2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套

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　　閱讀判斷(第16～22題，每題1分，共7分)

　　閱讀下面這篇短文，短文后列出7個(gè)句子，請(qǐng)根據(jù)短文的內(nèi)容對(duì)每個(gè)句子做出判斷。如果該句提供的是正確信息，請(qǐng)?jiān)诖痤}卡上把A涂黑;如果該句提供的是錯(cuò)誤信息，請(qǐng)?jiān)诖痤}卡上把B涂黑;如果該句的信息在文章中沒(méi)有提及，請(qǐng)?jiān)诖痤}卡上把C涂黑。

　　Fermi Problem

　　On a Monday morning in July, the world's first atom bomb exploded in the New Mexico desert. Forty seconds later, the shock waves reached the base camp where the Italian-American physicist Enrico Fermi and his team stood. After a mental calculation, Fermi announced to his team that the bomb's energy had equated 10,000 tons of TNT. The bomb team was impressed, but not surprised. Fermi's genius was known throughout the scientific world. In 1938 he had won a Nobel Prize. Four years later he produced the first nuclear chain reaction, leading us into the nuclear age. Since Fermi's death in 1954,no physicist has been at once a master experimentalist and a leading theoretician.

　　Like all virtuosos, Fermi had a distinctive style. He preferred the most direct route to an answer. He was very good at dividing difficult problems into small, manageable bits--talent we all can use in our daily lives.

　　To develop this talent in his students. Fermi would suggest a type of question now known as a Fermi problem. Upon first hearing one of these, you haven't the remotest notion of the answer, and you feel certain that too little information had been given to solve it. Yet when the problem is broken into sub-problems, each answerable without the help of experts or books, you can come close to the exact solution.

　　Suppose you want to determine Earth's circumference without looking it up. Everyone knows that New York and Los Angeles are about 3,000 miles apart and that the time difference between them is three hours. Three hours is one-eighth of a day, and a day is the time it takes the planet to complete one rotation, so its circumference must be eight times 3,000 or 24,000 miles. This answer differs from the true value, 24,902.45 miles, by less than four percent.

　　Ultimately the value of dealing with everyday problems the way Fermi did lies in the rewards of making independent discoveries and inventions. It doesn't matter whether the discovery is as important as determining the power of an atom or as small as measuring the distance between New York and Los Angeles. Looking up the answer, or letting someone else find it, deprives you of the pleasure and pride that accompany creativity, and deprives you of an experience that builds up self-confidence. Thus, approaching personal dilemmas as Fermi problems can become a habit that enriches your life.

　　16　Fermi's team was impressed by Fermi's announcement in the base camp because he could even work out the power of the atom bomb in his mind.

　　A　Right(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套)

　　B　Wrong

　　C　Not mentioned

　　17　Fermi, an experimentalist as well as a theoretician, won a Nobel Prize for producing the first nuclear chain reaction in the world.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　18　Dividing a big problem into small problems is a talent Fermi had and a talent that has practical value in life.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　19　Fermi problem is to develop the talent of breaking a seemingly unanswerable problem into sub-problems and finding the solution to it, which is a typical Fermi problem.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　20　Then the fourth paragraph tells us how Fermi solved the problem of earth's circumference without looking up.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　21　The last paragraph concludes the whole writing by stressing the value of important inventions and small discoveries.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　22　Fermi was famous for inventing a device to calculate bomb's energy accurately.

　　A　Right

　　B　Wrong

　　C　Not mentioned

　　第二部分：

　　16　A答案在第一段中可以找到。Fermi在作了一番mental calculation以后，得出了該原子彈具有相當(dāng)于10，000噸TNT的爆炸力。

　　17　B Fermi在1938年獲諾貝爾獎(jiǎng)，四年以后才建立核鎖反應(yīng)。

　　18　A第二段的第三句是答案的依據(jù)。這個(gè)句子是：He was very good at dividing difficult problems into small，manageable bits--talent we all can use in our daily lives.

