四六級新題型長篇信息匹配題

長篇閱讀模擬題

模擬題1

SectionB

A)Areyouatalossforcreativebookreportideasforyourstudents?Ifyes.then

thisarticlewillhelpyoumakereadingandreviewingbooksmorecreativeforyour

class.InanageofPSPs,Xbox,animeandgamingarcades,readinghaslostits

footholdinthelistofhobbiesthatchildrentendtocite.

Mostofthereadingthatkidsdotoday,comesintheformofcompulsorybooks

thattheyneedtoreadforschoolandmaybethatisthereasontheyfindreadingtobe

aninsurmountableandboringtask.Ifyouwanttoinculcatetheloveforlanguages

andliterarymasterpiecesinyourstudentsandwantthemtodevourbookseveryone

shouldread,thenagoodwayofgoingaboutthesamewouldbetogetthemtostart

workingoncreativebookreportideas.Whileworkingoncreativeideasforbook

reports,yourstudentswillhavetounderstandthebookinawaythatallowsthemto

comeupwithnewwaystopresenttotheclass,theessenceofthebook.

B)Asateacherwhileeggingyourstudentstoactivatetheircreativegray

cells.youwillhavetohelpthemoutwithbasicideasthattheycanworkon.

Dependingontheagebracketthatyourstudentsbelongto,thecreativebookreport

ideaswillvary.Thisisso,notjustbecauseofthevaryingattentionspansthatchildren

ofvariousagegroupspossesbutalsobecauseoftheamountofworkthatkidscanput

intothereport.Whileamiddleschoolstudentwillbecomfortablehandlingahandy

cam,astudentfromelementaryschoolwillbemorefascinatedifheisworkingwith

paintsandpuppets.Sodoyouwanttoknowhowtowriteabookreportcreatively?In

thisarticle.wewilllistoutfbryou,acoupleofgoodcreativebookreportideasfor

elementarystudentsandformiddleschoolstudents.

C)Abookreportsandwichisagoodcreativeideaforbookreports.Asateacher

youcangetdrawingsofasandwichonsheetsofPaperthatareofthecolorofthe

ingredientsofyoursandwich,fbrexample,acreamsheetofpapertoresemble

mayonnaise,redtorepresenttomatoandlikewise.Obviously,eachingredientshould

becutinawaythatwhenassembledtogether,itlookslikeasandwich.Now,give

eachofyourstudentsoneofthesebooksandwichestocreatetheirbookreport.

Itcanstartwiththenameofthebookandtheauthor'snameonthetopsliceof

thesandwich.Thesecondingredientcanhavethesummaryofthebookonit.Each

subsequentingredientcanhaveadescriptionofthemaincharacters,thesettingofthe

book,theplot,andthenhisorherviewsaboutthebook.Oncetheyaredonewiththeir

bookreports,theycanstaplethebooksandwichtogetherandthen,youcancreatea

classbulletinboardwithallthebookreportsandwichesondisplay.

D)Oneofthegoodtechniquestoretellastory,itisalsooneofthefavorite

creativebookreportideasamongstudents.Thejobthatthestudentwillhaveisto

readthebookandthenpickafewobjectsathis/herhomewhichwillallowhim/herto

retellthestoryinawaythatmakesitinterestingforhis/heraudience.Everytime

he/shepicksoutanobjectfromthebagtoreportthebookhe/shehasread,therehasto

beavalidconnectionbetweenthebookandtheobject,whichthestudentcanfirstask

theaudiencetoguessandthengoaheadandexplainit.Thisideaisspin-offonthe

normalshowandtellsandallowsfbraninteractivebookreportsession.

E)Thisisoneofthecreativeideasforbookreportsinwhich.astheteacher,you

willhavetodivideyourclassintogroupsandgivethemonebookeach.Thestudents

canthenreadthebookandgettogetherandwriteaplayandactitoutfbrtheclass.To

giveadeeperinsightintothebook,oneofthestudentscanplaytheroleoftheauthor

andasagroup,thestudentscantryandrecreatethethoughtprocessoftheauthor.The

studentplayingtheroleoftheauthorcantheninterrupttheplayandtalkaboutthe

reasonsforthesetwistsintheplayandhowhe/shecameupwiththeseplotlines.

F)Asayoungadult,yourstudent'sfascinationmaygobeyondtheimmediate

concernsofthebook.

