职称英语c级理工类

职称英语c级理工类（通用6篇）

篇1：职称英语c级理工类

第二篇

Too Late to Regret It

When I was a junior， I met a second-year student in my department. He wasn#39;t tall or good-looking， but he was very nice， attractive and athletic. He had something that I admired very much. He was natural， warm， and sincere.

I disregarded （不顾） my parents#39; disapproval. We were very happy together. He picked me up from my dorm every morning， and after class we would sit alongside the stream that ran through campus， or sunbathe （晒太阳） on the lawn. At night he would walk me back to my dorm. He came from a poor family， but in order to make me happy， he borrowed money from his friend to buy presents and meals for me. Our fellow students looked up to him as a role model， and the girls envied （妒忌） me. He wasn#39;t a local， but wanted to stay here after graduation. I thought we had a future together.

However， when I got a part-time job during the summer vacation， people began giving me a lot of pressure， saying that a pretty， intelligent girl like me should find a better guy to spend time with. This was also what my family thought. He spent the summer in his hometown， so I was all by myself. When he got back， I began finding fault with him. But his big heart and warmth soon drove all unpleasant thoughts away. However， I had no idea how badly I had hurt him and that things would get worse.

I had a good part-time job off campus that paid pretty well. With my good performance at school， I also got admission to graduate school at one of China#39;s best universities. He， on the other hand， did not do so well at school or at work. I had to worry about his living expenses， job and scores.

Almost all my colleagues and friends advised me to break up with him. Then we had a quarrel last June~ He was in great pain， and my cold words and bad moods started turning him away.

Graduation time was drawing near， and he said he wanted to go back to his hometown. He said that he couldn#39;t put up with me anymore. I was shocked and looked at him in despair.

True love happens only once， but I found it out too late.

36 When did the author fall in love with the boy？

A.After she had a quarrel with him.

B.When she was a junior.

C.When she was a second-year student.

D.After she found a part-time job.

37 What did he do to make her happy？

A.He studied much harder.

B.He often took her for a ride.

C.He always endured her insults.

D.He often bought her presents and meals.

38 Who advised her to break up with him？

A.His parents.

B.Her teachers.

C.Her colleagues and friends.

D.Their fellow students.

39 Why did he leave her？

A.Because he could no longer bear her.

B.Because he hated her.

C.Because his parents needed taking care of

D.Because he wasn#39;t a local.

40 Upon learning that he would leave her， she was

A.very happy.

B.extremely joyful.

C.quite relieved.

D.in great pain.

第三篇

Recycling Around the World

Recycling is one of the best environmental success stories of the late 20th century. But we could do more. People must not see recycling as fashionable， but essential.

The Japanese are very good at recycling because they live in a crowded country~

They do not have much space. They do not want to share their limited space with rubbish

But even so， Tokyo area alone is estimated to have three million tons of leftover rubbish at present.

In ， the United States recycled and composted （制成肥料） 57 million tons of waste （27% of the nation#39;s solid waste）。 This is 57 million tons of waste which did not go into landfills and incinerators （焚化炉）。 In doing this， 7，000 rubbish collection programmes and recycling centres helped the authorities.

In Rockford， a city in Illinois， US， its officials choose one house each week and check its garbage （废物）。 If the garbage does not contain an newspapers or aluminium （铝） cans， then the resident of the house gets a prize of at least $1，000.

In Japan， certain cities give children weekly supplies of tissue paper and toilet paper in exchange for a weekly collection of newspapers.

In one year Britain recycles：

・ 1 out of every 3 newspapers.

・ 1 out of every 4 glass bottles and jars （罐子）。

・ 1 out of every 4 items of clothing.

・ 1 out of every 3 aluminium drink cans.

In ， Hong Kong transported 1.3 million tons of waste to mainland China for recycling. Around 535，000 tons of waste were recycled in Hong Kong itself.

Over half the things we throw away could be recycled. That means we could recycle

10 times as much as we do now.

However， recycling needs a lot of organisation and special equipment. Also， there is not much use for some recycled material.

41 Which of the following is NOT true of the Japanese？

A.They have recycled all their waste.

B.They live in a crowded country.

C.They are very good at recycling.

D.They have to share their limited space with rubbish.

42 How much waste did the US recycle in 1996？

A.1.3 million tons.

B.27 million tons.

