学派网 2013年职称英语真题及
答案
八年级地理上册填图题岩土工程勘察试题省略号的作用及举例应急救援安全知识车间5s试题及答案
理工(A)
第 1部分:词汇选项(第 1-15题,每题 1分,共 15分)
下面每个句子中均有 1个词或者短语划有底横线,请为每处划线部分确定 1
个意义最为接近的选项。
1. The rules are too rigid to allow for humane error.
A. inflexible B. general C. complex D. direct
2. This species has nearly died out because its habitat is being destroyed.
A. turned dead B. passed by C. carried away D. become
extinct
3. The contract between the two companies will expire soon.
A. shorten B. end C. start D. resume
4. Three world-class tennis players came to contend for this title.
A. argue B. claim C. wish D. compete
5. The methods of communication used during the war were primitive.
A. simple B. reliable C. effective D. alternative
6. Respect for life is a cardinal principle of the law.
A. moral B. regular C. fundamental D. hard
7. The drinking water has become contaminated with lead.
A. polluted B. treated C. tested D. corrupted
8. Come out, or I’ll bust the door down.
A. shut B. set C. break D. beat
9. She shed a few tears at her daughter’s wedding.
A. wiped B. injected C. produced D. removed
10. They didn’t seem to appreciate the magnitude of the problem.
A. existence B. importance C. cause D. situation
11. The tower remains intact even after two hundred years.
A. unknown B. unusual C. undamaged D. unstable
12. Many experts remain skeptical about his claims.
A. doubtful B. untouched C. certain D. silent
13. The proposal was endorsed by the majority of members.
A. rejected B. submitted C. considered D. approved
14. Rumors began to circulate about his financial problems.
A. send B. spread C. hear D. confirm
15. The police will need to keep a wary eye on this area of town.
A. naked B. cautious C. blind D. private
第 2部分:阅读判断(第 16-22题,每题 1分,共 7分)
New Understanding of Natural Silk’s Mysteries
Natural silk, as we all know, has a strength that man-made materials have long
struggled to match. In a discovery that sounds more like an ancient Chinese proverb
than a materials science breakthrough, MIT researchers have discovered that silk gets
its strength from its weakness. Or, more specifically, its many weaknesses. Silk gets
its extraordinary durability and ductility (柔韧性) from an unusual arrangement of
hydrogen bonds that are intrinsically very weak but that work together to create a
strong, flexible structure.
Most materials — especially the ones we engineer for strength — get their
toughness from brittleness. As such, natural silks like those produced by spiders have
long fascinated both biologists and engineers because of their light weight, ductility
and high strength (pound for pound, silk is stronger than steel and far less brittle). But
on its face, it doesn't seem that silks should be as strong as they are; molecularly, they
are held together by hydrogen bonds, which are far weaker than the covalent (共价的)
bonds found in other molecules.
To get a better understanding of how silk manages to produce such strength
through such weak bonds, the MIT team created a set of computer models that
allowed them to observe the way silk behaves at the atomic level. They found that the
arrangement of the tiny silk nanocrystals (纳米晶体) is such that the hydrogen bonds
are able to work cooperatively, reinforcing one another against external forces and
failing slowly when they do fail, so as not so allow a sudden fracture to spread across
a silk structure.
The result is natural silks that can stretch and bend while retaining a high degree
of strength. But while that's all well and good for spiders, bees and the like, this
understanding of silk geometry could lead to new materials that are stronger and more
ductile than those we can currently manufacture. Our best and strongest materials are
generally expensive and difficult to produce (requiring high temperature treatments or
energy-intensive processes).
By looking to silk as a model, researchers could potentially devise new
manufacturing methods that rely on inexpensive materials and weak bonds to create
less rigid, more forgiving materials that are nonetheless stronger than anything
currently on offer. And if you thought you were going to get out of this materials
science story without hearing about carbon nanotubes (纳米碳管), think again. The
MIT team is already in the lab looking into ways of synthesizing silk-like structures
out of materials that are stronger than natural silk — like carbon nanotubes.
Super-silks are on the horizon.
