Part Ⅱ Listening Comprehension (30 minutes)
Section C(復(fù)合式聽(tīng)寫調(diào)整為單詞及詞組聽(tīng)寫，短文長(zhǎng)度及難度不變。)
Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.
Job seekers in Britain say employers are 26 applicants’ degrees and certificates. They are making their own entrance exams to test ability. They are concerned about decreasing 27 of job seekers, because many university graduates with good degrees have shown a terrible 28 to spell, and work out simple sums.
The chairman of the Standing Conference of Employers of Graduates, told our 29 : “We don’t look at the pieces of paper turned in to us, but we look at the people with real abilities.” A senior 30 with the Bank of
England said that many companies were making their own 31 tests so they could be sure that candidates were the right people for the job.
In the Civil Service, only about 200 out of 2,000 candidates are chosen after the rest have been 32 by the Service’s own examinations and interviews. Forged certificates, printed in Germany, have been 33 recently. These forged certificates are not easy to 34 the real ones, and can be bought at £25 apiece. Making fake degrees has also become a highly profitable business. Fake degrees and diplomas, including Ph. D. degrees, can be 35 for as little as £20. Some so-called “universities” and “colleges” are even selling these attractive diplomas.
Part Ⅲ Reading Comprehension (40 minutes)(原快速閱讀理解調(diào)整為長(zhǎng)篇閱讀理解，篇章長(zhǎng)度和難度不變。篇章后附有10個(gè)句子，每句一題。每句所含的信息出自篇章的某一段落，要求考生找出與每句所含信息相匹配的段落。有的段落可能對(duì)應(yīng)兩題，有的段落可能不對(duì)應(yīng)任何一題。)
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 (實(shí)習(xí))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 my 14research 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 integrated circuit of the 1960s to the Internet infrastructure (基石出設(shè)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 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.
[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 (珍視)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.
Part Ⅳ Translation(30 minutes)(原單句漢譯英調(diào)整為段落漢譯英。翻譯內(nèi)容涉及中國(guó)的歷史、文化、經(jīng)濟(jì)、社會(huì)發(fā)展等。四級(jí)長(zhǎng)度為140-160個(gè)漢字)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
剪紙(paper cutting)是中國(guó)最為流行的傳統(tǒng)民間藝術(shù)形式之一。中國(guó)剪紙有一千五百多年的歷史，在明朝 和清朝時(shí)期(the Ming and Qing Dynasties)特別流行。人們常用剪紙美化居家環(huán)境，特別是在春節(jié)和婚慶期間， 剪紙被用來(lái)裝飾門窗和房間，以增加喜慶的氣氛。剪紙最常用的顏色是紅色，象征健康和興旺。中國(guó)剪紙?jiān)谑?界各地很受歡迎，經(jīng)常被用作饋贈(zèng)外國(guó)友人的禮物。
31. intelligence 智力
32. knocked out 淘汰
33. discovered 發(fā)現(xiàn)
34. distinguish from 區(qū)別，辨別
35. obtained 獲得
Part Ⅲ Reading Comprehension
Section B
