Section 1: English-Chinese Translation(英译汉)
Part A Compulsory Translation(必译题)
Offshore supply vessels resembling large, floatingflat-backed trucks fill Victoria Dock, unable to findcharters in a sign of the downturn in Britain's oil industry.
With UK North Sea oil and gas production 44 percent below its peak, self-styled oil capital ofEurope Aberdeen fears the slowdown is not simply cyclical.
The oil industry that at one stage sparked talk of Scotland as "the Kuwait of the West" hasalready outlived most predictions.
Tourism, life sciences, and the export of oil services around the world are among Aberdeen'stargeted substitutes for North sea oil and gas -- but for many the biggest prize would be touse its offshore oil expertise to build a renewable energy industry as big as oil.
The city aims to use its experience to become a leader in offshore wind, tidal power and carbondioxide capture and storage.
Alex Salmond, head of the devolved Scottish government, told a conference in Aberdeen lastmonth the market for wind power could be worth 130 billion pounds, while Scotland could bethe "Saudi Arabia of tidal power."
"We're seeing the emergence of an offshore energy market that is comparable in scale to themarket we've seen in offshore oil and gas in the last 40 years," he said.
Another area of focus, tourism, has previously been hindered by the presence of oil. Eager toput Aberdeen on the international tourist map, local business has strongly backed a plan byU.S. real estate tycoon Donald Trump for a luxury housing and golf project 12 km (8 miles)north of the city, even though it means building on a nature reserve.
The city also hopes to reorientate its vibrant oil services industry toward emerging offshore oilcenters such as Brazil. "Just because the production in the North Sea starts to decline doesn'tmean that Aberdeen as a global center also declines," said Robert Collier, Chamber ofCommerce Chief Executive. "That expertise can still stay here and be exported around theworld."
Part B Optional Translation(二选一题)
Topic 1 (选题一)
We mark the passing of 800 years, and that is indeed a remarkable span for any institution.But history is never an even-flowing stream, and the most remarkable thing about modernCambridge has been its enormous growth over the past half century. Since I came up as anundergraduate in 1961 the student population has more than doubled. More students havemeant more teachers, and, even more significantly, more scholars devoted solely to research:every category has more than doubled in numbers. This huge increase has been partlyabsorbed by an expansion of the colleges: they all have more students and more Fellows thanthey did 50 years ago; and, since 1954, no fewer than 11 of the 31 colleges are either brandnew foundations, or have been conjured up as new creations from existing but quite differentbodies.
From being a university primarily driven by undergraduate education, Cambridge's reputation isnow overwhelmingly tied to its research achievements, which can be simply represented bythe fact that more than three-quarters of its current annual income is devoted to research.This has brought not just new laboratories but new buildings to house whole faculties anddepartments: in the mid-20th century few faculties had a physical manifestation beyond,perhaps, a library and a couple of administrative offices.
Cambridge attracts the best students and academics because they find the University and thecolleges stimulating and enjoyable places in which to live and work. The students are thrown inwith similarly able minds, learning as much from each other as from their teachers; the goodsenior academics know better than to be too hierarchical or to cut themselves off fromintellectual criticism and debate.
One generation dismisses another: not even Erasmus or Newton, Darwin or Keynes standunscathed by the passage of time; nor can we be but humbled, especially in our day when somuch information is so easily accessible, by the vast store of knowledge which we canapproach but never really control. Our library and museum collections bring us into contact
with many lives lived in the past. They serve as symbols of the continuity of learning, or thediversity of views, of an obligation to wrestle with fact and argument, to come to our ownconclusions, and in turn to be accountable for our findings. The real quest is not for knowledge,but for understanding.