职称英语理工类C级-37 (总分100,考试时间90分钟)
第1部分：词汇选项
1. From my standpoint, this thing is just ridiculous A. field
B. point of view C. knowledge D. information
2. We all think the prices of **puters will soon plunge. A. leap B. fall C. dip D. sink
3. Her behavior is extremely childish.
A. simple B. immature C. beautiful D. foolish
4. Of all the planets in this solar system, Mercury is nearest the Sun. A. most like B. closest to C. hotter than D. heavier than
5. The restaurant has a good reputation. A. system B. name
C. relation D. leadership
6. The explorer lost his way so he climbed to the top of the hill to determine the place for himself. A. spot B. locate C. place D. situate
7. She was one of the leading writers of her day.
A. expected B. natural C. most important D. least
8. **pany has the right to end his employment at any time． A．provide B．stop C．offer D．continue
9. Human facial expressions differ from those of animals in the degree to which they can be deliberately controlled and modified.
A. sufficiently B. noticeably C. intentionally D. absolutely
10. A lot of people could fall ill after drinking contaminated water. A．boiled B．polluted C．mixed D．sweetened
11. His new movie depiets an ambitious American.
A. writes B. sketches C. describes D. indicates
12. Jack is a diligent student.
A. hardworking B. ambitious C. lazy D. slow
13. They only have a limited amount of time to get their points across. A. large B. total C. small D. similar
14. He was a very cute boy but now he seems to have no interest in anything. A. clever B. honest C. brave D. dull
15. Almost all economists agree that nations gain by trading with one another. A. work B. profit C. rely D. prove
第2部分：阅读判断
Moral Issues
One of the virtues in American culture is to help others.
Christmas in America means different things to different people. To some people, Christmas means brightly wrapped packages under a decorated tree. To others, it means family reunions and a wonderful meal together. Christmas also means lending a helping hand to people in need. Along with all the hubbub of shopping for presents and sending Christmas cards, many people in America take time to help others.
In America and around the world, Christmas offers many opportunities to spread \"Peace on earth, good will toward men\". For example, Salvation Army bell ringers are a familiar sight to most Christmas shoppers. They stand outside malls and stores collecting money for the needy. Many churches and other organizations collect toys and clothes as Christmas gifts for poor families. The Christmas spirit encourages people to help each other in many large and small ways. The spirit of helping others isn't limited to Christmas. However, Americans help others year-round. Civic clubs such as the Lion's Club, the Elk's Club and the Rotary Club take part in **munity projects. Many organizations exist just to help others. The Make a Wish Foundation gives terminally ill children a chance to have their **e true. Habitat for Humanity helps poor people build their own houses. And besides supporting worthy causes with their money, thousands of Americans donate their time by serving as volunteers in hospitals, homeless shelters and schools.
Another virtue Americans respect is perseverance.
Remember Aesop's fable about the turtle and the rabbit that had a race? The rabbit thought he could win easily, so he took a nap. But the turtle finally won because he did not give up.
Compassion may be the queen of American virtues. The story of \"The Good Samaritan\" from the Bible describes a man who **passion. On his way to a certain city, a Samaritan man found a poor traveler lying on the road. The traveler had been beaten and robbed. The kind Samaritan, instead of just passing by, stopped to help this person in need. Compassion can even turn into a positive cycle. In fall, 1992, people in Iowa sent truckloads of water to help Floridians hit by a hurricane. The next summer, during the Midwest flooding, Florida returned the favor. In less dramatic ways, millions of Americans are quietly passing along the kindness shown them. In no way can this brief description cover all the moral values honored by Americans. Courage, responsibility, loyalty, gratitude and many others could be discussed. In fact, Bennett's best-seller over 800 pages highlights just l0 virtues. Even Bennett admits that he has only scratched the surface. But no matter how long or short the list is, moral values are invaluable. They are the foundation of American culture and any culture.