　　19　A答案的依據(jù)是第三段的內(nèi)容。第一句中的this talent指第二段提到的將難以解決的問(wèn)題分解成幾個(gè)容易處理的小問(wèn)題。第三段對(duì)這種解決問(wèn)題的方法又進(jìn)一步作了描寫(xiě)。

　　20　B第四段是為第二段和第三段的內(nèi)容提供實(shí)際例子，即Fermi problem的實(shí)際運(yùn)用，并不是Fermi本人運(yùn)用Fermi解決問(wèn)題的方法約略推算出地球的周長(zhǎng)。

　　21　B最后一段是全篇的結(jié)論，強(qiáng)調(diào)了Fermi problem的價(jià)值：the rewards of making independent discoveries and inventions。

　　22　C文章根本沒(méi)有提到他發(fā)明了一臺(tái)能精確計(jì)量炸彈能量的儀器。

　　概括大意與完成句子(第23～30題，每題1分，共8分)

　　閱讀下面這篇短文，短文后有2項(xiàng)測(cè)試任務(wù)：(1)第23～26題要求從所給的6個(gè)選項(xiàng)中為第1、3、4、6段每段選擇1個(gè)正確的小標(biāo)題;(2)第27～30題要求從所給的6個(gè)選項(xiàng)中選擇4個(gè)正確選項(xiàng)，分別完成每個(gè)句子。請(qǐng)將答案涂在答題卡相應(yīng)的位置上

　　Adult Education

　　1　Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling, get new skills or job training, find out about new technological developments, seek better self-under-standing, or develop new talents and skills.

　　2　This kind of education may be in the form of self-study with proper guidance through the use of libraries, correspondence courses, or broadcasting. It may also be acquired collectively in schools and colleges, study groups, workshops, clubs, and professional associations.

　　3　Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution. Great economic and social changes were taking place: people were moving from rural areas to cities, new types of work were being created in an expanding factory system. These and other factors produced a need for further education and re-education of adults.

　　4　The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institute in Glasgow. The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.

　　5　People recognize that continued learning is necessary for most forms of employment today. For example, parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs. Adult education programs are springing up constantly to meet these and other needs.

　　23　Paragraph 2 __________

　　24　Paragraph.3 __________

　　25　Paragraph 4 __________

　　26　Paragraph 5 __________ A　Necessity for developing adult education

　　B　Early days of adult education

　　C　Ways of receiving adult education(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套)

　　D　Growth of adult education

　　E　Institutions of adult education

　　F　Definition of adult education

　　27　Some adults want to learn __________.

　　28　There are various forms of adult education, including __________.

　　29　Adult education has been made necessary __________.

　　30　The earliest organized adult education __________. A　by social and economic changes

　　B　guided self-study and correspondence courses

　　C　by studying together with children

　　D　what they did not manage to learn earlier

　　E　dates hack to the eighteenth century

　　F　mass production

　　第三部分：

　　23　C本段的主題是成人教育的不同方式。

　　24　A本段從社會(huì)、經(jīng)濟(jì)、工業(yè)等因素介紹了發(fā)展成人教育的必要性。

　　25　B本段介紹了早期的有組織的成人教育計(jì)劃。

　　26　D本段簡(jiǎn)述了人們對(duì)成人教育的認(rèn)識(shí)和成人教育的發(fā)展。

　　27　D動(dòng)詞learn后面缺的是它的賓語(yǔ)，填入的是個(gè)由what引導(dǎo)的賓語(yǔ)從句。

　　28　B including提示后面要求填入的是前面說(shuō)的成人教育的各種形式中的若干種。

　　29　A has been made necessary被動(dòng)式的出現(xiàn)說(shuō)明后面很可能會(huì)跟一個(gè)by短語(yǔ)，當(dāng)然從意義上考慮不應(yīng)該是C。

　　30　E date是動(dòng)詞，date back to的意思是“追溯到……”。

　　第四部分：閱讀理解(第31～45題，每題3分，共45分)

　　下面有3篇短文，每篇短文后有5道題，每題后面有4個(gè)選項(xiàng)。請(qǐng)仔細(xì)閱讀短文并根據(jù)短文回答其后面的問(wèn)題，從4個(gè)選項(xiàng)中選擇1個(gè)最佳答案涂在答題卡相應(yīng)的位置上。

　　第一篇

　　Forecasting Methods

　　There are several different methods that can be used to create a forecast. The method 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 degree today, the persistence method predicts that it will be sunny and 87 degree 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, suing 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 man 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 they were in the previous time. Even small differences between the current time and the analog can lead to very different results.