He/shemaywanttounderstandthecircumstancesinwhichthebookwaswritten,

thetimesthen,theeventshappeningintheworldandgettheauthor'sperspective

aboutthebook.Encourageyourstudentstominkonthoselines.Dividetheclassinto

pairsandgiveeachpaironebooktoread.Letthemthendotherolesoftheauthorand

ajournalist.Youcanhaveaninterviewsessioninfrontoftheclassenablingthemto

dissectthebookandgetapeekintotheauthor'sworld.

G)Inatechnology-obsessedworld,itmaybeaverytinyminorityofyourclass

thatdoesnotgetexcitedwiththeprospectofshootingafilm.Oneofthebestcreative

bookreportideasformiddleschool,youwillneedtodividetheclassintogroupsand

givethematleasttwomonthstoadaptthebookthattheyhavebeenassigned,intoa

film.Themovieshouldhaveawell-adaptedscreenplay,andallotherprerequisites,

likealightingengineer,soundengineer,costumedesigner,etc.Attheendofthegiven

time,thefilmcanbescreenedinfrontoftheclassandthendiscussed.

H)Ifyouareonthelookoutforgoodindividualcreativebookreportideas,then

thisonecouldbeforyou.Assigneverystudentabookandthenaskthemtostart

maintainingadiary,fromtheauthor'spointofview.Askthemtocomeupwith

imaginaryincidentsfromtheauthor'slifeandusehistoricaleventstoexplainwhythe

authorwrotethebookinacertainmanner.Alternately,youcanalsoaskyourstudents

togiveasurrogateendingtothestory.

I)Thesearejustfewoftheoptionsthatyoucouldusetoinspireyourstudentsto

comeupwithcreativebookreportideas.Askidswetendtobemoreimaginativeand

creative.Encourageyourstudentstominkomoftheboxandappreciatethemfortheir

efforts.Thiswillhelpyouhaveaclassthatisnotonlylivelyandinquisitivebynature

butalsoaclassthatwillcultivatealoveforwords.

根據(jù)以上內(nèi)容回答46?56題：

46、Teacherscancreateaclassbulletinboardtodisplayallthebookreport

sandwichesaftertheirstudentsfinishtheirreports.

47、Adoptingthemethodofknowingyourauthor,teacherscanencourage

studentstothinkbeyondtheimmediateconcernsofthebook.

48、Askingmestudentstowritefromtheirownpointofviewissuitablefor

teacherswhoareonthelookoutforgoodindividualcreativebookreportideas.

49>Retellingastoryisoneofthefavoritecreativebookreportideasamong

studentsandittellsandallowsforaninteractivebookreportsession.

50>Nowadays,mostofbookchildrenreadarethosetheyneedtoreadfor

school.

51、Teacherstendtobemoreimaginativeandcreativeaskids.

52,Whileworkingoncreativeideasforbookreports,studentswillhaveto

understandthebook.

53、Thecreativebookreportideasvaryaccordingtoagesbecausechildrenin

differentagegroupshavedifferentattentionspan.

54>Ifteachersasktheirstudentstoshootafilmaboutabook,theyshouldgive

themnofewerthantwomonths.

55、Teachershavetodividetheirclassintogroupsandgivethemonebookeach

isagoodcreativebookreportideas.

模擬題2

SectionBPromoteLearningandSkillsforYoungPeopleandAdults

A)Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleand

adultsinthecontextoflifelonglearning.Itcallsforfairaccesstolearningprograms

thatareappropriate,andmentionslifeskillsparticularly.

B.Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,

theirpersonalityandtheirstrengths.Thisdoesnotmerelymeanlearningnew

knowledge,butalsodevelopingabilitiestomakethemostoflife.Thesearecalledlife

skills—includingtheinnercapacitiesandthepracticalskillsweneed.

C.Manyoftheinnercapacities—oftenknownaspsycho——socialskills-cannot

betaughtassubjects.Theyarenotthesameasacademicortechnicallearning.They

mustratherbemodeledandpromotedaspartoflearning,andinparticularbyteachers.

Theseskillshavetodowiththewaywebehave-towardsotherpeople,towards

ourselves,towardsthechallengesandproblemsoflife.

Theyincludeskillsincommunicating,inmakingdecisionsandsolvingproblems,

innegotiatingandexpressingourselves,inthinkingcriticallyandunderstandingour

feelings.

D.Morepracticallifeskillsarethekindsofmanualskillsweneedfbrthe

physicaltasksweface.Somewouldincludevocationalskillsundertheheadingoflife

skills—theabilitytolaybricks.sewclothes,catchfishorrepairamotorbike.These

areskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailableto

youngpeopleleavingschool.Infact,veryoftenyoungpeoplelearnpsycho-social

skillsastheylearnmorepracticalskills.Learningvocationalskillscanbeastrategy

foracquiringbothpracticalandpsycho-socialskills.