16. Christmas only means brightly wrapped packages under a decorated tree to Americans. A. Right B. Wrong C. Not mentioned
17. Christmas offers many opportunities to spread \"Peace on earth, good will toward men\" around the world except in America.
A. Right B. Wrong C. Not mentioned 18. Americans help others only in Christmas.
A. Right B. Wrong C. Not mentioned 19. Compassion may be the most important one of American virtues. A. Right B. Wrong C. Not mentioned 20. Moral values are the foundation of Chinese culture.
A. Right B. Wrong C. Not mentioned 21. Bennett only touched on ten virtues.
A. Right B. Wrong C. Not mentioned 22. Aesop's fable about the turtle and the rabbit is popular in America. A. Right B. Wrong C. Not mentioned
第3部分：概括大意与完成句子
A. a lot of money B. national people C. morning D. local people E. national issues F. local issues
23. British people have the habit of reading newspapers in the______. 24. Many local newspapers in Britain are making______.
25. Local newspapers are well received because they carry articles that please______. 26. Local newspapers rarely give opinions on______. Teach Your Child Science
1. It is important to make your child interested in science from an early age. Most young children ask a lot of questions and you should give careful scientific answers. Don't only give facts, but try to give explanations as well.
2. Science is not just knowledge; it is a way of thinking, a method of finding out about the world. We see something. We try to explain it, and we test our idea by setting up an experiment. One day **e home and find the plant on the table has fallen over. You think it might be the wind from the open window or the cat, so you close the window, but leave the cat in and see what happens (you can also try leaving the window open and shutting the cat out). Of course, you remember there may be a third explanation.
3. Ask your child to get a piece of string, some salt, a glass of water and an ice cube (冰块). Tell her to put the ice in the water, and then put one end of the string on the ice, leaving the other end over the side of the glass. Put a little salt on the ice. Wait a minute, and then pull the string; it should be attached to the ice. Ask the child: \"what has happened?\"
4. Probably she won't know. Ask her whether fresh water or salt water freezes into ice first. If you live near the sea and have a cold winter, she should know fresh water freezes first as she will have seen that happen. Show her how to test the idea by half-filling two paper cups with water, adding salt to one. Then put them in the icebox and check every three minutes. Write the results in
a table. The conclusion will be that salt changes the behaviour of water. 'Thinking about the string, we see the salt turned some of the ice into water. Then the salt went away into the water and the ice froze again leaving the string attached.
5. Then you can ask, \"Will water with salt boil at the same temperature as water without salt?\" She can think, tell you her idea and (taking care because of the heat) you can test it in the kitchen. A. What exactly is science?
B. How do you find an explanation? C. What topics do you need?
D. How do you answer your child's questions? E. Where does your child study science?
F. How do you set up the experiment on salt and water?
27. Paragraph 1 ______ 28. Paragraph 2 ______ 29. Paragraph 3 ______ 30. Paragraph 4 ______
第4部分：阅读理解
第一篇
Plant Gas
Scientists have been studying natural sources of methane (甲烷，沼气) for decades but hadn't regarded plants as a producer, notes Frank Keppler, a geochemist(地球化学家) at the Max Planek Institute for Nuclear Physics in Heidelberg, Germany. Now Keppler and his colleagues find that plants, from grasses to trees, may also be sources of the greenhouse gas. This is really surprising, because most scientists assumed that methane production requires an oxygen-free environment. Previously, researchers had thought that it was impossible for plants to make significant amounts of the gas. They had assumed that microbes(微生物) need to be in environments without oxygen to produce methane. Methane is a greenhouse gas, like carbon dioxide. Gases such as methane and carbon dioxide trap heat in Earth's atmosphere and contribute to global warming. In its experiments, Keppler's team used sealed chambers (室，房间；腔) that contained the same concentration of oxygen that Earth's atmosphere has. They measured the amounts of methane that were released by both living plants and dried plant material, such as fallen leaves. With the dried plants, the researchers took measurement at temperatures ranging from 30 degrees Celsius to 70 degrees C..At 30 degrees C., they found, a gram of dried plant material released up to 3 nanograms(微克) of methane per hour (One nanogram is a billionth of a gram. ). With every 10-degree rise in temperature, the amount of methane released each hour roughly
doubled.