　　31　What factor is NOT mentioned in choosing a forecasting method? __________

　　A　Imagination of the forecaster.

　　B　Necessary amount of information.

　　C　Practical knowledge of the forecaster.

　　D　Degree of difficulty involved in forecasting.

　　32　Persistence method will work well __________.(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套)

　　A　if weather conditions change greatly from day to day

　　B　if weather conditions do not change much

　　C　on sunny days

　　D　on rainy days

　　33　The limitation of the trends method is the same as the persistence method in that __________.

　　A　it makes predications about weather

　　B　it makes predications about precipitation

　　C　the weather features need to be well defined

　　D　the weather features need to be constant for a long period of time

　　34　Which method may involve historical weather data? __________

　　A　The trends method.

　　B　The analog method.

　　C　Both climatology method and analog method.

　　D　The trends method and the persistence method.

　　35　It will be impossible to make weather forecast using the analog method __________.

　　A　when the current weather scenario differs from the analog

　　B　when the current weather scenario is the same as the analog

　　C　when the analog is over ten years old

　　D　when the analog is a simple repetition of the current weather scenario

　　第二篇

　　Lateral Thinking

　　Lateral thinking (迂回思維), first described by Edward de Bono in 1967, is just a few years older than Edward's son. You might imagine that Caspar was raised to be an adventurous thinker, but de Bono name was so famous, Casper's parents worried that any time he would say something bright at school, his teachers might snap, “Where do you get that idea from?”

　　“We had to be careful and not overdo it,” Edward admits. Now Casper is at Oxford --which once looked unlikely because he is also slightly dyslexic (誦讀困難). In fact, when he was applying to Oxford, none of his school teachers thought he had a chance. “So then we did several thinking sessions,” his father says, “using my techniques and, when he went up for the exam, he did extremely well.” Soon after, Edward de Bono decided to write his latest book, “Teach Your Children How to Think”, in which he transforms the thinking skills he developed for brain-storming businessmen into informal exercises for parents and children to share.

　　Thinking is traditionally regarded as something executed in a logical sequence, and everybody knows that children aren't very logical. So isn't it an uphill battle, trying to teach them to think? “You know,” Edward de Bono says, “if you examine people's thinking, it is quite unusual to find faults of logic. But the faults of perception are huge! Often we think ineffectively because we take too limited a view. ”

　　“Teach Your Child How to Think” offers lessons in perception improvement, of clearly seeing the implications of something you are saying and of exploring the alternatives.

　　36　What is TRUE about Casper? __________

　　A　He is Edward's son.

　　B　He is an adventurous thinker.

　　C　He first described lateral thinking.

　　D　He is often scolded by his teacher.

　　37　Casper succeeded in applying to Oxford because __________.

　　A　he was careful and often overworked

　　B　all of his school teachers thought he had a chance

　　C　he used in the exam the techniques provided by his father

　　D　he read the book “Teach Your Child How to Think” before the exam

　　38　It can be inferred from Paragraph 2 that Edward __________.

　　A　was likely to improve children's logic with his book

　　B　gave a description of lateral thinking several years after his son was born

　　C　was prompted to study lateral thinking because his son was slightly dyslexic

　　D　once taught businessmen how to think before he wrote for parents and children

　　39　According to Paragraph 3, which of the following statements expresses Edward de Bono's view? __________

　　A　Everybody knows that children aren't very logical.

　　B　It is an uphill battle trying to teach children to think.

　　C　We often think ineffectively because we take too limited a view.

　　D　Thinking is traditionally regarded as something executed in a logical sequence.

　　40　Lateral thinking refers to the following EXCEPT __________.

　　A　improving one's logic in thinking

　　B　improving one's perception in thinking

　　C　seeing the implications of what you are saying

　　D　exploring the alternatives for what you are saying

　　第三篇

　　Global Warming

　　At the Kyoto conference on global warming in December 1997, it became abundantly clear how complex it has become to work out international agreements relating to the environment because of economic concerns unique to each country. It is no longer enough to try to forbid certain activities or to reduce emissions of certain substances. The global challenges of the interlink between the environment and development increasingly bring us to the core of the economic life of states. During the late 1980s we were able, through international agreements, to make deep cuts in emissions harmful to the ozone layer. These reductions were made possible because substitutions had been found for many of the harmful chemicals and, more important, because the harmful substances could be replaced without negative effects on employment and the economies of states.

