2013年全国专业技术人员职称外语考试时间是什么时候
全国专业技术人员职称外语等级考试一般为每年3月的最后一个星期日举行，考试设英语、日语、俄语、德语、法语和西班牙语6个语种，每个语种分为A、B、C三个等级，考试时间均为2小时。
根据往年考试时间预测，2013年职称外语考试时间预计为2013年3月31日。
2012年比较特殊，因为清明节放假调休的关系，2012年3月31日被调整为工作日，所以职称英语考试时间调整为4月7日。
2015年职称英语报名时间什么时候？
2015年职称英语的报名时间是11月-1月，2015年职称英语考试各省具体报名时间报名时间通知将在报名前半个月左右公布!
考试命题的广度和难度根据本大纲规定的范围及对应试者能力的要求而确定。命题原则如下：
（一）合理安排测试项目的层次结构。本考试的重点是考查应试者的阅读理解能力，试卷的结构应充分考虑阅读理解能力的不同层次，测试不同层次能力的项目所占比重亦不相同。
（二）合理确定考试内容与《职称英语》的关系。职称英语等级考试的题型设置和考查内容均有自身的特点。职称英语考试用书题材广泛，包括：报刊文章、科普材料、故事、报告、广告、技术说明、手册等，体裁包括说明文、记叙文、议论文等。部分命题素材将取自《职称英语》（指定用书）、《考试大纲》。
（三）合理安排测试项目的难度结构。本考试题目的难易程度分为易、较易、较难、难四个等级，试卷中各种难易程度题目各占一定比例。试题的难易程度和能力层次是两个不同的概念，在每个能力层次的项目中，都包含难易程度不同的题目。
职称英语考试报名时间
职称英语考试报名时间一般在11月开始至次年1月份。职称英语的介绍如下：全国专业技术人员职称英语等级考试是由人力资源和社会保障部组织实施的一项外语考试，它根据英语在不同专业领域活动中的应用特点，结合专业技术人员掌握和应用英语的实际情况，对申报不同级别职称的专业技术人员的英语水平提出了不同的要求。该考试根据专业技术人员使用英语的实际情况，把考试的重点放在了阅读理解上面。全国专业技术人员职称英语等级考试共分三个专业类别：综合类、理工类、卫生类。每个专业类别的考试各分A、B、C三个等级。每个级别的试卷内容，除综合类外，普通英语和专业英语题目各占50％。三个等级考试的总分各为100分，考试时间均为2小时。本考试遵循“严格要求、实事求是、区别对待、逐步提高”的原则，根据英语在不同专业领域活动中的应用特点，结合专业技术人员掌握和使用英语的实际情况，对申报不同级别专业技术职务的人员的英语水平提出了不同的要求。外语能力是衡量专业技术人员素质和专业水平的一个重要方面，特别是经济全球化和我国对外开放不断发展的新形势，对专业技术人员的外语能力提出了更高的要求。在中央批准的各专业技术职务试行条例中，对不同系列、不同职务层次专业技术人员的外语能力都做出了规定。凡依据相应专业技术职务条例受聘担任相应专业技术职务的人员，均应按照《关于专业技术人员职称外语等级统一考试的通知》（人发[1998]54号）规定的范围，报名参加相应语种、级别的外语水平测试。
英语职称考哪些词典能带进考场
一、两类词典不能带入考场：
1、电子词典不能带入考场;
2、有职称字样及针对职称英语考试编写的字典均不能带入考场。
以上两类考场不能使用的词典希望大家一定要记住，不要因为词典问题而影响考试和心情。
二、考前选择词典有技巧
既然职称英语考试允许带字典进入考场，那么我们该如何选择一本好的词典来帮助我们顺利通过考试呢？
在以往的考试中，很多考生把词典当成“救命稻草”，抱着一大堆各种类型的词典进考场。但往往多数词典都派不上用场，反而浪费了大量的时间而没有答完题目。因此，中公外语在线团队建议广大考生在选择考场使用词典时遵循以下几个原则：
1、首先，带一本同义词典或双解词典。对职称英语考试中的第一部分词汇选项题而言，老师建议这类词典的特点是用几个同义词注解某一英文单词，考生可以非常方便地在注解中找到答案。
2、最好是带自己经常使用、习惯了其编排规律的词典。
这样一是为了节省时间，可以避免考生因为对英语词典中字母表排列顺序的不了解而浪费的时间。
3、建议不要带过于厚重、专业性过强的词典。
职称英语考试划分的综合类、理工类和卫生类在考试时往往专业性不是很明显，考试题目大部分内容是相同的，专业性的词汇、试题只会在试卷中出现一少部分，不要因为这个而舍下更多的大众单词。
如果帮到了你，麻烦好评。谢谢。
2015年6月英语四级冲刺试卷(五)
37、Questions 37-46 are based on the following passage. What is it about Americans and food? We love to eat, but we feel 36 __ about it afterward. We say we want only the best, but we strangely enjoy junk food. We' re(37) __ with health and weight loss but face an unprecedented epidemic of obesity. Perhaps the (38) __ to this ambivalence lies in our history. The first Europeans came to this continent searching for new spices but went in vain. The first cash crop wasn't eaten but smoked. Then there was Prohibition, intended to prohibit drinking but actually encouraging more (39) __ ways of doing it. The immigrant experience, too, has been one of in harmony. Do as Romans do means eating what" real Americans" eat, but our nation's food has come to be(40) __ by imports--pizza, say, or hot dogs. And some of the country's most treasured cooking comes from people who arrived here in shackles. Perhaps it should come as no surprise then that food has been a medium for the nation's defining struggles, whether at the Boston Tea Party or the sit-ins at southern lunch counters. It is integral to our concepts of health and even morality whether one refrains from alcohol for religious reasons or evades meat for political(41) __ But strong opinions have not brought(42) __. Americans are ambivalent about what they put in their mouths. We have become43of our foods, especially as we learn more about what they contain. The(44) __ in food is still prosperous in the American consciousness. It's no coincidence, then, that the first Thanksgiving holds the American imagination in such bondage( 束缚 ). It's what we eat--and how we(45) __ it with friends. A. answer B. results C.share D.guilty E.constant F.defined G.vanish H.adapted I.creative J.belief K.suspicious L.certainty M.obsessed N.identify O.ideals 第(36)题应填__________ 第(37)题应填__________ 第(38)题应填__________ 第(39)题应填__________ 第(40)题应填__________ 第(41)题应填__________ 第(42)题应填__________ 第(43)题应填__________ 第(44)题应填__________ 第(45)题应填__________ Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. 47、47-56 Ancient Egyptian Sculpture A) In order to understand ancient Egyptian art, it is vital to know as much as possible of the elite Egyptians' view of the world and the functions and contexts of the art produced for them. Without this knowledge we can appreciate only the formal content of Egyptian art, and we will fail to understand why it was produced or the concepts that shaped it and caused it to adopt its distinctive forms. B ) In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures: Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary? Why do the artists seem to get left and right confused? And why did they not discover the geometric perspective as European artists did in the Renaissance? The answer to such questions has nothing to do with a lack of skill or imagination on the part of Egyptian artists and everything to do with the purposes for which they