C.53 million tons.

D.57 million tons.

43 Where can people get a big prize for contributing to recycling？

A.Tokyo.

B.Rockford.

C.Hong Kong.

D.London.

44 In Japan， the newspapers collected by children

A.are given to poor people.

B.are used as reading materials.

C.are recycled.

D.are used as prizes.

45 Which of the following is NOT true of Britain？

A.It recycles 1 out of every 3 newspapers each year.

B.It recycles 1 out of every 4 glass bottles and jars each year

C.It recycles 1 Out of every 4 items of clothing each year.

D.It recycles 1 out of every 3 aluminium cans each year.

篇2：职称英语c级理工类

1.本试卷代码为“111”，请将此代码填涂在答题卡“试卷代码”相应的栏目内；否则，无法评分。

2.请将工作单位、姓名、准考证号分别填写在试卷和答题卡相应的位置上。

3.全卷65题，连续编号，共100分。请按题号在答题卡上将所选 选 项对应的字母用2B铅笔涂黑。

在试卷上作答无效。

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个意义最为接近选项。

1 She was close to success.

A.fast

B.quick

C.near

D.tight

2 The two girls look alike.

A.beautiful

B.similar

C.pretty

D.attractive

3 The boy is intelligent

A.clever

B.naughty

C.difficult

D.active

4 Everybody was glad to see Mary back.

A.sorry

B.sad

C.angry

D.happy

5 What is your goal in life？

A.plan

B.aim

C.arrangement

D.idea

6 Jack was dismissed.

A.fired

B.fined

C.exhausted

D.criticized

7 John is crazy about pop music

A.sorry

B.mad

C.concerned

D.worried

8 It is the movement not the color， of objects that excites the bull.

A.frightens

B.scares

C.arouses

D.confuses

9 It is highly unlikely that she will arrive today

A.probably

B.very

C.hardly

D.possibly

10 I am feeling a lot more healthy than I was

A.many

B.no

C.much

D.some

11 Since ancient times people have found various ways to preserve meat

A.eat

B.cook

C.freeze

D.keep

12 We packed up the things we had accumulated （积累） over the last three years and left.

A.late

B.recent

C.past

D.final

13 The expedition reached the summit at 10：30 that morning

A.bottom of the mountain

B.foot of the mountain

C.top of the mountain

D.starting point

14 There is always excitement at the Olympic Games when an athlete breaks a previous record of performance

A.beats

B.destroys

C.maintains

D.defends

15 The president proposed that we should bring the meeting to a close.

A.stated

B.said

C.suggested

D.announced

第2部分：阅读判断（第16～22题，每题1分，共7分）

下面的短文后列出了7个句子，请根据短文的内容对每个句子做出判断：如果该句提 供的是正确信息，请选择A；如果该句提供的是错误信息，请选择B；如果该句的信息文中没有提及，请选择C。

Earthquake

How does an earthquake start？

What makes an earthquake happen？ The rock of the earth#39;s crust （地壳） may have a

#39;fault#39;， a kind of break in the surface. The blocks which make up the earth move， and sometimes this may cause the sides of the fault to move up and down or lengthways （纵向地） against each other. When one piece of rock starts to rub on another with great force， a lot of energy is used. “l-his energy is changed into vibrations （振动） and it is these vibrations that we feel as an earthquake. The vibrations can travel thousands of kilometers and so an earthquake in Turkey may be felt in Greece.

What to do during an earthquake？

At school

As soon as the earthquake starts， students should get under the desks immediately and wait until the teacher tells them it is safe to come out. The teacher should， at the same time， go immediately to the teacher#39;s desk， get underneath （在……下面） it and stay there till the danger is over. Students must not argue with the teacher or question instructions.

As soon as the tremors （震动） stop， all students should walk towards the exit and go straight to the school playground or any open space such as a square or a park. They must wait there until the teacher tells them it is sale to go.

At home

If you are at home when the earthquake occurs， get immediately under the table in the living room or kitchen. Choose the biggest and strongest table you can find. You must not go anywhere near the window and don#39;t go out onto the balcony （阳台）。 Once the tremors have stopped， you can come out from under the table， but you must leave the building straight away. You should walk down the stairs and should not use the lift - there may be a power cut as a result of the earthquake and you could find yourself trapped inside the lift for hours.

