全国英语等级考试pets5笔试真题试卷
2023年公共英语五级考试真题
2023年公共英语五级考试真题全文共10篇示例，供读者参考篇1Title: My Experience with the 2023 Public English Level 5 ExamHi everyone! Today I want to share with you my experience with the 2023 Public English Level 5 Exam. It was pretty cool, but also a bit challenging.First of all, the exam had four parts: listening, reading, writing, and speaking. The listening part was super fun because we got to listen to different conversations and answer questions about them. I think I did pretty well on this part because I love listening to English songs and watching English movies.Next was the reading part. We had to read some passages and then answer questions based on them. This part was a bit tricky because some of the questions were really detail-oriented.I had to read the passages multiple times to make sure I understood everything.Then came the writing part. We were given a topic and had to write an essay about it. I chose to write about my favorite hobby, playing soccer. It was easy for me because I love soccer and could write about it all day!Finally, we had the speaking part. This was the mostnerve-wracking part for me because I'm not very confident speaking in English. But I tried my best and managed to answer all the questions the examiner asked me.Overall, I had a great time taking the 2023 Public English Level 5 Exam. I learned a lot and had fun along the way. I can't wait to see my results and hopefully pass with flying colors! Thank you for reading my article. Bye-bye!篇2Title: My Experience Taking the 2023 Public English Level 5 ExamHey everyone! Today I want to tell you about my experience taking the Public English Level 5 Exam in 2023. It was a big deal for me because I've been studying really hard to pass this exam and I was so nervous on the day of the test.First, let me tell you about the exam itself. There were four sections: Listening, Reading, Writing, and Speaking. The Listening section was a bit tricky because they played different recordings and we had to answer questions about them. I had to really focus and listen carefully to get all the answers right.Next was the Reading section, where we had to read different passages and answer questions about them. Some of the passages were easy to understand, but others were more difficult. I had to make sure to read each passage carefully and not rush through it.After that was the Writing section, where we had to write an essay on a given topic. I had to brainstorm ideas, organize my thoughts, and write a clear and coherent essay. It was a bit challenging, but I tried my best to write a good essay.Finally, there was the Speaking section, where we had to have a conversation with the examiner about a specific topic. I had to think quickly and speak fluently to show my speaking skills. I was a bit nervous, but I tried to stay calm and confident.Overall, the exam was tough, but I tried my best and gave it my all. I won't know my scores until later, but I'm proud of myself for working hard and trying my best. Whether I pass or not, Iknow that I've learned a lot from this experience and I'll keep improving my English skills.So, if you're thinking about taking the Public English Level 5 Exam in the future, don't worry too much! Just study hard, stay confident, and give it your best shot. Good luck to all of you future test-takers!篇3Title: My Experience of Taking the 2023 Public English Level Five ExamHey guys! Today I want to tell you about my experience of taking the Public English Level Five Exam in 2023. It was super exciting and a little bit nerve-wracking, but I had so much fun!First off, the exam had a bunch of different parts. There was a listening section where we had to listen to a recording and answer questions. It was a bit tricky because the speakers talked really fast, but I did my best to catch all the important information.Then, there was a reading section where we had to read passages and answer questions about them. Some of the passages were about history, some were about science, andsome were just stories. I liked the stories the best because they were fun to read!After that, there was a writing section where we had to write a short essay about a given topic. I wrote about my favorite season and why I love it so much. I hope the examiners liked my essay!Finally, there was a speaking section where we had to talk about different topics with the examiners. They asked me about my hobbies, my family, and even what I wanted to be when I grow up. I was a little nervous at first, but I soon got into the swing of things and had a good chat with them.Overall, I had a great time taking the Public English Level Five Exam. It was a bit challenging, but I think I did a good job. I can't wait to find out my results and see how I did. Wish me luck, guys!篇4Title: My Experience Taking the 2023 Public English Level 5 ExamHi everyone! Today I want to tell you all about my experience taking the Public English Level 5 Exam in 2023. I wasso nervous before the exam, but I studied really hard and tried my best!The first part of the exam was the listening section. They played some recordings of people talking and we had to answer questions about what we heard. It was a bit tricky because the speakers talked really fast, but I tried to focus and answer as best as I could.Next was the reading section. We had to read some passages and answer questions about them. Some of the passages were about history, some were about science, and some were just for fun. I had to read carefully to make sure I understood everything.After that was the writing section. We had to write an essay about a topic they gave us. I wrote about my favorite season and why I liked it so much. I made sure to use good vocabulary and grammar to impress the examiners.Finally, there was the speaking section. We had to talk about a picture they showed us and answer some questions about it. I was a bit nervous at first, but I tried to speak clearly and confidently.Overall, I think I did my best on the exam. I won't know my scores for a while, but I'm proud of myself for trying so hard. I hope I pass and can move on to the next level next year!That's all for now. Thanks for listening to my story! Bye bye!篇5Title: My Experience in the 2023 Public English Level 5 ExamHi everyone! Today I want to tell you all about my experience in the Public English Level 5 exam that I took in 2023. It was such a big deal for me because I really wanted to pass and show everyone how good I am at English!The exam had different parts like Reading, Writing, Listening, and Speaking. The Reading part was a bit tricky because there were long passages to read and questions to answer. But I tried my best to understand the meaning of the texts and answer the questions correctly.In the Writing part, I had to write an essay about my favorite season. I chose summer because I love going to the beach and playing in the sun. I wrote about all the fun things I do in the summer like swimming, eating ice cream, and playing with myfriends. I made sure to use good vocabulary and grammar to impress the examiners.The Listening part was a bit challenging because we had to listen to different conversations and answer questions about them. I had to focus really hard to understand what was being said and choose the right answers.Lastly, the Speaking part was the most nerve-wracking for me. I had to talk about a topic for two minutes without stopping.I chose to talk about my favorite hobby which is drawing. I talked about why I love drawing and some of my favorite things to draw.I was a bit nervous but I tried to speak confidently and clearly.After the exam was over, I felt a mix of emotions - nervousness, excitement, and relief. I was so happy when I received my results and found out that I had passed the exam with flying colors! I couldn't believe it - I was so proud of myself!Overall, taking the Public English Level 5 exam was a challenging but rewarding experience for me. It pushed me to work hard and improve my English skills. I'm already looking forward to taking the next level exam and seeing how much I can grow. Wish me luck! Thanks for reading my story! Bye bye!篇6Hello everyone, I am so excited to share with you the Public English Level 5 exam questions for the year 2023. Are you ready? Let's dive in!1. Reading Comprehension:Read the following passage and answer the questions below.The benefits of reading books are endless. Not only does it improve our vocabulary and knowledge, but it also helps us to relax and de-stress. So, pick up a book today and start reading!Questions:1. What are some benefits of reading books?2. How can reading help us relax?2. Listening Comprehension:Listen to the following conversation and answer the questions below.A: Hey, Sarah, what are you doing this weekend?B: I'm planning to visit the new art exhibition at the museum. Would you like to join me?A: That sounds like fun! I love art. What time should we meet?Questions:1. What is Sarah planning to do this weekend?2. Why does Alice want to join Sarah?3. Writing:Write a short essay (at least 200 words) on the topic: "The Importance of Learning a Second Language."4. Speaking:Imagine you are giving a presentation about your favorite hobby. Talk about why you enjoy it and how it makes you feel.And that's it for the 2023 Public English Level 5 exam questions! Remember to study hard, practice regularly, and most importantly, have fun with it. Good luck, everyone!篇7Hey guys, guess what? I just took the Public English Test Level 5 in 2023 and I'm here to tell you all about it! It was super fun and kinda challenging, but I think I did pretty well overall.The first part of the test was listening. They played a bunch of recordings and we had to answer questions about them. Some of the recordings were about everyday stuff like ordering food ata restaurant or making plans with friends. Others were more complicated, like lectures or interviews. It was a bit tricky because they spoke pretty fast, but I tried my best to catch all the important information.Next up was the reading section. We had to read a bunch of passages and answer questions about them. Some of the passages were really interesting, like one about the history of chocolate or another about the benefits of exercise. Others were a bit boring, like one about different types of rocks. But I powered through and answered all the questions as best as I could.After that was the writing section. We had to write a short essay on a given topic. The topic was all about why it's important to learn a second language. I wrote about how it helps you communicate with people from different cultures and how it can open up new opportunities for you. I think I did a pretty good job, but we'll see what the judges think!Finally, we had the speaking section. We had to have a conversation with the examiner about a variety of topics. We talked about everything from our favorite hobbies to our opinions on global warming. It was a bit nerve-wracking, but I tried to speak clearly and confidently.Overall, I think I did pretty well on the test. I had a lot of fun and learned a lot of new things. I can't wait to see how I did when the results come out! So, if you're thinking about taking the Public English Test Level 5 in 2023, I say go for it! It's a great way to challenge yourself and improve your English skills. Good luck, everyone!篇8Title: My Public English Level 5 Exam in 2023Hey everyone, today I want to share with you all about my experience taking the Public English Level 5 exam in 2023. It was such a big deal for me because I had been studying really hard for it.First of all, the exam had four parts: listening, reading, writing, and speaking. The listening part was a bit challenging because the speakers talked really fast, but I tried my best to focus and answer the questions.Next, the reading part was not too bad. There were some tricky vocabulary words, but I used my dictionary to help me understand them. I even learned a few new words along the way!Then came the writing part, which was my favorite. I got to write a story about my favorite day at school. I wrote about the time we had a big field trip to the zoo and I saw my favorite animal, the giraffe. I was so excited to share my story with the examiners.Finally, the speaking part was a bit nerve-wracking. I had to talk about my favorite hobby, which is drawing. I showed them some of my drawings and talked about why I love to draw. It was really fun to share something I'm passionate about with others.Overall, the exam was tough, but I think I did pretty well. I can't wait to find out my results and see if I passed the Public English Level 5 exam. Wish me luck! Thanks for listening to my story. Bye!篇9Okay! So, here is a sample article in a primary school student's voice for the 2023 Public English Level 5 exam:Title: My Favorite SeasonHey everyone! Today I want to talk about my favorite season – SPRING! Spring is the best season of all because everythingcomes back to life after the cold winter. The flowers bloom, the birds chirp, and the sun shines brightly in the sky.One of the best things about spring is the weather. It's not too hot and not too cold, just perfect! I love going outside to play and feel the warm sunshine on my face. I can run around the park, ride my bike, and have picnics with my friends.Another great thing about spring is all the beautiful flowers that bloom. I love seeing the colorful tulips, daffodils, and cherry blossoms. They make everything look so pretty and cheerful. I also like to pick flowers and make a bouquet for my mom.Spring is also the season of new beginnings. I get to wear my favorite spring clothes – pretty dresses, shorts, and T-shirts. I can also play outside longer because the days are longer and the nights are shorter.One thing I don't like about spring is the allergies. Sometimes my nose gets stuffy and my eyes get itchy because of all the pollen in the air. But it's okay because I still love spring so much!In conclusion, I think spring is the best season because of the lovely weather, beautiful flowers, and new beginnings. I can't wait for spring to come every year!So, that's my article about why spring is my favorite season. I hope you enjoyed reading it! Thank you for listening!篇10Title: My Experience of Taking the 2023 Public English Level 5 ExamHello everyone! My name is Lily and I am in the fifth grade. Today I want to share my experience of taking the 2023 Public English Level 5 Exam. It was a little bit scary at first, but I had a lot of fun!The exam had different sections like listening, speaking, reading, and writing. Let me tell you about each one of them.In the listening section, we had to listen to recordings and answer questions. Some of the questions were about a girl talking about her favorite food or a boy describing his summer vacation. It was a little bit hard to understand everything, but I tried my best.Next was the speaking section. We had to talk about a picture or answer questions about our favorite animal or food. I love talking, so this part was my favorite! I talked about my pet dog and my favorite pizza toppings.Then came the reading section. We had to read short passages and answer questions. Some of the passages were about animals or famous people. I had to read carefully to make sure I understood everything.Last was the writing section. We had to write about our favorite hobby or a trip we took. I wrote about my painting hobby and the trip to the beach with my family. I love writing, so this part was also fun for me.Overall, the exam was a little bit challenging, but I had a great time. I can't wait to get my results and see how well I did. I hope I pass and get my Public English Level 5 certificate!That's all for now. Thank you for listening to my experience of taking the 2023 Public English Level 5 Exam. I hope you enjoyed it! Goodbye!。
PETS5考试真题
全国公共英语等级考试(pets)五级考试真题Section IListening ComprehensionThis section is designed to test your ability to understand spoken English.You will hear a selection of recorded materials and you must answer the questions that accompany them.There are three parts in this section, Part A , Part B and Part C.Remember, while you are doing the test, you should first answer the questions in your test booklet, not on the ANSWER SHEET.At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.and Mr.Wang have met before.TRUE/FALSE2.Wang prefers to live with an English family.TRUE/FALSE3.Wang intends to study how computer is used for language translation.TRUE/FALSE4.Back in his own country Mr.Wang studied C-language and chemistry.TRUE/FALSE5.Wang has some experience in CAD.TRUE/FALSE6.Dr.Wilson is satisfied with Wang’s past experience.TRUE/FALSE7.Wang has little knowledge of the phonetic processing system.TRUE/FALSE8.Wang decides to take courses and pass exams.TRUE/FALSE9.Dr.Wilson suggests that Wang should extend his stay at the university.TRUE/FALSE10.Dr.Wilson asks Wang to do a little more research before deciding on his project.TRUE/FALSET apescriptHearing a knock on the door] Come in please.Good morning Dr.Wilson.Good morning Wang.So nice to see you again.Take a seat...why don’t you, please.When did you get to the university?mwmi arrived yesterday.Well...Are you living in the college?No, I am with an English family...actually...because I want to improve my speaking.WmwOh, fine.Right, did you take a language proficiency test before you came?Yes.Uhh...my Overall Band is 6, but...unfortunately my speaking is only 5.OK, you know, here in this university, you have to take our own English test before you attend any lectures.So, first of all, what we’ve got to do is, we have to make an arrangement for the test date.Umm...will tomorrow be all right for you?mw Yeah, I have time tomorrow morning.Good, then.Tomorrow at ten.I don’t think the test will be any problem for you.Now, let’s make sure you make full use of your time here.Let’s put it like this.What exactly do you want to a ccomplish in the next 12 months?mi’m interested in computer language translation, I mean, from English to Chinese and Chinese to English.I’ll try, if possible, to produce a software or a device which can serve as an interpreter.WMYes, could you be a bit more specific about...er...the device?For instance, when, you talk to the device in English it will translate your words into Chinese and vice versa.WmwmwUhuh...do you mean it’ll be as competent as...er...a human interpreter?Yes...well, I’ll let it deal with general situations, at least.Fascinating...and how big will the device itself be, do you think?The size of a cigarette pack, I think.So people can put it in their pocket.Really.Well, that could be a Ph.D project.Tell me what you have done so far.In my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program writing.Yes, but have you done anypractical jobs? I mean, have you written anyWprograms for practical use?I was involved in a project for CAD in a shipyard.mwThe computer aided design.That was probably a good experience, but, unfortunately, it may not help your present project much.Are you familiar with C-language?No.mwUhuh...the phoneticprocessing system, do you know how such a system works?What do you mean by "phonetic processing system?"mwWell, you know, English is spoken by different people with different accents.Your English accent is different from mine, and of course mine is not the same as my colleagues’.So as I see it, your device would have to be able to recognise and understand different accents.Oh, I see.I think I can learn C-language and a phonetic processing systemMhere.Well, that’s probably true, but you’ve got only 12 months and you want aWdegree, don’t you?Yes.mwOK, so there’re two ways of studying for a degree here.You either take six courses, pass their exams and have your dissertation accepted or the other way is you do some research work and submit your project report.mwmwI think I’ll take the second way.Fin e, but are you sure you can finish your project in 12 months?I don’t know, but I can work 12 hours a day and 7 days a week.Well, I’d suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some extent.You might narrow your research area, concentrating on solving one or two major problems.And, it’d be a good idea to talk to your colleagues in the lab, first.Anyway, I’m sure we can work out something good.Shall I see you again in three days’ time?All right.I’ll go away and do some thinking.Then I’ll talk to you about myMnew plan.Good.See you then.WMThank you.Bye-bye.You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part A,Part B:You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D.You will hear the recording ONLY ONCE.Questions 1 - 3 are based on the following talk.You now have 15 seconds to read Questions 1 - 3.1.What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one’s turn patiently.2.What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.3.What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer.T apescriptRight, everybody.Welcome to Central Colleg e library services.My name’s Kathy Jenkins.I’ll give you a brief introduction to the library.We have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language centre, with audio and video material; and the micro-computer lab.I’ll start with the micro-computer lab, or micro-lab as we call it.It is fitted with 24 personal computers.If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as English.By the way, CALL stands for computer aided language learning: C A double L, "CALL", for short.You may also borrow a range of word processing and desktop publishing packages.All disks are, of course, strictly for use in the micro-lab only.If you wish to print anything you should use one of the five machines around the outside of the room.Four are connected to dot matrix printers, one is connected to the laser printer.If you want a top quality printout from the laser printer, come and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather thanjust before exams and essay deadlines, in order to avoid delay or disappointment.Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college.See you there.Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part CYou will hear a talk given by a university lecturer.As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on the right.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.What’s the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage?2.Which part of the world contributed to an increase between 94/95 and 95/96?3.When will the speaker talk about the economic and political changes?