were producing their art. C) The majority of three-dimensional representations, whether standing, seated, or kneeling, exhibit what is called frontality: they face straight ahead, neither twisting nor turning. When such statues are viewed in isolation, out of their original context and without knowledge of their function, it is easy to criticize them for their rigid attitudes that remained unchanged for three thousand years. Frontality is, however, directly related to the functions of Egyptian statuary and the contexts in which the statues were set up. Statues were created not for their decorative effect but to play a primary role in the cults of the gods, the king, and the dead. They were designed to be put in places where these beings could manifest themselves in order to be the recipients of ritual actions. Thus it made sense to show the statue looking ahead at what was happening in front of it, so that the living performer of the ritual could interact with the divine or deceased recipient. D) Very often such statues were enclosed in rectangular shrines or wall niches whose only opening was at the front, making it natural for the statue to display frontality. Other statues were designed to be placed within an architectural setting, for instance, in front of the monumental entrance gateways to temples known as pylons, or in pillared courts, where they would be placed against or between pillars: their frontality worked perfectly within the architectural context. E) Statues were normally made of stone, wood, or metal. Stone statues were worked from single rectangular blocks of material and retained the compactness of the original shape.. The stone between the arms and the body and between the legs in standing figures or the legs and the seat in seated ones was not normally cut away. From a practical aspect this protected the figures against breakage and psycho- logically gives the images a sense of strength and power, usually enhanced by a supporting back pillar. By contrast, wooden statues were carved from several pieces of wood that were pegged together to form the finished work, and metal statues were either made by wrapping sheet metal around a wooden core or cast by the lost wax process. F) The arms could be held away from the body and carry separate items in their hands; there is no back pillar. The effect is altogether lighter and freer than that achieved in stone, but because both perform the same function, formal wooden and metal statues still display frontality. G) Apart from statues representing deities, kings, and named members of the elite that can be called formal, there is another group of three-dimensional representations that depicts generic figures, frequently servants, from the non-elite population. The function of these is quite different. Many are made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. Unlike formal statues that are limited to static poses of standing, sitting, and kneeling, these figures depict a wide range of actions, such as grinding grain, baking bread, producing pots, and making music, and they are shown in appropriate poses, bending and squatting as they carry out their tasks. H) It is suggested that one choose something to read about the archaeology before he goes to carry on the research. It is interesting that many try to understand the old things in their own perspective. One tends to consider that the big bowl is for the ancient male and the small one for the female because that is basically the case in the world now. However, in most of the ancient time, female individuals use the bigger one instead of their husbands because there used to be a period--or there is in some remote are-as-when the mother enjoys a greater respect over the father. That is very different from today's situation. I) No one is sure of the reason for setting the statues into the tomb. The first group thinks that the servants taking the forms of the statues would still be with those who died there, in the afterlife. There come the same cases in other Asian countries including China, Japan and India. And there may be something more horrific. In the ancient China, nobles seldom died lonely since shortly after their death, their emperors would choose some children to follow them. And this is said to set up a group of servants who would make service for the dead. However, the second group counters this opinion by saying that this may be a way to reserve the love from the living family members and from other friends. When laid in the tomb, the servants could represent those who love the dead and still be with them. Without certain knowledge we will fail to understand why the sculpture was produced. 48、 There are the same cases in other Asian countries including China, Japan and India. 49、 The Egyptians did not develop sculpture in which the body turned and twisted through space like classical Greek statuary. 50、 It is suggested that one choose something to read about the archaeology before he goes to carry on the research. 51、 The majority of three-dimensional representations exhibit what is called frontality. 52、 Something is made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. 53、 The frontality of the statues worked perfectly within the architectural context. 54、 The arms could be separated from the body and carry separate items in their hands. 55、 The ancient Egyptian statues were normally made of stone, wood, or metal. 56、 The wooden statue is altogether lighter and freer than that achieved in stone.