In the street

If you are in the street when the earthquake takes place， do not stand near buildings， fences or walls - move away as quickly as possible and try to find a large open space to wait in. Standing under trees could also be dangerous.

16 People knew long ago how an earthquake starts

A.Right

B.Wrong

C.Not mentioned

17 Thousands of people were killed during an earthquake in Turkey.

A.Right

B.Wrong

C.Not mentioned

18 As soon as an earthquake occurs， students should leave the building

A.Right

B.Wrong

C.Not mentioned

19 Students should go to the school playground or an open space once the tremors stop.

A.Right

B.Wrong

C.Not mentioned

20 If you are at home when an earthquake occurs， stand near a big table

A.Right

B.Wrong

C.Not mentioned

21 The best way to leave the building during an earthquake is to get into a lift

A.Right

B.Wrong

C.Not mentioned

22 If you are in the street when an earthquake occurs， stay in a large open space

A.Right

B.Wrong

篇3：浅谈高职理工类专业英语教学

一、理工类专业英语的概念与特色

专业英语 (English for Special Science and Technology) 是科技英语 (EST) 的一部分, 是一种用英语阐述相关专业中的理论、技术、实验和现象的英语体系, 注重科学性、逻辑性、正确性与精炼性。从本质上说, 它与基础英语并无不同, 只是在词汇、语法、修辞等方面具有自己的特色。词汇分为专业或技术词汇、次技术词汇。其中专业或技术词汇是某个专业所特有的的词汇, 其专业性强, 词义狭窄和单一, 如diode (二极管) 、capacitor (电容器) ;次技术词汇是很多学科和专业所共有的词汇, 如bus (公共汽车, 母线) , power plant (发电厂, 动力装置) 。语法方面广泛使用被动语态, 非谓语形式, 频繁使用省略句、复杂长句、It句型和祈使句, 后置形容词短语做定语居多。修辞方面广泛使用一般现在时、较多地使用图表、公式和逻辑语法。

二、影响专业英语教学的主要因素

1. 学生自身因素

理工专业的学生由于男生较多, 英语水平参差不齐, 普遍缺乏学习英语的积极性和主动性。在基础英语教学阶段, 迫于过级压力, 还能够重视英语学习。而在通过相应的等级后, 由于对于专业英语学习的重要性和实用性认识不够, 再加上专业英语本身的难度大大超过了基础英语, 使得大部分学生望而却步, 甚至有的根本就放弃了英语学习。

2.师资力量薄弱

理工类专业英语教学带有专业性质的特殊性, 对任课教师的要求相对较高。英语教师因为缺少专业知识背景, 授课时依然单一地以语言教学为主, 把专业英语课上成了阅读课加翻译课。而专业课教师即使英语基础较好, 可以读懂教材内容, 由于听力口语等方面能力的限制, 也只能单纯地当成翻译课上。

3.教材选择受限

目前市场上的专业英语教材种类繁多, 但是真正符合高职学生的并不多。有的教材是国外一些专业书籍的改编, 理论性和专业性太强, 对于高职学生来说完全无法接受;有的则是简单的科普知识或者文章的罗列, 完全没有结合工厂的生产实际, 对以后的工作帮助不大。

三、理工类专业英语教学探讨

理工类专业英语教学目的的特殊性, 决定了其教学方式的特殊性。专业英语既不同于公共英语, 也不同于专业课程, 而是帮助学生搭建了一座在语言和专业知识方面的桥梁, 目的主要是使学生通过专业英语的学习可以初步具备运用英语学习专业知识、提高专业技能的能力, 最终提高就业竞争力。

(一) 确立学生在教学过程中的主体地位。

1. 实施分层教育, 因材施教, 提高学生的积极主动性。

针对学生基础英语水平参差不齐的现状, 在教学中教师要根据学生的英语水平和教学内容的难易程度实施有差异的分层次教学, 这样能有效地解决教学过程中英语水平好的学生吃不饱, 英语水平较差的学生消化不了的尴尬局面, 利于所有学生的水平得到快速进步, 提高学生的积极性和主动性。

