2014年英语四级考试模拟试题及答案(第一套)_第3页

Part III Reading Comprehension (40 minutes)

　　Section A

　　Directions:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

　　Questions 36 to 45 are based on the following passage.

　　One in six. Believe it or not, that’s the number of Americans who struggle with

　　hunger. To make tomorrow a little better, Feeding America, the nation’s largest

　　36 hunger-relief organization, has chosen September as Hunger Action Month.

　　As part of its 30 Ways in 30 Days program, it’s asking 37 across the country to

　　help the more than 200 food banks and 61,000 agencies in its network provide

　　low-income individuals and families with the fuel they need to 38 .

　　It’s the kind of work that’s done every day at St. Andrew’s Episcopal Church in

　　San Antonio. People who 39 at its front door on the first and third Thursdays of

　　each month aren’t looking for God – they’re there for something to eat. St. Andrew’s

　　runs a food pantry (食品室) that 40 the city and several of the 41 towns.

　　Janet Drane is its manager.

　　In the wake of the 42 , the number of families in need of food assistance

　　began to grow. It is 43 that 49 million Americans are unsure of where they will

　　find their next meal. What’s most surprising is that 36% of them live in 44 where

　　at least one adult is working. “It used to be that one job was all you needed,” says St.

　　Andrew’s Drane. “The people we see now have three or four part-time jobs and

　　they’re still right on the edge 45 .”

　　注意：此部分试题请在答题卡 2 上作答。A) accumulate I) households

　　B) circling J) recession

　　C) communities K) reported

　　D) competition L) reviewed

　　E) domestic M) serves

　　F) financially N) surrounding

　　G) formally O) survive

　　H) gather

　　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 research 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 the integrated circuit of the 1960s to the Internet infrastructure (基

　　础 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.

　　G) For all its success, the United States remains deeply hesitant about sustaining the

　　research-university model. Most politicians recognize the link between

　　investment in science and national economic strength, but support for research

　　funding has been unsteady. The budget of the National Institutes of Health

　　doubled between 1998 and 2003, but has risen more slowly than inflation since

　　then. Support for the physical sciences and engineering barely kept pace with

　　inflation during that same period. The attempt to make up lost ground is welcome,

　　but the nation would be better served by steady, predictable increases in science

　　funding at the rate of long-term GDP growth, which is on the order of inflation

　　plus 3 percent per year.

　　H) American politicians have great difficulty recognizing that admitting more foreign

　　students can greatly promote the national interest by increasing international understanding. Adjusted for inflation, public funding for international exchanges

　　and foreign-language study is well below the levels of 40 years ago. In the wake

　　of September 11, changes in the visa process caused a dramatic decline in the

　　number of foreign students seeking admission to U.S. universities, and a

　　corresponding surge in enrollments in Australia, Singapore and the U.K.

　　Objections from American university and business leaders led to improvements in

　　the process and a reversal of the decline, but the United States is still seen by

　　many as unwelcoming to international students.

　　I) Most Americans recognize that universities contribute to the nation’s well-being

　　through their scientific research, but many fear that foreign students threaten

　　American competitiveness by taking their knowledge and skills back home. They

　　fail to grasp that welcoming foreign students to the United States has two

　　important positive effects: first, the very best of them stay in the States and—like

　　immigrants throughout history—strengthen the nation; and second, foreign

　　students who study in the United States become ambassadors for many of its most

　　cherished (珍视) values when they return home. Or at least they understand them

　　better. In America as elsewhere, few instruments of foreign policy are as effective

　　in promoting peace and stability as welcoming international university students.

　　注意：此部分试题请在答题卡 2 上作答。

　　46. American universities prepare their undergraduates for global careers by giving

　　them chances for international study or internship.

　　47. Since the mid-1970s, the enrollment of overseas students has increased at an

　　annual rate of 3.9 percent.

　　48. The enrollment of international students will have a positive impact on America

　　rather than threaten its competitiveness.

　　49. The way research is carried out in universities has changed as a result of

　　globalization.

　　50. Of the newly hired professors in science and engineering in the United States,

　　twenty percent come from foreign countries.

　　51. The number of foreign students applying to U.S. universities decreased sharply

　　after September 11 due to changes in the visa process.

　　52. The U.S. federal funding for research has been unsteady for years.

　　53. Around the world, governments encourage the model of linking university-based

　　science and industrial application.

　　54. Present-day universities have become a powerful force for global integration. 55. When foreign students leave America, they will bring American values back to

　　their home countries.