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What’s the num ber of students from Malaysia?7.Which is the most popular field of study?8.What’s the percentage of students in business and management?9.In terms of academic levels, in which level do we find the smallest number?10.In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United States.For the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United States.This figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000,000.The foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the 1990s.During the 1980s, the population grew quite rapidly.For example, between 1985 and 1990, the average yearly increase was 12.5%.However, the picture in the 1990s is quite different.The rate of increase has declined quite noticeably.In fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one percent.Although the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing.For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the middle East, while the number of students from South and East Asia increased.These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations.I’m sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting.For today let’s confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in.If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.Let’s discuss the origins of the foreign student population in the United States for the academic year 1995/96.Let’s dis cuss it in order from those areas sending the most students to those areas sending the fewest students.If we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia.This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia.The total number of students from this area, South and East Asia was 156,830.In other words, roughly 2 out of every 5foreign students come from South and East Asia.Almost 24,000 of this total were from China.Malaysia was close behind with just a little over 23,000 students.The?next largest number of students came from the middle East.The number of students from the middle East came to about one-third the number from South and East Asia.The fourth largest number came from South America.Next came Europe, Africa, North America, and Oceania.Let’s recapitulate what we’ve said.The largest number of students studying in the United States during the academic year 1995/96 were from South and East Asia, followed by the middle East, South America, Europe, Africa, North America, and Oceania.What fields are t hese large numbers of foreign students studying in? It probably won’t surprise you to learn that the largest number are in the field of engineering.In fact, 21.7% of the total number are studying engineering.Business and management is close behind, however, with a total of 18.9%.The third most popular field was mathematics and computer sciences with 10.3%.As you can see, engineering with 21.7%, business and management with 18.9%, and mathematics and computer sciences with 10.3% comprise about one half of the total number of foreign students.Let’s talk about which academic levels these students can be found in.Foreign students can be found studying at all levels of higher education.As you might expect, the greatest number of them are studying at the undergraduate level?approximately 158,000.The second largest group study at the graduate level and that number is just under 122,000.The rest study at junior colleges or in non-degree programs.It is at the graduate level that foreign students have the most impact.While foreign students comprise only 2.7% of the total U.S.student population, they account for 8.7% of all the graduate students studying at U.S.institutions.Let me give you those percentages again so you can get a better feel for the overall picture.Foreign students make up only 2.75 of the total U.S.student population, but they make up 8.7% of the total graduate student population.Well, I see that’s all the time we have today.We’ll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C.You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill each of the numbered spaces with ONE suitable word.Write your answers on ANSWER SHEET 1.Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,(1) _____ to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged from pre-school to 40-plus, also suggests(2) _____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3) ______ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher(4) ______ findings have been published, was inspired to investigate this area(5) _______ she noticed that those pupils who had the most trouble with spelling(6) ______ had a poor pen grip.While Ms.Thomas could not establish a significantstatistical link(7) ______ pen-holding style and accuracy in spelling, she(8) ______ find huge differences in technique between the young children and the mature adults, and a definite(9) ________ between near-point gripping and slow, illegible writing.People who(10) ______ their pens at the writing point also show other characteristics(11) ______ inhibit learning,(12) _______ as poor posture, leaning too(13) ______ to the desk, using four fingers to grip the pen(14) ______ than three, and clumsy positioning of the thumb (which can obscure(15) ______ is being written.Ms.Thomas believes that the(16) ______ between older and younger writers is(17) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow(18) ________.She attributes it to a failure to teach the most effective methods, pointing out that the differences betweenSECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or D.Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you? regardless of your health.Politicians also got on board."There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary," Dr.Dustan insists."For most of us it probably doesn’t make much difference how much salt we eat." Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced.Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr.John ragh."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption.For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon.The equivalent of one to two grams of this salt allowance would come from the natural sodium in food.The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises.But even the very vocal "low salt" exponent, Dr.Arthur Hull Hayes, Jr.admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ragh."Salt is the No.1 natural component of all human tissue, and the idea thatyou don’t ne ed it is wrong.Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1.According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2.From Dr.Dustan’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.4.The phrase "vocal ...exponent" (line 2, para.4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5.What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd.The building, relatively quiet less than a minute earlier, had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I’m in no hurry.There’s something I’d like you to explain."Two other desks were quickly manned by other clerks.With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can’t possi bly process all these people today, and however many we do will tie us up completely.""I’ve an idea," Edwina said,"that’s what someone has in mind.Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters.A specimen signature was obtained.Then proof of identity was needed.After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally, a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle? a total of ninety in one business day, if they kept going at top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers.Edw ina could see a few of them outside, regarding the milling scene with consternation.While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers,?having nothing else to do because of the melee, chatted back.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C.A security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerk?a young girl?sat waiting.She appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.D.Even leaning close to the intercom, it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,?in the first few minutes of business, the bank was crammed with at least four hundred people,?with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F.Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.SECTION IV: WritingYou have read an article in a magazine with the following statement in it.Write an article for the same magazine.You should use your own ideas, knowledge or experience to generate support for your argument and include an example.You should write about 250words.Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economic prosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon/evening).Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is … and this is my colleague….He/she is not going to ask you any questions, bu t he/she is just going to be listening to us.So, your name is … and …? Thank you.First of all we’d like to know something about you, so I’m going to ask you some questions about yourselves.(Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).Home Town· Where are you from?· How long have you lived there?· What’s it like living there?· How does your home town compare with (place where candidate is currently living)?· Well, that’s int eresting.(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The 30-year-olds showed a huge range of grips,(20) ________ the over 40s group all had a uniform ’tripod’ grip."。
全国英语等级考试(pets)五级样题
全国英语等级考试(pets)五级样题Section I: Listening Comprehension This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that aompany them. There are three parts in this section, Part A , Part B and PartC.Remember, while you are doing the test, you should first answer the questions in your test booklet, not on the ANSWER SHEET. At the end of the listening prehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part A You will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilson. As you listen, answer Questions 1 to 10 by circling True or False. You will hear the conversation ONLY ONCE. You now have 60 seconds to read Questions 1-10.1. Dr. Wilson and Mr. Wang have met before. TRUE / FALSE2. Wang prefers to live with an English family. TRUE / FALSE3. Wang intends to study how puter is used for language translation. TRUE / FALSE4. Back in his own country Mr. Wang studied C-language and chemistry. TRUE / FALSE5. Wang has some experience in CAD. TRUE / FALSE6. Dr. Wilson is satisfied with Wang's past experience. TRUE / FALSE7. Wang has little knowledge of the phoic processingsystem. TRUE / FALSE8. Wang decides to take courses and pass exams. TRUE / FALSE9. Dr. Wilson suggests that Wang should extend his stay at the university. TRUE / FALSE10. Dr. Wilson asks Wang to do a little more research before deciding on his project. TRUE / FALSETapescript:WMW[Hearing a knock on the door] Come in please.Good morning Dr. Wilson.Good morning Wang. So nice to see you again. Take a seat...why don't you, please. When did you get to the university?MWMI arrived yesterday.Well... Are you living in the college?No, I am with an English family...actually...because I want to improve my speaking.WMWOh, fine. Right, did you take a language proficiency test before you came?Yes. Uhh...my Overall Band is 6, but...unfortunately my speaking is only 5.OK, you know, here in this university, you have to take our own English test before you attend any lectures. So, first of all, what we've got to do is, we have to make an arrangement for the test date. Umm...will tomorrow be all right for you?MWYeah, I have time tomorrow morning.Good, then. Tomorrow at ten. I don't think the test will be any problem for you. Now, let's make sure you make full use of your time here. Let's put it like this. What exactly do you want to aomplish in the next 12 months?MI'm interested in puterlanguage translation, I mean, from English to Chinese and Chinese to English. I'll try, if possible, to produce a software or a device which can serve as aninterpreter.WMYes, could you be a bit more specific about...er...the device?For instance, when, you talk to the device in English it will translate your words into Chinese and vice versa.WMWMWUhuh...do you mean it'll be as petent as...er... a human interpreter?Yes... well, I'll let it deal with general situations, at least.Fascinating... and how big will the device itself be, do you think?The size of a cigarette pack, I think. So people can put it in their pocket.Really. Well, that could be a Ph. D project. Tell me what you have done so far.In my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some puter languages and program writing.Yes, but have you done anypractical jobs? I mean, have you written anyWprograms for practical use?I was involved in a project for CAD in a shipyard.MWThe puter aided design. That was probably a good experience, but, unfortunately, it may not help your present project much. Are you familiar with C-language?No.MWUhuh... the phoic processing system, do you know how such a system works?What do you mean by "phoic processing system?"MWWell, you know, English is spoken by different people with different aents. Your English aent is different from mine, and of coursemine is not the same as my colleagues'. So as I see it, your device would have to be able to recognise and understand different aents.Oh, I see. I think I can learnC-language and a phoic processing systemMhere.Well, that's probably true, but you've got only 12 months and you want aWdegree, don't you?Yes.MWOK, so there're two ways of studying for a degree here. You either take six courses, pass their exams and have your dissertation aepted or the other way is you do some research work and submit your project report.MWMWI think I'll take the second way.Fine, but are you sure you can finish your project in 12 months?I don't know, but I can work 12 hours a day and 7 days a week.Well, I'd suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some extent. You might narrow your research area, concentrating on solving one or two major problems. And, it'd be a good idea to talk to your colleagues in the lab, first. Anyway, I'm sure we can work out something good. Shall I see you again in three days' time?All right. I'll go away and do some thinking. Then I'll talk to you about myMnew plan.Good. See you then.WMThank you. Bye-bye.You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part APart B: You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. Youwill hear the recording ONLY ONCE.Questions 1 - 3 are based on the following talk. You now have 15 seconds to read Questions 1 - 3.1. What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the puter regularly.[C] Oupy the puter early.[D] Wait for one's turn patiently.2. What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.3. What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-puters.[D] Printouts from the laser printer. TapescriptRight, everybody. Wele to Central College library services. My name's Kathy Jenkins. I'll give you a brief introduction to the library. We have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-aess language centre, with audio and video material; and the micro-puter lab. I'll start with the micro-puter lab, or micro-lab as we call it. It is fitted with 24 personal puters.If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian aswell as English. By the way, CALL stands for puter aided language learning: C A double L, "CALL", for short. You may also borrow a range of word processing and desktop publishing packages. All disks are, of course, strictly for use in the micro-lab only. If you wish to print anything you should use one of the five machines around the outside of the room. Four are connected to dot matrix printers, one is connected to the laser printer. If you want a topquality printout from the laser printer, e and see myself or any of the library staff. Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of term. Come in and get to know how to use the puters early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or disappointment. Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college. See you there. Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part C You will hear a talk given by a university lecturer. As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided onthe right. You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1. What's the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage?2. Which part of the world contributed to an increase between 94/95 and 95/96?3. When will the speaker talk about the economic and political changes?4. What will the speaker discuss first?5. Where do the three largest groups of students e from?6. What's the number of students from Malaysia?7. Which is the most popular field of study?8. What's the percentage of students in business and management?9. In terms of academic levels, in which leveldo we find the smallest number?10. In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interestingto know something about the foreign student population in the United States. For the academic year 1995/96 there wasa total of approximately 344,000 foreign students studyingin the United States. This figure of 344,000 may seem likea very large number until you pare it with the total population of 241,000,000. The foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the1990s. During the 1980s, the population grew quite rapidly. For example, between 1985 and 1990, the average yearly increase was 12.5%. However, the picture in the 1990s is quite different. The rate of increase has declined quite noticeably. In fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one percent. Although the overall rate of increase has dropped toonly .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing. For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the Middle East, while the number of students from South and East Asia increased. These changes in the number of students ing from different parts of the world no doubt reflected changing economic and political situations. I'm sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting. For today let's confine our talk to first, a discussion of the origin of these students, or, in other words, where they e from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in. If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.Let's discuss the origins of the foreign student population in the United States for the academic year1995/96. Let's discuss it in order from those areas sending the most students to those areas sending the fewest students. If we look at the figures provided by the annual census of foreign students in the United States for theyear 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia. This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia. The total numberof students from this area, South and East Asia was 156,830. In other words, roughly 2 out of every 5 foreign students e from South and East Asia. Almost 24,000 of this total were from China. Malaysia was close behind with just a little over 23,000 students. The next largest number of students came from the Middle East. The number of students from the Middle East came to about one-third the number from South and East Asia. The fourth largest number came from South America. Next came Europe, Africa, North America, and Oceania. Let's recapitulate what we've said. The largest number of students studying in the United States during the academic year 1995/9。
公共英语（pets）五级考试真题1
Section I Listening ComprehensionThis section is designed to test your ability to understand spoken English.You will hear a selection of recorded materials and you must answer the questions that accompany them.There are three parts in this section, Part A , Part B and Part C.Remember, while you are doing the test, you should first answer the questions in your test booklet, not on the ANSWER SHEET.At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started. Part A You will hear a conversation between a student, Mr.Wang, and his tutor, Dr.Wilson.As you listen, answer Questions 1 to 10 by circling True or False.You will hear the conversation ONLY ONCE.You now have 60 seconds to read Questions 1-10.1.Dr.Wilson and Mr.Wang have met before.TRUE/FALSE2.Wang prefers to live with an Englishfamily.TRUE/FALSE3.Wang intends to study how computer is used for language translation.TRUE/FALSE4.Back in his own country Mr.Wang studied C-language and chemistry.TRUE/FALSE5.Wang has some experience inCAD.TRUE/FALSE6.Dr.Wilson is satisfied with Wang’s past experience.TRUE/FALSE7.Wang has little knowledge of the phonetic processing system.TRUE/FALSE8.Wang decides to take courses and pass exams.TRUE/FALSE9.Dr.Wilson suggests that Wang should extend his stay at the university.TRUE/FALSE10.Dr.Wilson asks Wang to do a little more research before deciding on his project.TRUE/FALSE Tapescript:考试⼤论坛 Hearing a knock on the door] Come in please.Good morning Dr.Wilson.Good morning Wang.So nice to see you again.Take a seat...why don’t you, please.When did you get to the university?mwmi arrived yesterday.Well...Are you living in the college?No, I am with an English family...actually...because I want to improve my speaking.WmwOh, fine.Right, did you take a language proficiency test before you came?Yes.Uhh...my Overall Band is 6, but...unfortunately my speaking is only 5.OK, you know, here in this university, you have to take our own English test before you attend any lectures.So, first of all, what we’ve got to do is, we have to make an arrangement for the test date.Umm...will tomorrow be all right for you?mw Yeah, I have time tomorrow morning.Good, then.Tomorrow at ten.I don’t think the test will be any problem for you.Now, let’s make sure you make full use of your time here.Let’s put it like this.What exactly do you want to accomplish in the next 12 months? mi’m interested in computer language translation, I mean, from English to Chinese and Chinese to English.I’ll try, if possible, to produce a software or a device which can serve as an interpreter.WMYes, could you be a bit more specific about...er...the device?For instance, when, you talk to the device in English it will translate your words into Chinese and viceversa.WmwmwUhuh...do you mean it’ll be as competent as...er...a human interpreter?Yes...well, I’ll let it deal with general situations, at least.Fascinating...and how big will the device itself be, do you think?The size of a cigarette pack, I think.So people can put it in their pocket.Really.Well, that could be a Ph.D project.Tell me what you have done so far.In my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program writing.Yes, but have you done anypractical jobs? I mean, have you written anyWprograms for practical use?I was involved in a project for CAD in a shipyard.mwThe computer aided design.That was probably a good experience, but, unfortunately, it may not help your present project much.Are you familiar with C-language?No.mwUhuh...the phonetic processing system, do you know how such a system works?What do you mean by "phonetic processing system?"mwWell, you know, English is spoken by different people with different accents.Your English accent is different from mine, and of course mine is not the same as my colleagues’.So as I see it, your device would have to be able to recognise and understand different accents.Oh, I see.I think I can learn C-language and a phonetic processing systemMhere.Well, that’s probably true, but you’ve got only 12 months and you want aWdegree, don’t you?Yes.mwOK, so there’re two ways of studying for a degree here.You either take six courses, pass their exams and have your dissertation accepted or the other way is you do some research work and submit your project report.mwmwI think I’ll take the second way.Fine, but are you sure you can finish your project in 12 months?I don’t know, but I can work 12 hours a day and 7 days a week.Well, I’d suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some extent.You might narrow your research area, concentrating on solving one or two major problems.And, it’d be a good idea to talk to your colleagues in the lab, first.Anyway, I’m sure we can work out something good.Shall I see you again in three days’ time?All right.I’ll go away and do some thinking.Then I’ll talk to you about myMnew plan.Good.See you then.WMThank you.Bye-bye. You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part A,Part B:You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D.You will hear the recording ONLY ONCE.Questions 1 - 3 are based on the following talk.You now have 15 seconds to read Questions 1 - 3. 1.What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one’s turn patiently. 2.What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing. 3.What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer. Tapescript来源：考试⼤ Right, everybody.Welcome to Central College library services.My name’s Kathy Jenkins.I’ll give you a brief introduction to the library.We have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language centre, with audio and video material; and the micro-computer lab.I’ll start with the micro-computer lab, or micro-lab as we call it.It is fitted with 24 personal computers. If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as English.By the way, CALL stands for computer aided language learning: C A double L, "CALL", for short.You may also borrow a range of word processing and desktop publishing packages.All disks are, of course, strictly for use in the micro-lab only.If you wish to print anything you should use one of the five machines around the outside of the room.Four are connected to dot matrix printers, one is connected to the laser printer.If you want a top quality printout from the laser printer, come and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser printer. There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or disappointment.Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college.See you there.Now, any questions? You now have 30 seconds to check your answers to Questions 1 - 3. Part CYou will hear a talk given by a university lecturer.As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on the right.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.What’s the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage?2.Which part of the world contributed to an increase between 94/95 and 95/96?3.When will the speaker talk about the economic and political changes?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What’s the number of students from Malaysia?7.Which is the most popular field of study?8.What’s the percentage of students in business and management?9.In terms of academic levels, in which level do we find the smallest number?10.In summary, what did the speaker talk about? Tapescript考试⼤(www．Examda。