2. 改变教学方式, 提高学生学习专业英语兴趣

利用多媒体等教学方式, 使得音像并重图文并茂, 立体地呈现在学生面前。教学中还经常采用互动式教学模式, 这样可以激发学生学习的兴趣, 在课堂上可以让所有学生和老师都动起来, 让学生参与小组讨论, 这样有利于学生听说能力的提高。向学生提供多种教学资源, 让学生自主选择适合自己需要的材料进行学习, 针对不同学生进行个别化指导以满足不同要求并全程记录、了解和检测学生的学习情况

(二) 明确教师在教学过程中的作用

1.优化课程设置, 提高专业英语教学质量

在课程设置中, 明确各专业英语教学的目的和培养目标, 并且对该课程制定详细的教学计划, 教学内容等。

2. 专业课教师和英语基础课教师互相配合

专业性强是专业英语的一个特点, 体现为单词、词组专业化。专业英语中, 很多的词和词组与基础英语的含义相差悬殊。这就需要任课教师要有一定的专业知识基础, 非专业教师是难以胜任专业英语教学的, 所以有些专业的专业英语教师也可以由某学科的专业教师担任。两者互相配合, 使教学达到最好的效果。

3. 教师在教学活动中的多重角色。

在教学实践中, 大多数教师并未对专业英语的教学引起足够的重视, 只是当作一门公共外语来讲授, 使得教学结果并未达到教学目标的要求。传统教学模式下教师单一知识传授者的角色向新教学模式下课程设计者、教学组织者、学习研究合作者、教学效果评价者这一多重角色的转变是教学顺利进行的根本保证。新课程的开发设计与实施都遵循自主性原则、个性化原则、交互性原则、开放性原则、激励性原则, 达到面向全体与个别化教育的和谐统一, 自主发展与个性发展的和谐统一。对学生教学效果进行科学评价并及时反馈。教学评价是专业英语课程教学的一个重要环节, 包括学生自我评价, 学生相互间的评价, 教师对学生的评价, 教务部门对学生的评价等。

4. 采用灵活的考核方式

考核方式根据各个专业的特点有所不同。比如可以以口语考试为主, 也可以以笔试为主, 也可以采用半开半闭的方式考核, 考试应该以阅读理解英译汉和汉译英等内容为主, 同时要兼顾听说能力的考核, 注重专业语法专业词汇和专业术语等的考核。

5. 灵活多变选择专业英语教材, 组织优秀教师编写教材

目前各专业的专业英语教材的难度和学生的实际水平并不相符, 特别是有些专业, 如兽医专业, 很难找到一本符合教学要求的论文。所以, 在实际教学中, 有时不一定要使用固定的课本, 也可以是某一期刊或与相关科技的文献, 也可以是某种产品的使用说明书或宣传资料。在整个英语教学过程中选择的内容尽量丰富, 同时对于有些专业, 如制冷、移动、化工等专业, 我们也组织优秀的专业课教师和基础英语教师共同编写适合本校学生的专业英语教材。

参考文献

[1]、李秀敏.高职公共英语与专业复合的双语特色教学初探[J].辽宁高职学报, 2009, (6) .

[2]、郭宁生.关于专业英语教学的几点思考[J].西北工业大学学报, 2004, (6) .

篇4：高职英语C级教学团队建设

【摘要】作为高职英语教育改革的重要部分，教学团队的建设成为促进教师专业发展、提高教学水平以及优化教师群体文化的必要条件。通过分析成都纺织高等专科学校公共英语C级教学队伍及建设途径的探索，论证在高职建立公共英语教学团队的必要性和重要性。

【关键词】C级教学 团队建设 分级教学

一、高职英语团队建设的背景

1.团队建设研究现状。职业院校的教师团队不仅是专业带头人、骨干教师等一批专业素质高、实践能力强，为实现共同的目标，彼此分工相合依存的教师群体，而且还是一个组织实施先进教学策略、研究和实践先进教育思想的具有教科研能力的教师群体。

从近五年来中国知网上对团队建设研究的核心期刊的统计可以看出，分析团队建设因素、团队建设研究、团队建设与思考和研究团队建设的意义与途径的文章均占16.7%，阐述团队建设作用的文章占8.3%，研究团队建设模式探索的文章占25%，研究团队建设的问题与对策的文章占8.3%。而其中研究外语教学团队建设的文章仅占25%。可见外语教学团队建设还没有受到足够的重视，需要更多这方面的研究。以这些角度研究团队建设的构建，能强化团队凝聚力，提升团队水平。并坚持教学与科研的结合，可以逐层次培育优秀教学团队。