E.Weneedtoincreaseourlifeskillsateverystageoflife,solearningthemmay

bepartofearlychild-hoodeducation.ofprimaryandsecondaryeducationandof

adultlearninggroups.LifeskillscanbeputintothecategoriesthattheJacquesDelors

reportsuggested;itspokeoffourpillarsofeducation,whichcorrespondtocertain

kindsoflifeskills-Learningtoknow：Thinkingabilities：suchasproblem-solving,

criticalthinking,decisionmaking,understandingconsequences.Learningtobe:

Personalabilities:suchasmanagingstressandfeelings,self-awareness,

self-confidence.Learningtolivetogether：Socialabilities：suchascommunication,

negotiation,teamwork.Learningtodo：Manualskills：practicingknow-howrequired

forworkandtasks.

F.Intoday'sworldalltheseskillsarenecessary,inordertofacerapidchangein

society.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequire

newskillsforlifeandwork.Inaddition,weneedtoknowhowtocopewiththeflood

ofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandle

changeinsocietyandinourownlives.

G.Lifeskillsarebothconcreteandabstract—practicalskillscanbelearned

directly,asasubject.Forexample,alearnercantakeacourseinlayingbricksand

learnthatskill.Otherlifeskills,suchasself-confidence,self-esteem,andskillsfor

relatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways.They

shouldbepartofanylearningprocess,whereteachersorinstructorsareconcerned

thatlearnersshouldnotjustlearnaboutsubjects,butlearnhowtocopewithlifeand

makethemostoftheirpotential.

H.Sotheselifeskillsmaybelearntwhenlearningotherthings.Forexample：

Learningliteracymayhaveabigimpactonself-esteem,oncriticalthinkingoron

communicationskills;Learningpracticalskillssuchasdriving,healthcareortailoring

mayincreaseself-confidence,teachproblem—solvingprocessesorhelpin

understandingconsequences.

I.Whetherthisistruedependsonthewayofteaching-whatkindsofthinking,

relationshipbuildingandcommunicationtheteacherorfacilitatormodelsthemselves

andpromotesamongthelearners.

Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthe

mostoflearningandoflife,orassessinghowfarhumanpotentialisbeingrealized,or

estimatinghowwellpeoplecopewithchange.Itiseasiertomeasurethedevelopment

ofpracticalskills,fbrinstancebycountingthenumberofstudentswhoregisterfor

vocationalskillscourses.However,thisstillmaynottellushoweffectivelythese

skillsarebeingused.

J.ThepsychO.socialskillscannoteasilybemeasuredbytestsandscores,but

becomevisibleinChangbehavior.Progressinthisareahasoftenbeennotedby

teachersonreportswhichtheymaketheparentsoftheirpupils.Theteacher's

experienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthe

broadestsenseserveasastandardbywhichthegrowthanddevelopmentof

individualscanbeassessedtosomeextent.Thiskindofassessmentisindividualand

mayneverappearininternationaltablesandcharts.

K.Thecurrentchallengesrelatetothesedifficulties:Weneedtorecognizethe

importanceoflifeskills—bothpracticalandpsycho-social—aspartofeducation

whichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentof

society.Thelinksbetweenpsycho-socialskillsandpracticalskillsmustbemore

clearlyspelledout,sothateducatorscanpromotebothtogetherandfindeffective

waystodothis.Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachers

needtohavetraininginhowtoputthemacrossandhowtomonitorlearners'growth

intheseareas.

Indesigningcurriculaandsyllabusesfbracademicsubjects,theremustbea

balancebetweencontentteachingandattentiontotheaccompanyinglifeskills.A

moreconsciousanddeliberateefforttopromotelifeskillswillenablelearnersto

becomemoreactivecitizensinthelifeofsociety.

L.Governmentsshouldrecognizeandactivelyadvocateforthetransformational

roleofeducationinrealizinghumanpotentialandinsocioeconomicdevelopment.

Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnersthe

opportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes.Show

howlifeskillsofallkindsapplyintheworldofwork,forexample,negotiatingand

communicationskills,aswellpracticalskills.Throughinitialandin-serviceteacher

training,increasetheuseofactiveandparticipatoryleaming/teachingapproaches.

