Translate the following selection into English. Then compare your translation with the sug

Directions: Translate the following passage into English. Write your translation on the ANSWER SHEET.

尽管人为什么要睡觉这一头号题我们尚未弄清楚，但毫无疑问，人需要睡觉，其他动物也是如此。醒与睡的交替模式是与我们的习惯和感官密切相关的。动物靠视力寻找食物、栖息地和庇护，它们与人一样白天的大部分时间活动，晚上睡觉。为保持身体健康，一个人所需的睡眠时间因年龄不同而大不相同。学龄前儿童通常需要10～12个小时的睡眠时间，中小学生9～11个小时，成年人7～9个小时。成年人随着日益变老所需睡眠时间似乎也逐渐减少。睡眠时间也随种族不同而不同。据说，日本人，包括儿童和成年人，睡眠时间比欧洲人少。但这种不同也许是由于生活习惯而不是由于种族的原因造成的。

Translate the following text into English. Write your translation on ANSWER SHEET THREE.

一个人的生命究竟有多大意义，这有什么标准可以衡量吗？提出一个绝对的标准当然很困难；但是，大体上看一个人对待生命的态度是否严肃认真，看他对待劳动、工作等等的态度如何，也就不难对这个人的存在意义做出适当的估计了。

古来一切有成就的人，都很严肃地对待自己的生命，当他活着一天，总要尽量多劳动、多工作、多学习，不肯虚度年华，不让时间白白地浪费掉。我国历代的劳动人民及大政治家、大思想家等等都莫不如此。

Translate the following text into Chinese. Write your translation on ANSWER SHEET THREE.

But, as has been true in many other cases, when they were at last married, the most ideal of situations was found to have been changed to the most practical. Instead of having shared their original duties, and as school-boys would say, going halves, they discovered that the cares of life had been doubled. This led to some distressing moments for both our friends; they understood suddenly that instead of dwelling in heaven they were still upon earth, and had made themselves slaves to new laws and limitations. Instead of being freer and happier than ever before, they had assumed new responsibilities; they had established a new household, and must fulfill in some way or another the obligations of it. They looked back with affection to their engagement; they had been longing to have each other to themselves, apart from the world, but it seemed they never felt so keenly that they were still units in modern society.

Directions: Translate the following English into Chinese. (10 points)

Experts have long thought that depression could be bad for your heart. A new study demonstrates just how dangerous it can be.

Directions: Translate the following text into Chinese.

Youth is not a time of life; it is a state of mind; it is not a matter of rosy cheeks, red lips and supple knees; it is a matter of the will, a quality of the imagination, a vigor of the emotions; it is the freshness of the deep springs of life. Youth means a temperamental predominance of courage over timidity, of the appetite for adventure over the love of ease. This often exists in a man of 60 more than a boy of 20. Nobody grows old merely by a number of years. We grow old by deserting our ideals. Years may wrinkle, the skin but to give up enthusiasm wrinkles the soul. Worry, fear, self-distrust bows the heart and turns the spring back to dust. Whether 60 or 16 years old, there is the lure of wonder, the unfailing childlike appetite and the joy of the game of living in every human being's heart. In the center of your heart and my heart there is a wireless station: so long as it receives messages of beauty, hope, char, courage and power from men and from the Infinite, so long are you young. When the aerials are down, and your spirit is covered with snows of cynicism and the ice of pessimism, then you are grown old, even at 20, but as long as your serials are up, to catch waves of optimism, there is hope you may die young at 80.

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Directions: Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET Ⅱ.

46) The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it.

Until quite recently, approaches to ESL work have been strongly influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 47) The prescriptive nature of such methods and the demands they made on the teacher's time developed the belief that ESL work would be tackled only by the specialist ESL teacher working with small groups of children. 48) Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficientlv equip ESL learners in the secondary school to benefit from normal schooling. In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 49) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen, Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English-speakers who provide the most powerful models, i.e. their peer (地位相同的) group.

Peer group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be over-emphasized.

50) The separation of second-language learners from the main-stream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished.

46.______________________________