16. MIT researchers carry out the study to illustrate an ancient Chinese proverb.
A. Right B. Wrong C. Not mentioned
17. Silk’s strength comes from its weak hydrogen bonds working together.
A. Right B. Wrong C. Not mentioned
18. Biologists and engineers are interested in understanding natural silks because they
are very light and brittle.
A. Right B. Wrong C. Not mentioned
19. If the hydrogen bonds break due to external forces, they break fast.
A. Right B. Wrong C. Not mentioned
20. The MIT team had tried different materials before they studies natural silk in the
research.
A. Right B. Wrong C. Not mentioned
21. Carbon nanotubes are currently the most popular topic in materials science.
A. Right B. Wrong C. Not mentioned
22. It is indicated that materials stronger than natural silk can be expected in the future.
A. Right B. Wrong C. Not mentioned
第 3部分:概括大意与完成句子(第 23-30题,每题 1分,共 8分)
下面的短文后有 2项测试任务:(1)第 23~26题要求从所给的 6个选项中为
指定段落每段选择 1个最佳标题;(2)第 27~30题要求从所给的 6个选项中为每
个句子确定一个最佳选项。
Black Holes
1. Black holes can be best described as a sort of vacuum, sucking up everything
in space. Scientists have discovered that black holes come from an explosion of huge
stars. Stars that are near death can no longer burn due to loss of fuel, and because its
temperature can no longer control the gravitational (重力的) force, hydrogen ends up
putting pressure onto the star’s surface until it suddenly explodes then collapses.
2. Black holes come from stars that are made of hydrogen, other gases and a few
metals. When these explode it can turn into a stellar-mass (恒星质量) black hole,
which can only occur if the star is large enough (should be bigger than the sun) for the
explosion to break it into pieces, and the gravity starts to compact every piece into the
tiniest particle. Try to see and compare: if a star that’s ten times the size of the sun
ends up being a black hole that’s no longer than 70 kilometers, then the Earth would
become a black hole that’s only a fraction of an inch!
3. Objects that get sucked in a black hole will always remain there, never to
break free. But remember that black holes can only gobble up (吞噬) objects within a
specific distance to it. It’s possible for a large star near the sun to become a black hole,
but the sun will continue to stay in place. Orbits do not change because the newly
formed black hole contains exactly the same amount of mass as when it was a star,
only this time its mass is totally contracted that it can end up as no bigger than a state.
4. So far, astronomers have figured out that black holes exist because of Albert
Einstein’s theory of relativity. In the end, through numerous studies, they have
discovered that black holes truly exist. Since black holes trap light and do not give off
light, it is nearly impossible to detect black holes via a telescope. But astronomers
continue to study galaxies, space and the solar system to understand how black holes
might evolve. It is possible that black holes can exist for millions of years, and later
contribute to a bigger process in galaxies, which can eventually lead to creation of
new entities. Scientists also credit black holes as helpful in learning how galaxies
began to form.
23. Paragraph 1
24. Paragraph 2
25. Paragraph 3
26. Paragraph 4
27. Black holes are formed after .
28. When a large star explodes, the gravity compacts every piece into .
29. A newly formed black hole and the star it comes from are of .
30. Albert Einstein’s theory of relativity helps to prove .
A. the creation of new entities
B. an explosion of huge stars
C. the tiniest particle
D. the same amount of mass
E. the existence of black holes
F. a fraction of an inch
A. Is there proof that black holes really exist?
B. What are different types of black holes?
C. How are black holes formed?
D. How were black holes named?
E. What happens to the objects around a black hole?
F. What are black holes made of?
第 4部分:
阅读理解
阅读理解1小学二年级阅读理解小学三年级阅读题训练阅读理解二年级一年级语文猴子捞月亮
(第 31-45题,每题 3分,共 45分)
下面有 3 篇短文,每篇短文后有 5 道题。请根据短文内容,为每题确定 1
个最佳选项。
第一篇 Forecasting Methods
There are several different methods that can be used to create a forecast. The
method a forecaster chooses depends upon the experience of the forecaster, the
amount of information available to the forecaster, the level of difficulty that the
forecast situation presents, and the degree of accuracy or confidence needed in the
forecast.