46. [D]。題干意為，美國(guó)大學(xué)通過(guò)向?qū)W生提供出國(guó)學(xué)習(xí)或?qū)嵙?xí)的機(jī)會(huì)為大學(xué)生準(zhǔn)備全球性的職業(yè)發(fā)展契機(jī)。 注意抓住題干中的關(guān)鍵詞 American universities、global careers和chances for international study or internship。 文章段落中，論及美國(guó)大學(xué)為學(xué)生提供出國(guó)學(xué)習(xí)或?qū)嵙?xí)機(jī)會(huì)的內(nèi)容出現(xiàn)在[D]段，該段第三句提到，在美 國(guó)，各大學(xué)正在幫助安排學(xué)生暑期到國(guó)外實(shí)習(xí)以幫助他們?yōu)槿蛐月殬I(yè)發(fā)展做好準(zhǔn)備。該段第四句又進(jìn)一 步列舉了耶魯大學(xué)和哈佛大學(xué)為學(xué)生提供國(guó)際學(xué)習(xí)和實(shí)習(xí)機(jī)會(huì)的實(shí)例，目的都在于說(shuō)明美國(guó)大學(xué)為幫助 學(xué)生準(zhǔn)備全球性職業(yè)發(fā)展而付出的努力。由此可知，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[D]。
47. [C]。題干意為，自20世紀(jì)70年代中期以來(lái)，留學(xué)生的入學(xué)人數(shù)每年以3.9%的年增長(zhǎng)率增長(zhǎng)。注意抓住題 干中的關(guān)鍵詞 Since the mid-1970s、the enrollment of overseas students和at an annual rate of 3.9 percent。文章 段落中，論及20世紀(jì)70年代中期留學(xué)生入學(xué)人數(shù)增長(zhǎng)情況的內(nèi)容出現(xiàn)在[C]段，該段第二句提到，在過(guò)去 的三十年中，每年離家到國(guó)外學(xué)習(xí)的學(xué)生人數(shù)以3.9%的年增長(zhǎng)率增加，總?cè)藬?shù)由1975年的80萬(wàn)上升到 2004年的250萬(wàn)。由此可知，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[C]。
48. [I]。題干意為，國(guó)際學(xué)生的招收將對(duì)美國(guó)產(chǎn)生積極的影響，而不是威脅到美國(guó)的競(jìng)爭(zhēng)力。注意抓住題干中 的關(guān)鍵詞 The enrollment of international students、positive impact 和 threaten its competitiveness。文章段落中， 論及招收留學(xué)生對(duì)美國(guó)的影響的內(nèi)容出現(xiàn)在[I]段，該段第二句提到，他們沒(méi)能理解歡迎外國(guó)學(xué)生到美國(guó) 讀書有兩個(gè)積極的影響：首先，這些留學(xué)生中秀的人留了下來(lái)，就像歷的移民一樣增強(qiáng)了美國(guó)的 實(shí)力;其次，在美國(guó)學(xué)習(xí)的外國(guó)學(xué)生回國(guó)時(shí)成了許許多多在美國(guó)珍視的價(jià)值觀的傳播者。由此可知， 題干是原文的同義轉(zhuǎn)述，故答案為[I]。
49. [E]。題干意為，大學(xué)研究工作開展的方式因全球化的原因發(fā)生了改變。注意抓住題干中的關(guān)鍵詞research 和globalization。文章段落中，論及大學(xué)研究工作開展方式發(fā)生變化的內(nèi)容出現(xiàn)在[E]段，該段首句提到， 全球化也在使研究工作的開展方式發(fā)生改變，接著列舉了耶魯大學(xué)、霍華德•休斯醫(yī)學(xué)研究所與中國(guó)復(fù)旦 大學(xué)的合作研究的例子加以說(shuō)明。由此可見(jiàn)，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[E]。
50. [C]。題干意為，在美國(guó)，被新聘用的科學(xué)和工程學(xué)方面的教授中，20%的人來(lái)自外國(guó)。注意抓住題干中的
關(guān)鍵詞newly hired professors in science and engineering和twenty percent come from foreign countries。文章段
落中，論及美國(guó)新聘用教授中外國(guó)人占比的內(nèi)容出現(xiàn)在[C]段，該段末句提到，在美國(guó)，被新聘用的科學(xué) 及工程學(xué)方面的教授中，20%是外國(guó)人。由此可見(jiàn)，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[C]。
51. [H]。題干意為，在9.11事件之后由于簽證過(guò)程發(fā)生變化，申請(qǐng)到美國(guó)大學(xué)學(xué)習(xí)的外國(guó)學(xué)生人數(shù)急劇下降。 注意抓住題干中的關(guān)鍵詞 foreign students applying to U.S. universities、September 11 和changes in the visa process。文章段落中，論及9.11事件之后到美國(guó)求學(xué)的學(xué)生人數(shù)變化的內(nèi)容出現(xiàn)在[H]段，該段第三句提 到，受9.11事件的影響，簽證過(guò)程發(fā)生的變化促使申請(qǐng)到美國(guó)大學(xué)學(xué)習(xí)的學(xué)生數(shù)量急劇下降。由此可知， 題干是對(duì)原文的同義改寫，故答案為[H]。題干中的decreased sharply和原文中的a dramatic decline對(duì)應(yīng); 題干中的due to與原文中的caused對(duì)應(yīng)。