08[1].3PETS5全国公共英语等级考试五级真题
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全国公共英语等级考试(PETS)五级真题If you are a member of the library,you may borrow CALL discs in French, German,Italian,Spanish and Russian as well as English.By the way,CALL stands for computer aided language learning:C A double L,"CALL",for short.You may also borrow a range of word processing and desktop publishing packages.All disks are,of course,strictly for use in the micro-lab only.If you wish to print anything you should use one of the five machines around the outside of the room.Four are connected to dot matrix printers,one is connected to the laser printer.If you want a top quality printout from the laser printer,come and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines,in order to avoid delay or disappointment.Training sessions are held on a regular basis,on the first and third Thursday of each month,and are free to full-time students of the college.See you there.Now,any questions?You now have30seconds to check your answers to Questions1-3.Part C，You will hear a talk given by a university lecturer.As you listen,you must answer Questions1-10by writing NO MORE THAN THREE words in the space provided on the right.You will hear the talk TWICE.You now have60seconds to read Questions1to10.1.What's the average annual increase of foreign student population in the period between1985and1990in terms of percentage?2.Which part of the world contributed to an increase between94/95and95/96?3.When will the speaker talk about the economic and political changes?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What's the number of students from Malaysia?7.Which is the most popular field of study?8.What's the percentage of students in business and management?9.In terms of academic levels,in which level do we find the smallest number?10.In summary,what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day,it might be interesting to know something about the foreign student population in the United States.For the academic year1995/96there was a total of approximately344,000foreign students studying in the United States.This figure of 344,000may seem like a very large number until you compare it with the total population of241,000,000.The foreign student population has been growing for a number of years and is still growing,but the rate of increase has dropped sharply during the1990s.During the1980s,the population grew quite rapidly.For example, between1985and1990,the average yearly increase was12.5%.However,the picture in the1990s is quite different.The rate of increase has declined quite noticeably.In fact,the rate of increase between1994/95and1995/96was only.5%,or one-half of one percent.Although the overall rate of increase has dropped to only.5%,the number of students from some parts of the world is increasing while the number of students from other areas is decreasing.For example,during this same time period, that is between the academic years94/95and95/96,there was a decrease in the number of students from the Middle East,while the number of students from South and East Asia increased.These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations.I'm sure you are aware of many of these changes,and perhaps we can discuss them at our next meeting.For today let's confine our talk to first,a discussion of the origin of these students,or,in other words,where they come from;second,the kinds of studies they pursue;and,finally,the academic levels they are found in.If we have a little time left,we might quickly discuss in which geographic areas most of them go to school.Let's discuss the origins of the foreign student population in the United States for the academic year1995/96.Let's discuss it in order from those areas sending the most students to those areas sending the fewest students.If we look at the figures provided by the annual census of foreign students in the United States for the year1995/96,we see that most of the foreign students studying in the United States during this year were from South and East Asia.This is a rather large geographical area which includes such countries as China,Korea,Pakistan,India,Malaysia,and Indonesia. The total number of students from this area,South and East Asia was156,830.In other words,roughly2out of every5foreign students come from South and East Asia. Almost24,000of this total were from China.Malaysia was close behind with just a little over23,000students.The next largest number of students came from the Middle East.The number of students from the Middle East came to about one-third the number from South and East Asia.The fourth largest number came from South America.Next came Europe,Africa,North America,and Oceania.Let's recapitulate what we've said.The largest number of students studying in the United States during the academic year1995/96were from South and East Asia,followed by the Middle East,South America,Europe,Africa,North America,and Oceania.What fields are these large numbers of foreign students studying in?It probablywon't surprise you to learn that the largest number are in the field of engineering.In fact,21.7%of the total number are studying engineering.Business and management is close behind,however,with a total of18.9%.The third most popular field was mathematics and computer sciences with10.3%.As you can see,engineering with 21.7%,business and management with18.9%,and mathematics and computer sciences with10.3%comprise about one half of the total number of foreign students.Let's talk about which academic levels these students can be found in.Foreign students can be found studying at all levels of higher education.As you might expect, the greatest number of them are studying at the undergraduate level?approximately 158,000.The second largest group study at the graduate level and that number is just under122,000.The rest study at junior colleges or in non-degree programs.It is at the graduate level that foreign students have the most impact.While foreign students comprise only2.7%of the total U.S.student population,they account for8.7%of all the graduate students studying at U.S.institutions.Let me give you those percentages again so you can get a better feel for the overall picture.Foreign students make up only2.75of the total U.S.student population,but they make up8.7%of the total graduate student population.Well,I see that's all the time we have today.We'll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have3minutes to check your answers to Questions1-10.That is the end of Part C.You now have5minutes to transfer all your answers from your test booklet to ANSWER SHEET1.That is the end of Listening Comprehension.SECTION II:Use of EnglishRead the following text and fill each of the numbered spaces with ONE suitable word.Write your answers on ANSWER SHEET1.Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,(1)_____to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of643children and adults,aged from pre-school to40-plus,also suggests(2)_____pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3)______attention to correct pen grip and handwriting style.Stephanie Thomas,a learning support teacher(4)______findings have been published,was inspired to investigate this area(5)_______she noticed that those pupils who had the most trouble with spelling(6)______had a poor pen grip.While Ms.Thomas could not establish a significant statistical link(7)______pen-holding style and accuracy in spelling,she(8)______find huge differences in technique between the young children and the mature adults,and a definite(9)________between near-point gripping and slow,illegible writing.People who(10)______their pens at the writing point also show other characteristics(11)______inhibit learning,(12)_______as poor posture,leaning too(13)______to the desk,using four fingers to grip the pen(14)______than three,and clumsy positioning of the thumb(which can obscure(15)______is being written.Ms.Thomas believes that the(16)______between older and younger writers is(17)________too dramatic to be accounted for simply by the possibility thatpeople get better at writing as they grow(18)________.She attributes it to a failure to teach the most effective methods, pointing out that the differences between(19)_______groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The30-year-olds showed a huge range of grips,(20)________the over40s group all had a uniform'tripod'grip."SECTION III:Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A,B,C or D.Mark your answers on ANSWER SHEET1.Text1In recent years,there has been a steady assault on salt from the doctors:salt is bad for you?regardless of your health.Politicians also got on board."There is a direct relationship,"US congressman Neal Smith noted,"between the amount of sodium a person consumes and heart disease,circulatory disorders,stroke and even early death."Frightening,if true!But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary,"Dr.Dustan insists."For most of us it probably doesn't make much difference how much salt we eat."Dustan's most recent short-term study of150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet,or later when salt was reintroduced.Of the hypertensive subjects,however,half of those on the low-salt diet did experience a drop in blood pressure,which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,"notes Dr.John H. Laragh."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable"moderation" in salt consumption.For the average person,a moderate amount might run from four to ten grams a day,or roughly1/2to1/3of a teaspoon.The equivalent of one to two grams of this salt allowance would come from the natural sodium in food.The rest would be added in processing,preparation or at the table.Those with kidney,liver orheart problems may have to limit dietary salt,if their doctor advises.But even the very vocal"low salt"exponent,Dr.Arthur Hull Hayes,Jr.admits that"we do not know whether increased sodium consumption causes hypertension."In fact,there is growing scientific evidence that other factors may be involved:deficiencies in calcium,potassium,perhaps magnesium;obesity(much more dangerous than sodium); genetic predisposition;stress."It is not your enemy,"says ragh."Salt is the No. 1natural component of all human tissue,and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem,there is no reason to give it up."1.According to some doctors and politicians,the amount of salt consumed[A]exhibits as an aggravating factor to people in poor health.[B]cures diseases such as stroke and circulatory disorders.[C]correlates highly with some diseases.---------[D]is irrelevant to people suffering from heart disease.2.From Dr.Dustan's study we can infer that[A]a low-salt diet may be prescribed for some people.[B]the amount of salt intake has nothing to do with one's blood pressure.[C]the reduction of salt intake can cure a hypertensive patient.[D]an extremely low-salt diet makes no difference to anyone.3.In the third paragraph,ragh implies that[A]people should not be afraid of taking excessive salt.[B]doctors should not advise people to avoid salt.[C]an adequate to excessive salt intake is recommended for people in disease.[D]excessive salt intake has claimed some victims in the general population.4.The phrase"vocal...exponent"(line2,para.4)most probably refers to[A]eloquent doctor.[B]articulate opponent.[C]loud speaker.[D]strong advocate.5.What is the main message of this text?[A]That the salt scare is not justified.[B]That the cause of hypertension is now understood.[C]That the moderate use of salt is recommended.[D]That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions1-5, choose the most suitable paragraph from the list A-F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answerson ANSWER SHEET1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry,looked around curiously,then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering,noisy crowd.The building,relatively quiet less than a minute earlier,had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly,"I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively,still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I'm in no hurry.There's something I'd like you to explain."Two other desks were quickly manned by other clerks.With equal speed,long wide lines of people formed in front of them.Normally,three members of staff were ample to handle new account business,but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed,"Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply,"You realize we can't possibly process all these people today,and however many we do will tie us up completely.""I've an idea," Edwina said,"that's what someone has in mind.Just hurry the processing all you can."3First,an application form called for details of residence,employment,social security,and family matters.A specimen signature was obtained.Then proof of identity was needed.After that,the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally,a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five,so the three clerks presently working might handle a total of ninety in one business day,if they kept going at top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers'counters by other customers.Edwina could see a few of them outside,regarding the milling scene with consternation. While she watched,several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers,having nothing else to do because of the melee,chatted back.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and,with difficulty,made her way through the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought,as if all who were here had been briefed to be on best behavior.C.A security guard directed him,"Over there for new accounts."The guard pointed to a desk where a clerk?a young girl?sat waiting.She appeared nervous. The big man walked toward her,smiled reassuringly,and sat down.Immediately a press of others moved into a ragged line behind him,waiting for their turn.D.Even leaning close to the intercom,it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day,yet already,in the first few minutes of business,the bank was crammed with at least four hundred people,with still more flooding in,and the line outside,which Edwina rose to check,appeared as long as ever.F.Obviously someone had alerted the press in advance,which explained the presence of the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions1-10by referring to the comments on3different cars in the following magazine article.Note:Answer each question by choosing A,B or C and mark it on ANSWER SHEET1.Some choices may be required more than once.A=Audi A3B=Honda Civic C=Rover216Which car...has a driver seat that can be adjusted to suit most people?1.____offers a poor view even when the mirrors are used?2.____gives the most space for tall passengers in the back?3.____has a convenient way to extend the space for suitcases?4.____is most likely to suffer damage to the petrol supply in the case of frontal collision?5. ____offers the most easily tuned radio?6.____would remain silent in the event of theft?7.____allows easy access to the back seats?8.____has the best engine design in terms of saving money?9.____has its handbook criticised?10.____Audi A3Most of our drivers said the A3was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light,precise steering.All the seats were comfortable and the front ones were easy to adjust.Most drivers liked the driving position,helped by a good range of steering wheel and seat height adjustments.The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy,thanks to a clever seat mechanism,which moves the seat up and forward as well as tilting the backrest.Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat.There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard.Our'thief'got in through the doors in20seconds,But the radio was a non-standard fit,which is likely to deter thieves.The hinges of the rear seats could release in an accident,allowing luggage to crash through into the passenger compartment.Also,the driver's knees could be damaged by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and performance,but our drivers found it a bit of a curate's egg.It was the most economical of the cars on test,but drivers found it sluggish at low revs,and its acceleration in fifth gear was slow,so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable,but our panel criticised the restricted rear visibility?the rear window was quite small.Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle.The ridecomfort was acceptable,but it wasn't as good as the Audi's or Rover's.The driver's seat didn't slide forward when it was tilted,making rear access awkward from this side.In the back,headroom and legroom was excellent but testers didn't find the seats particularly comfortable.The luggage space was small for this class of car,especially with the rear seats in place.However,folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mirror coverage,but fiddly radio controls.All Civics come with an immobiliser but no alarm.You may want to consider paying extra for an alarm,as our'thief'broke into through the doors in13seconds,and into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees in an accident,though there was no problem on the passenger's side.The handbook(like the Audi's)provided advice on using child restraints.Rover216The1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs.The brakes didn't have very good progression,but drivers like their positive feel.Ride comfort and the handling were praised.But drivers found it difficult to achieve a comfortable driving position.The driver's seat was not height-adjustable,and there was only limited space to rest your clutch foot.Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors.The rear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward when tilted.Once in the back,legroom and headroom were poor,and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car?this was compounded by a high boot sill and difficulties in folding the rear seat.But there were large pockets in the doors and rear side panels.The main radio controls were more convenient;they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them.Our Rover200s came with an alarm,though this isn't standard on all versions.Our'thief'broke in through the doors in15seconds.Some of the electrics would be vulnerable in a frontal impact.The rear seat hinges could release in an accident,allowing luggage to crash through into the passenger compartment.Also, information in the handbook on using child restraints was inadequate.SECTION IV:WritingYou have read an article in a magazine with the following statement in it.Write an article for the same magazine.You should use your own ideas,knowledge or experience to generate support for your argument and include an example.You should write about250words.Write your article on ANSWER SHEET2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economic prosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A:Self-introduction(This task will take about2 minutes.)Interlocutor:Good morning(afternoon/evening).Could I have your mark sheets,please?Thank you.(Hand over the mark sheets to the Assessor.)My name is…and this is my colleague….He/she is not going to ask you any questions,but he/she is just going to be listening to us.So,your name is…and…?Thank you.First of all we'd like to know something about you,so I'm going to ask you some questions about yourselves.(Begin with candidate A,then move on to candidate B)Now(say the name of the candidate and ask the questions).Home Town·Where are you from?·How long have you lived there?·What's it like living there?·How does your home town compare with(place where candidate is currently living)?·Well,that's interesting.Familyl What about your family?Could you tell us something about them?Work/Study·What do you do in(candidate's home town),do you work or study?(If candidate already working)·What does your work involve?·Is your job something you had always wanted to do?·How long do you think you will stay in this job?(If candidate still at school, college or university)·What are your favourite subjects at school?What exactly are you studying?·What type of work are you hoping to do in the future?·What qualifications will you need to do that?Part B:Collaboration(This part will take about5minutes.)(For examiner)DiscussionTopic:Regional PovertyNow,(say the names of Candidate A and Candidate B),here is a list of causes for regional poverty.(Hand out the list to the candidates and let them read it through.) What do you think are the main causes for regional poverty?I'd like each of you to choose three from the list and tell each other why.If you hold different opinions you may argue and you may also add your own ideas that are not listed here.You just talk to each other and I won't join you.You have5minutes.All right.Would you begin? (The interlocutor may sit back and intervene only when necessary.)Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of education(For candidate)What do you think are the main causes for regional poverty?Choose three from the list and tell each other why.Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of educationPart C:Presentation(This part will take about8minutes.)(For examiner)Interlocutor:Now,in this part of the test I'm going to give each of you a list of three different topics.I'd like you to select one of the topics and give a short presentation of about2minutes.When(say the name of Candidate A)has finished talking,I'd like you,(say the name of Candidate B),to ask him/her one or two questions.You may make notes while you are preparing and take notes while the other person is talking.All right?Here are your topics.Hand over the Topic Card,A&B,and some blank paper and a pencil to each candidate.Now you'll have2minutes to prepare.The candidates are given2minutes.All right.Now(say the name of Candidate A),would you begin by telling us which topic you have chosen and then give your presentation,please?Listen to the presentation of Candidate A.Thank you.Now(say the name of Candidate B),would you like to ask(say the name of Candidate A)some questions?(Allow a maximum of2questions by Candidate B,followed by one more question by the interlocutor.)Now(say the name of Candidate B),would you begin by telling us which topic you have chosen and then give your presentation,please?Listen to the presentation of Candidate B.Thank you.Now(say the name of Candidate A),would you like to ask(say the name of Candidate B)some questions?(Allow a maximum of2questions by Candidate A,followed by one more question by the interlocutor.)CLOSUREThe interlocutor winds up the oral test by referring to the topics of both candidates..Health What is the relationship between health and personalwealth?b.HobbiesHow can we use hobbies for pleasure or relaxation?c.PollutionWhat are the main causes of pollution?Topic Card B(For examiner)a. Discipline How do you deal with the relation between order and yourpersonal interests?b. Lifestyle What are the differences in lifestyle between you andyour parents?c.EnvironmentWhat is the relationship between man and environment?Topic Card A(For candidate)a.Health What is the relationship between health and personal。