2.团队建设的意义。专业教师团队建设是指以专业、课程为基础将教师划分为不同群体，并将该群体作为一个相对独立的团队进行建设。专业教师团队教师能为教师专业成长提供支持的平台，有利于整个学校师资队伍的良性发展。其意义在于促进教师专业发展、提高教学水平以及优化教师群体文化。高职高专人才培养工作水平评估中，师资队伍建设被列为办学条件之，这也就意味着师资队伍是高职院校能否在市场竞争中得到可持续发展的关键所在。所以专业教师团队的建设在高职院校的师资队伍建设中必不可少。

二、高职英语C级团队建设的必要性

1.C级学生生源的特殊性。在成都纺织高等专科学校，高职英语C级学生生源主要来源于三个途径：统招高考分数在30至60分之间的学生，单招以及成人教育。对于高考分数在30至60分的学生，学习基础不好，也没有养成良好的学习习惯，因此该部分学生上课时会遇到学生学习热情不高，课堂氛围不活跃，甚至对英语学习有抵触情绪这些情况。针对这部分学生，如何调动其学英语积极性，提高教学质量，从而提升整体英语水平成为高职院校教师现阶段主要研究目标。对于单招学生，由于没有经过高考，英语基础参差不齐，有可能出现英语基础好和不好的同学同时上课。英语基础好的同学自尊心较强，敏感，需要给他们更多鼓励，让他们建立信心，养成好的学习习惯，把英语学好。同时可以通过这个方式提高班级整体的学习氛围，让学习积极的学生带动学习消极的学生，营造良好的学习氛围。对于成人教育的学生，由于基础较差，学习习惯不够好，经常对学习有抵触情绪，因此对该部分学生不能过于苛刻地要求，要逐步消除他们对英语的抵触情绪，让他们愿意学，喜欢学，再进一步纠正他们的学习习惯。因此，建立专业的C级教学团队能一定程度上提高学生学习英语的热情，建立信心，为英语教学打下重要基础。

2.教师的专业发展欠缺。教师的专业发展并不局限于学科专业的发展，教师学历层次的提高只是提高教师队伍素质的必要因素之一，教师的专业发展起到了重要作用。在我校，涉及学历层次提高的培训占大多数，教育专业往往没有很好的发展，尤其是教育教学能力的培养和发展。教师招聘的高学历要求并不一定聘到有丰富教学经验的教师。“尽管我国的教育管理部门推行了新任教师岗前培训制度，但笔者在长期从事高校青年教师岗位培训工作中，发现培训的时间越来越短，高校教师资格证考试通过率越来越高。可以说这种培训在很大程度上是走过场，无助于高校教师的专业发展。”

三、团队建设的策略

针对成都高等专科学校公共英语C级教师建设情况及生源情况，建立教学团队组织及研、查、赛的长效机制，并推广应用于C级课程的建设和团队建设之中。具体措施如下：

1.建立试题库。设计试题并针对试题库的运行机制进行研究，利用计算机程序进行试卷的自动生成并逐步积累形成有效的试题库。不仅克服了个人命题中容易出现的片面性、随意性，而且保证了命题组卷的客观性和科学性使试卷管理逐步走向正规化、自动化，进而实现课程管理的现代化。无纸化的反复试题训练能高效训练学生的知识运用能力，同时达到以教师为主导，学生为主体的课堂学习模式。有别于传统模式的定期训练，能激发学生对英语学习的热情，提高学习效率。

2.集体备课制。教师集体备课是以教研组为单位，组织教师开展集体研读课程标准和教材、分析学情、制定学科教学计划、分解备课任务、审定备课提纲、反馈教学实践信息。遵循统一性、超前性和完整性的原则，采取集中讨论和个人钻研结合的方式完成课程体系的构建。这样的制度不仅优化了教学资源，更增强了教师间的交流与合作，在教师的个体合作行为和群里合作氛围的交互作用下，教师的发展才能得以促进。

3.青年教师导师制。对青年教师实施导师制，旨在通过对青年教师实施“一对一”的导师指导制度，不断提高青年教师教学质量和教学、科研能力。通过教学经验的教师传授教学技巧，新老师在整合自己的教学资源后，在课堂才能应用自如。同时新教师在教学队伍中注入了新的生命力，因此也会有更多创新模式的探索，这也是经验丰富的老师得以借鉴学习的途径。各种师资的互补建立构建合理的师资梯队，对于专业教师团队能否得到可持续发展非常关键。