Examineandadapttheprocessesandcontentofeducationsothatthereisabalance

betweenacademicinputandlifeskillsdevelopment.Makesurethateducation

inspectorslooknotonlyforacademicprogressthroughteachingandlearning,butalso

progressinthecommunication,modelingandapplicationoflifeskills.Advocatefbr

thelinksbetweenprimaryandearly.secondaryeducationbecauselearninglifeskills

needseightornineyearsandrecognizethattheprospectofeffectivesecondary

educationisanincentivetochildren,andtheirparents,tocompleteprimaryeducation

successfully.

M.Fundingagenciesshouldsupportresearch,exchangeanddebate.nationally

andregionally,onwaysofstrengtheninglifeskillseducation.Supportinnovative（倉U新

的.teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthe

curriculumandasafundamentalpartofwhatschoolandeducationareabout.

Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthat

childrendevelopstronglifeskills.Support,therefore,theearlyyearsofsecondary

educationaspartbasiceducation.

N.Assupporttogovernmentsandincooperationwithotherinternational

agencies,UNESCO:Workstodefinelifeskillsbetterandclarifywhatitmeansto

teachandlearnthem.Assistseducation,policymakersandteacherstodevelopand

usealifeskillsapproachtoeducation.Advocatesfbrthelinksbetweenalifeskills

approachtoeducationandbroadersocietyandhumandevelopment.

根據(jù)以上內(nèi)容，回答46?56題

46、Therecognitionoflifeskillsaspartofeducationwillpromotethe

developmentofhumanpotentialandsociety.

47Theabilitiestomakethemostoflifeconsistoftheinnercapacitiesandthe

practicalskills.

48、Theprogressinpsycho-socialskillscanbemeasuredbychangedbehavior.

49、Governmentsshouldexamineandadapttheprocessesandcontentof

educationsoastobalancetheacademicinputandlifeskillsdevelopment.

50、AccordingtoJacquesDelors,fourpillarsofeducationincludelearningto

know,learningtobe,learningtolivetogetherandlearningtodo.

51>Thefundingagenciesshouldlinkprimaryeducationandsecondaryeducation

tomakesurethatchildrendevelopstronglifeskills.

52、Learningliteracymayexertaninfluenceonself-esteem,criticalthinkingand

communicationskills.

53>OnefunctionofUNESCOistohelpeducationalpolicymakersandteachers

todevelopandusealifeskillsapproachtoeducation.

54>Learningvocationalskillscanbeanapproachtoacquiringbothpracticaland

psycho-socialskills.

55、Theabilitiestomanagestressandfeelings,self-awareness,self-confidence

arepersonalabilities.

模擬題3

SectionBAGrassrootsRemedy

A）Mostofusspendourlivesseekingthenaturalworld.Tothisend,wewalk

thedog,playgolf,gofishing,sitinthegarden,drinkoutsideratherthaninsidethe

pub,haveapicnic,liveinthesuburbs,gototheseaside,buyaweekendplaceinthe

country.ThemostpopularleisureactivityinBritainisgoingforawalk.Andwhen

joggers（慢跑者）jog,theydon'trunthestreets.Everyoneoftheinstinctivelyheadsto

theparkortheriver.Itismyprofoundbeliefthatnotonlydoweallneednature,but

weallseeknature,whetherweknowwearedoingsoornot.

B）Butdespitethis,ourchildrenaregrowingupnature-deprived（喪失），Ispent

myboyhoodclimbingtreesonStrathamCommon,southLondon.Thesedays,

childrenarerobbedoftheseancientfreedoms,duetoproblemslikecrime,traffic,the

lossoftheopenspacesandoddnewperceptionsaboutwhatisbestforchildren,that

istosay,thingsthatcanbebought,ratherthanthingsthatcanbefound.

C）Thetruthistobefoundelsewhere.AstudyintheU.S.familieshadmovedto

betterhousingandthechildrenwereassessedfbrADHD—attentiondeficit

hyperactivitydisorder（多動癥）.Thosewhoseaccommodationhadmorenatural

viewsshowedanimprovementof19%;thosewhohadthesameimprovementin

materialsurroundingsbutnoniceviewimprovedjust4%.

D）AstudyinSwedenindicatedthatkindergartenchildrenwhocouldplayina

naturalenvironmenthadlessillnessandgreaterphysicalabilitythanchildrenused

onlytoanormalplayground.AU.S.studysuggestedthatwhenaschoolgavechildren

accesstoanaturalenvironment,academiclevelswereraisedacrosstheentireschool.

