2013年12月四级考试新题型模拟试题一

　　Section C(复合式听写调整为单词及词组听写，短文长度及难度不变。)

　　Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

　　Job seekers in Britain say employers are 26 applicants’ degrees and certificates. They are making their own entrance exams to test ability. They are concerned about decreasing 27 of job seekers, because many university graduates with good degrees have shown a terrible 28 to spell, and work out simple sums.

　　The chairman of the Standing Conference of Employers of Graduates, told our 29 : “We don’t look at the pieces of paper turned in to us, but we look at the people with real abilities.” A senior 30 with the Bank of

　　England said that many companies were making their own 31 tests so they could be sure that candidates were the right people for the job.

　　In the Civil Service, only about 200 out of 2,000 candidates are chosen after the rest have been 32 by the Service’s own examinations and interviews. Forged certificates, printed in Germany, have been 33 recently. These forged certificates are not easy to 34 the real ones, and can be bought at £25 apiece. Making fake degrees has also become a highly profitable business. Fake degrees and diplomas, including Ph. D. degrees, can be 35 for as little as £20. Some so-called “universities” and “colleges” are even selling these attractive diplomas.

　　Part Ⅲ Reading Comprehension (40 minutes)(原快速阅读理解调整为长篇阅读理解，篇章长度和难度不变。篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。)

　　Section B

　　Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.

　　You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

　　Universities Branch Out

　　[A] As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.

　　[B] In response to the same forces that have driven the world economy, universities have become more self¬consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的)research programs to advance science for the benefit of all humanity.

　　[C] Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate study is growing as well, to 8 percent of the undergraduates at America’s best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty members at the top research universities received their graduate education abroad.

　　[D ] Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (实习)abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity—and providing the financial resources to make it possible.

　　[E] Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a　my 14research center focused on the genetics of human disease at Shanghai’s Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower costs of conducting research in China, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team.

　　[F ] As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and integrated circuit of the 1960s to the Internet infrastructure (基石出设施)and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.