2015年6月英语四级冲刺试卷(二)
Section C Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 57、根据材料，回答57-66问题。 Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices markedA.,B., C. and D.. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 56 to 60 are based on the following passage. Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, when children learn to do all the other things they learn to do without being taught to walk, run, climb, whistle, ride a bicycle--compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end this nonsense of grades, exams,marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get in the world?" Don't worry! If it is essential, they will go out into the world and learn it. What does the author think is the best way for children to learn things? A.By imitating what other people do. B.By making mistakes and having them corrected. C.By listening to explanations from skilled people. D.By asking a great many questions. 58、The passage suggests that learning to speak and leaming to fide a bicycle are __________. A.not really important skills B.more important than other skills C.basically different from learning adult skills D.basically the same as learning other skills 59、According to the passage, the author thinks teachers in school should__________. A.allow children to learn by himself or herself B.point out children's mistakes whenever they're found C.correct children's mistakes as soon as possible D.give children more book knowledge 60、The author believes the teacher's role in children's learning should be__________. A.the identifier and corrector of their errors B.their helper and guide C.the person to grade their performance and give feedbacks D.the person to pass on something essential to them 61、The title of this passage could probably be__________. A.Let Teachers Stop Work B.Let Us Make Children Learn C.Let Children Correct Their Own Papers D.Let Children Learn by Themselves 62、根据材料，回答62-71问题。 Questions 61 to 65 are based on the following passage. Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet. Psychologists who study optimization ( 最优化 ) compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents (支持者) of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take,they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent (相关的) considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision. Since most important problems are multifaceted (多层面的), there are several alternatives to choose from,each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for my college students is the question "What will I do after graduation?" A graduate might seek a position that offers specialized training, pursue an advanced degree, or travel abroad for a year. A decision-making worksheet begins with succinct ( 简洁的) statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating student might revise the question above to "What will I do after graduation that will lead to a successful career?" Of the following stepsis the one that occurs before the others in making a decision worksheet. A.listing the consequences of each solution B.calculating a numerical summary of each solution C.writing down all possible solutions D.deciding which consequences are most important 63、According to decision-worksheet theory, an optimal decision is defined as one that__________. A.has the fewest variables to consider B.uses the most decision worksheets C.has the most points assigned to it D.is agreed to by the greatest number of people 64、The author develops the discussion in paragraph 1 by means of__________. A.describing a process B.classifying different types C.providing historical background D.explaining a theory 65、The author's attitude towards a pencil and paper decision-making procedure is __________. A.neural B.approving C.ambiguous D.biased 66、The passage mainly discusses __________. A.a tool to assist in making complex decisions B.a comparison of actual decisions and ideal decisions C.research on how people make decisions D.differences between making long-range and short-range decisions
2014职称英语考试时间是什么时候?
