1、大学英语四级CET4真题试题声明：本资料由 考试吧（E） 收集整理，转载请注明出自 服务：面向较高学历人群，提供计算机类，外语类，学历类，资格类，会计类，工程类，医学类等七大类考试的全套考试信息服务及考前培训.2007年12月22日大学英语四级(CET-4)真题试题B卷Part I Writing (30 minutes)注意：此部分试题在答题卡1上。Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go
2、over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.Universities Branch OutAs never before in their long his
3、tory, 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,
4、 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 becom
5、e 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 course of study that address the challenges of an interconnected world and collaborative (合作的)
6、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, fr
7、om 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 d
8、egrees 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 pe
9、rcent 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 co
10、untry. 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 the summer internships (实习) abroad to prepare the
11、m 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
12、 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 Shanghais Fudan University, in collaboration with faculty colleagues from both schools. The Shanghai center has 95
13、employees and graduate students working in a 4,300-square-meter laboratory 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
14、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 the integrated circuit of the 1960s to the Inter
15、net 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 compani
16、es 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 Uni
17、ted 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 19
18、98 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 scienc
19、e 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 difficult recognizing that admitting more foreign students can greatly promote the national interest by increasing international understanding. Adjusted for infla
20、tion, 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
21、 in enrollments in Australia, Singapore and the U.K. Objections from American university and the business leaders led to improvements in the process and reversal of the decline, but the United States is still seen by many as unwelcoming to international students.Most Americans recognize that univers
22、ities 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 effec
23、ts: first, the very best of them stay in the States and like immigrants throughout historystrengthen 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. I
24、n America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.注意：此部分试题在答题卡1上。1. From the first paragraph we know that present-day universities have become _.A) more popularized than ever beforeB) in-service
25、training organizationsC) a powerful force for global integrationD) more and more research-oriented2. Over the past decades, the enrollment of overseas students has increased _.A) at an annual rate of 8 percentB) at an annual rate of 3.9 percentC) by 800,000D) by 2.5 million3. In the United States, h
26、ow many of the newly hired professors in science and engineering are foreign-born?A) 38%B) 10%C) 30%D) 20%4. How do Yale and Harvard prepare their undergraduates for global careers?A) They give them chances for international study or internship.B) They arrange for them to participate in the Erasmus
27、program.C) They offer them various courses in international politics.D) They organize a series of seminars on world economy.5. An example illustrating the general trend of universities globalization is _.A) Yales establishing branch campuses throughout the worldB) Yales student exchange program with
28、 European institutionsC) Yales helping Chinese universities to launch research projectsD) Yales collaboration with Fudan University on genetic research.6. What do we learn about Silicon Valley from the passage?A) It is known to be the birthplace of Microsoft Company.B) It was intentionally created b
29、y Stanford University.C) It is where the Internet infrastructure was built up.D) It houses many companies spun off from MIT and Harvard.7. What is said about the U.S. federal funding for research?A) It has increased by 3 percent.B) It doubled between 1998 and 2003.C) It has been unsteady for years.D
30、) It has been more than sufficient.8. The dramatic decline in the enrollment of foreign students in the U.S. after September 11 was caused by _.9. Many Americans fear that American competitiveness may be threatened by foreign students who will _.10. The policy of welcoming foreign students can benef
31、it the U.S. in that the very best of them will stay and _.Part III Listening Comprehension (35 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both th
32、e conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。11. A) She used to be in poor health.B) She didnt d
