50 We are thus led to distinguish, within the broad educational process which we have been

(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. 此处译文为:

riends. As we get to know people, we consider things like age, races, looks and social positions. Thus it is more difficult for people to become friends if there is a big difference in age and background. However, some people don&39;t think these factors are of the most importance.

根据下列文章，回答46～50题。

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)

There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output.

But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.

(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.

第 46 题 (46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive.此处译文为：

Peterson, a great archaeologist, said:” Archaeologists have been extremely patient because we were led to believe that the ministry was ()this problem, but we feel that we can't wait any longer.'

A、looking out

B、bringing out

C、carrying out

D、sorting out

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)

There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.

50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.

46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive.

I ordered a tranquilizer(麻醉剂)gun so we would have tranquilized her, but thankfully we didn’t have to”, Mr.White said.The tiger was successfully led back into its cage after the brave escape.

Who is Calvin White？()

A、A managerial staff of the zoo

B、A journalist from National Post

C、A witness of the incident

D、A zoo animal handler

What is a black hole？ Well, it is difficult to answer the question,

as the terms we would normally use to describe a scientific phenomenon __1__are adequate here. Astronomers and scientists think that a black hole is __2__a region of space which matter has fallen and from which nothing can __3__

escape—not even light. But we can’t see a black hole. A black hole __4__exerts a strong gravitational pull and yet it has no matter. It is only space—or thus we think. How can this happen？ __5__

The theory is that some stars explode when their density increases to a particular point; they “collapse” and sometimes a supernova occurs.

The collapse of a star may produce a “White Dwarf” of a “neutronstar”—

a star which matter is so dense that if continually shrinks by the force of __6___its own gravity. But if the star is very large, this process of shrinking may be so intense that a black hole results in. Imagine the earth reduced to the __7__size of a marble, but still having the same masses and a stronger __8__gravitational pull, and you have some ideas of the force of a black hole. __9__And no matter near the black hole is sucked in. __10__

In the United States, 30 percent of the adult population has a "weight problem".To many people, the cause is obvious: they eat too much.But scientific evidence does little to support this idea.Going back to the America of the 1910s, we find that people were thinner than today, yet they ate more food.In those days people worked harder physically, walked more, used machines much less and didn't watch television.

Several modem studies, moreover, have shown that fatter people do not eat more on the average than thinner people.In fact, some investigations, such as the 1979 study of 3, 545 London office workers, report that, on balance, fat people eat less than slimmer people.

Studies show that slim people are more active than fat people.A study by a research group at Stanford University School of Medicine found the following interesting facts:

The more the men ran, the more body fat they lost.

The more they ran, the greater amount of food they ate.

Thus, those who ran the most ate the most, yet lost the greatest amount of body fat.

31.The physical problem that many adult Americans have is that__________.

A) they are too slim

B) they work too hard

C) they are too fat

D) they lose too much body fat

32.According to the article, given 500 adult Americans, __________ people will have a "weight problem".

A) 30

B) 50

C) 100

D) 150

33.Is there any scientific evidence to support that eating too much is the cause of a "weight problem"？

A) Yes, there is plenty of evidence.

B) Of course, there is some evidence to show this is true.

C) There is hardly any scientific evidence to support this.

D) We don't know because the information is not given.

34.In comparison with the adult American population today, the Americans of the 1910s __________.

A) ate more food and had more physical activities

B) ate less food but had more activities

C) ate less food and had less physical exercise

D) had more weight problems

35.Modem scientific researches have reported to us that__________.

A) fat people eat less food and are less active

B) fat people eat more food than slim people and are more active

C) fat people eat more food than slim people but are less active

D) thin people run less, but have greater increase in food intake

o predict their future【C2】______People seem inclined to【C3】______this task u sing causal reasoning. First, we generally【C4】______that future circumstances are【C5】______caused or conditioned by present ones. We learn that getting an education will【C6】______how much money we earn later and that swimming beyond the reef may bring an unhappy【C7】______with a shark.

Second, people also learn that such【C8】______of cause and effect are probabilistic in nature. That is, the effects occur more often when the causes occur than when the causes are【C9】______, but not al ways.【C10】______, students learn that studying hard produces good grades【C11】______most instances, but not every time. Science makes these concepts of causality and probability more clear and【C12】______techniques for dealing with them more【C13】______than does causal human inquiry. In looking at ordinary human inquiry, we need to【C14】______between prediction and under .standing. Often, even if we don't under stand why, we are willing to act on the basis of a demonstrated【C15】______ability.

Whatever the primitive drives that【C16】______human beings, satisfying them depends heavily on the ability to predict future circumstances. The attempt to predict is often played in the【C17】______of knowledge and understanding. If you can understand why certain regular patterns【C18】______, you can predict better than if you simply ob serve those patterns. Thus, human inquiry aims【C19】______answering both "what" and "why" questions, and we【C20】______these goals by observing and figuring out.

【C1】

A．exhibit

B．exploit

C．release

D．expose