英语四级阅读理解改革后新题型练习(5)

　　以下是在线为同学们整理的改革后新题型，供各位考生参考。 Part Ⅲ Reading Comprehension Section B

　　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

　　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.

　　In response to the same forces that have driven the world economy, universities have become more selfconsciously 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 research programs to advance science for the benefit of all humanity.

　　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 Americas 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.

　　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 abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunityand providing the financial resources to make it possible.

　　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 Shanghais 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; Xus 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.

　　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 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.

　　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 inflations 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.

　　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.

　　Most Americans recognize that universities contribute to the nations 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 andlike immigrants throughout historystrengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished 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.

　　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.

　　Section B

　　46. 。题干意为，美国大学通过向学生提供出国学习或实习的机会为大学生准备全球性的职业发展契机。 注意抓住题干中的关键词 American universities、global careers和chances for international study or internship。 文章段落中，论及美国大学为学生提供出国学习或实习机会的内容出现在段，该段第三句提到，在美 国，各大学正在帮助安排学生暑期到国外实习以帮助他们为全球性职业发展做好准备。该段第四句又进一 步列举了耶鲁大学和哈佛大学为学生提供国际学习和实习机会的实例，目的都在于说明美国大学为帮助 学生准备全球性职业发展而付出的努力。由此可知，题干是对原文的同义转述，故答案为。

　　47. 。题干意为，自20世纪70年代中期以来，留学生的入学人数每年以3.9%的年增长率增长。注意抓住题 干中的关键词 Since the mid-1970s、the enrollment of overseas students和at an annual rate of 3.9 percent。文章 段落中，论及20世纪70年代中期留学生入学人数增长情况的内容出现在段，该段第二句提到，在过去 的三十年中，每年离家到国外学习的学生人数以3.9%的年增长率增加，总人数由1975年的80万上升到 2004年的250万。由此可知，题干是对原文的同义转述，故答案为。

　　48. 。题干意为，国际学生的招收将对美国产生积极的影响，而不是威胁到美国的竞争力。注意抓住题干中 的关键词 The enrollment of international students、positive impact 和 threaten its competitiveness。文章段落中， 论及招收留学生对美国的影响的内容出现在段，该段第二句提到，他们没能理解欢迎外国学生到美国 读书有两个积极的影响：首先，这些留学生中最优秀的人留了下来，就像历史上的移民一样增强了美国的 实力;其次，在美国学习的外国学生回国时成了许许多多在美国最受珍视的价值观的传播者。由此可知， 题干是原文的同义转述，故答案为。

　　49. 。题干意为，大学研究工作开展的方式因全球化的原因发生了改变。注意抓住题干中的关键词research 和globalization。文章段落中，论及大学研究工作开展方式发生变化的内容出现在段，该段首句提到， 全球化也在使研究工作的开展方式发生改变，接着列举了耶鲁大学、霍华德休斯医学研究所与中国复旦 大学的合作研究的例子加以说明。由此可见，题干是对原文的同义转述，故答案为。

　　50. 。题干意为，在美国，被新聘用的科学和工程学方面的教授中，20%的人来自外国。注意抓住题干中的

　　关键词newly hired professors in science and engineering和twenty percent come from foreign countries。文章段

　　落中，论及美国新聘用教授中外国人占比的内容出现在段，该段末句提到，在美国，被新聘用的科学 及工程学方面的教授中，20%是外国人。由此可见，题干是对原文的同义转述，故答案为。

　　51. 。题干意为，在9.11事件之后由于签证过程发生变化，申请到美国大学学习的外国学生人数急剧下降。 注意抓住题干中的关键词 foreign students applying to U.S. universities、September 11 和changes in the visa process。文章段落中，论及9.11事件之后到美国求学的学生人数变化的内容出现在段，该段第三句提 到，受9.11事件的影响，签证过程发生的变化促使申请到美国大学学习的学生数量急剧下降。由此可知， 题干是对原文的同义改写，故答案为。题干中的decreased sharply和原文中的a dramatic decline对应; 题干中的due to与原文中的caused对应。

　　52. 。题干意为，多年来美国联邦对研究工作的资助一直处于不穗定状态。注意抓住题干中的关键词 federal funding、research和unsteady。文章段落中，论及美国联邦政府对研究工作的资助的内容出现在

　　段，该段第二句提到，大多数政治家认识到了对科学的投资和国家经济实力之间的联系，但是对于研究基 金的支持一直不稳定。由此可知，题干是对原文的同义转述，故答案为。

　　53. 。题干意为，世界各国政府鼓励将高校主导的科学研究同工业应用联系起来的模式。注意抓住题干中 的关键词 governments、encourage和the model of linking university-based science and industrial application。文 章段落中，论及世界各国政府鼓励科学研究发展模式的内容出现在段，该段中间提到高校主导的科学 研究同工业应用之间的联系往往不是直截了当的但却清晰可见，该段末句总结道，世界各国政府都鼓励 模仿这种发展模式。由此可知，题干是对原文的总结概括，故答案为。

　　54. 。题干意为，当今的大学已经成为全球一体化的一种强大动力。注意抓住题干中的关键词Present-day universities、powerful force和global integration。文章段落中，论及当今大学与全球一体化的关系的内容出现 在段，该段末句提到，人们已经使大学成为全球一体化、相互理解及地理政治稳定性的强大动力。由 此可知，题干是对原文的同义转述，故答案为。

　　55. 。题干意为，当留学生离开美国时，他们会把美国的价值观带回自己的国家。注意抓住题干中的关键词 leave America 和 bring American values back to their home countries。文章段落中，论及留学生离开美国对传 播美国价值观的作用的内容出现在段，该段第二句提到美国留学生对美国的两个积极作用，第一个作 用是留学生中的精英人士留在美国，增强了美国的实力，第二个作用是在美国学习的外国学生回国时成 了许许多多在美国最受珍视的价值观的传播者。由此可知，题干是原文的同义转述，故答案为。