2013年職稱英語《理工類A級》試題及答案4

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　　第4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。請根據(jù)短文內容，為每題確定1個最佳選項。

　　第一篇

　　On the Trial of the Honey Badger

　　31. Why did the wild life experts visit the Kalahari Desert?

　　A. To find where honey badgers live.

　　B. To catch some honey badgers for food.

　　C. To observe how honey badgers behave.

　　D. To find out why honey badgers have a bad reputation.

　　32. What does Kitso Khama say about honey badgers?

　　A. They are always looking for food.

　　B. They do not enjoy human company.

　　C. They show interest in things they are not familiar with.

　　D. It is common for them to attack people.

　　33. What did the team find out about honey badgers?

　　A. There were some creatures they did not eat.

　　B. They were afraid of poisonous creatures.

　　C. Female badgers did not mix with male badgers.

　　D. They may get some of the water they needed from fruit.

　　34. Which of the following is a typical feature of male badgers?

　　A. They don’t run very quickly.

　　B. They defend their territory from other badgers.

　　C. They hunt over a very large area.

　　D. They are more aggressive than females.

　　35. What happened when honey badgers got used to humans around them?

　　A. They became less aggressive towards other creatures.

　　B. They lost interest in people.

　　C. They started eating more.

　　D. Other animals started working with them.

　　第二篇

　　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 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 they were in the previous time. Even small differences between the current time and the analog can lead to very different results.

　　36. Which of the following 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.

　　37. The persistence method fails to work well when

　　A. it is rainy.

　　B. it is sunny.

　　C. weather conditions change greatly.

　　D. weather conditions stay stable.

　　38. The trends method works well when

　　A. weather features are defined well enough.

　　B. predictions on precipitation are accurate.

　　C. weather features are constant for a long period of time.

　　D. the speed and direction of movement are predictable.

　　39. The analog method should not be used in making a weather forecast when

　　A. the current weather scenario is different from the analog.

　　B. the analog looks complicated.

　　C. the analog is more than 10 years old.

　　D. the current weather scenario is exactly the same as the analog.

　　40. Historical weather data are necessary in

　　A. the climatology method and the analog method

　　B. the persistence method and the trends method

　　C. the trends method and the climatology method

　　D. the persistence method and the analog method

　　第三篇

　　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―grade 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.

　　AUK 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.

　　Science, Clay Dillow, classroom of the future, education, engineering, math, mathematics, Synergy Net Traditional instruction still shows respectable efficacy at increasing students fluency in mathematics, essentially through memorization and practice--dull, repetitive practice. But the researchers have concluded that these new touch screen 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 there all 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 Synergy Net, the software uses computer vision systems that see in the infrared 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.

　　41. 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. Some similar complaints about it are heard in different countries.

　　C. Many students are not good at learning mathematics.

　　D. Teachers pay more attention to fast learners than slow learners.

　　42. What has been found after the new tech is employed?

　　A. Students become less active in learning mathematics.

　　B. Students show preference to the conventional paper-and pencil method.

　　C. Teachers are able to give individualized attention to students in no difference.

　　D. The gap between slow learners and fast learners gets more noticeable.

　　43. What is the benefit student get from the new tech?

　　A. It makes them more fluent in public speech.

　　B. It enables them to develop critical thinking ability.

　　C. It offers them more flexibility in choosing courses.

　　D. It is effective in helping them solve physical problems.

　　44. What happens when students are using the desktop of the new tech?

　　A. Every student has an individual tabletop.

　　B. The multi-touch function stimulates students.

　　C. The software installed automatically identifies different users.

　　D. Students use different tools to interact with each other.

　　45. How does the new tech work to improve student’s mathematical learning?

　　A. It helps fast learners to learn faster.

　　B. It enables them to work together.

　　C. It makes teacher’s instruction unnecessary.

　　D. It allows the whole class to learn at the same pace.

　　答案：CCDCB DCCAA DBBBB

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