　　Although the threat of global warming has been known to the world for decades and all countries and leaders agree that we need to deal with the problem, we also know that the effects of measures, especially harsh measures taken in some countries, would be nullified (抵消) if others countries do not control their emissions. Whereas the UN team on climate change has found that the emissions of carbon dioxide would have to be cut globally by 60% to stabilize the content of CO2 in the atmosphere, this path is not feasible for several reasons. Such deep cuts would cause a breakdown of the world economy. Important and populous (人口眾多的) low--or medium-income countries are not yet willing to undertake legal commitments about their energy uses. In addition, the state of world technology would not yet permit us to make such a big leap.

　　We must, however, find a solution to the threat of global warming early in the 21st century. Such a commitment would require a degree of shared vision and common responsibilities new to humanity. Success lies in the force of imaginations, in imagining what would happen if we fail to act. Although many living in cold regions would welcome the global-warming effect of a warmer summer, few would cheer the arrival of the subsequent diseases, especially where there had been none.

　　41　The main purpose of this passage is to __________.

　　A　convince people that global warming is a real threat

　　B　criticize some countries for refusing to cut down emissions harmful to the ozone layer

　　C　analyze the problem of global warming

　　D　argue against making deep cuts in emissions

　　42　The reason why it is difficult to get rid of the threat of global warming is that __________.

　　A　the leaders of many countries are not fully aware of the gravity of the problem

　　B　world technology is not able to solve the problem

　　C　not all the countries are willing to make deep cuts in emissions

　　D　many people welcome the global—warming effect of a warmer summer

　　43　In the passage the author implies that __________.

　　A　it is always difficult to work out international agreements to cut down emissions harmful to the ozone layer

　　B　it is no longer easy to reach international agreements relating to the environment

　　C　the world had recently become aware of the threat of global warming

　　D　the problem of global warming has largely been solved

　　44　According to the author，it is impossible at present to cut 60%of carbon dioxide emissions globally because __________.

　　A　it is only a goal to be reached in the future

　　B　some people are lacking in imagination

　　C　some people are irresponsible

　　D　it would cause to a collapse of the world economy

　　45　What should all countries do to help solve the problem of global warming? __________.

　　A　They should replace all the harmful substances.

　　B　They should willingly undertake legal commitments about their energy uses.

　　C　They should hold another world conference on climate change.

　　D　They should provide advanced technology.

　　第四部分：

　　31　A第一段第二句說(shuō)明了選擇預(yù)報(bào)方法應(yīng)考慮的一些因素，其中包括B、C和D中提到的所能獲得的信息、預(yù)報(bào)者的實(shí)際經(jīng)驗(yàn)和特定天氣狀況給預(yù)報(bào)造成的困難程度。A是正確的選項(xiàng)，因?yàn)槲闹形刺岬教鞖忸A(yù)報(bào)員的想象力。

　　32　B答案可在第二段第二句中直接找到，其后是具體例子，用于說(shuō)明persistence method只有在天氣狀況基本不變的情況下才能有效使用。

　　33　D第三段最后兩句提供了答案。另外，該題的理解還須結(jié)合對(duì)第二段的理解。

　　34　C第四段的第二句告訴我們，the climatology method需要取多年積累起來(lái)的氣象數(shù)據(jù)的平均值。第三句提供了具體例子。第五段的第二句和第三句說(shuō)明，analog method也需要比較和對(duì)比歷史上某一天的氣象狀況。

　　35　A最后一段的第五句和第六句提供了答案。

　　36　A關(guān)于Casper的正確說(shuō)法是：A他是Edward的兒子;B他是一個(gè)開(kāi)拓型思維的人;C他首次描繪了迂回思維;D他經(jīng)常受老師叱責(zé)。

　　37　C申請(qǐng)牛津大學(xué)成功的原因是：A他仔細(xì)認(rèn)真且經(jīng)常勞累過(guò)度;B他的老師都認(rèn)為他能考上;C他在考試中應(yīng)用了父親提供的技巧;D他在考試前閱讀了《教會(huì)孩子如何思維》這本書(shū)。