E）Anotherstudyfoundthatchildrenplaydifferentlyinanaturalenvironment.In

playgrounds,childrencreateahierarchy（等級）basedonphysicalabilities,withthe

toughonestakingthelead.Butwhenagrassyareawasplantedwithbushes,the

childrengotmuchmoreintofantasyplay,andthesocialhierarchywasnowbasedon

imaginationandcreativity.

F）Mostbullying（持槍凌弱）isfoundinschoolswherethereisatarmac（柏油碎

石）playground;theleastbullyingisinanaturalareathatthechildrenareencouraged

toexplore.ThisremindsmeunpleasantlyofSunnyhillSchoolinStratham,withits

harshtarmac,whereIusedtohangaboutincomersfantasizingaboutwildlife.The

childrenarefrequentlydiscouragedfrominvolvementwithnaturalspaces,forhealth

andsafetyreasons,forfearthattheymightgetdirtyorthattheymightcausedamage.

So,instead,thedamageisdonetothechildrenthemselves:nottotheirbodiesbutto

theirsouls.

G）OneofthegreatproblemsofmodemchildhoodisADHD,nowincreasingly

andexpensivelytreatedwithdrugs.Yetonestudyafteranotherindicatesthatcontact

withnaturegiveshugebenefitstoADHDchildren.However,wespendmoneyon

drugsratherthanongreenplaces.

H)Thelifeofoldpeopleismeasurablybetterwhentheyhaveaccesstonature.

Theincreasingemphasisforthegrowingpopulationofoldpeopleisinqualityrather

thanquantityofyears.Andstudyafterstudyfindsthatagardenisthesinglemost

importantthinginfindingthatquality.

I)Inwiderandmoredifficultareasoflife,thereisevidencetoindicatethat

naturalsurroundingsimproveallkindsofthings.Evenproblemswithcrimeand

aggressivebehaviorarereducedwhenthereiscontactwiththenaturalworld.Dr.

WilliamBird,researcherfromtheRoyalSocietyfbrtheProtectionofbirds,statesin

hisstudy,"Anaturalenvironmentcanreduceviolentbehaviorbecauseitsrestorative

processhelpsreduceangerandimpulsivebehavior."Wildplacesneedencouraging

forthisreason,nomatterhowsmalltheircontribution.

J)Wetendtolookonnatureconservationassomekindoffavorthathuman

beingsaregrantingtothenaturalworld.Theerrorhereisfartoodeep:notonlydo

humansneednaturefbrthemselves,buttheveryideathathumanityandthenatural

worldareseparablethingsisprofoundlydamaging.Humanbeingsareaspeciesof

mammals(哺乳動物).Forsevenmillionyearstheylivedontheplanetaspartof

nature.Ourancestralselvesmissthenaturalworldandlongfbrcontactwith

nonhumanlife.Anyonewhohaspattedadog,stokedacat,satunderatreewithapint

ofbeer,givenorreceivedabunchofflowersorchosentowalkthroughtheparkona

niceday,understandsthat.Weneedthewildworld.Itisessentialtoourwell-being,

ourhealth,ourhappiness.Withoutthewildworldwearenotmorebutlesscivilized.

Withoutotherlivingthingsarounduswearelessthanhuman.

K)FiveWaystoFindHarmonywiththeNaturalWorldWalk:Breaktherhythm

ofpermanentlybeingunderaroof.Getoffastopearlier,makeacircuitoftheparkat

lunchtime,walkthechildtoandfromschool,getadog,feelyourselfmovingin

movingair,look,listen,absorb.

Sit:Takeamoment,everynowandthen,tobestillinanopenspace.Inthe

garden,anywherethat'snotintheoffice,anywhereoutofthehouse,awayfromthe

routine.Situnderatree,lookatwater,feelrefreshed,eversoslightlyrenewed.

Drink:Thebestwaytoenjoythenaturalworldisbyoneself;thesecondbest

wayisincompany.Takeadrinkoutsidewithagoodperson,agoodgathering:talk

withthesunandthewindwithbird-songfbrbackground.

Learn:Expandyourboundaries.Leamfivespeciesofbird,fivebutterflies,five

trees,fivebirdsongs.Thatway,youseeandhearmore:andyourmindresponds

gratefullytothegreateramountofwildnessinyourlife.

Travel:Theplacesyoualwayswantedtovisit:bytheseaside,inthecountry,in

thehills.Takeaweek-endbreak,adaytrip,getouttheseanddoit:forthescenery,fbr

thewaythroughthewoods,fbrthebirds,fbrthebees.Gosomewherespecialand

bringspecialnesshome.Itlastsforever,afterall.