全国公共英语等级考试五级真题pets
全国公共英语等级考试(PETS)五级真题If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as English. By the way, CALL stands for computer aided language learning: C A double L, "CALL", for short. You may also borrow a range of word processing and desktop publishing packages. All disks are, of course, strictly for use in the micro-lab only. If you wish to print anything you should use one of the five machines around the outside of the room. Four are connected to dot matrix printers, one is connected to the laser printer. If you want a top quality printout from the laser printer, come and see myself or any of the library staff. Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of term. Come in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or disappointment. Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college. See you there. Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part CYou will hear a talk given by a university lecturer. As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on the right. You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1. What's the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage?2. Which part of the world contributed to an increase between 94/95 and 95/96?3. When will the speaker talk about the economic and political changes?4. What will the speaker discuss first?5. Where do the three largest groups of students come from?6. What's the number of students from Malaysia?7. Which is the most popular field of study?8. What's the percentage of students in business and management?9. In terms of academic levels, in which level do we find the smallest number?10. In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about theforeign student population in theUnited States. For the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United States. This figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000,000. The foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the 1990s. During the 1980s, the population grew quite rapidly. For example, between 1985 and 1990, the average yearly increase was 12.5%. However, the picture in the 1990s is quite different. The rate of increase has declined quite noticeably. In fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one percent. Although the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing. For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the Middle East, while the number of students from South and East Asia increased. These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations. I'm sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting. For today let's confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in. If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.Let's discuss the origins of the foreign student population in the United States for the academic year 1995/96. Let's discuss it in order from those areas sending the most students to those areas sending the fewest students. If we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia. This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia. The total number of students from this area, South and East Asia was 156,830. In other words, roughly 2 out of every 5 foreign students come from South and East Asia. Almost 24,000 of this total were from China. Malaysia was close behind with just a little over 23,000 students. The next largest number of students came from the Middle East. The number of students from the Middle East came to about one-third the number from South and East Asia. The fourth largest number came from South America. Next came Europe, Africa, North America, and Oceania. Let's recapitulate what we've said. The largest number of students studying in the United States during the academic year 1995/96 were from South andEast Asia, followed by the Middle East, South America, Europe, Africa, North America, andOceania.What fields are these large numbers of foreign students studying in? It probably won't surprise you to learn that the largest number are in the field of engineering. In fact, 21.7% of the total number are studying engineering. Business and management is close behind, however, with a total of 18.9%. The third most popular field was mathematics and computer sciences with 10.3%. As you can see, engineering with 21.7%, business and management with 18.9%, and mathematics and computer sciences with 10.3% comprise about one half of the total number of foreign students.Let's talk about which academic levels these students can be found in. Foreign students can be found studying at all levels of higher education. As you might expect, the greatest number of them are studying at the undergraduate level ? approximately 158,000. The second largest group study at the graduate level and that number is just under 122,000. The rest study at junior colleges or in non-degree programs. It is at the graduate level that foreign students have the most impact. While foreign students comprise only 2.7% of the total U.S. student population, they account for 8.7% of all the graduate students studying at U. S. institutions. Let me give you those percentages again so you can get a better feel for the overall picture. Foreign students make up only 2.75 of the total U. S. student population, but they make up 8.7% of the total graduate student population.Well, I see that's all the time we have today. We'll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C. You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1.Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,(1) _____ to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged from pre-school to 40-plus, also suggests(2) _____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3) ______ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher(4) ______ findings have been published, was inspired to investigate this area(5) _______ she noticed that those pupils who had the most trouble with spelling(6) ______ had a poor pen grip. While Ms. Thomas could not establisha significant statistical link(7) ______ pen-holding style and accuracy in spelling, she(8) ______ find huge differences in technique between the young children and the mature adults, and a definite(9) ________ between near-point gripping and slow, illegible writing.People who(10) ______ their pens at the writing point also show other characteristics(11) ______ inhibit learning,(12) _______ as poor posture, leaning too(13) ______ to the desk, using four fingers to grip the pen(14) ______ than three, and clumsy positioning of the thumb (which can obscure(15) ______ is being written.Ms. Thomas believes that the(16) ______ between older and younger writers is(17) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow(18) ________. She attributes it to a failure to teach the most effective methods, pointing out that the differences between(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties. "The 30-year-olds showed a huge range of grips,(20) ________ the over 40s group all had a uniform 'tripod' grip."SECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you ? regardless of your health. Politicians also got on board. "There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far. "All this hue and cry about eating salt is unnecessary," Dr. Dustan insists. "For most of us it probably doesn't make much difference how much salt we eat." Dustan's most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr. John H. Laragh. "So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 ofa teaspoon. The equivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal "low salt" exponent, Dr. Arthur Hull Hayes, Jr. admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says Dr. Laragh. "Salt is the No. 1 natural component of all human tissue, and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2. From Dr. Dustan's study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one's blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.4. The phrase "vocal ... exponent" (line 2, para. 4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5. What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed. For Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills and declare loudly,It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills. His voice cut across the noise of other conversations and she heard him proclaim, "I'm in no hurry. There's something I'd like you to explain."Two other desks were quickly manned by other clerks. With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now. Edwina could see Tottenhoe on the far side of the bank and called him on the intercom. She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."Tottenhoe grumbled in reply, "You realize we can't possibly process all these people today, and however many we do will tie us up completely.""I've an idea," Edwina said, "that's what someone has in mind. Just hurry the processing all you can."First, an application form called for details of residence, employment, social security, and family matters. A specimen signature was obtained. Then proof of identity was needed. After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing. Finally, a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employeecould open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.Still the noise within the bank increased. It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers' counters by other customers. Edwina could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers, having nothing else to do because of the melee, chatted back. Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear someShe decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A. Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that time.B. But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C. A security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerk ? a young girl ? sat waiting. She appeared nervous. The big man walked toward her, smiled reassuringly, and sat down. Immediately a press of others moved into a ragged line behind him, waiting for their turn.D. Even leaning close to the intercom, it was hard to hear above the noise.E. Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few minutes of business, the bank was crammed with at least four hundred people, with still more flooding in, and the lineoutside, which Edwina rose to check, appeared as long as ever.F. Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside. Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.A=Audi A3 B=Honda Civic C=Rover 216Which car...has a driver seat that can be adjusted to suit most people? 1. ____offers a poor view even when the mirrors are used? 2. ____gives the most space for tall passengers in the back? 3. ____has a convenient way to extend the space for suitcases? 4. ____is most likely to suffer damage to the petrol supply in the case of frontal collision? 5. ____offers the most easily tuned radio? 6. ____would remain silent in the event of theft?7. ____allows easy access to the back seats? 8. ____has the best engine design in terms of saving money? 9. ____has its handbook criticised? 10. ____Audi A3Most of our drivers said the A3 was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light, precise steering.All the seats were comfortable and the front ones were easy to adjust. Most drivers liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy, thanks to a clever seat mechanism, which moves the seat up and forward as well as tilting the backrest. Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat. There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard. Our 'thief' got in through the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.The hinges of the rear seats could release in an accident, allowing luggage to crash through into the passenger compartment. Also, the driver's knees could be damaged by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and performance, but our drivers found it a bit of a curate's egg. It was the most economical of the cars on test, but drivers found it sluggish at low revs, and its acceleration in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable, but our panel criticised the restricted rear visibility ? the rear window was quite small. Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn't as good as the Audi's or Rover's.The driver's seat didn't slide forward when it was tilted, making rear access awkward from this side. In the back, headroom and legroom was excellent but testers didn't find the seats particularly comfortable.The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mirror coverage, but fiddly radio controls.All Civics come with an immobiliser but no alarm. You may want to consider paying extra for an alarm, as our 'thief' broke into through the doors in 13 seconds, and into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees in an accident, though there was no problem on the passenger's side. The handbook (like the Audi's) provided advice on using child restraints.Rover 216The 1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel.Ride comfort and the handling were praised. But drivers found it difficult to achieve a comfortable driving position. The driver's seat was not height-adjustable, and there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors. The rear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward when tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car ? this was compounded by a high boot sill and difficulties in folding the rear seat. But there were large pockets in the doors and rear side panels.The main radio controls were more convenient; they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them.Our Rover 200s came with an alarm, though this isn't standard on all versions. Our 'thief' broke in through the doors in 15 seconds.Some of the electrics would bevulnerable in a frontal impact. The rear seat hinges could release in an accident, allowing luggage to crash through into the passenger compartment. Also, information in the handbook on using child restraints was inadequate.SECTION IV: WritingYou have read an article in a magazine with the following statement in it. Write an article for the same magazine. You should use your own ideas, knowledge or experience to generate support for your argument and include an example. You should write about 250 words. Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment. Economic prosperity and a clean environment can not coexist. You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon / evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is … and this is my colleague….He / she is not going to ask you any questions, but he / she is just going to be listening to us.So, your name is … and …? Thank you.First of all we'd like to kn ow something about you, so I'm going to ask you some questions about yourselves. (Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).Home Town· Where are you from?· How long have you lived there?· What's it like living there?· How does your home town compare with (place where candidate is currently living)?· Well, that's interesting.Familyl What about your family? Could you tell us something about them?Work/ Study· What do you do in (candidate's home town), do you work or study?(If candidate already working)· What does your work involve?· Is your job something you had always wanted to do?· How long do you think you will stay in this job?(If candidate still at school, college or university)· What are your favourite subjects at school? What exactly are you studying?· What type of work are you hoping to do in the future?· What qualifications will you need to do that?Part B: Collaboration (This part will take about 5 minutes.)(For examiner)DiscussionTopic: Regional PovertyNow, (say the names of Candidate A and Candidate B), here is a list of causes for regional poverty. (Hand out the list to the candidates and let them read it through.) What do you think are the main causes for regional poverty? I'd like each of you to choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won't join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Causes for Regional Poverty:· lack of natural resources· disorganisation of the economy· out-of-date conventions· climate· geographical position· poor leadership· overpopulation· lack of education(For candidate)What do you think are the main causes for regional poverty? Choose three from the list and tell each other why.Causes for Regional Poverty:· lack of natural resources· disorganisation of the economy· out-of-date conventions· climate· geographical position· poor leadership· overpopulation· lack of educationPart C: Presentation (This part will take about 8 minutes.)(For examiner)Interlocutor:Now, in this part of the test I'm going to give each of you a list of three different topics. I'd like you to select one of the topics and give a short presentation of about 2 minutes.When (say the name of Candidate A) has finished talking, I'd like you, (say the name of Candidate B), to ask him/her one or two questions. You may make notes while you are preparing and take notes while the other person is talking.All right? Here are your topics.Hand over the Topic Card, A & B, and some blank paper and a pencil to each candidate.Now you'll have 2 minutes to prepare.The candidates are given 2 minutes.All right. Now (say the name of Candidate A), would you begin by telling us which topic you have chosen and then give your presentation, please?Listen to the presentation of Candidate A.Thank you. Now (say the name of Candidate B), would you like to ask (say the name of Candidate A) some questions? (Allow a maximum of 2 questions by Candidate B, followed by one more question by the interlocutor.)Now (say the name of Candidate B), would you begin by telling us which topic you have chosen and then give your presentation, please?Listen to the presentation of Candidate B.Thank you. Now (say the name of Candidate A), would you like to ask (say the name of Candidate B) some questions? (Allow a maximum of 2 questions by Candidate A, followed by one more question by the interlocutor.)CLOSUREThe interlocutor winds up the oral test by referring to the topics。
wsk(PETS5)英语全国等级考试样题
PETS第五级考试样卷（一）笔试样卷全国公共英语等级考试第五级PUBLIC ENGLISH TEST SYSTEM （PETS）LEVEL 5姓名_____________ 准考证号______________本试卷任何单位或个人不得保留、复制和出版，违者必究。
