大学英语读写译(4)期末测试题及答案(1).doc

大学英语读写译（四）期末测试题（1）Part IWriting (15 %)Directions: For this part, you are allowed thirty minutes to write a composition on the topic: Do We Need Internet? You should write at least 120 words and you should base your composition on the following information.1. Some people think that we dont need Internet.2. My reasons are as follows.3. Therefore, we come to the conclusion thatDo We Need Internet?_.Part IIReading Comprehension (50%)Section ASkimming and Scanning(10%)Directions: In this part, you will have 15 minutes to go over the passage quickly and choose the best answer to each question.Universities Branch OutAs 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 self-consciously global: seeking students form 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.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 (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.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 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, post-doctors 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, post-doctors 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 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.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.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 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.11. From the first paragraph we know that present-day universities have become _.A. more and more research-orientedB. in-service training organizationsC. more popularized than ever beforeD. a powerful force for global integration12. Over the past three decades, the enrollment of overseas students has increased _.A. by 2.5 millionB. by 800,000 C. at an annual rate of 3.9 percent D. at an annual rate of 8 percent13. In the United States, how many of the newly hired professors in science and engineering are foreign-born?A. 10% B. 20% C.30% D.38%14. How do Yale and Harvard prepare their undergraduates for global careers?A. They organize a series of seminars on world economy.B. They offer them various courses in international politics.C. They arrange for them to participate in the Erasmus program.D. They give them chances for international study or internship.15. An example illustrating the general trend of universities globalization is _.A. Yales collaboration with Fudan University on genetic researchB. Yales helping Chinese universities to launch research projectsC. Yales students exchange program with European institutionsD. Yales establishing branch campuses throughout the world16. What do we learn about Silicon Valley from the passage?A. It houses many companies spun off from MIT and Harvard.B. It is known to be the birthplace of Microsoft Company.C. It was intentionally created by Stanford University.D. It is where the Internet infrastructure was built up.17. What is said about the U.S. federal funding for research?A. It has increased by 3 percent.B. It has been unsteady for years.C. It has been more than sufficient.D. It doubled between 1998 and 2003.18. The dramatic decline in the enrollment of foreign students in the U.S. after September 11 was caused by _. A. changes in the attitude of the U. S.B. changes in the geopolitical stability. C. changes in the visa processD. changes in the global integration.19. Many Americans fear that American competitiveness may be threatened by foreign students who will _. A. be more productiveB. take courses for credit C. be awarded in the U. S.D. take their knowledge and skills back home.20. The policy of welcoming foreign students can benefit the U.S. in that the very best of them will stay and _. A. strengthen the nationB. threaten American competitiveness C. participate in the Erasmus programD. keep pace with inflationSection BReading(30%)Directions: In this section, there are 3 passages. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.Passage One My fathers reaction to the bank building at 43rd Street and Fifth Avenue in New York city was immediate and definite: “You wont catch me putting my money in there!” he declared, “Not in that glass box!” Of course, my father is a gentleman of the old school, a member of the generation to whom a good deal of modern architecture is upsetting, but I am convinced that his negative response was not so much to the architecture as to a violation of his concept of the nature of money. In his generation money was thought of as a real commodity(实物)that could be carried, or stolen. Consequently, to attract the custom of a sensible man, a bank had to have heavy walls, barred windows, and bronze doors, to affirm the fact, however untrue, that money would be safe inside. If a buildings design made it appear impenetrable, the institution was necessarily reliable, and the meaning of the heavy wall as an architecture symbol dwelt in the prevailing attitude toward money. But the attitude toward money has, of course, changed. Excepting pocket money, cash of any kind is now rarely used; money as a tangible commodity has largely been replaced by credit. A deficit (赤字) economy, accompanied by huge expansion, has led us to think of money a product of the creative imagination. The banker no longer offers us a safe: he offers us a service in which the most valuable element is the creativity for the invention of large numbers. It is in no way surprising, in view of this change in attitude, that we are witnessing the disappearance of the heavy-walled bank. Just as the older bank emphasized strength, this bank by its architecture boasts of imaginative powers. From this point of view it is hard to say where architecture ends and human assertion (人们的说法)begins.57. The main idea of this passage is that_.A. money is as valuable as it was in the pastB. changes have taken place in both the appearance and the concept of banksC. the architectural style of the older bank is superior to that of the modern bankD. prejudice makes the older generation think that the modern bank is unreliable58. How do the older generation and the younger one think about money? A. The former thinks more of money than the latter.B. The younger generation values money more than the older generation.C. Both generations rely on the imaginative power of bankers to make money.D. To the former money is a real commodity but to the latter the means of producing more money.59. The word “tangible” (Para. 4) refers to something_.A. that is precious B. that is usableC. that can be touched D. that can be reproduced60. According to this passage, a modern banker should be_.A. ambitious and friendly B. reliable and powerfulC. sensible and impenetrable D. imaginative and creative61. It can be inferred from the passage that the authors attitude towards the new trend in banking is_. A. cautious B. regretful C. positive D. hostilePassage TwoAccording to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election of recruitment.Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.Research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to “get thing done”. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-beings of a social groups members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them.Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit(阻碍) attainment of the groups goals. Expressive leaders cultivate a more personal primary relationship to others in the group. They offer sympathy when someone experiences difficulties and try to resolve issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.62. What does the passage mainly discuss? A. The problems faced by leaders. B. How leadership differs in small and large groups. C. How social groups determine who will lead them. D. The role of leaders in social groups.63. The passage mentions all of the following ways by which people become leaders EXCEPT _. A. recruitment B. formal election process C. specific leadership training D. traditional cultural patterns64. Which of the following statements about leadership can be inferred from paragraph 2?A. person who is an effective leader of a particular group may not be an effective leader in another group. B. Few people succeed in sharing a leadership role with another person. C. A person can best learn how to be an effective leader by studying research on leadership. D. Most people desire to be leaders but can produce little evidence of their qualifications.65. In mentioning “natural leaders” in line 7, the author is making the point that _. A. few people qualify as “natural leaders” exist. B. there is no proof that “natural leaders” exist. C. “natural leaders” are easily accepted by the members of a group. D. “natural leaders” share a similar set of characteristics. 66. The passage indicates that instrumental leader generally focus on _. A. ensuring harmonious relationship B. sharing responsibility with group members C. identifying new leaders D. achieving a goal Passage ThreeA recent study, published in last weeks Journal of the American Association, offers a picture of how risky it is to get a lift from a teenage driver. Indeed, a 16-yearold driver with three more passengers is three times as likely to have a fatal accident as a teenager driving alone. By contrast, the risk of death for drivers between 30 and 59 decreases with each additional passenger.The authors also found that the death rates for teenage drivers increased dramatically after 10 p.m., and especially after midnight. With passengers in the car, the driver was even more likely to die in a late night accident. Robert Foss, a scientist at the University of North Carolina Highway Safety Research Center, says the higher death rates for teenage drivers have less to do with “really stupid behavior” than with just a lack of driving experience. “The basic is