4.过级考试培训。为了让C级同学掌握基础知识和培养听说读写的基本技能，在半年一次的省级考试之前学院组织了过级考试集中培训，在听说读写方面做了相应的技巧指导和练习，激励学生奋发学习，营造更浓厚的学习氛围，帮助学生更充分地应考。

5.第二课堂建设。成都纺织高等专科学校针对英语专业及公共英语学生组织了第二课堂，包括英语角、晨读和英语讲座。旨在通过外籍教师的组织及指导，让学生充分接触英语国家文化，根据设定题目练习口语并在英语讲座中获取知识，同时培养了学生的兴趣，克服对英语的畏难情绪。

四、团队建设的意义

1.提高师资队伍建设水平。C级教研室是外语学院公共外语教研室不可或缺的组成部分。教师队伍总体情况结构合理，教学质量优良，且具有较高的教学和科研能力，多次主编、参编国家级、省级教材。教师队伍中，具有“双师”素质的教师占到30%多，建设C级教学团队有益于教师资源优化和整合，增强教学效果，提高学生学习的趣味性以及加强实践教学，提高学生岗位工作技能具有重要意义。

2.完善分级教学制度。分级教学是高职英语教学改革中的至关重要的一步，在以人为本，因材施教的教学理念指导下，充分体现了课堂上教师的主导作用和学生的主体作用。但是如果没有很好地解决分级教学带来的弊端，尤其出现在生源情况复杂的C级学生，教学效果会受到极大影响。因此，建设C级教学团队有助于完善分级教学制度，充分发挥出其优势，做到以人为本，在学校对新生的英语能力进行测试时，基于i+1理论原则，注意试题的层次，满足学生对英语的基本要求和较高要求，从听、说、读、写、译五方面对学生的英语水平进行全方位的考查，试题准确、客观，符合《高职高专教育英语课程教学基本要求》。

3.有利于教师群体文化的优化。社会环境对人的生存和发展有着极其重大的影响和重要作用。教师的成长必然受到群里文化的熏陶。虽然教师的教学工作通常都是独立完成的，具有一定的个体差异和特色，但是没有集体的文化熏陶和影响，长此以往就会丧失斗志和意志力，团队建设为教师的合作提供了条件和良好的学术环境，促进教师资源的优化和整合，促进教师间关系的和谐发展，提高教学质量。

参考文献：

[1]方成智.高校教师教学团队建设的探讨[J].中国成人教育. 2010（24）.

[2]教育部高教司.高职高专教育英语课程教学基本要求：试行[M].北京：高等教育出版社.2000.

[3]梁勇.基于巴纳德组织理论的会计教学团队建设研究[J].中国管理信息化.2016（17）.

[4]孙丹青.试析高校教学团队建设[J].甘肃高师学报.2014（06）.

[5]吕双庆.高校教学团队建设探究[J].职业技术.2013（08）.

[6]卢华苓.论我国高校教学团队建设[J].科协论坛（下半月）. 2012（02）.

[7]卢绍娟，张海燕.关于高校质量工程中的教学团队建设的研究[J].教育探索.2010（04）.

[8]段相林，常彦忠，樊玉梅，于鹏，刘敬泽.教学团队建设的目的意义、建设内涵、建设目标和建设内容间的相互关联——教学团队建设研究与实践之一[J].解剖科学进展.2012（02）.

[9]夏锦文，张连红，陈德良.以教学团队建设为抓手 整体推进创新型人才培养[J].中国高等教育.2010（09）.

[10]任晓宇，郭树荣，刘爱芳.高校教研室向教学团队的过渡与管理[J].教育探索.2010（11）.

[11]袁祖望.论高校教师的教育专业化[J].辽宁教育研究.2006 （04）.