教育部考试中心Section I Listening Comprehension(35 minutes)This section is designed to test your ability to understand spoken English. You wi ll hear a selection of recorded materials and you must answer the questions that a ccompany them. There are three parts in this section, Part A, Part B and Part C.Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will ha ve 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part AYou will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilso n. As you listen, answer Questions 1 to 10 by circling True or False. You will hea r the conversation ONLY ONCE.You now have 60 seconds to read Questions 1-10.You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part APart BYou will hear 3 conversations or talks and you must answer the questions by choosi ng A, B, C or D. You will hear the recording ONLY ONCE.Questions 11 – 13 are based on the following talk. You now have 15 seconds to rea d Questions 11 – 13.11. What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one's turn patiently.12. What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.13. What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer.You now have 30 seconds to check your answers to Questions 11 – 13.Questions 14 – 16 are based on the following conversation. You now have 15 second s to read Questions 14 – 16.14. Who is the man?[A] Student advisor.[B] Course teacher.[C] Admissions officer.[D] Department secretary.15. Which subject does the student say she was good at?[A] Computer programming.[B] Art and design.[C] Electronics.[D] Mathematics.16. What will she most likely do eventually?[A] Do basic electronics.[B] Teach English literature.[C] Produce educational games.[D] Write computer programs.You now have 30 seconds to check your answers to Questions 14 – 16.Questions 17 – 20 are based on the following talk. You now have 20 seconds to read Questions 17 – 20.17. What is George Orwell mainly known as?[A] A literary critic.[B] A war correspondent.[C] A volunteer in the Spanish Civil War.[D] A novelist.18. Where was George Orwell born?[A] Spain.[B] France.[C] Burma.[D] India.19. What is most important in Orwell's life?[A] Although English, he was actually not born in England.[B] He was a student of the famous English public school, Eton.[C] He tried to enlighten and change society through his works.[D] He worked as a policeman in Burma for five years.20. What are the listeners going to do after the presentation?[A] To ask the speaker questions.[B] To discuss "ANIMAL FARM".[C] To write essays on Orwell's life.[D] To read the book "1984".You now have 40 seconds to check your answers to Questions 17 – 20.That is the end of Part B.Part CYou will hear a talk given by a university lecturer. As you listen, you must answe r Questions 21 –30 by writing NO MORE THAN THREE words in the space provided on t he right. You will hear the talk TWICE.You now have 60 seconds to read Questions 21 to 30.You now have 3 minutes to check your answers to Questions 21 - 30.That is the end of Part C. You now have 5 minutes to transfer all your answers fro m your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of English(15 minutes)Read the following text and fill each of the numbered spaces with ONE suitable wor d.Write your answers on ANSWER SHEET 1 .Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations, (31) __________ to the first serious investigation i nto the way in which writing technique can dramatically affect educational achieve ment.The survey of 643 children and adults, aged from pre-school to 40-plus, also sugge sts (32) _______ pen-holding techniques have deteriorated sharply over one generat ion, with teachers now paying far (33) ________ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher (34) ________ findings have been publ ished, was inspired to investigate this area (35) ________ she noticed that those pupils who had the most trouble with spelling (36) _______ had a poor pen grip. Wh ile Ms. Thomas could not establish a significant statistical link (37) ________ pe n-holding style and accuracy in spelling, she (38) ________ find huge differences in technique between the young children and the mature adults, and a definite (39) ________ between near-point gripping and slow, illegible writing.People who (40) __________ their pens at the writing point also show other charac teristics (41) ________ inhibit learning, (42) ________ as poor posture, leaning t oo (43) __________ to the desk, using four fingers to grip the pen (44) ________than three, and clumsy positioning of the thumb (which can obscure (45) ________ i s being written).Ms. Thomas believes that the (46) ________ between older and younger writers is (4 7) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow (48) ________. She attributes it to a failure to teach the most effective methods, pointing out that the differences between (49) ________ groups coincides with the abandonment of formal handwriting instruc tion in classrooms in the sixties. “The 30-year-olds showed a huge range of grips, (50) ________ the over 40s group all had a uniform ‘tripod’ grip.”SECTION IV: Reading Comprehension(50 minutes)Part ARead the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you regardless of your health. Politicians also got on board. “There is a direct relationship,” US congressman Neal Smith noted, “between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and e ven early death.”Frightening, if true! But many doctors and medical researchers are now beginning t o feel the salt scare has gone too far. “All this hue and cry about eating salt i s unnecessary,” Dr. Dustan insists. “For most of us it probably doesn’t make mu ch difference how much salt we eat.” Dustan’s most recent short-term study of 15 0 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. O f the hypertensive subjects, however, half of those on the low-salt diet did exper ience a drop in blood pressure, which returned to its previous level when salt was reintroduced.“An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,” notes Dr. John H. Laragh. “So a re commendation that the whole population should avoid salt makes no sense.”Medical experts agree that everyone should practice reasonable “moderation” in s alt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to twograms of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if thei r doctor advises. But even the very vocal “low salt” exponent, Dr. Arthur Hull H ayes, Jr. admits that “we do not know whether increased sodium consumption causes hypertension.” In fact, there is growing scientific evidence that other factors m ay be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (mu ch more dangerous than sodium); genetic predisposition; stress.“It is not your enemy,” says Dr. Laragh. “Salt is the No. 1 natural component o f all human tissue, and the idea that you don’t need it is wrong. Unless your doc tor has proven that you have a salt-related health problem, there is no reason to give it up.”51. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.52. From Dr. Dustan’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.53. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people indisease.[D] excessive salt intake has claimed some victims in the general population.54. The phrase “vocal ... exponent” (line 2, para. 4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.55. What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Text 2Few people doubt the fundamental importance of mothers in child-rearing, but what do fathers do? Much of what they contribute is simply the result of being a second adult in the home. Bringing up children is demanding, stressful and exhausting. T wo adults can support and make up for each other’s deficiencies and build on each other’s strengths.Fathers also bring an array of unique qualities. Some are familiar: protector and role model. Teen-age boys without fathers are notoriously prone to trouble. The pa thway to adulthood for daughters is somewhat easier, but they must still learn fro m their fathers, in ways they cannot from their mothers, how to relate to men. The y learn from their fathers about heterosexual trust, intimacy and difference. They learn to appreciate their own femininity from the one male who is most special in their lives. Most important, through loving and being loved by their fathers, the y learn that they are love-worthy.Current research gives much deeper−and more surprising−insight into the father’s role in child-rearing. One significantly overlooked dimension of fathering is pla y. From their children’s birth through adolescence, fathers tend to emphasise pla y more than caretaking. The father’s style of play is likely to be both physicall y stimulating and exciting. With older children it involves more teamwork, requiri ng competitive testing of physical and mental skills. It frequently resembles a te aching relationship: come on, let me show you how. Mothers play more at the child’s level. They seem willing to let the child direct play.Kids, at least in the early years, seem to prefer to play with daddy. In one study of 2 -year-olds who were given a choice, more than two-thirds chose to play with their father.The way fathers play has effects on everything from the management of emotions to intelligence and academic achievement. It is particularly important in promoting s elf-control. According to one expert, “children who roughhouse with their fathers quickly learn that biting, kicking and other forms of physical violence are not ac ceptable.” They learn when to “shut it down.”At play and in other realms, fathers tend to stress competition, challenge, initia tive, risk-taking and independence. Mothers, as caretakers, stress emotional secur ity and personal safety. On the playground fathers often try to get the child to s wing ever higher, while mother are cautious, worrying about an accident.We know, too, that fathers’ involvement seems to be linked to improved verbal and problem-solving skills and higher academic achievement. Several studies found that along with paternal strictness, the amount of time fathers spent reading with the m was a strong predictor of their daughters’ verbal ability.For sons the results have been equally striking. Studies uncovered a strong relati onship between fathers’ involvement and the mathematical abilities of their sons. Other studies found a relationship between paternal nurturing and boys’ verbal in telligence.56. The first paragraph points out that one of the advantages of a family with both parents is[A] husband and wife can share housework.[B] two adults are always better than one.[C] the fundamental importance of mothers can be fully recognised.[D] husband and wife can compensate for each other’s shortcomings.57. According to paragraph 3, one significant difference between the father’s andmother’s role in child-rearing is[A] the style of play encouraged.[B] the amount of time available.[C] the strength of emotional ties.[D] the emphasis of intellectual development.58. Which of the following statements is true?[A] Mothers tend to stress personal safety less than fathers.[B] Boys are likely to benefit more from their fathers’ caring.[C] Girls learn to read more quickly with the help of their fathers.[D] Fathers tend to encourage creativeness and independence.59. Studies investigating fathers’ involvement in child-rearing show that[A] this improves kids’ mathematical and verbal abilities.[B] the more time spent with kids, the better they speak.[C] the more strict the fathers are, the cleverer the kids.[D] girls usually do better than boys academically.60. The writer’s main point in writing this article is[A] to warn society of increasing social problems.[B] to emphasise the father’s role in the family.[C] to discuss the responsibilities of fathers.[D] to show sympathy for one-parent families.Text 3World leaders met recently at United Nations headquarters in New York City to disc uss the environmental issues raised at the Rio Earth Summit in 1992. The heads of state were supposed to decide what further steps should be taken to halt the decli ne of Earth’s life-support systems. In fact, this meeting had much the flavour of the original Earth Summit. To wit: empty promises, hollow rhetoric, bickering betw een rich and poor, and irrelevant initiatives. Think U.S. Congress in slow motion.Almost obscured by this torpor is the fact that there has been some remarkable pro gress over the past five years real changes in the attitude of ordinary people in the Third World toward family size and a dawning realisation that environmental degradation and their own well-being are intimately, and inversely, linked. Almos t none of this, however, has anything to do with what the bureaucrats accomplished in Rio.Or didn’t accomplish. One item on the agenda at Rio, for example, was a renewed e ffort to save tropical forests. (A previous U.N.-sponsored initiative had fallen a part when it became clear that it actually hastened deforestation.) After Rio, a U. N. working group came up with more than 100 recommendations that have so far gone nowhere. One proposed forestry pact would do little more than immunise wood-export ing nations against trade sanctions.An effort to draft an agreement on what to do about the climate changes caused by CO2 and other greenhouse gases has fared even worse. Blocked by the Bush Administr ation from setting mandatory limits, the U.N. in 1992 called on nations to volunta rily reduce emissions to 1990 levels. Several years later, it’s as if Rio had nev er happened. A new climate treaty is scheduled to be signed this December in Kyot o, Japan, but governments still cannot agree on limits. Meanwhile, the U.S. produc es 7% more CO2 than it did in 1990, and emissions in the developing world have ri sen even more sharply. No one would confuse the “Rio process” with progress.While governments have dithered at a pace that could make drifting continents impa tient, people have acted. Birth-rates are dropping faster than expected, not becau se of Rio but because poor people are deciding on their own to limit family size. Another positive development has been a growing environmental consciousness among the poor. From slum dwellers in Karachi, Pakistan, to colonists in Rondonia, Brazi l, urban poor and rural peasants alike seem to realise that they pay the biggest p rice for pollution and deforestation. There is cause for hope as well in the growi ng recognition among business people that it is not in their long-term interest to fight environmental reforms. John Browne, chief executive of British Petroleum , boldly asserted in a major speech in May that the threat of climate change could n o longer be ignored.61. The writer’s general attitude towards the world leaders meeting at the U.N. i s[A] supportive.[B] impartial.[C] critical.[D] optimistic.62. What does the author say about the ordinary people in the Third Worldcountries?[A] They are beginning to realise the importance of environmentalprotection.[B] They believe that many children are necessary for prosperity.[C] They are reluctant to accept advice from the government.[D] They think that earning a living is more important than natureconservation.63. What did the U.N. call on nations to do about CO2 and other greenhouse gases i n 1992?[A] To sign a new climate treaty at Rio.[B] To draft an agreement among U.N. nations.[C] To force the United States to reduce its emissions.[D] To cut the release of CO2 and other gases.64. The word “deforestation” in paragraph 3 means[A] forest damage caused by pollution.[B] moving population from forest to cities.[C] the threat of climate change.[D] cutting large areas of trees.65. Which of the following best summarises the text?[A] As the U. N. hesitates, the poor take action.[B] Progress in environmental protection has been made since the RioSummit.[C] Climate changes can no longer be ignored.[D] The decline of earth’s life-support systems has been halted.Part BIn the following article some paragraphs have been removed. For Questions 86 - 90, choose the most suitable paragraph from the list A - F to fit into each of the nu mbered gaps. There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrival s pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a ch attering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills an d declare loudly, “I want to put my money in the bank”It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bi lls. His voice cut across the noise of other conversations and she heard him procl aim, “I’m in no hurry. There’s something I’d like you to explain.”Two other desks were quickly manned by other clerks. With equal speed, long wide l ines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but ob viously were inadequate now. Edwina could see Tottenhoe on the far side of the ban k and called him on the intercom. She instructed, “Use more desks for new account s and take all the staff you can spare to man them.”Tottenhoe grumbled in reply, “You realize we can’t possibly process all these pe ople today, and however many we do will tie us up completely.”“I’ve an idea,” Edwina said, “that’s what someone has in mind. Just hurry the processing all you can.”First, an application form called for details of residence, employment, social sec urity, and family matters. A specimen signature was obtained. Then proof of identi ty was needed. After that, the new accounts clerk would take all documents to an o fficer of the bank for approval and initialing. Finally, a savings passbook was ma de out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.Still the noise within the bank increased. It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers. Edwin a could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and th e tellers, having nothing else to do because of the melee, chatted back. Two assis tant managers had gone to the central floor area and were trying to regulate the f lood of people so as to clear some space at counters. They were having small succe ss.She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made he r way through the milling crowd to the main front door.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that tim e.But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seem ed, Edwina thought, as if all who were here had been briefed to be on best behavio r.A security guard directed him, “Over there for new accounts.” The guard pointed to a desk where a clerk − a young girl − sat waiting. She appeared nervous. The big man walked toward her, smiled reassuringly, and sat down. Immediately a pr ess of others moved into a ragged line behind him, waiting for their turn.Even leaning close to the intercom, it was hard to hear above the noise.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few m inutes of business, the bank was crammed with at least four hundred people, with s till more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.Obviously someone had alerted the press in advance, which explained the presence o f the TV camera crew outside. Edwina wondered who had donePart CAnswer questions 91-100 by referring to the comments on 3 different cars in the fo llowing magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. S ome choices may be required more than once.A=Audi A3 B=Honda Civic C=Rover 216Which car...Audi A3Most of our drivers said the A3 was their clear favourite in this group. They desc ribed it as refined and comfortable with good handling characteristics and light, precise steering.All the seats were comfortable and the front ones were easy to adjust. Most driver s liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy, thanks to a clever seat mechanism, which mov es the seat up and forward as well as tilting the backrest. Rear legroom was reaso nable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear he ad restraints to fold the rear seat. There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard. Our ‘thief’ got in throu gh the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.The hinges of the rear seats could release in an accident, allowing luggage to cra sh through into the passenger compartment. Also, the driver's knees could be damag ed by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a fro ntal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and perfor mance, but our drivers found it a bit of a curate’s egg. It was the most economic al of the cars on test, but drivers found it sluggish at low revs, and its acceler ation in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable, but our panel criticised the restricted rear visibility the rear window was quite small. Drivers found the back rest support ive but it was not possible to make fine adjustments to the angle. The ride comfor t was acceptable, but it wasn’t as good as the Audi’s or Rover’s.The driver’s seat didn’t slide forward when it was tilted, making rear access aw kward from this side. In the back, headroom and legroom was excellent but testers didn’t find the seats particularly comfortable.The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mir ror coverage, but fiddly radio controls.All Civics come with an immobiliser but no alarm. You may want to consider paying extra for an alarm, as our ‘thief’ broke into through the doors in 13 seconds, a nd into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees i n an accident, though there was no problem on the passenger's side. The handbook (like the Audi's) provided advice on using child restraints.Rover 216The 1.6-litre engine had good power delivery at both high and low revs but some dr ivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel.Ride comfort and the handling were praised. But drivers found it difficult to achi eve a comfortable driving position. The driver's seat was not height-adjustable, a nd there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors. The r ear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward whe n tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car this was compounde d by a high boot sill and difficulties in folding the rear seat. But there were la rge pockets in the doors and rear side panels.The main radio controls were more convenient; they were mounted on the steering wh eel so drivers didn't have to take their hands off the wheel to use them.Our Rover 200s came with an alarm, though this isn't standard on all versions. Our 'thief' broke in through the doors in 15 seconds.Some of the electrics would be vulnerable in a frontal impact. The rear seat hinge s could release in an accident, allowing luggage to crash through into the passeng er compartment. Also, information in the handbook on using child restraints was in adequate.SECTION IV: Writing。
公共英语(pets)五级考试真题