The first of these methods is the persistence method; the simplest way of
producing a forecast. The persistence method assumes that the conditions at the time
of the forecast will not change. For example, if it is sunny and 87 degrees today, the
persistence method predicts that it will be sunny and 87 degrees tomorrow. If two
inches of rain fell today, the persistence method would predict two inches of rain for
tomorrow. However, if weather conditions change significantly from day to day, the
persistence method usually breaks down and is not the best forecasting method to use.
The trends method involves determining the speed and direction of movement
for fronts, high and low pressure centers, and areas of clouds and precipitation. Using
this information, the forecaster can predict where he or she expects those features to
be at some future time. For example, if a storm system is 1,000 miles west of your
location and moving to the east at 250 miles per day, using the trends method you
would predict it to arrive in your area in 4 days. The trends method works well when
systems continue to move at the same speed in the same direction for a long period of
time. If they slow down, speed up, change intensity, or change direction, the trends
forecast will probably not work as well.
The climatology method is another simple way of producing a forecast. This
method involves averaging weather statistics accumulated over many years to make
the forecast. For example, if you were using the climatology method to predict the
weather for New York City on July 4th, you would go through all the weather data
that has been recorded for every July 4th and take an average. The climatology
method only works well when the weather pattern is similar to that expected for the
chosen time of year. If the pattern is quite unusual for the given time of year, the
climatology method will often fail.
The analog method is a slightly more complicated method of producing a
forecast. It involves examining today's forecast scenario and remembering a day in the
past when the weather scenario looked very similar (an analog). The forecaster would
predict that the weather in this forecast will behave the same as it did in the past. The
analog method is difficult to use because it is virtually impossible to find a predict
analog. Various weather features rarely align themselves in the same locations as they
were in the previous time. Even small differences between the current time and the
analog can lead to very different results.
31. What of the following factors is NOT mentioned in choosing a forecasting
method?
A. Necessary amount of information.
B. Degree of difficulty involved in forecasting.
C. Practical knowledge of the forecaster.
D. Creativity of the forecaster.
32. The persistence method fails to work well when
A. it is rainy.
B. it is sunny.
C. weather conditions stay stable.
D. weather conditions change greatly.
33. The trends method works well when
A. weather features are constant for a long period of time.
B. weather features are defined well.
C. predictions on precipitation are accurate.
D. the speed and direction of movement are predicable.
34. The analog method should not be used in making a weather forecast when
A. the analog looks complicated.
B. the current weather scenario is different from the analog.
C. the analog is more than 10 years old.
D. the current weather scenario is exactly the same as the analog.
35. Historical weather data are necessary in
A. the persistence method and the trends method.
B. the trends method and the climatology method.
C. the climatology method and the analog method.
D. The persistence method and the analog method.
第二篇 Students Learn Better With Touchscreen Desks
Observe the criticisms of nearly any major public education system in the world,
and a few of the many complaints are more or less universal. Technology moves faster
than the education system. Teachers must teach at the pace of the slowest student
rather than the fastest. And — particularly in the United States — school children
as a group don’t care much for, or excel at, mathematics. So it’s heartening to learn
that a new kind of “classroom of the future” shows promise at mitigating some of
these problems, starting with that fundamental piece of classroom furniture: the desk.
A UK study involving roughly 400 students, mostly aged 8-10 years, and a new
generation of multi-touch, multi-user, computerized desktop surfaces is showing that
over the last three years the technology has appreciably boosted students’ math skills
compared to peers learning the same material via the conventional paper-and-pencil
method. How? Through collaboration, mostly, as well as by giving teachers better
tools by which to micromanage individual students who need some extra instruction
while allowing the rest of the class to continue moving forward.
Traditional instruction still shows respectable efficacy (效力) at increasing
students fluency in mathematics, essentially through memorization and practice —
dull, repetitive practice. But the researchers have concluded that these new
touchscreen desks boost both fluency and flexibility — the critical thinking skills
that allow students to solve complex problems not simply through knowing formulas
and devices, but by being able to figure out what the real problem is and the most
effective means of stripping it down and solving it.