　　38　D由第二段可以推斷出Edward：A有可能通過(guò)他的著作改善孩子的思維邏輯;B在他兒子出生幾年以后對(duì)迂回思維進(jìn)行了描述;C因?yàn)閮鹤佑悬c(diǎn)誦讀困難才促使他研究迂回思維;D在為孩子和家長(zhǎng)寫(xiě)書(shū)之前曾教過(guò)商人如何思維。

　　39　C根據(jù)第三段內(nèi)容，下列選項(xiàng)能夠表達(dá)Edward de Bono觀點(diǎn)的陳述是：A人人都知道孩子的思維是不太合乎邏輯的;B試圖教孩子思維是一場(chǎng)艱苦的戰(zhàn)斗;C我們經(jīng)常不能有效思維是因?yàn)槲覀兊囊曇斑^(guò)于狹隘;D依據(jù)傳統(tǒng)的觀點(diǎn)，人們認(rèn)為思維要按照一定的邏輯順序進(jìn)行。

　　40　A迂回思維指的不是下列當(dāng)中的哪一項(xiàng)?A改進(jìn)自己的思維邏輯;B改進(jìn)自己的思維理解力;C了解你所說(shuō)內(nèi)容的含義;D為你所說(shuō)內(nèi)容尋求其他的替換對(duì)象。(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套)

　　41　C本篇的主要意圖是：A讓人們相信全球變暖是一個(gè)真正的威脅;B對(duì)某些國(guó)家拒絕減少危害臭氧層物質(zhì)的排放量提出批評(píng);C分析全球變暖問(wèn)題;D反對(duì)大幅度減少有害物質(zhì)的排放量。

　　42　C難以消除全球變暖這一威脅的原因是：A許多國(guó)家的領(lǐng)導(dǎo)者尚未充分認(rèn)識(shí)到這一問(wèn)題的嚴(yán)重性;B國(guó)際技術(shù)水平還不能解決這一問(wèn)題;C并非所有的國(guó)家都愿意大幅度地減少有害物的排放量;D許多人對(duì)全球變暖所產(chǎn)生的溫暖夏季效應(yīng)持歡迎態(tài)度。

　　43　B文章的作者暗示：A要達(dá)成國(guó)際協(xié)議來(lái)減少危害臭氧層的物質(zhì)排放量，一直是一件困難的事情;B達(dá)成有關(guān)環(huán)境的國(guó)際協(xié)議已不再是一件容易的事情;C全世界最近才意識(shí)到全球變暖的威脅;D全球變暖問(wèn)題已在很大程度上得以解決。

　　44　D作者認(rèn)為目前不能在全球范圍內(nèi)減少60%的二氧化碳釋放量的原因是：A這僅是未來(lái)要實(shí)現(xiàn)的目標(biāo);B某些人缺乏想像力;C有些人不負(fù)責(zé)任;D這將引起世界經(jīng)濟(jì)崩潰。

　　45　B所有國(guó)家應(yīng)該做些什么才有助于解決全球變暖的問(wèn)題?A他們應(yīng)該替換所有的有害物質(zhì);B他們應(yīng)該樂(lè)于為自身的能源消耗承擔(dān)法律上的義務(wù);C他們應(yīng)該召集另一次國(guó)際會(huì)議來(lái)討論全球變暖問(wèn)題;D他們應(yīng)該提供先進(jìn)的技術(shù)。

　　第三篇

　　Global Warming

　　41　The main purpose of this passage is to __________.

　　A　convince people that global warming is a real threat

　　B　criticize some countries for refusing to cut down emissions harmful to the ozone layer

　　C　analyze the problem of global warming

　　D　argue against making deep cuts in emissions

　　42　The reason why it is difficult to get rid of the threat of global warming is that __________.

　　A　the leaders of many countries are not fully aware of the gravity of the problem

　　B　world technology is not able to solve the problem

　　C　not all the countries are willing to make deep cuts in emissions

　　D　many people welcome the global—warming effect of a warmer summer

　　43　In the passage the author implies that __________.

　　A　it is always difficult to work out international agreements to cut down emissions harmful to the ozone layer

　　B　it is no longer easy to reach international agreements relating to the environment

　　C　the world had recently become aware of the threat of global warming

　　D　the problem of global warming has largely been solved

　　44　According to the author，it is impossible at present to cut 60%of carbon dioxide emissions globally because __________.