52. [G]。題干意為，多年來(lái)美國(guó)聯(lián)邦對(duì)研究工作的資助一直處于不穗定狀態(tài)。注意抓住題干中的關(guān)鍵詞 federal funding、research和unsteady。文章段落中，論及美國(guó)聯(lián)邦政府對(duì)研究工作的資助的內(nèi)容出現(xiàn)在[G]
段，該段第二句提到，大多數(shù)政治家認(rèn)識(shí)到了對(duì)科學(xué)的投資和國(guó)家經(jīng)濟(jì)實(shí)力之間的聯(lián)系，但是對(duì)于研究基 金的支持一直不穩(wěn)定。由此可知，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[G]。
53. [F]。題干意為，世界各國(guó)政府鼓勵(lì)將高校主導(dǎo)的科學(xué)研究同工業(yè)應(yīng)用聯(lián)系起來(lái)的模式。注意抓住題干中 的關(guān)鍵詞 governments、encourage和the model of linking university-based science and industrial application。文 章段落中，論及世界各國(guó)政府鼓勵(lì)科學(xué)研究發(fā)展模式的內(nèi)容出現(xiàn)在[F]段，該段中間提到高校主導(dǎo)的科學(xué) 研究同工業(yè)應(yīng)用之間的聯(lián)系往往不是直截了當(dāng)?shù)牡珔s清晰可見(jiàn)，該段末句總結(jié)道，世界各國(guó)政府都鼓勵(lì) 模仿這種發(fā)展模式。由此可知，題干是對(duì)原文的總結(jié)概括，故答案為[F]。
54. [A]。題干意為，當(dāng)今的大學(xué)已經(jīng)成為全球一體化的一種強(qiáng)大動(dòng)力。注意抓住題干中的關(guān)鍵詞Present-day universities、powerful force和global integration。文章段落中，論及當(dāng)今大學(xué)與全球一體化的關(guān)系的內(nèi)容出現(xiàn) 在[A]段，該段末句提到，人們已經(jīng)使大學(xué)成為全球一體化、相互理解及地理政治穩(wěn)定性的強(qiáng)大動(dòng)力。由 此可知，題干是對(duì)原文的同義轉(zhuǎn)述，故答案為[A]。
55. [I]。題干意為，當(dāng)留學(xué)生離開美國(guó)時(shí)，他們會(huì)把美國(guó)的價(jià)值觀帶回自己的國(guó)家。注意抓住題干中的關(guān)鍵詞 leave America 和 bring American values back to their home countries。文章段落中，論及留學(xué)生離開美國(guó)對(duì)傳 播美國(guó)價(jià)值觀的作用的內(nèi)容出現(xiàn)在[I]段，該段第二句提到美國(guó)留學(xué)生對(duì)美國(guó)的兩個(gè)積極作用，第一個(gè)作 用是留學(xué)生中的精英人士留在美國(guó)，增強(qiáng)了美國(guó)的實(shí)力，第二個(gè)作用是在美國(guó)學(xué)習(xí)的外國(guó)學(xué)生回國(guó)時(shí)成 了許許多多在美國(guó)珍視的價(jià)值觀的傳播者。由此可知，題干是原文的同義轉(zhuǎn)述，故答案為[I]。
Part Ⅳ Translation
參考答案
Paper cutting is one of China’s most popular traditional folk arts. Chinese paper cutting has a history of more than 1,500 years. It was widespread particularly during the Ming and Qing Dynasties. People often beautify their homes with paper cuttings. During the Spring Festival and wedding celebrations, in particular, paper cuttings are used to decorate doors, windows and rooms in order to enhance the joyous atmosphere. The color most frequently used in paper cutting is red, which symbolizes health and prosperity. Chinese paper cutting is very popular around the world and it is often given as a present to foreign friends.
難點(diǎn)精析
1.傳統(tǒng)民間藝術(shù)形式：翻譯為traditional folk art,其中folk意為“民間的，民俗的”，art既可以表示“藝術(shù)”這一抽象概念，也可以表示具體的“藝術(shù)形式”，所以直接翻譯為art即可，不必加form—詞。
2.美化居家環(huán)境：“美化”即beautify，“居家環(huán)境”翻譯成their homes即可，不要逐字生硬地翻譯為home environment。
3.增加喜慶的氣氛：翻譯為enhance the joyous atmosphere。
4.象征健康和興旺：翻譯為which symbolizes health and prosperity,此處既可以用非限制性定語(yǔ)從句，也可以用分詞形式symbolizing health and prosperity。