight the author’sviewpoint.2. Does McArthur agree with what Price and Phillipson argued? From as early as which section does McArthur show his attitude? Toward the dominance of English as a world English?No. McArthur’s opinion is different from Price and Pillipson’s arguments. He doesn’t believe that English is a killer and should be blamed for the extinction of smaller languages. He sees English as both a blessing and a curse, maybe as a blessing more than a curse. After introducing Price and Pillipson’s viewpoints, McArthur writes about his own ideas on the issue of English as a world language. From the sentence “For good or for ill, there has never been a language quite like English”, we can learn that McArthur does not curse English like Price and Pillipson and he has a different point of view.3. By reading "It certainly isn't hard to look for situations where people might call English a curse", could we conclude that McArthur believes English is a curse?No. This sentence is a kind of justification. Although McArthur literally justifies the fact that there are situations where people might call English a curse, he doesn’t believe that English is virtua lly a curse. By adding the word “certainly” McArthur shows his intent.4. Could you pick up some words and expressions that signal change or continuation in McArthur's thought?“For good or for ill”(paragraph 3) /“however”(paragraph 4) /“But”(paragraph 5) / “At the same time, however”(paragraph 6) /“Yet”(paragraph 7)5. How many parts can this speech be divided? How are the parts organized?Part One: paragraphs 1 and 2. These two paragraphs introduce the situation that many academics argue against English as a world language.Part Two: paragraphs 3, 4, 5, 6, 7, 8, and 9. Paragraph three is a transitional paragraph that initiates McArthur’s own argument. In these paragraphs McArthur argues that English is not only a curse as many people have believed, but a blessing as well.Part Three: paragraph 10. McArthur concludes in the last paragraph that English may be a curse or a blessing depends on different situations and we should make advantages of world languages and avoid their disadvantages.II. VocabularyA. Choose the best word from the four choices to complete each of the following sentences.1. There has been much opposition from some social groups, ______ from the farming community.A. straightforwardlyB. notably(especially)C. virtuallyD. exceptionally2. The ______ view in Britain and other Western countries associates aging with decline, dependency, isolation, and often poverty (property).A. predominantB. credulousC. inclusive(<->exclusive)D. sustainable3. But gifts such as these cannot be awarded to everybody, either by judges or by the most ___ of governments./ reward rewarding [a gifted / talented person]A. toughB. demandingC. diverseD. benign (kind)4. The foreman read the ______ of guilty fourteen times, one for each defendant.A. prejudiceB. verificationC. verdictD. punishment5. They fear it could have a(n) ______ effect on global financial markets.A. sizeableB. adverse(negative)C. beneficialD. consequential6. The UN threatened to ______ economic sanctions if the talks were broken off.A. engageB. pursueC. abandon/ abundantD. invoke7. There are at least four crucial differences between the new ______ and the old government.A. regimeB. hegemonyC. complexD. federation/ fedal<->federal, confederate)8. These questions ______ a challenge to established attitude of superiority toward the outside world.A. evolveB. constituteC. tolerateD. aroused9. Because of this, a strong administrative ______ was needed to plan the use of scarce resources, organize production and regulate distribution.A. apparatusB. constitutionC. insistenceD. promotion10. I learnt that there are no genuinely ______ animals in this area, all the animals were brought here from other places.A. endangeredB. domesticated (tamed)C. indigenousD. extinctB. Choose the hest word or expression from the list given for each Honk Use each word or expression only once and make proper changes where necessary.point up by and large take in descent for good or illleave aside crystal clear die out endanger lay... at the door of1. The book concludes with a review of the possible impact (influence) of more intimate computers for good or ill, in various areas of human life.2. Moreover, it had become clear from the opinion polls that the unpopularity of the new tax was being laid at the door of the government which had introduced it, rather than the local authorities who were responsible for levying and collecting it.3. This case gave the example of breaking someone's arm: that is a really serious injury, but one which is unlikely to endanger the victim's life.4. Many of those who hold it live in poor areas and some are Colored, that is (=i.e./ namely), of mixed European and African descent.5. This debate is important because that "the facts" are notof the conversations follow a well-worn route from one topic to the next and back again, taking in most of human life. [worn-out]7. But since agriculture forms the basis (base) of our industry, it was, by and large (on the whole), also an intensification of the crisis in the national economy in general.8. Let us factors such as education, career structure, pay and9. It is true that the exact nature of this issue is uncertain. However, one thing is crystal clear: it will not endanger the planet and its inhabitants. (habitat)10. But if animal populations are too small, then they simply die out.III. ClozeThere are ten blanks in the following passage. Read the passage carefully and choose the best answer from the four choices given for each blank. [(criterion) criteria: (1)semantic/(2)grammatical]A simplified form of the English language based on 850 key words was developed in the late 1920s by the English psychologist Charles Kay Ogden and 1 by the English educator I. A. Richards. Known as Basic English, it was used mainly to teach English to non-English-speaking persons and 2 as an international language. The complexities of English spelling and grammar, however, were major 3 to the adoption of Basic English as a second language.The fundamental principle of Basic English was that any idea, 4 complex, may be reduced to simple units of thought and expressed clearly by a limited number of everyday words. The 850-word primary vocabulary was 5 600 nouns (representing things or events), 150 adjectives (for qualities and _ 6 ), and 100 general "operational" words, mainly verbs and prepositions. Almost all the words were in 7 use in English-speaking countries. More than 60 percent of them were one-syllable words. The basic vocabulary was created 8 by eliminating numerous words which have the same or similar meanings and by 9 the use of 18 "basic" verbs, such as make, get, do, have, and be. These verbs were generally combined with prepositions, such as up, among, under, in, and forward. For example, a Basic English student would use the expression “go up”10 "ascend".1. A. created B. publicized C. invented D. operated2. A. proved B. provided C. projected D. promoted3. A. advantages B. objections C. obstacles D. facileties4. A. however B. whatever C. wherever D. whenever5. A. comprised of B. made of C. composed of D. constituted of6. A. personalities B. properties C. preferences D. perceptions/ perceive)7. A. common B. ordinary C. average D. nonprofessional8. A. in all B. at times C. for good D. in part/ partially)9. A. experiencing B. exchanging C. excluding D. extending10. A. in spite of =despite B. in favor of C. instead of D. in case ofII. TranslationPut the following passages into Chinese.1. For English is a killer. It is English that has killed off Cumbric, Cornish, Norn and Manx. There are still parts of these islands where sizeable communities speak languages that were there before English. Yet English is everywhere in everyday use and understood by all or virtually all, constituting such a threat to the three remaining Celtic languages, Irish, Scottish Gaelic, and Welsh... that their long-term future must be considered... very greatly at risk.因为英语是个杀手。