　　A　it is only a goal to be reached in the future

　　B　some people are lacking in imagination

　　C　some people are irresponsible

　　D　it would cause to a collapse of the world economy

　　45　What should all countries do to help solve the problem of global warming? __________.

　　A　They should replace all the harmful substances.

　　B　They should willingly undertake legal commitments about their energy uses.

　　C　They should hold another world conference on climate change.

　　D　They should provide advanced technology.

　　第四部分：

　　32　B答案可在第二段第二句中直接找到，其后是具體例子，用于說(shuō)明persistence method只有在天氣狀況基本不變的情況下才能有效使用。

　　33　D第三段最后兩句提供了答案。另外，該題的理解還須結(jié)合對(duì)第二段的理解。

　　35　A最后一段的第五句和第六句提供了答案。

　　36　A關(guān)于Casper的正確說(shuō)法是：A他是Edward的兒子;B他是一個(gè)開(kāi)拓型思維的人;C他首次描繪了迂回思維;D他經(jīng)常受老師叱責(zé)。

　　40　A迂回思維指的不是下列當(dāng)中的哪一項(xiàng)?A改進(jìn)自己的思維邏輯;B改進(jìn)自己的思維理解力;C了解你所說(shuō)內(nèi)容的含義;D為你所說(shuō)內(nèi)容尋求其他的替換對(duì)象。

　　補(bǔ)全短文(第46～50題，每題2分，共10分)

　　閱讀下面的短文，文章中有5處空白，文章后面有6組文字，請(qǐng)根據(jù)文章的內(nèi)容選擇5組文字，將其分別放回文章原有位置，以恢復(fù)文章原貌。請(qǐng)將答案涂在答題卡相應(yīng)的位置上。

　　You Need Courage!

　　Shortly after I began a career in business，I learned that Carl Weatherup president of PepsiCo (百事可樂(lè)公司), was speaking at the University of Colorado. I tracked down the person handling his schedule and managed to get myself an appointment.46

　　So there I was sitting outside the university's auditorium, waiting for the president of PepsiCo. I could hear him talking to the students... and talking, and talking.47 He was now five minutes over, which dropped my time with him down to 10 minutes. Decision time.

　　I wrote a note on the back of my business card, reminding him that he had a meeting. “You have a meeting with Jeff Hoye at 2: 30 pm.” I took a deep breath, pushed open the doors of the auditorium and walked straight up the middle aisle (過(guò)道) toward him as he talked. Mr. Weatherup stopped. 48 Just before I reached the door, I heard him tell the group that he was running late. He thanked them for their attention, wished them luck and walked out to where I was now Sitting, holding my breath.

　　49 He spent the next 30 minutes offering me his time, some wonderful stories that I still use, and an invitation to visit him and his group in New York. But what he gave me that I value the most was the encouragement to continue to do as I had done. 50 When things need to happen, you either have the nerve to act or you don't.

　　A　I began breathing again and we grabbed (霸占) an office right there at school and closed the door.

　　B　As I sat listening to him, I knew that I could trust him, and that he deserved every bit of loyalty I could give to him.

　　C　I became alarmed: his talk wasn't ending when it should have.

　　D　He said that it took nerve for me to interrupt him, and that nerve was the key to success in the business world.

　　E　I was told, however, that he was on a tight schedule and only had 15 minutes available after his talk to the business class.

　　F　I handed him the card then I turned and walked out the way I came.