Living plants growing at their normal temperatures released as much as 370 nanograms of methane per gram of plant tissue per hour. Methane emissions tripled (增加三倍) when living and dead plant was exposed to sunlight.
Because there was plenty of oxygen available, it's unlikely that the types of bacteria( bacterium 的复数，细菌) that normally make methane were involved. Experiments on plants that were grown in water rather than soil also resulted in methane emissions. That's another strong sign that the gas came from the plants and not soil microbes.
The new finding is an \"interesting observation,\" says Jennifer Y.King, a biogeochemist(生物地球化学家) at the University of Minnesota in St. Paul. Because some types of soil microbes consume methane, they may prevent plant-produced methane from reaching the atmosphere. Field tests will be needed to assess the plant's influence, she notes.
31. What was scientists' understanding of methane? A. It was produced from plants. B. It was not a greenhouse gas.
C. It was produced in oxygen-free environments. D. It traps more heat than any other greenhouse gas.
32. To test whether plants are a source of methane, the scientists created ______. A. a oxygen-free environment
B. an environment with the same concentration of oxygen as the Earth has C. a carbon dioxide-free environment
D. an environment filled with the greenhouse gas
33. Which statement is true of the methane emissions of plants in the experiment? A. The lower the temperature, the higher the amount of methane emissions. B. Living plants releas less methane than dried plants at the same temperature. C. When exposed to sunlight, plants stop releasing methane.
D. The higher the temperature, the greater the amount of methane emissions. 34. Which of the following about methane is Not mentioned in the passage? A. Plants growing in soil release methane. B. Plants growing in water release methane. C. Soil microbes consume methane. D. Microbes in plants produce methane.
35. What is the beneficial point of some microbes consuming plant-produced methane? A. Methane becomes less poisonous. B. Methane is turned into a fertilizer. C. Less methane reaches the atmosphere. D. Air becomes cleaner.
第二篇
Sustainable Development of Agriculture
Sustainable development is applied to just about everything from energy to clean water and economic growth, and as a result it has become difficult to question either the basic assumptions behind it or the way the concept is put to use. This is especially true in agriculture, where sustainable development is often taken as the sole measure of progress without a proper appreciation of historical and cultural perspectives.
To start with, it is important to remember that the nature of agriculture has changed markedly throughout history, and will continue to do so. Medieval agriculture in northern Europe fed, clothed and sheltered a predominantly rural society with a much lower population density than it is today. It had minimal effect on biodiversity, and any pollution it caused was typically localized. In terms of energy use and the nutrients(营养成分) captured in the product it was relatively inefficient.
Contrast this with farming since the start of the industrial revolution. Competition from overseas led farmers to specialize and increase yields. Throughout this period food became cheaper, safer and more reliable. However, these changes have also led to habitat (栖息地)loss and to diminishing biodiversity.
What's more, demand for animal products in developing countries is growing so fast that meeting it will require an extra 300 million tons of grain a year by 2050. Yet the growth of cities and industry is reducing the amount of water available for agriculture in many regions.
All this means that agriculture in the 21s tcentury will have to be very different from how it was in the 20th. This will require radical thinking. For example, we need to move away from the idea that traditional practices are inevitably more sustainable than new ones. We also need to abandon the notion that agriculture can be \"zero impact\". The key will be to abandon the rather simple and static measures of sustainability, which centre on the need to maintain production without increasing damage.
Instead we need a more dynamic interpretation, one that looks at the pros and cons (正反两方面) of all the various way land is used. There are many different ways to measure agricultural performance besides food yield: energy use, environmental costs, water purity, carbon footprint and biodiversity. It is clear, for example, that the carbon of transporting tomatoes from Spain to the UK is less than that of producing them in the UK with additional heating and lighting. But we do not know whether lower carbon footprints will always be better for biodiversity.