根據(jù)以上內(nèi)容，回答46?56題

46、ThestudyinSwedenshowsthatmoreaccesstonaturemakeschildrenless

likelytofallill.

47、Theauthor'sprofoundbeliefisthatpeopleinstinctivelyseeknaturein

differentways.

48、ItcanbeveryhelpfultoprovidemoregreenspacesforchildrenwithADHD.

49、Elderlypeoplewillenjoyalifeofbetterqualitywhentheycontactmorewith

nature.

50NNowadays,peoplethinkthingsthatcanbeboughtarebestforchildren,rather

thanthingsthatcanbefound.

51、AccordingtoastudyintheU.S.ChildrenwithADHDwhose

accommodationhadmorenaturalviewsshowedmuchbetterimprovement.

52>Dr.WilliamBirdsuggestsinhisstudythataccesstonaturecontributestothe

reductionofviolence.

53、Childrenwhohavechancestoexplorenaturalareasarelesslikelytobe

involvedinbullying.

54、Wecanfindharmonywiththenaturalworldinvariousways,amongwhich

therearewalking,sitting,drinking,learningandtraveling.

55>Itisextremelyharmfultothinkthathumanityandthenaturalworldcanbe

separated.

模擬題4

SectionB

A.Asneverbeforeintheirlonghistory,universitieshavebecomeinstrumentsof

nationalcompetitionaswellasinstrumentsofpeace.Theyaretheplaceofthe

scientificdiscoveriesthatmoveeconomiesforward,andtheprimarymeansof

educatingthetalentrequiredtoobtainandmaintaincompetitiveadvantage.Butatthe

sametime,theopeningofnationalborderstotheflowofgoods,services,information

andespeciallypeoplehasmadeuniversitiesapowerfulforceforglobalintegration,

mutualunderstandingandgeopoliticalstability.

B.Inresponsetothesameforcesthathavedriventheworldeconomy,

universitieshavebecomemoreself-consciouslyglobal:seekingstudentsfromaround

theworldwhorepresenttheentirerangeofculturesandvalues,sendingtheirown

studentsabroadtopreparethemforglobalcareers,offeringcoursesofstudythat

addressthechallengesofaninterconnectedworldandcollaborative（合作的）research

programstoadvancesciencefbrthebenefitofallhumanity.

C.Oftheforcesshapinghighereducationnoneismoresweepingthanthe

movementacrossborders.Overthepastthreedecadesthenumberofstudentsleaving

homeeachyeartostudyabroadhasgrownatanannualrateof3.9percent,from

800,000in1975to2.5millionin2004.Mosttravelfromonedevelopednationto

another,buttheflowfromdevelopingtodevelopedcountriesisgrowingrapidly.The

reverseflowfromdevelopedtodevelopingcountries,isontherise,too.Today

foreignstudentscam30percentofthedoctoraldegreesawardedintheUnitedStates

and38percentofthoseintheUnitedKingdom.Andthenumbercrossingbordersfbr

undergraduatestudyisgrowingaswell,to8percentoftheundergraduatesat

America'sbestinstitutionsandK）percentofallundergraduatesintheU.K.Inthe

UnitedStates,20percentofthenewlyhiredprofessorsinscienceandengineeringarc

foreign-born,andinChinamanynewlyhiredfacultymembersatthetopresearch

universitiesreceivedtheirgraduateeducationabroad.

D.Universitiesarealsoencouragingstudentstospendsomeoftheir

undergraduateyearsinanothercountry;InEurope,morethan140,000students

participateintheErasmusprogrameachyear,takingcoursesforcreditinoneof2,200

participatinginstitutionsacrossthecontinent.AndintheUnitedStates,institutions

arehelpingplacestudentsinsummerinternships（實(shí)習(xí)）abroadtopreparethemfor

globalcareers.YaleandHarvardhaveledtheway,offeringeveryundergraduateat

leastoneinternationalstudyorinternshipopportunity—andprovidingthefinancial

resourcestomakeitpossible.

E.Globalizationisalsoreshapingthewayresearchisdone.Onenewtrend

involvessourcingportionsofaresearchprogramtoanothercountry.Yaleprofessor

andHowardHughesMedicalInstituteinvestigatorTianXudirectsaresearchcenter

focusedonthegeneticsofhumandiseaseatShanghai'sFudanUniversity,in

collaborationwithfacultycolleaguesfrombothschools.TheShanghaicenterhas95

employeesandgraduatest