2013年12月大学英语四级(CET4)考试样卷改革后新题型(2)

him, and without any school-type formal instruction, he has done a task far more

difficult, complicated and 30 than anything he will be asked to do in school, or than any of his teachers has done for years. He has solved the 31 of language. He has discovered it – babies don’t even know that language exists – and he has found out how it works and learned to use it 32 . He has done it by exploring, by experimenting,

33 and seeing by developing his own model of the grammar of language, by 34 it until it does work. And whether it works, by gradually changing it and

while he has been doing this, he has been learning other things as well, including many of the ― 35 ‖ that the schools think only they can teach him, and many that are more complicated than the ones they do try to teach him.

Part III

Section A

Reading Comprehension (40 minutes)

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 B) circling

C) communities D) competition E) domestic F) financially G) formally H) gather

I) households J) recession K) reported L) reviewed M) serves

N) surrounding O) survive

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 participa …… 此处隐藏：6500字，全部文档内容请下载后查看。喜欢就下载吧 ……