公共英语(pets)五级考试真题Section IListening ComprehensionThis section is designed to test your ability to understand spoken will hear a selection of recorded materials and you must answer the questions that accompany are three parts in this section, Part A , Part B and Part , while you are doing the test, you should first answer the questions in your test booklet, not on the ANSWER the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part A You will hear a conversation between a student, , and his tutor, you listen, answer Questions 1 to 10 by circling True or will hear the conversation ONLY now have 60 seconds to read Questions and have met prefers to live with an English intends to study how computer is used for language in his own country studied C-language and has some experience in is satisf ied with Wang’s past has little knowledge of the phonetic processing decides to take courses and pass suggests that Wang should extend his stay at the asks Wang to do a little more research before deciding on his FALSETapescript:（Hearing a knock on the door] Come in morning morning nice to see you a seat...why don’t you, did you get to the universitymwmi arrived ...Are you living in the collegeNo, I am with an English family...actually...because I want to improve my , , did you take a language proficiency test before you came...my Overall Band is 6, but...unfortunately my speaking is only , you know, here in this university, you have to take our own English test before you attend any , first of all, what we’ve got to do is, we have to make an arrangement for the test ...will tomorrow be all right for youmw Yeah, I have time tomorrow , at don’t think the test will be any problem for , let’s make sure you make full use of your time ’s put it like exactly do you want to accomplish in the nex t 12 monthsmi’m interested in computer language translation, I mean, from English to Chinese and Chinese to ’ll try, if possible, to produce a software or a device which can serve as an , could you be a bit more specific about...er...the deviceFor instance, when, you talk to the device in English it will translate your words into Chinese and vice ...do you mean it’ll be as competent as...er...a human interpreterYes...well, I’ll let it deal with general situations, at ...and how big will the device itself be, do you thinkThe size of a cigarette pack, I people can put it in their that could be a me what you have done so my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program , but have you done anypractical jobs I mean, have you written anyWprograms for practical useI was involved in a project for CAD in a computer aided was probably a good experience, but, unfortunately, it may not help your present project you familiar with C-language...the phonetic processing system, do you know how such a system worksWhat do youmean by "phonetic processing system"mwWell, you know, English is spoken by different people with different English accent is different from mine, and of course mine is not the same as my colleagues’.So as I see it, your device would have to be able to recognise and understand different , I think I can learn C-language and a phonetic processing , that’s probably true, but you’ve got only 12 months and you want aWdegree, don’t you, so there’re two ways of studying for a degree either take six courses, pass their exams and have your dissertation accepted or the other way is you do some research work and submit your project think I’ll take the second , but are yo u sure you can finish your project in 12 monthsI don’t know, but I can work 12 hours a day and 7 days a , I’d suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some might narrow your research area, concentrating on solving one or two major , it’d be a good idea to talk to your colleagues in the lab, , I’m sure we can work out something I see you again in three days’ timeAll ’ll go away and do some I’ll talk to you about myMnew you .You now have 20 seconds to check your answers to Questions 1 - is the end of Part A,Part B:You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or will hear the recording ONLY 1 - 3 are based on the following now have 15 seconds to read Questions 1 - 3.does the speaker suggest that the students should do during the term[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one’s turn patiently.service must be paid for[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.is the talk mainly about[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer.!TapescriptRight, to Central College library name’s Kathy ’ll give you a brief introduction to the have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language centre, with audio and video material; and the micro-computer ’ll start with the micro-computer lab, or micro-lab as we call is fitted with 24 personal computers.If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as the way, CALL stands for computer aided language learning: C A double L, "CALL", for may also borrow a range of word processing and desktop publishing disks are, of course, strictly for use in the micro-lab you wish to print anything you should use one of the five machines around the outside of the are connected to dot matrix printers, one is connected to the laser you want a top quality printout from the laser printer, come and seemyself or any of the library printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the you , any questionsYou now have 30 seconds to check your answers to Questions 1 - 3.,Part CYou will hear a talk given by a university you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on the will hear the talk now have 60 seconds to read Questions 1 to 10.’s the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage part of the world contributed to an increase between 94/95 and 95/96 will the speaker talk about the economic and political changes will the speaker discuss first do the three largest groups of students come from’s the number of students from Malaysia is the most popular field of study’s the percentage of students in business and management terms of academic levels, in which level do we find the smallest number summary, what did the speaker talk aboutTapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000, foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the the 1980s, the population grew quite example, between 1985 and 1990, the average yearly increase was %.However, the picture in the 1990s is quite rate of increase has declined quite fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the middle East, while the number of students from South and East Asia changes in the number of students coming from different parts of the world no doubt reflected changing economic and political ’m sure you are aware of many of these changes, and perhaps we can discuss them at our next today let’s confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found we have a little time left, we might quickly discuss in which geographic areas most of them go to school.Let’s discuss the origins of the foreign student population in the United States for the academic year 1995/’s discuss it in order from those areas sending the most students to those areas sending the fewest we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and total number of students from this area, South and East Asia was 156, other words, roughly 2 out of every 5 foreign students come from South and East 24,000 of this total were from was close behind with just a little over 23,000 next largest number of students came from the middle number of students from the middle East came to about one-third the number from South and East fourth largest number came from Sout h came Europe, Africa, North America, and ’s recapitulate what we’ve largest number of students studying in the United States during the academic year 1995/96 were from South and East Asia, followed by the middle East, South America, Europe, Africa, North America, and Oceania.#What fields are these large numbers of foreign students studying in It probably won’t surprise you to learn that the largest number are in the field of fact, % of the total number are studying and management is close behind, however, with a total of %.The third most popular field was mathematics and computer sciences with %.As you can see, engineering with %, business and management with %, and mathematics and computer sciences with % comprise about one half of the total number of foreign students.Let’s talk about which academic levels these students can be found students can be found studying at all levels of higher you might expect, the greatest number of them are studying at the undergraduate levelapproximately 158, second largest group study at the graduate level and that number is just under 122, rest study at junior colleges or in non-degree is at the graduate level that foreign students have the most foreign students comprise only % of the total population, they account for % of all the graduate students studying at me give you those percentages again so you can get a better feel for the overall students make up only of the total population, but they make up % of the total graduate student population.Well, I see that’s all the time we have ’ll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXT|You now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill each of the numbered spaces with ONE suitable your answers on ANSWER SHEET 1.Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,;(1) _____ to the first serious investigation into the way in which writing technique can dramatically affect educational survey of 643 children and adults, aged from pre-school to 40-plus, also suggests(2) _____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3) ______ attention to correct pen grip and handwriting Thomas, a learning support teacher(4) ______ findings have been published, was inspired to investigate this area(5) _______ she noticed that those pupils who had the most trouble with spelling^(6) ______ had a poor pen could not establish a significant statistical link(7) ______ pen-holding style and accuracy in spelling, she(8) ______ find huge differences in technique between the young children and the mature adults, and a definite(9) ________ between near-point gripping and slow, illegible who(10) ______ their pens at the writing point also show other characteristics~(11) ______ inhibit learning,(12) _______ as poor posture, leaning too(13) ______ to the desk, using four fingers to grip the pen(14) ______ than three, and clumsy positioning of the thumb (which can obscure(15) ______ is being believes that the—(16) ______ between older and younger writers is(17) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow(18) attributes it to a failure to teach the most effective methods, pointing out that the differences between(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The 30-year-olds showed a huge range of grips,(20) ________ the over 40s group all had a uniform ’tripod’grip."SECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you regardless of your also got on board."There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary," insists."For most of us it probably doesn’t make much difference how much salt we eat." Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes ."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a equivalent of one to two grams of this salt allowance would come from the natural sodium in rest would be added in processing, preparation or at the with kidney, liver or heart problems may have to limit dietary salt, if theirdoctor even the very vocal "low salt" exponent, Hull Hayes, that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ."Salt is the natural component of all human tissue, and the idea that you don’t need it is your doctor has proven that you have a salt-related health problem, there is no reason to give it up."'to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.the third paragraph, implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.phrase "vocal ...exponent" (line 2, most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.is the main message of this text[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.（Part BIn the following article some paragraphs have been Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered is one paragraph which does not fit in any of the your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed moments the central public area of the big branch bank was filled with a chattering, noisy building, relatively quiet less than a minute earlier, had become a saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.-Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I’m in no ’s something I’d like you to explain."Two other desks were quickly manned by other equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2：Tottenhoe grumbled in reply, "You realize we can’t possibly process all these people today, and however many we do will tie us up completely.""I’ve an idea," Edwina said, "that’s what someone has in hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family specimen signature was proof of identity was that, the new accounts clerk would take all documents to an officer of the bank for approval and , a savings passbook was made out or a temporary checkbook the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.4Still the noise within the bank had become an uproar.|A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’counters by other could see a few of them outside, regarding the milling scene with she watched, several gave up and walked the bank some of the newcomers were engaging tellers in conversation and the tellers,having nothing else to do because of the melee, chatted assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.she knew however much they hurried it would still take ten to fifteen minutes to open any single new always paperwork required that time.、still no hostility was in the now jam-packed bank who was spoken to by members of the staff answered politely and with a seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerka young girlsat appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.leaning close to the intercom, it was hard to hear above the noise.*tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,in the first few minutes of business, the bank was crammed with at least four hundred people,with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.someone had alerted the press in advance, which explained the presence of the TV camera crew wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine : Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.SECTION IV: WritingYou have read an article in a magazine with the following statement in an article for the same should use your own ideas, knowledge or experience to generate support for your argument and include an should write about 250 your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living prosperity and a clean environment can not have to make a choice between the two."To what extent do you agree with the statementOral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon/evening).Could I have your mark sheets, please Thank you.(Hand over the mark sheets to the Assessor.)My name is …and this is my colleague….He/she is not going to ask you any questions, but he/she is just going to be listening to , your name is … and … Thank of all we’d like to know something about you, so I’m going to ask you some questions about yourselves.(Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).Home Town·Where are you from·How long have you lived there·What’s it like living there·How does your home town compare with (place where candidate is currently living)·Well, that’s interesting.。
【英语等级考试】公共英语等级考试PETS五级真题
【英语等级考试】公共英语等级考试PETS五级真题标题：我的家乡（My Hometown）我的家乡位于中国的一个小城市。
虽然这个城市不大，但却有着独特的魅力和丰富的历史文化。
在这篇文章中，我将向你介绍我家乡的自然风景、历史遗迹、美食和人民。
首先，我家乡有着美丽的自然风景。
城市的北面有一座雄伟的山脉，山上树木繁茂，景色宜人。
每年秋天，山上的树叶变成了各种各样的颜色，形成了一幅美丽的画卷。
而城市的南面是一片宜人的湖泊，湖水清澈见底，周围有很多的绿地供人休闲娱乐。
我家乡的自然风景让人心旷神怡，是一个度假的好去处。
其次，我家乡有许多令人叹为观止的历史遗迹。
在城市的中心，有一座古老的皇宫，建于几百年前的明朝时期。
皇宫的建筑精美，雕刻细致，是一座宏伟的建筑艺术瑰宝。
此外，在城市的周边还有一座古老的城墙，保留着过去的辉煌历史。
每年，来自世界各地的游客都会来到这里，欣赏这些历史遗迹的美丽和文化的底蕴。
除了自然风景和历史遗迹，我家乡还以其美食而闻名。
这里有各种各样的传统美食，让人垂涎欲滴。
其中最有名的是烤鸭，它是我们城市的特色菜之一。
烤鸭肉质鲜嫩，口感香滑，每一口都令人陶醉。
此外，我们家乡还有许多其他美味的菜肴，如麻婆豆腐、回锅肉和水煮鱼。
这些美食不仅吸引了当地人，也吸引了许多远道而来的游客。
最后，我要向你介绍一下我家乡的人民。
他们热情好客，友善和善良。
当你来到这里时，你会被他们的热情接待所感动。
无论你是在街上迷路了，还是需要帮助，他们总是乐于助人。
他们对文化和传统非常重视，这使得我们的城市充满了活力和魅力。
总的来说，我的家乡是一个美丽而古老的城市，拥有迷人的自然风景、悠久的历史遗迹、诱人的美食和热情友好的人民。
如果你有机会来到中国，我真诚地邀请你来我的家乡，体验这里的独特之处，我相信你一定会爱上它。
公共英语等级考试(PETS)五级真题试卷
公共英语等级考试(PETS)五级真题试卷But many doctors and medical researchers are now beginning to feel the salt scare has gone too far. "All this hue and cry about eating salt is unnecessary," Dr. Dustan insists. "For most of us it probably doesn’t make much difference how much salt we eat." Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt wasreintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr. John H. Laragh. "So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. Theequivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal "low salt" exponent, Dr. Arthur Hull Hayes, Jr. admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says Dr. Laragh. "Salt is the No. 1 natural component of all human tissue, and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2. From Dr. Dustan's study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one's blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.4. The phrase "vocal ... exponent" (line 2, para. 4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5. What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed. For Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills. His voice cut across the noise of other conversations and she heard him proclaim, "I'm in no hurry. There's something I'd like you to explain."Two other desks were quickly manned by other clerks. With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now. Edwina could see Tottenhoe on the far side of the bank and called him onthe intercom. She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can't possibly process all these people today, and however many we do will tie us up completely.""I've an idea," Edwina said, "that's what someone has in mind. Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters. A specimen signature was obtained. Then proof of identity was needed. After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing. Finally, a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.4Still the noise within the bank increased. It had become anuproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers' counters by other customers. Edwina could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers, having nothing else to do because of the melee, chatted back. Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters. They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A. Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that time.B. But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C. A security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerk ? a young girl ? sat waiting. She appeared nervous. The big man walked toward her, smiled reassuringly, and sat down. Immediately a press of others moved into a ragged line behind him, waiting for their turn.D. Even leaning close to the intercom, it was hard to hear above the noise.E. Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few minutes of business, the bank was crammed with at least four hundred people, with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F. Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside. Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.A=Audi A3 B=Honda Civic C=Rover 216 Which car...has a driver seat that can be adjusted to suit most people?1. ____offers a poor view even when the mirrors are used?2. ____gives the most space for tall passengers in the back?3. ____has a convenient way to extend the space for suitcases?4. ____is most likely to suffer damage to the petrol supply in the case of frontal collision?5. ____offers the most easily tuned radio?6. ____would remain silent in the event of theft?7. ____allows easy access to the back seats?8. ____has the best engine design in terms of saving money?9. ____has its handbook criticised? 10. ____Audi A3Most of our drivers said the A3 was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light, precise steering.All the seats were comfortable and the front ones were easy to adjust. Most drivers liked the driving position, helped by a good range of steering wheel and seatheight adjustments. The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy, thanks to a clever seat mechanism, which moves the seat up and forward as well as tilting the backrest. Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat. There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard. Our 'thief' got in through the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.The hinges of the rear seats could release in an accident, allowing luggage to crash through into the passenger compartment. Also, the driver's knees could be damaged by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and performance, but our drivers found it a bit of a curate's egg. It was the mosteconomical of the cars on test, but drivers found it sluggish at low revs, and its acceleration in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable, but our panel criticised the restricted rear visibility ? the rear window was quite small. Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn't as good as the Audi's or Rover's.The driver's seat didn't slide forward when it was tilted, making rear access awkward from this side. In the back, headroom and legroom was excellent but testers didn't find the seats particularly comfortable.The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mirror coverage, but fiddly radio controls.All Civics come with an immobiliser but no alarm. You may want to consider paying extra for an alarm, as our 'thief' broke into through the doors in 13 seconds, and into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees in an accident, though there was no problem on the passenger'sside. The handbook (like the Audi's) provided advice on using child restraints.Rover 216The 1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel.Ride comfort and the handling were praised. But drivers found it difficult to achieve a comfortable driving position. The driver's seat was not height-adjustable, and there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors. The rear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward when tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car ? this was compounded by a high boot sill and difficulties in folding the rear seat. But there were large pockets in the doors and rear side panels.The main radio controls were more convenient; they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them.Our Rover200s came with an alarm, though this isn't standard on all versions. Our 'thief' broke in through the doors in 15 seconds.Some of the electrics would be vulnerable in a frontal impact. The rear seat hinges could release in an accident, allowing luggage to crash through into the passenger compartment. Also, information in the handbook on using child restraints was inadequate.SECTION IV: WritingYou have read an article in a magazine with the following statement in it. Write an article for the same magazine. You should use your own ideas, knowledge or experience to generate support for your argument and include an example. You should write about 250 words. Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment. Economic prosperity and a clean environment can not coexist. You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon / evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is …and this is my colleague….He / she is not going to ask you any questions, but he / she is just going to be listening to us.So, your name is …and …? Thank you.First of all we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).Home Town·Where are you from?·How long have you lived there?·What’s it like living there?·How does your home town compare with (place wherecandidate is currently living)?·Well, that’s interesting.Familyl What about your family? Could you tell us something about them?Work/ Study·What do you do in (candidate’s home town), do you work or study?(If candidate already working)·What does your work involve?·Is your job something you had always wanted to do?·How long do you think you will stay in this job?(If candidate still at school, college or university)·What are your favourite subjects at school? What exactly are you studying?·What type of work are you hoping to do in the future?·What qualifications will you need to do that?Part B: Collaboration (This part will take about 5 minutes.)(For examiner)DiscussionTopic: Regional PovertyNow, (say the names of Candidate A and Candidate B), here is a list of causes for regional poverty. (Hand out the list to the candidates and let them read it through.) What do you think are the main causes for regional poverty? I’d like each of you to choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of education(For candidate)What do you think are the main causes for regional poverty? Choose three from the list and tell each other why.Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of educationPart C: Presentation (This part will take about 8 minutes.)(For examiner)Interlocutor:Now, in this part of the test I’m going to give each of you a list of three different topics. I’d like you to select one of the topics and give a short presentation of about 2 minutes.When (say the name of Candidate A) has finished talking, I’d like you, (say the name of Candidate B), to ask him/her one or two questions. You may make notes while you are preparing and take notes while the other person is talking.All right? Here are your topics.Hand over the T opic Card, A & B, and some blank paper and a pencil to each candidate.Now you’ll have 2 minutes to prepare.The candidates are given 2 minutes.All right. Now (say the name of Candidate A), would you begin by telling us which topic you have chosen and then giveyour presentation, please?Listen to the presentation of Candidate A.Thank you. Now (say the name of Candidate B), would you like to ask (say the name of Candidate A) some questions? (Allow a maximum of 2 questions by Candidate B, followed by one more question by the interlocutor.)Now (say the name of Candidate B), would you begin by telling us which topic you have chosen and then give your presentation, please?Listen to the presentation of Candidate B.Thank you. Now (say the name of Candidate A), would you like to ask (say the name of Candidate B) some questions? (Allow a maximum of 2 questions by Candidate A, followed by one more question by the interlocutor.)CLOSUREThe interlocutor winds up the oral test by referring to the topics of both candidates.a. HealthWhat is the relationship between health and personal wealth?b. HobbiesHow can we use hobbies for pleasure or relaxation?c. PollutionWhat are the main causes of pollution?Topic Card B (For examiner)a. DisciplineHow do you deal with the relation between order and your personal interests?b. LifestyleWhat are the differences in lifestyle between you and your parents?c. EnvironmentWhat is the relationship between man and environment?Topic Card A (For candidate)a. HealthWhat is the relationship between health and personal wealth?b. HobbiesHow can we use hobbies for pleasure or relaxation?c. Pollution What are the main causes of pollution?Topic Card B (For candidate)a. DisciplineHow do you deal with the relation between order and your personal interests?b.LifestyleWhat are the differences in lifestyle between you and your parents?c. EnvironmentWhat is the relationship between man and environment?。