　　第五部分：

　　46　E文章的第一段談到，“我”得知百事公司的老總要在科羅拉多大學(xué)講學(xué)，就設(shè)法得到了約見(jiàn)他的機(jī)會(huì)。接下去應(yīng)該是E，這是一個(gè)轉(zhuǎn)折，“我” 雖然得到了約見(jiàn)他的機(jī)會(huì)，但在他作完演講之后卻只有15分鐘的時(shí)間。所以，在第二段的開(kāi)頭才會(huì)出現(xiàn)：“我”在大學(xué)禮堂外面等候的描述。E與前后連貫，所以是答案。

　　47　C第二段開(kāi)頭描述“我”在禮堂外面等候的情況。第二個(gè)句子談到，“我”能聽(tīng)到他給學(xué)生們講話，他講啊講……最后一個(gè)句子提到，他已經(jīng)超過(guò)了五分鐘了。在第二句和最后一句之間應(yīng)該是C，“我大為吃驚，他該停的時(shí)候沒(méi)停”。

　　48　F第三段講“我”在名片后面寫(xiě)了個(gè)便條提醒他還有個(gè)約會(huì)，然后推開(kāi)門(mén)，向他走去。接下去很自然應(yīng)該是F，把名片遞給他。

　　49　A第四段談到，百事的老總看了看名片，又看了看我，……他笑了。他笑了，說(shuō)明他同意和我談話，所以，接下去應(yīng)該是A。

　　50　D第五段第二個(gè)句子談到，他所給“我”的也是“我”最珍視的，就是他鼓勵(lì)“我”繼續(xù)按照“我”做過(guò)的做法做。“我”作過(guò)的做法就是有膽量打斷一個(gè)總裁的演講，所以，接下去應(yīng)該是D，是總裁對(duì)“我”所作鼓勵(lì)的具體內(nèi)容。

　　完型填空(第51～65題，每題1分，共15分)

　　閱讀下面的短文，文中有15處空白，每處空白給出了4個(gè)選項(xiàng)，請(qǐng)根據(jù)短文的內(nèi)容從4個(gè)選項(xiàng)中選擇1個(gè)最佳答案，涂在答題卡相應(yīng)的位置上。

　　Cell Phone Lets Your Secret out

　　Your cell phone holds secrets about you. Besides the names and 51 that you've programmed into it, traces of your DNA linger on the device, according to a new study.

　　DNA is genetic material that 52 in every cell. Like your fingerprint, your DNA is unique to you- 53 you have an identical twin. Scientists today routinely analyze DNA in blood, saliva, or hair left 54 at the scene of a crime. The results often help detectives identify 55 and their victims. Your cell phone can reveal more about you 56 you might think.

　　Meghan J. McFadden, a scientist at McMaster University in Hamilton, Ontario, heard about a crime in which the suspect bled onto a cell phone and later dropped the 57 This made her wonder whether traces of DNA lingered on cell phones-even when no blood was involved. 58 she and colleague Margaret Wallace of the City University of New York analyzed the flip-open phones of 10 volunteers. They used swabs to collect 59 traces of the users from two parts of the phone: the outside, where the user holds it, and the 60, which is placed at the user's ear.

　　The scientists scrubbed the phones using a solution made mostly 61 alcohol. The aim of washing was to remove all detectable traces of DNA. The owners got, Heir phones 62 for another week. Then the researchers collected the phones and repeated the swabbing of each phone once more.

　　The scientists discovered DNA that 63 to the phone's speaker on each of the phones. Better samples were collected from the outside of each phone, but those swabs also picked up DNA that belonged to other people who had apparently also handled the phone. 64, DNA showed up even in swabs that were taken immediately after the phones were scrubbed. That suggests that washing won't remove all traces of evidence from a criminal's device. So cell phones can now be added to the 65 of clues that can clinch a crime-scene investigation.