One reason for this, the researchers say, is the multi-touch aspect of the
technology. Students working in the next-gen classroom can work together at the
same tabletop, each of them contributing and engaging with the problem as part of a
group. Known as SynergyNet, the software uses computer vision systems that see in
the infrared (红外的) spectrum to distinguish between different touches on different
parts of the surface, allowing students to access and use tools on the screen, move
objects and visual aids around on their desktops, and otherwise physically interact
with the numbers and information on their screens. By using these screens
collaboratively, the researchers say, the students are to some extent teaching
themselves as those with a stronger grasp on difficult concepts pull other students
forward along with them.
36. Which of the following statements is NOT true of the public education system?
A. It does not catch up with the development of technology.
B. Teachers pay more attention to fast learners than slow learners.
C. Some similar complaints about it are heard in different countries.
D. Many students are not good at learning mathematics.
37. What has been found after the new tech is employed?
A. Teachers are able to give individualized attention to students in need.
B. Students become less active in learning mathematics.
C. Students show preference to the conventional paper-and-pencil method.
D. The gap between slow learners and fast learners get more noticeable.
38. What is the benefit students get from the new tech?
A. It makes them more fluent in public speech.
B. It offers them more flexibility in choosing courses.
C. It is effective in helping them solve physical problems.
D. It enables them to develop critical thinking ability.
39. What happens when students are using the desktop of the new tech?
A. Every student has an individual tabletop.
B. Students use different tools to interact with each other.
C. The multi-touch function stimulates students.
D. The software installed automatically identifies different users.
40. How does the new tech work to improve students’ mathematical learning?
A. It helps fast learners to learn faster.
B. It makes teachers’ instruction unnecessary.
C. It enables them to work together.
D. It allows the whole class to learn at the same pace.
第三篇 On the Trail of the Honey Badgers
On a recent field trip to the Kalahari Desert, a team of researchers learnt a lot
more about honey badgers (獾). The team employed a local wildlife expert, Kitso
Khama, to help them locate and follow the badgers across the desert. Their main aim
was to study the badgers’ movements and behaviour as discreetly (谨慎地) as
possible, without frightening them away or causing them to change their natural
behaviour. They also planned to trap a few and study them close up before releasing
them. In view of the animal’s reputation, this was something that even Khama was
reluctant to do.
“The problem with honey badgers is they are naturally curious animals,
especially when they see something new,” he says. “that, combined with their
unpredictable nature, can be a dangerous mixture. If they sense you have food, for
example, they won’t be shy about coming right up to you for something to eat.
They’re actually quite sociable creatures around humans, but as soon as they feel they
might be in danger, they can become extremely vicious (凶恶的). Fortunately this is
rare, but it does happen.”
The research confirmed many things that were already known. As expected,
honey badgers ate any creatures they could catch and kill. Even poisonous snakes,
feared and avoided by most other animals, were not safe from them. The researchers
were surprised, however, by the animal’s fondness for local melons, probably because
of their high water content. Previously researchers thought that the animal got all of
its liquid requirements from its prey (猎物). The team also learnt that, contrary to
previous research findings, the badgers occasionally formed loose family groups.
They were also able to confirm certain results from previous research, including the
fat that female badgers never socialized with each other.
Following some of the male badgers was a challenge, since they can cover large
distances in a short space of time. Some hunting territories cover more than 500
square kilometers. Although they seem happy to share these territories with other
males, there are occasional fights over an important food source, and male badgers
can be as aggressive towards each other as they are towards other species.
As the badgers became accustomed to the presence of people, it gave the team
the chance to get up close to them without being the subject of the animal’s curiosity
— or their sudden aggression. The badgers’ eating patterns, which had been disrupted,
returned to normal. It also allowed the team to observe more closely some of the other
creatures that form working associations with the honey badger, as these seems to
adopt the badgers’ relaxed attitude when near humans.
41. Why did the wildlife experts visit the Kalahari Desert?
A. To find where honey badgers live.
B. To observe how honey badgers behave.
C. To catch some honey badgers for food.
D. To find out why honey badgers have a bad reputation.
42. What does K