wsk(PETS5)英语全国等级考试样题Word版
PETS第五级考试样卷（一）笔试样卷全国公共英语等级考试第五级PUBLIC ENGLISH TEST SYSTEM （PETS）LEVEL 5姓名_____________ 准考证号______________本试卷任何单位或个人不得保留、复制和出版，违者必究。
教育部考试中心Section I Listening Comprehension(35 minutes)This section is designed to test your ability to understand spoken English. You wi ll hear a selection of recorded materials and you must answer the questions that a ccompany them. There are three parts in this section, Part A, Part B and Part C.Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will ha ve 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part AYou will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilso n. As you listen, answer Questions 1 to 10 by circling True or False. You will hea r the conversation ONLY ONCE.You now have 60 seconds to read Questions 1-10.You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part APart BYou will hear 3 conversations or talks and you must answer the questions by choosi ng A, B, C or D. You will hear the recording ONLY ONCE.Questions 11 – 13 are based on the following talk. You now have 15 seconds to rea d Questions 11 – 13.11. What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one's turn patiently.12. What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.13. What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer.You now have 30 seconds to check your answers to Questions 11 – 13.Questions 14 – 16 are based on the following conversation. You now have 15 second s to read Questions 14 – 16.14. Who is the man?[A] Student advisor.[B] Course teacher.[C] Admissions officer.[D] Department secretary.15. Which subject does the student say she was good at?[A] Computer programming.[B] Art and design.[C] Electronics.[D] Mathematics.16. What will she most likely do eventually?[A] Do basic electronics.[B] Teach English literature.[C] Produce educational games.[D] Write computer programs.You now have 30 seconds to check your answers to Questions 14 – 16.Questions 17 – 20 are based on the following talk. You now have 20 seconds to read Questions 17 – 20.17. What is George Orwell mainly known as?[A] A literary critic.[B] A war correspondent.[C] A volunteer in the Spanish Civil War.[D] A novelist.18. Where was George Orwell born?[A] Spain.[B] France.[C] Burma.[D] India.19. What is most important in Orwell's life?[A] Although English, he was actually not born in England.[B] He was a student of the famous English public school, Eton.[C] He tried to enlighten and change society through his works.[D] He worked as a policeman in Burma for five years.20. What are the listeners going to do after the presentation?[A] To ask the speaker questions.[B] To discuss "ANIMAL FARM".[C] To write essays on Orwell's life.[D] To read the book "1984".You now have 40 seconds to check your answers to Questions 17 – 20.That is the end of Part B.Part CYou will hear a talk given by a university lecturer. As you listen, you must answe r Questions 21 –30 by writing NO MORE THAN THREE words in the space provided on t he right. You will hear the talk TWICE.You now have 60 seconds to read Questions 21 to 30.You now have 3 minutes to check your answers to Questions 21 - 30.That is the end of Part C. You now have 5 minutes to transfer all your answers fro m your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of English(15 minutes)Read the following text and fill each of the numbered spaces with ONE suitable wor d.Write your answers on ANSWER SHEET 1 .Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations, (31) __________ to the first serious investigation i nto the way in which writing technique can dramatically affect educational achieve ment.The survey of 643 children and adults, aged from pre-school to 40-plus, also sugge sts (32) _______ pen-holding techniques have deteriorated sharply over one generat ion, with teachers now paying far (33) ________ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher (34) ________ findings have been publ ished, was inspired to investigate this area (35) ________ she noticed that those pupils who had the most trouble with spelling (36) _______ had a poor pen grip. Wh ile Ms. Thomas could not establish a significant statistical link (37) ________ pe n-holding style and accuracy in spelling, she (38) ________ find huge differences in technique between the young children and the mature adults, and a definite (39) ________ between near-point gripping and slow, illegible writing.People who (40) __________ their pens at the writing point also show other charac teristics (41) ________ inhibit learning, (42) ________ as poor posture, leaning t oo (43) __________ to the desk, using four fingers to grip the pen (44) ________than three, and clumsy positioning of the thumb (which can obscure (45) ________ i s being written).Ms. Thomas believes that the (46) ________ between older and younger writers is (4 7) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow (48) ________. She attributes it to a failure to teach the most effective methods, pointing out that the differences between (49) ________ groups coincides with the abandonment of formal handwriting instruc tion in classrooms in the sixties. “The 30-year-olds showed a huge range of grips, (50) ________ the over 40s group all had a uniform ‘tripod’ grip.”SECTION IV: Reading Comprehension(50 minutes)Part ARead the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you ¾ regardless of your health. Politicians also got on board. “There i s a direct relationship,” US congressman Neal Smith noted, “between the amount o f sodium a person consumes and heart disease, circulatory disorders, stroke and ev en early death.”Frightening, if true! But many doctors and medical researchers are now beginning t o feel the salt scare has gone too far. “All this hue and cry about eating salt i s unnecessary,” Dr. Dustan insists. “For most of us it probably doesn’t make mu ch difference how much salt we eat.” Dustan’s most recent short-term study of 15 0 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. O f the hypertensive subjects, however, half of those on the low-salt diet did exper ience a drop in blood pressure, which returned to its previous level when salt was reintroduced.“An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,” notes Dr. John H. Laragh. “So a re commendation that the whole population should avoid salt makes no sense.”Medical experts agree that everyone should practice reasonable “moderation” in s alt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if thei r doctor advises. But even the very vocal “low salt” exponent, Dr. Arthur Hull H ayes, Jr. admits that “we do not know whether increased sodium consumption causes hypertension.” In fact, there is growing scientific evidence that other factors m ay be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (mu ch more dangerous than sodium); genetic predisposition; stress.“It is not your enemy,” says Dr. Laragh. “Salt is the No. 1 natural component o f all human tissue, and the idea that you don’t need it is wrong. Unless your doc tor has proven that you have a salt-related health problem, there is no reason to give it up.”51. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.52. From Dr. Dustan’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.53. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people indisease.[D] excessive salt intake has claimed some victims in the general population.54. The phrase “vocal ... exponent” (line 2, para. 4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.55. What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Text 2Few people doubt the fundamental importance of mothers in child-rearing, but what do fathers do? Much of what they contribute is simply the result of being a second adult in the home. Bringing up children is demanding, stressful and exhausting. T wo adults can support and make up for each other’s deficiencies and build on each other’s strengths.Fathers also bring an array of unique qualities. Some are familiar: protector and role model. Teen-age boys without fathers are notoriously prone to trouble. The pa thway to adulthood for daughters is somewhat easier, but they must still learn fro m their fathers, in ways they cannot from their mothers, how to relate to men. The y learn from their fathers about heterosexual trust, intimacy and difference. They learn to appreciate their own femininity from the one male who is most special in their lives. Most important, through loving and being loved by their fathers, the y learn that they are love-worthy.Current research gives much deeper¾and more surprising¾insight into the father’s role in child-rearing. One significantly overlooked dimension of fathering is play. From their children’s birth through adolescence, fathers tend to emphasise play more than caretaking. The father’s style of play is likely to be both physically stimulating and exciting. With older children it involves more teamwork, requiring competitive testing of physical and mental skills. It frequently resembles a teac hing relationship: come on, let me show you how. Mothers play more at the child’s level. They seem willing to let the child direct play.Kids, at least in the early years, seem to prefer to play with daddy. In one study of 2 -year-olds who were given a choice, more than two-thirds chose to play with their father.The way fathers play has effects on everything from the management of emotions to intelligence and academic achievement. It is particularly important in promoting s elf-control. According to one expert, “children who roughhouse with their fathers quickly learn that biting, kicking and other forms of physical violence are not ac ceptable.” They learn when to “shut it down.”At play and in other realms, fathers tend to stress competition, challenge, initia tive, risk-taking and independence. Mothers, as caretakers, stress emotional secur ity and personal safety. On the playground fathers often try to get the child to s wing ever higher, while mother are cautious, worrying about an accident.We know, too, that fathers’ involvement seems to be linked to improved verbal and problem-solving skills and higher academic achievement. Several studies found that along with paternal strictness, the amount of time fathers spent reading with the m was a strong predictor of their daughters’ verbal ability.For sons the results have been equally striking. Studies uncovered a strong relati onship between fathers’ involvement and the mathematical abilities of their sons. Other studies found a relationship between paternal nurturing and boys’ verbal in telligence.56. The first paragraph points out that one of the advantages of a family with both parents is[A] husband and wife can share housework.[B] two adults are always better than one.[C] the fundamental importance of mothers can be fully recognised.[D] husband and wife can compensate for each other’s shortcomings.57. According to paragraph 3, one significant difference between the father’s andmother’s role in child-rearing is[A] the style of play encouraged.[B] the amount of time available.[C] the strength of emotional ties.[D] the emphasis of intellectual development.58. Which of the following statements is true?[A] Mothers tend to stress personal safety less than fathers.[B] Boys are likely to benefit more from their fathers’ caring.[C] Girls learn to read more quickly with the help of their fathers.[D] Fathers tend to encourage creativeness and independence.59. Studies investigating fathers’ involvement in child-rearing show that[A] this improves kids’ mathematical and verbal abilities.[B] the more time spent with kids, the better they speak.[C] the more strict the fathers are, the cleverer the kids.[D] girls usually do better than boys academically.60. The writer’s main point in writing this article is[A] to warn society of increasing social problems.[B] to emphasise the father’s role in the family.[C] to discuss the responsibilities of fathers.[D] to show sympathy for one-parent families.Text 3World leaders met recently at United Nations headquarters in New York City to disc uss the environmental issues raised at the Rio Earth Summit in 1992. The heads of state were supposed to decide what further steps should be taken to halt the decli ne of Earth’s life-support systems. In fact, this meeting had much the flavour of the original Earth Summit. To wit: empty promises, hollow rhetoric, bickering betw een rich and poor, and irrelevant initiatives. Think U.S. Congress in slow motion.Almost obscured by this torpor is the fact that there has been some remarkable pro gress over the past five years ¾ real changes in the attitude of ordinary people i n the Third World toward family size and a dawning realisation that environmental degradation and their own well-being are intimately, and inversely, linked. Almost none of this, however, has anything to do with what the bureaucrats accomplished in Rio.Or didn’t accomplish. One item on the agenda at Rio, for example, was a renewed e ffort to save tropical forests. (A previous U.N.-sponsored initiative had fallen a part when it became clear that it actually hastened deforestation.) After Rio, a U.N. working group came up with more than 100 recommendations that have so far gone nowhere. One proposed forestry pact would do little more than immunise wood-export ing nations against trade sanctions.An effort to draft an agreement on what to do about the climate changes caused by CO2 and other greenhouse gases has fared even worse. Blocked by the Bush Administr ation from setting mandatory limits, the U.N. in 1992 called on nations to volunta rily reduce emissions to 1990 levels. Several years later, it’s as if Rio had nev er happened. A new climate treaty is scheduled to be signed this December in Kyot o, Japan, but governments still cannot agree on limits. Meanwhile, the U.S. produc es 7% more CO2 than it did in 1990, and emissions in the developing world have ri sen even more sharply. No one would confuse the “Rio process” with progress.While governments have dithered at a pace that could make drifting continents impa tient, people have acted. Birth-rates are dropping faster than expected, not becau se of Rio but because poor people are deciding on their own to limit family size. Another positive development has been a growing environmental consciousness among the poor. From slum dwellers in Karachi, Pakistan, to colonists in Rondonia, Brazi l, urban poor and rural peasants alike seem to realise that they pay the biggest p rice for pollution and deforestation. There is cause for hope as well in the growi ng recognition among business people that it is not in their long-term interest to fight environmental reforms. John Browne, chief executive of British Petroleum , boldly asserted in a major speech in May that the threat of climate change could n o longer be ignored.61. The writer’s general attitude towards the world leaders meeting at the U.N. i s[A] supportive.[B] impartial.[C] critical.[D] optimistic.62. What does the author say about the ordinary people in the Third Worldcountries?[A] They are beginning to realise the importance of environmentalprotection.[B] They believe that many children are necessary for prosperity.[C] They are reluctant to accept advice from the government.[D] They think that earning a living is more important than natureconservation.63. What did the U.N. call on nations to do about CO2 and other greenhouse gases i n 1992?[A] To sign a new climate treaty at Rio.[B] To draft an agreement among U.N. nations.[C] To force the United States to reduce its emissions.[D] To cut the release of CO2 and other gases.64. The word “deforestation” in paragraph 3 means[A] forest damage caused by pollution.[B] moving population from forest to cities.[C] the threat of climate change.[D] cutting large areas of trees.65. Which of the following best summarises the text?[A] As the U. N. hesitates, the poor take action.[B] Progress in environmental protection has been made since the RioSummit.[C] Climate changes can no longer be ignored.[D] The decline of earth’s life-support systems has been halted.Part BIn the following article some paragraphs have been removed. For Questions 86 - 90, choose the most suitable paragraph from the list A - F to fit into each of the nu mbered gaps. There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrival s pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills an d declare loudly,“I want to put my money in the bank”It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bi lls. His voice cut across the noise of other conversations and she heard him procl aim, “I’m in no hurry. There’s something I’d like you to explain.”Two other desks were quickly manned by other clerks. With equal speed, long wide l ines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but ob viously were inadequate now. Edwina could see Tottenhoe on the far side of the ban k and called him on the intercom. She instructed, “Use more desks for new account s and take all the staff you can spare to man them.”Tottenhoe grumbled in reply, “You realize we can’t possibly process all these pe ople today, and however many we do will tie us up completely.”“I’ve an idea,” Edwina said, “that’s what someone has in mind. Just hurry the processing all you can.”First, an application form called for details of residence, employment, social sec urity, and family matters. A specimen signature was obtained. Then proof of identi ty was needed. After that, the new accounts clerk would take all documents to an o fficer of the bank for approval and initialing. Finally, a savings passbook was ma de out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.Still the noise within the bank increased. It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers. Edwin a could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and th e tellers, having nothing else to do because of the melee, chatted back. Two assis tant managers had gone to the central floor area and were trying to regulate the f lood of people so as to clear some space at counters. They were having small succe ss.She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made he r way through the milling crowd to the main front door.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that tim e.But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seem ed, Edwina thought, as if all who were here had been briefed to be on best behavio r.A security guard directed him, “Over there for new accounts.” The guard pointed to a desk where a clerk ¾ a young girl ¾ sat waiting. She appeared nervous. The bi g man walked toward her, smiled reassuringly, and sat down. Immediately a press of others moved into a ragged line behind him, waiting for their turn.Even leaning close to the intercom, it was hard to hear above the noise.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few m inutes of business, the bank was crammed with at least four hundred people, with s till more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.Obviously someone had alerted the press in advance, which explained the presence o f the TV camera crew outside. Edwina wondered who had donePart CAnswer questions 91-100 by referring to the comments on 3 different cars in the fo llowing magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. S ome choices may be required more than once.A=Audi A3 B=Honda Civic C=Rover 216Which car...Audi A3Most of our drivers said the A3 was their clear favourite in this group. They desc ribed it as refined and comfortable with good handling characteristics and light, precise steering.All the seats were comfortable and the front ones were easy to adjust. Most driver s liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy, thanks to a clever seat mechanism, which mov es the seat up and forward as well as tilting the backrest. Rear legroom was reaso nable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear he ad restraints to fold the rear seat. There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard. Our ‘thief’ got in throu gh the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.The hinges of the rear seats could release in an accident, allowing luggage to cra sh through into the passenger compartment. Also, the driver's knees could be damag ed by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a fro ntal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and perfor mance, but our drivers found it a bit of a curate’s egg. It was the most economic al of the cars on test, but drivers found it sluggish at low revs, and its acceler ation in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable, but our panel criticised the restricted rear visibility ¾ the rear window was quite small. Drivers found the back rest supporti ve but it was not possible to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn’t as good as the Audi’s or Rover’s.The driver’s seat didn’t slide forward when it was tilted, making rear access aw kward from this side. In the back, headroom and legroom was excellent but testers didn’t find the seats particularly comfortable.The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mir ror coverage, but fiddly radio controls.All Civics come with an immobiliser but no alarm. You may want to consider paying extra for an alarm, as our ‘thief’ broke into through the doors in 13 seconds, a nd into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees i n an accident, though there was no problem on the passenger's side. The handbook (like the Audi's) provided advice on using child restraints.Rover 216The 1.6-litre engine had good power delivery at both high and low revs but some dr ivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel.Ride comfort and the handling were praised. But drivers found it difficult to achi eve a comfortable driving position. The driver's seat was not height-adjustable, a nd there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors. The r ear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward whe n tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car ¾ this was compounded by a high boot sill and difficulties in folding the rear seat. But there were lar ge pockets in the doors and rear side panels.The main radio controls were more convenient; they were mounted on the steering wh eel so drivers didn't have to take their hands off the wheel to use them.Our Rover 200s came with an alarm, though this isn't standard on all versions. Our 'thief' broke in through the doors in 15 seconds.Some of the electrics would be vulnerable in a frontal impact. The rear seat hinge s could release in an accident, allowing luggage to crash through into the passeng er compartment. Also, information in the handbook on using child restraints was in adequate.SECTION IV: Writing(40 minutes)。
