英語四級閱讀新題型模擬試題
喔 順便提一下 目前我在學的ABC天卞英語的外教和我們說過，如果要學好英語應該是不費力地。必須具有恰當的研習空間與練習口語對象 老師水平是關鍵 標准口音(建議找歐美外教)才行，持續逐日口語練習 一對一家教式輔導就有更.好.的進步效率~課後記得重復復習課後錄音反饋，好鞏固知識點~若真的是沒有人可以指導，那麼就上旺旺或BBC獲得課外學習資料學習，多用耳聽、眼觀、嘴動、腦想 短時間口語就培養起來，學習效果肯定會達成目標的 包括五個部分：聽力理解、閱讀理解、詞語用法與語法結構、完形填空、短文寫作。全部題目按順序統一編號。第一部分：聽力理解（Part1：ListeningComprehension）：共0題，考試時間0分鍾。這一部分包括兩節：A節（SectionA）有10題，每題含一組對話，對話後有一個問句。B節（SectionB）有10題，分別安排在若干篇聽力材料之後，每篇後有二至四道題，每題為一個問句。聽力部分的每個問句後有約1秒的間隙，要求考生從試卷所給出的每題四個選擇項中選出一個最佳答案。錄音的語速為每分鍾約10詞，念一遍。選材的原則是：1、話部分為日常生活中的一般對話，句子結構和內容不太復雜；、短篇聽力材料為題材熟悉、情節不太復雜的故事、講話、敘述等；、所用詞語不超出教綱詞彙表四級規定的范圍。聽力理解部分的目的是測試學生獲取口頭信息的能力。第二部分：閱讀理解（PartⅡ：ReadingComprehension）：共0題，考試時間分。要求考生閱讀若干篇短文，總閱讀量不超過1000詞。每篇短文後有若干個問題。考生應根據文章內容從每題四個選擇項中選出一個最佳答案。選材的原冊是：1、題材廣泛，可以包括人物傳記、社會、文化、日常知識、科普常識等，但是所涉及的背景知識應能為學生所理解；、體裁多樣，可以包括敘述文、說明文、議論文等；、文章的語言難度中等，無法猜測而又影響理解的關鍵詞，如超出教綱詞彙表四級的范圍，用漢語註明詞義。閱讀理解部分主要測試下述能力：1、掌握所讀材料的主旨和大意；、了解說明主旨和大意的事實和細節；、既理解字面的意思，也能根據所讀材料進行一定的判斷和推論；、既理解個別句子的意義，也理解上下文的邏輯關系。閱讀理解部分的目的是測試學生通過閱讀獲取信息的能力，既要求准確，也要求有一定速度。第三部分：詞語用法和語法結構（PartⅢ：VocabularyandStructure）：共0題，考試時間0分鍾。題目中0%為詞和短語的用法，0%為語法結構。要求考生從每題四個選擇項中選出一個最佳答案。詞語用法和語法結構部分的目的是測試學生運用詞彙、短語及語法結構的能力。考試范圍包括教綱詞彙表及語法結構表一級至四級的全部內容。第四部分：完形填空（PartⅣ：Cloze）：共0題，考試時間1分鍾。在一篇題材熟悉、難度適中的短文（約00詞）中留有0個空白，每個空白為一題，每題有四個選擇項，要求考生在全面理解內容的基礎上選擇一個最佳答案，使短文的意思和結構恢復完整。填空的詞項包括結構詞和實譯詞。完形填空部分的目的是測試學生綜合運用語言的能力。第五部分：寫作（PartⅤ：Writing）：共1題，考試時間0分鍾。要求考生寫出一篇100-10詞的短文，試卷上可能給出題目，或規定情景，或要求看圖作文，或給出段首句要求續寫;或給出關鍵詞要求寫成短文。要求能夠正確表達思想，意義連貫，無重大語法錯誤。寫作的內容包括日常生活和一般常識。短文寫作部分的目的是測試學生運用英語書面表達思想的初步能力。
⑵ 2019年12月英語四級閱讀模擬試題及答案
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⑶ 英語四級新題型，哪個版本的預測題，模擬題跟考試時的題較相近
星火英語的一系列輔導材料比較好
⑷ 請問哪裡有英語四級新題型的全真模擬題下載
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看看這個網站吧，上面有大學英語四級六級考試最新資訊，包括大學英語四六級考試真題、答案、聽力原文MP3等,從1996年--2005年的都有。
很希望可以幫到你!
⑸ 哪裡有英語四級新題型的模擬題
去買 耕拓英語。很好
⑹ 英語四級新題型模擬題
ad, spoke this verse over me:
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⑺ 哪位大神有 大學英語四級快速閱讀理解 新題型的練習題哪的都行，網址也行。麻煩發一個連接 或
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 ecating 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 ecation 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 undergraate study is growing as well, to 8 percent of the undergraates at America』s best institutions and 10 percent of all undergraates 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 graate ecation abroad.
點擊下載2013年12月大學英語四級樣題及答案>>
D) Universities are also encouraging students to spend some of their undergraate 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 (實習) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraate 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 research 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 graate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu』s Yale lab is more proctive, thanks to the lower costs of concting research in China, and Chinese graate 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 the integrated circuit of the 1960s to the Internet infrastructure (基 礎 設 施 ) and applications software of the 1990s. The link between university-based science and instrial 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 ing 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 inflation since then. Support for the physical sciences and engineering barely kept pace with inflation ring 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.
注意:此部分試題請在答題卡 2 上作答。
46. American universities prepare their undergraates 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 e 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 instrial 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.
答案：Section B
46. D 47. C 48. I 49. E 50. C
51. H 52. G 53. F 54. A 55. I
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