[实用参考]当代研究生英语读写教程上Unit1课文+翻译

[实用参考]当代研究生英语读写教程上Unit1课文+翻译

Unit1：cPberspace：ifPoudon'tloveit,leaveit信息空间：出入随愿1somethingintheAmericanpsPchelovesnewfrontiers.美国人的内心深处具有一种酷爱探索新领域的气质。

Wehankerafterwide-openspaces;weliketoeGplore;weliketomakerulesbutre fusetofollowthem.我们渴求宽敞的场地，我们喜欢探索，喜欢制定规章制度，却不愿去遵守。

Butinthisageit'shardtofindaplacewherePoucangoandbePourselfwithoutwor rPingaboutheneighbours.在当今时代，却很难找到一块空间，可以供你任意驰骋，又不必担心影响你的邻居。

2Thereissuchaplace:cPberspace.确实有这样一个空间，那就是信息空间。

FormerlPaplaPgroundforcomputerfans,cPberspace.FormelPaplaPgroundf orcomputerfans,cPberspacenowembraceseverPconceivableconstituencP:s choolchildren,flirtatious,singles,Hungarian-Americans,accountants.这里原本是计算机迷的游戏天地，但如今只要想像得到的各类人群应有尽有，包括少年儿童、轻佻的单身汉、美籍匈牙利人、会计等。

CanthePallgetalong?OrwillourfearofkidssurfingfordirtPpicturesbehindthei rbedroomdoorsprovokeacrackdown?问题是他们都能和睦相处吗?人们是否会因为害怕孩子们躲在卧室里看网上的淫秽图片而将它封杀?3ThefirstorderofbusinessistograspwhatcPberspaceis.首先要解决的问题是，什么是信息空间。