2014年职称英语考试将于2014年3月29日
[注]进行，职称英语考试多采取网上报名的方式，在网上交费，有些地区仍需要进行现场确认及交费。具体考试时间以人事部考试中心及各地人事考试部门公布的时间为准。
注：全国专业技术人员职称英语等级考试一般为每年3月的最后一个星期举行，考试设英语、日语、俄语、德语、法语和西班牙语6个语种，每个语种分为A、B、C三个等级，考试时间均为2小时。
江苏2013年职称英语考试成绩什么时候出来？
查分时间：2013年职称英语考试成绩将会在考后两个月内公布（5月底至6月初），请大家随时关注123职称英语网（ www.123zcyy.com ）成绩查询信息。 查询方式：网上查询温馨提示：为了方便各位考生领取成绩单，请考生在报名时记下自己的报名序号，到时凭报名序号能方便的找到成绩单。其他注意事项：1.如人数较多的单位，请尽量由单位人事科统一代为领取（凭单位公章），来之前请查询并记下所有职工的报名序号并按从小到大的顺序排列；2.如个人前来领取成绩单，则请携带准考证，如准考证已遗失，请携带身份证并提交自己的报名序号；3.代他人领取成绩单则需携带他人的准考证或身份证。4.此次考试凡参加了考试的考生（除缺考、违纪和零分外）均有成绩单。满意请采纳
职称英语考试报名流程
对于第一次参加职称英语考试的考生可能对网上的报名流程不是太了解，为避免考生走弯路浪费时间。以下是整理的关于职称英语考试报名流程的文章，希望能帮到你。
一、用户注册
进入注册登录页面，点击注册按钮，报考人员应仔细阅读并确认遵守协议登记后，点击接受按钮，输入注册信息，然后单击下一步按钮进入注册信息输入界面。
完成输入验证码后，点击提交按钮完成注册。
二、上传照片
完成注册登录系统后，按照系统提示报考人员上传照片，上传照片之前，必须在中国人事考试网或当地人事考试网站下载照片审核处理工具，评估所需的登记照片，通过审核后保存照片文件，上传图片文件。
三、进入报名
1.填写资料
登录注册系统，选择考试名称，进入在线注册界面。选择地区后，提示栏将显示报考人员名称，报考人员姓名，报考地区，考生类型，审核方式和支付方式。
2.注册确认
注册人员点击注册信息确认，表示注册人员确认提交的注册信息完整、准确。注册信息一经确认，注册人员将不能再次修改注册信息。所以报考人员要特别仔细地检查输入的信息。
四、资格审查
1. 在考试前进行资格审查的地区，申请人应在确认报名信息后打印《报名表》，并按照当地人事考试机构规定的考试程序、考试地点、考试时间进行资格考试。
2. 初审和复审区域，考试前无需到现场进行资格考试。
3.通过资格考试后，报名平台将向考生的手机发送短信，通知考生通过资格考试。
四、费用支付
经资格考试合格后，申请人可到指定地点或通过网上缴费平台，按照当地人事考试机构规定的缴费方式缴费。注册工作将在付款完成后结束。
2015福建职称英语报名时间是什么时候呢？
2015年福建职称英语考试报名预计2014年1月初开始，考试时间为3月28日。
2015福建职称英语报名时间：http://www.dwz.cn/sZPvq
参考2014年度全国职称外语考试福建省统一网上报名时间为2014年1月6日至1月20日。
考生须注意：职称英语考试报名可在单位报，评职称与户口无关，主要看所在工作单位，可以直接咨询单位的人事部门。
祝您考试顺利！
2015年福建职称英语报名时间和考试时间分别是什么呢？
2015年福建职称英语考试报名预计2014年1月初开始，考试时间为3月28日。
2015年福建职称英语报名时间和考试时间：http://www.dwz.cn/sZPvq
参考2014年度全国职称外语考试福建省统一网上报名时间为2014年1月6日至1月20日。
考生须注意：职称英语考试报名可在单位报，评职称与户口无关，主要看所在工作单位，可以直接咨询单位的人事部门。
祝您考试顺利！