What is crucial is recognizing that sustainable agriculture is not just about sustainable food production.
36. How do people often measure progress in agriculture? A. By its productivity. B. By its sustainability.
C. By its impact on the environment.
D. By its contribution to economic growth.
37. Specialization and the effort to increase yields have resulted in______. A. localized pollution
B. the shrinking of farmland C. competition from overseas
D. the decrease of biodiversity
38. What does the author think of traditional farming practices? A. They have remained the same over the centuries. B. They have not kept pace with population growth. C. They are not necessarily sustainable. D. They are environmentally friendly.
39. What will agriculture be like in the 21 st century? A. It will go through radical changes. B. It will supply more animal products.
C. It will abandon traditional farming practices. D. It will cause zero damage to the environment. 40. What is the author's purpose in writing this passage?
A. To remind people of the need of sustainable development. B. To suggest ways of ensuring sustainable food production. C. To advance new criteria for measuring farming progress. D. To urge people to rethink what sustainable agriculture is.
第三篇
Where Have All the Bees Gone?
Scientists who study insects have a real mystery on their hands. All across the country, honeybees are leaving their hives and never returning. Researchers call this phenomenon colony-collapse (瓦解) disorder. According to surveys of beekeepers (养蜂人) across the country, 25 to 40 percent of the honeybees in the United States have vanished from their hives (麻疹) since last fall. So far, no one can explain why.
Colony collapse is a serious concern because bees play an important role in the production of about one-third of the foods we eat. As they feed, honeybees spread pollen from flower to flower. Without this process, a plant can't produce seeds or fruits.
Now, a group of scientists and beekeepers have teamed up to try to figure out what's causing the alarming collapse of so many colonies. By sharing their expertise (专家的意见) in honeybee behavior, health, and nutrition, team members hope to find out what's contributing to the decline and to prevent bee disappearances in the future.
It could be that disease is causing the disappearance of the bees. To explore that possibility, Jay Evans, a researcher at the United States Department of Agriculture (USDA) Bee Research Laboratory, examines bees taken from colonies that are collapsing. \"We know what s healthy bee should look like on the inside, and we can look for physical signs of disease,\" he says. And bees from collapsing colonies don't look very healthy. \"Their stomachs are worn down, compared to the stomachs of healthy bees,\" Evans says. It may be that a parasite is damaging the bees' digestive organs. Their immune systems may not be working as they should. Moreover, they have high levels of bacteria inside their bodies.
Another cause of colony-collapse disorder may be certain chemicals that farmers apply to kill unwanted insects on crops, says Jerry Hayes, chief bee inspector for the Florida Department of
Agriculture. Some studies, he says, suggest that a certain type of insecticide affects the honeybee's nervous system (which includes the brain) and memory. \"It seems like honeybees are going out and getting confused about where to go and what to do,\" he says.
If it turns out that a disease is contributing to colony collapse, bees' genes could explain why some colonies have collapsed and others have not. In any group of bees there are many different kinds of genes. The more different genes a group has, the higher the group's genetic diversity. So far scientists haven't determined the role of genetic diversity (差异) in colony collapse, but it's a promising theory, says Evans.
41. What is the mystery that researchers find hard to explain? A. Honeybees are flying all across the country.
B. 25--40 percent of the honeybees in the US have died. C. Honeybees are leaving their hives and do not return. D. Honeybee hives are in disorder.
42. Why are researchers seriously concerned with the phenomenon of colony-collapse disorder? A. Because honeybees produce one-third of the foods we eat B. Because honeybees feed on flowers. C. Because honeybees eat seeds of flowers. D. Both Ｂ and Ｃ.
43. What are the possible causes of colony-collapse disorder given by the scientists? A. Worsening environment. B. Disease and chemicals.