　　51(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類C級(jí)》復(fù)習(xí)試卷第二套)

　　A　numbers

　　B　music

　　C　secrets

　　D　films

　　A　appeals

　　B　appoint(環(huán)球網(wǎng)校2016年職稱英語(yǔ)考試《衛(wèi)生類》全真模擬試題第六套)

　　C　appears

　　D　applies

　　A　because

　　B　unless

　　C　although

　　D　still

　　A　about

　　B　in

　　C　for

　　D　behind

　　A　criminals

　　B　people

　　C　men

　　D　policemen

　　A　when

　　B　until

　　C　before

　　D　than

　　A　device

　　B　paper

　　C　file

　　D　document

　　A　However

　　B　So

　　C　But

　　D　Nevertheless

　　A　invisible

　　B　non-existent

　　C　visible

　　D　apparent

　　A　card

　　B　keys

　　C　screen

　　D　speaker

　　A　of

　　B　up

　　C　on

　　D　into

　　A　upon

　　B　back

　　C　without

　　D　with

　　A　was given

　　B　belonged

　　C　was owned

　　D　became

　　A　Generally

　　B　Surprisingly

　　C　Disappointedly

　　D　Shortly

　　A　explanation

　　B　discovery

　　C　book

　　D　list

　　第六部分：

　　文章大意：你的手機(jī)承載著你的秘密。一項(xiàng)新研究發(fā)現(xiàn)，手機(jī)里除了存有你輸入的名字和號(hào)碼外，還留有你的微量DNA(脫氧核糖核酸)。因此，現(xiàn)在手機(jī)可以作為協(xié)助犯罪現(xiàn)場(chǎng)調(diào)查得出定論的線索之一。

　　51　A人們通常在手機(jī)中儲(chǔ)存人名和他們的電話號(hào)碼。所以A是最佳選擇。雖然手機(jī)中也能儲(chǔ)存音樂(lè)和秘密信息，相比之下，不如A合理。至于儲(chǔ)存電影，就有點(diǎn)離譜了。

　　52　C這個(gè)句子的意思是：DNA是一種存在于每一細(xì)胞中的基因物質(zhì)。根據(jù)這一理解，選項(xiàng)A、B、D均不能選作答案。

　　53　B上文的意思是：如同指紋，你的DNA是獨(dú)一無(wú)二的。因此，此處必須選擇unless，其他選擇均不符合句義，也違背了我們對(duì)DNA的基本常識(shí)。

　　54　D leave behind是固定搭配，意即：留下。此處leave使用的是過(guò)去分詞形式。

　　55　A根據(jù)上下文的理解，研究結(jié)果是用來(lái)幫助偵探識(shí)別罪犯和受害人的，B、C、D都不能表達(dá)這一層意思。

　　56　D句子中的more提供了選擇的線索，more…than的搭配最能完成該句的意思。

　　57　A定冠詞the說(shuō)明該選項(xiàng)所指內(nèi)容在前面黃肌瘦已經(jīng)提到，即cell phone。除了device，其他選項(xiàng)均不能指代cell phone。

　　58　B四個(gè)選項(xiàng)中只有B是正確選擇。連接了其前后兩個(gè)句子，使其形成因果關(guān)系：她思考微量DNA是否會(huì)停留在手機(jī)上，所以，她與同事們一起對(duì)10名志愿者的翻蓋手機(jī)進(jìn)行了分析研究。A、C、D表示的都是轉(zhuǎn)折的意義關(guān)系。

　　59　A句子當(dāng)中的traces指的是DNA traces(微量DNA)，而DNA traces是肉眼看不到的，所以選擇invisible

　　60　D研究者從手機(jī)的兩部分收集手機(jī)微量DNA：一是手機(jī)外殼，二是喇叭。貼在耳朵上的不可能是card、screen和keys。

　　61　A be made of是固定搭配，意即：由…制成。a solution made mostly of alcohol：一種主要由酒精制成的溶液。

　　62　B根據(jù)上下文的理解，應(yīng)該選擇back：手機(jī)擁有者拿回了手機(jī)，再使用一個(gè)星期。

　　63　B該句要表達(dá)的意思應(yīng)該是：科學(xué)家在每一個(gè)手機(jī)上發(fā)現(xiàn)了屬于手機(jī)擁有者的DNA。belong to是固定搭配，意思是：屬于。A不符合句義，C和D不符合語(yǔ)法。

　　64　B最后一段的第一和第二句告訴我們手機(jī)經(jīng)過(guò)清洗后仍然有微量DNA出現(xiàn)。所以這里要用surprisin9這個(gè)副詞，表示令人驚訝。

　　65　D根據(jù)上下文的理解，應(yīng)該選擇list，其它三個(gè)選項(xiàng)與句子的意思不符。