篇5：职称英语c级理工类

Low speed bicycle crashes can badly injure――or even kill――children if they fall onto the

ends of the handlebars(车把).So a team of engineers is redesigning it to make it safer

Kristy Arbogast，a bioengineer at the Children’s Hospital of Philadelphia in Pennsylvania，

began the project with her colleagues.The cases they reviewed about serious abdominal(腹部的)

injuries in children in the past 30 years showed that more than a third were caused by bicycle

accidents.”The task was to identify how the injuries occurred and come up with seine

countermeasures，”she says

By interviewing the children and their parents，Arbogast and her team were able to

reconstruct many of the accidents and identified a common cause for serious injuries They

discovered that most cases occur when children hit an obstacle at slow speed，causing them to

topple f摇摆)over.To maintain their balance the children turn the handlebars through 90

degrees―but their momentum(冲力)forces them into the end of the handlebars.The bike then

falls over and the other end of the handlebars hits the ground，pushing it in to their abdomen(腹

部.

The solution the group came up with is a handgrip (握柄)fitted with a spring and damping

(减速)system. The spring absorbs up to 50 per cent of the forces transmitted(传递)through the

handlebars in all impact.The group hopes to commercialize the device，which should add only a

few dollars to t}le cost of a bike.“But our task has been one of education because up until now.

bicycle manufacturers were unaware of the problem，”says Arbogast.

31 The engineers are trying to improve the handlebars because

A they are not beautiful

B they may kill children

C they are likely to crash.

D they affect the speed of the bike

32 How many abdominal injuries in children were caused by bicycle accidents?

A Thirty.

B Ninety.

C 50 percent.

D More than a third.

33 The world “countermeasures” in paragraph 2 means

A “problems”

B “approaches”

C “solutions”.

D ‘‘actions”

”in paragraph 2means

34 Paragraph 3 mainly discusses

A why the children and their parents were interviewed

B how serious abdominal injuries occur.

C when the children turn the handlebars

D what stops bicycle accidents

35 The advantage of the new handgrip is that

A it can be made cheaply.

B it reduces the impact in bicycle accidents.

C it helps to slow down the speed of the bicycle.

篇6：职称英语理工类B级语法复习讲义

结构形式：

动词be除第一人称单数用am，第三人称单数用is外，其余一律用are。

动词have除第三人称单数用has外，其余一律用have。

行为动词第三人称单数由动词原形+s或es构成，如learns, teaches, goes, studies等主，其余一律用动词原形。

基本用法：

用于表示客观事实， 真理，现在反复发生或习惯性的动作以及存在的特征、状态等，常与often, always(总是), sometimes(有时), usually(通常), once a week(一周一次), every day(每天), seldom(很少), never(从未)等时间状语连用。

(来自职称英语综合类C级词汇选项部分的句子)

e.g. The earth(地球) moves around(环绕) the sun(太阳).

e.g. He is a physician(内科医生).

表示按计划或安排好的将来的动作，常使用arrive(到达), be(存在), go(去), start(开始), stay(停留)等动词。

e.g. There is a dancing party(舞会) tonight(今晚).

e.g. They arrive (到达)in Beijing tomorrow(明天) morning.

用在时间或条件状语从句中表示将来的动作。

e.g. When you see (看见)them, we will come to (来到)Beijing.

e.g. If there is anything(任何事) I can do for you, please let me know(知道).

一般现在时态否定结构:

1) 如果谓语部分是行为动词，在构成否定结构时， 需要在谓语结构中的行为动词的前面添加助动词和否定副词：主语是第三人称单数时， 所添加的助动词是does， 其他主语， 则在句子中添加助动词 do。

e.g. The earth doesn’t move around/round the moon.

e.g. They don’t arrive in Beijing tomorrow morning.

2) 如果谓语部分是be动词， 在构成否定结构时只需要直接在be的后面添加否定副词not。

e.g. He isn’t a physician.

e.g. There isn’t any paper(纸) on the desk(书桌).

一般现在时态疑问结构：简单提一下:

e.g. The earth moves around the sun. -- Does the earth move around the sun?

e.g. He is a physician. C Is he a physician?

e.g. They don’t arrive in Beijing tomorrow morning.―Don’t they arrive in Beijing tomorrow morning?

1.职称英语理工类B级语法复习

2.职称英语理工类B真题及答案

3.职称英语理工类b级考试真题

4.职称英语理工类b级考试真题

5.职称英语理工类(B级)试题及答案详解

6.职称英语理工类B级真题及答案(word版)

7.职称英语理工类B级真题及答案

8.职称英语理工类B级真题及答案

9.职称英语理工类B级完型填空答案