C. Dwindling number of flowers around. D. Changes in genes' structures.
44. According to the fifth paragraph, which of the following about bees' genes is true? A. Bees' genes allow them to expand their colonies. B. Bees' genes help keep them in their hives.
C. Bees' genes make them fly from flower to flower.
D. Bees' genes could explain the collapse of some colonies. 45. What explanation is given by Jerry Hayes to the phenomenon? A. Farmers apply certain chemicals to kill unwanted bees. B. The insecticide destroys the honeybee's nervous system. C. The insecticide affects the honeybee's memory. D. All of the above.
第5部分：补全短文
Changes of Museums
(46) They are no longer places for the privileged few or for bored vacationers to visit on rainy days.
(47) Some of the old, gray museums have been rebuilt, and the newer ones are open and
modern in their architecture. Inside, there is modern lighting, color, and sound. Instead of displaying everything they own, museum directors show fewer objects and leave open spaces where visitors can gather and sit down. They also bring together in one display a group of objects drawn from various parts of the museum in an effort to represent the whole lifestyle of a region or a historical period. (48) .
More and more, museum directors are realizing that people learn best when they can somehow become part of what they are seeing. In many science museums, for example, there are no guided tours. The visitor is encouraged to touch, listen, operate, and experiment so as to discover scientific principles for himself. He can have the experence of operating a spaceship or a computer. He can experiment with glass-blowing and paper-making. (49) The theory is that people who do not understand science will probably fear it, and those who fear science will not use it to best advantage.
Many museums now provide educational services and children's departments. In addition to the usual displays, they also offer film showings and dance programs. (50) .
A The purpose is not only to provide fun but also to help people feel at home in the world of science.
B Museums have changed.
C In one room, for instance, you may find materials, clothing, tools, cooking pots, furniture, and art works of a particular place and time.
D Instead of being places that one \"should\" visit, they are places to enjoy. E There are open spaces that museums leave for visitors. F Many museums have changed in appearance. 46. 47. 48. 49. 50.
第6部分：完形填空
Computer and School Education
There was a time when parents who wanted an educational present for their children would buy a typewriter, a globe or an encyclopedia set. Now those (51) seem hopelessly old-fashioned; this Christmas, there were a lot of **puters under the tree. (52) **puters are the key to success, parents are also financially insisting that children (53) taught to use them in school—as early as possible. The problem for schools is that when it (54) computers, parents don't always know best. Many schools are (55) parental impatience and are purchasing hardware without sound educational planning so they can say, \"OK, we've moved into **puter age. \" Teachers found themselves caught in the middle of the problem—between parent pressure and (56) educational decisions. Educators do not even agree (57) **puters
should be used. (58) money is going **puterized educational materials (59) research has shown can be taught just as well with pencil and paper. (60) those who believe that all children should have access to computers, warn of potential dangers to the very young.
The temptation remains strong largely because young children (61) so well to computers. First graders have been seen willing to work for two hours on math skills. Some have an attention span of 20 minutes. (62) school can afford to go **puting, and creates yet another problem: a division between the haves and have-nots. Very (63) parents are agitating (64) computer instruction in poor school districts, (65) there may be barely enough money to pay the reading teacher.
51. A. items B. toys C. sets D. series
52. A. Given B. Provided C. Convinced D. Believed 53. A. are B. be
C. are being D. were
54. A. talks about B. comes to C. turns to D. mentions 55. A. yielding to B. submit to C. subdue D. yielding 56. A. wise B. clever C. slow D. enough 57. A. on B. with C. to D. about
58. A. Many of B. A few of C. A lot of D. A great many 59. A. however B. it C. what D. that 60. A. Almost B. Even C. Only D. More than 61. A. adopt B. keep C. adapt D. devote 62. A. High B. Not every C. No D. Any 63. A. few B. bit
C. little D. paucity 64. A. for B. against C. to buy D. use 65. A. for B. in any case C. although D. where
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