公共英语(pets)五级考试真题
公共英语(pets)五级考试真题But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary," Dr.Dustan insists."For most of us it probably doesn’t make much difference how much salt we eat." Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced.Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr.John ragh."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption.For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon.Theequivalent of one to two grams of this salt allowance would come from the natural sodium in food.The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises.But even the very vocal "low salt" exponent, Dr.Arthur Hull Hayes, Jr.admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ragh."Salt is the No.1 natural component of all human tissue, and the idea that you don’t need it is wrong.Unless your doctor has proven that you havea salt-related health problem, there is no reason to give it up."1.According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2.From Dr.Dustan’s study we can infer that[A] a low-saltdiet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.4.The phrase "vocal ...exponent" (line 2, para.4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5.What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions 1 - 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd.The building, relatively quiet less than a minute earlier, had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I’m in no hurry.There’s something I’d like you to explain."Two other desks were quickly manned by other clerks.With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can’t possibly process all these people today, and however many we do will tie us up completely.""I’ve an idea," Edwina said, "that’s what someone has in mind.Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters.A specimen signature was obtained.Then proof of identity was needed.After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally, a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle? a total of ninety in one business day, if they kept going at topspeed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’counters by other customers.Edwina could see a few of them outside, regarding the milling scene with consternation.While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers,?having nothing else to do because of the melee, chatted back.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account.Italways did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C.A security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerk?a young girl?sat waiting.She appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.D.Even leaning close to the intercom, it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,?in the first few minutes of business, the bank was crammed with at least four hundred people,?with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F.Obviously someone had alerted the press in advance,which explained the presence of the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.SECTION IV: WritingYou have read an article in a magazine with the following statement in it.Write an article for the same magazine.You should use your own ideas, knowledge or experience to generate support for your argument and include an example.You should write about 250 words.Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economic prosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon/evening).Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)Myname is …and this is my colleague….He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is …and …? Thank you.First of all we’d like to know something about you, so I’m going to ask you some questions about yourselves.(Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).Home Town·Where are you from?·How long have you lived there?·What’s it like living there?·How does your home town compare with (place where candidate is currently living)?·Well, that’s interesting.。
wsk(PETS5)英语全国等级考试样题
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育部考试中心Section I Listening Comprehension(35 minutes)This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part AYou will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilson. As you listen, answer Questions 1 to 10 by circling True or False. You will hear the conversation ONLY ONCE.You now have 60 seconds to read Questions 1-10.1. Dr. Wilson and Mr. Wang have metTRUE / FALSEbefore.TRUE / FALSE2. Wang prefers to live with an Englishfamily.TRUE / FALSE3. Wang intends to study how computeris used for language translation.TRUE / FALSE4. Back in his own country Mr. Wangstudied C-language and chemistry.5. Wang has some experience in CAD.TRUE / FALSETRUE / FALSE6. Dr. Wilson is satisfied with Wang’spast experience.TRUE / FALSE7. Wang has little knowledge of thephonetic processing system.TRUE / FALSE8. Wang decides to take courses andpass exams.9. Dr. Wilson suggests that Wang shouldTRUE / FALSEextend his stay at the university.TRUE / FALSE10. Dr. Wilson asks Wang to do a littlemore research before deciding on hisproject.You now have 20 seconds to check your answers to Questions 1 -10.That is the end of Part APart BYou will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will hear the recording ONLY ONCE.Questions 11 – 13 are based on the following talk. You now have 15 seconds to read Questions 11 – 13.11. What does the speaker suggest that the students should do during the term?[A] Consult with her frequently.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one's turn patiently.12. What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.13. What is the talk mainly about?[A] Computer lab services.[B] College library facilities.[C] The use of micro-computers.[D] Printouts from the laser printer.You now have 30 seconds to check your answers to Questions 11– 13.Questions 14 – 16 are based on the following conversation. You now have 15 seconds to read Questions 14 – 16.14. Who is the man?[A] Student advisor.[B] Course teacher.[C] Admissions officer.[D] Department secretary.15. Which subject does the student say she was good at?[A] Computer programming.[B] Art and design.[C] Electronics.[D] Mathematics.16. What will she most likely do eventually?[A] Do basic electronics.[B] Teach English literature.[C] Produce educational games.[D] Write computer programs.You now have 30 seconds to check your answers to Questions 14– 16.Questions 17 – 20 are based on the following talk. You nowhave 20 seconds to read Questions 17 – 20.17. What is George Orwell mainly known as?[A] A literary critic.[B] A war correspondent.[C] A volunteer in the Spanish Civil War.[D] A novelist.18. Where was George Orwell born?[A] Spain.[B] France.[C] Burma.[D] India.19. What is most important in Orwell's life?[A] Although English, he was actually not born in England.[B] He was a student of the famous English public school,Eton.[C] He tried to enlighten and change society through hisworks.[D] He worked as a policeman in Burma for five years.20. What are the listeners going to do after the presentation?[A] To ask the speaker questions.[B] To discuss "ANIMAL FARM".[C] To write essays on Orwell's life.[D] To read the book "1984".You now have 40 seconds to check your answers to Questions 17– 20.That is the end of Part B.Part CYou will hear a talk given by a university lecturer. As you listen, you must answer Questions 21 –30 by writing NO MORE THAN THREE words in the space provided on the right. You will hear the talk TWICE.You now have 60 seconds to read Questions 21 to 30.What’s the average annualincrease of foreign studentpopulation in the period between1985 and 1990 in terms ofpercentage?Which part of the worldcontributed to an increase between94/95 and 95/96?When will the speaker talk aboutthe economic and politicalchanges?What will the speaker discussfirst?Where do the three largest groupsof students come from?What’s the number of studentsfrom Malaysia?Which is the most popular field ofstudy?What’s the percentage of studentsin business and management?In terms of academic levels, inwhich level do we find thesmallest number?In summary, what did the speakertalk about?You now have 3 minutes to check your answers to Questions 21 -30.That is the end of Part C. You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1. That is the end of Listening Comprehension.SECTION II: Use of English(15 minutes)Read the following text and fill each of the numbered spaces with ONE suitable word.Write your answers on ANSWER SHEET 1 .Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations, (31)__________ to the first serious investigation into the way inwhich writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged from pre-school to 40-plus, also suggests (32) _______ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far (33) ________ attention to correct pen grip and handwriting style.Stephanie Thomas, a learning support teacher (34) ________ findings have been published, was inspired to investigate this area (35) ________ she noticed that those pupils who had the most trouble with spelling (36) _______ had a poor pen grip. While Ms. Thomas could not establish a significant statistical link (37) ________ pen-holding style and accuracy in spelling, she (38) ________ find huge differences in technique between the young children and the mature adults, and a definite (39) ________ between near-point gripping and slow, illegible writing.People who (40) __________ their pens at the writing point also show other characteristics (41) ________ inhibit learning, (42) ________ as poor posture, leaning too (43)__________ to the desk, using four fingers to grip the pen (44) ________ than three, and clumsy positioning of the thumb (which can obscure (45) ________ is being written).Ms. Thomas believes that the (46) ________ between older and younger writers is (47) ________ too dramatic to be accounted for simply by the possibility that people get better atwriting as they grow (48) ________. She attributes it to a failure to teach the most effective methods, pointing out that the differences between (49) ________ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties. “The 30-year-olds showed a huge range of grips, (50) ________ the over 40s group all had a uniform ‘tripod’ grip.”SECTION IV: Reading Comprehension(50 minutes)Part ARead the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you regardless of your health. Politicians also got on board. “There is a direct relationship,” US congressman Neal Smith noted, “between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death.”Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far.“All this hue and cry about eating salt is unnecessary,” Dr. Dustan insists. “For most of us it probably doesn’t make much difference how much salt we eat.” Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced.“An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,” notes Dr. John H. Laragh. “So a recommendation that the whole population should avoid salt makes no sense.”Medical experts agree that everyone should practice reasonable “moderation” in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal “low salt” exponent, Dr. Arthur Hull Hayes, Jr. admits that “we do not know whether increased sodium consumption causes hypertension.” In fact, there is growing scientific evidencethat other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress.“It is not your enemy,” says Dr. Laragh. “Salt is the No. 1 natural component of all human tissue, and the idea that you don’t need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up.”51. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.52. From Dr. Dustan’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.53. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people indisease.[D] excessive salt intake has claimed some victims in the general population.54. The phrase “vocal ... exponent” (line 2, para. 4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.55. What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Text 2Few people doubt the fundamental importance of mothers inchild-rearing, but what do fathers do? Much of what they contribute is simply the result of being a second adult in the home. Bringing up children is demanding, stressful and exhausting. Two adults can support and make up for each other’s deficiencies and build on each other’s strengths. Fathers also bring an array of unique qualities. Some are familiar: protector and role model. Teen-age boys without fathers are notoriously prone to trouble. The pathway to adulthood for daughters is somewhat easier, but they muststill learn from their fathers, in ways they cannot from their mothers, how to relate to men. They learn from their fathers about heterosexual trust, intimacy and difference. They learn to appreciate their own femininity from the one male who is most special in their lives. Most important, through loving and being loved by their fathers, they learn that they are love-worthy.Current research gives much deeperand more surprisinginsight into the father’s role in child-rearing. One significantly overlooked dimension of fathering is play. From their children’s birth through adolescence, fathers tend to emphasise play more than caretaking. The father’s style of play is likely to be both physically stimulating and exciting. With older children it involves more teamwork, requiring competitive testing of physical and mental skills. It frequently resembles a teaching relationship: come on, let me show you how. Mothers play more at the child’s level. They seem willing to let the child direct play.Kids, at least in the early years, seem to prefer to play with daddy. In one study of 2 -year-olds who were given a choice, more than two-thirds chose to play with their father.The way fathers play has effects on everything from the management of emotions to intelligence and academic achievement. It is particularly important in promoting self-control. According to one expert, “children who roughhouse with their fathers quickly learn that biting, kicking and other forms of physical violence are not acceptable.” They learn when to “shut it down.”At play and in other realms, fathers tend to stress competition, challenge, initiative, risk-taking and independence. Mothers, as caretakers, stress emotionalsecurity and personal safety. On the playground fathers often try to get the child to swing ever higher, while mother are cautious, worrying about an accident.We know, too, that fathers’ involvement seems to be linked to improved verbal and problem-solving skills and higher academic achievement. Several studies found that along with paternal strictness, the amount of time fathers spent reading with them was a strong predictor of their daughters’ verbal ability. For sons the results have been equally striking. Studies uncovered a strong relationship between fathers’ involvement and the mathematical abilities of their sons. Other studies found a relationship between paternal nurturing and boys’verbal intelligence.56. The first paragraph points out that one of the advantages of a family with both parents is[A] husband and wife can share housework.[B] two adults are always better than one.[C] the fundamental importance of mothers can be fully recognised.[D] husband and wife can compensate for each other’s shortcomings.57. According to paragraph 3, one significant difference between the father’s andmother’s role in child-rearing is[A] the style of play encouraged.[B] the amount of time available.[C] the strength of emotional ties.[D] the emphasis of intellectual development.58. Which of the following statements is true?[A] Mothers tend to stress personal safety less than fathers.[B] Boys are likely to benefit more from their fathers’caring.[C] Girls learn to read more quickly with the help of their fathers.[D] Fathers tend to encourage creativeness and independence.59. Studies investigating fathers’ involvement in child-rearing show that[A] this improves kids’ mathematical and verbal abilities.[B] the more time spent with kids, the better they speak.[C] the more strict the fathers are, the cleverer the kids.[D] girls usually do better than boys academically.60. The writer’s main point in writing this article is[A] to warn society of increasing social problems.[B] to emphasise the father’s role in the family.[C] to discuss the responsibilities of fathers.[D] to show sympathy for one-parent families.Text 3World leaders met recently at United Nations headquarters in New York City to discuss the environmental issues raised at the Rio Earth Summit in 1992. The heads of state were supposed to decide what further steps should be taken to halt the decline of Earth’s life-support systems. In fact, this meeting had much the flavour of the original Earth Summit. To wit: empty promises, hollow rhetoric, bickering between rich and poor, and irrelevant initiatives. Think U.S. Congress in slow motion.Almost obscured by this torpor is the fact that there has been some remarkable progress over the past five years real changes in the attitude of ordinary people in the Third World toward family size and a dawning realisation that environmental degradation and their own well-being are intimately, and inversely, linked. Almost none of this, however, has anything to do with what the bureaucrats accomplished in Rio.Or didn’t accomplish. One item on the agenda at Rio, for example, was a renewed effort to save tropical forests. (A previous U.N.-sponsored initiative had fallen apart when it became clear that it actually hastened deforestation.) After Rio, a U.N. working group came up with more than 100 recommendations that have so far gone nowhere. One proposed forestry pact would do little more than immunise wood-exporting nations against trade sanctions.An effort to draft an agreement on what to do about theclimate changes caused by CO2 and other greenhouse gases has fared even worse. Blocked by the Bush Administration from setting mandatory limits, the U.N. in 1992 called on nations to voluntarily reduce emissions to 1990 levels. Several years later, it’s as if Rio had never happened. A new climate treaty is scheduled to be signed this December in Kyoto, Japan, but governments still cannot agree on limits. Meanwhile, the U.S. produces 7% more CO2 than it did in 1990, and emissions in the developing world have risen even more sharply. No one would confuse the “Rio process” with progress.While governments have dithered at a pace that could make drifting continents impatient, people have acted. Birth-rates are dropping faster than expected, not because of Rio but because poor people are deciding on their own to limit family size. Another positive development has been a growing environmental consciousness among the poor. From slum dwellers in Karachi, Pakistan, to colonists in Rondonia, Brazil, urban poor and rural peasants alike seem to realise that they paythe biggest price for pollution and deforestation. There is cause for hope as well in the growing recognition among business people that it is not in their long-term interest to fight environmental reforms. John Browne, chief executive of British Petroleum , boldly asserted in a major speech in May that the threat of climate change could no longer be ignored.61. The writer’s general attitude towards the world leaders meeting at the U.N. is[A] supportive.[B] impartial.[C] critical.[D] optimistic.62. What does the author say about the ordinary people in the Third Worldcountries?[A] They are beginning to realise the importance of environmentalprotection.[B] They believe that many children are necessary for prosperity.[C] They are reluctant to accept advice from the government.[D] They think that earning a living is more important than natureconservation.63. What did the U.N. call on nations to do about CO2 and other greenhouse gases in 1992?[A] To sign a new climate treaty at Rio.[B] To draft an agreement among U.N. nations.[C] To force the United States to reduce its emissions.[D] To cut the release of CO2 and other gases.64. The word “deforestation” in paragraph 3 means[A] forest damage caused by pollution.[B] moving population from forest to cities.[C] the threat of climate change.[D] cutting large areas of trees.65. Which of the following best summarises the text?[A] As the U. N. hesitates, the poor take action.[B] Progress in environmental protection has been made since the RioSummit.[C] Climate changes can no longer be ignored.[D] The decline of earth’s life-support systems has been halted.Part BIn the following article some paragraphs have been removed. For Questions 86 - 90, choose the most suitable paragraph fromthe list A - F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, “I want to put my money in the bank”66.It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills. His voice cut across the noise of other conversations and she heard him proclaim, “I’m in no hurry. There’s something I’d like you to explain.”Two other desks were quickly manned by other clerks. With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now. Edwina could see Tottenhoe on the far side of the bank and called him on the intercom. She instructed, “Use more desks for new accounts and take all the staff you can spare to man them.”67.Tottenhoe grumbled in reply, “You realize we can’t possibly process all these people today, and however many we do willtie us up completely.”“I’ve an idea,” Edwina said, “that’s what someone has in mind. Just hurry the processing all you can.”68.First, an application form called for details of residence, employment, social security, and family matters. A specimensignature was obtained. Then proof of identity was needed. After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing. Finally, a savings passbook was made out or a temporary checkbook issued. Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.69.Still the noise within the bank increased. It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers. Edwina could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers, having nothing else to do because of the melee, chatted back. Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters. They were having small success.70.She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that time.But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.A security guard directed him, “Over there for new accounts.” The guard pointed to a desk where a clerk a young girl sat waiting. She appeared nervous. The big man walked toward her, smiled reassuringly, and sat down. Immediately a press of others moved into a ragged line behind him, waiting for their turn.Even leaning close to the intercom, it was hard to hear above the noise.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few minutes of business, the bank was crammed with at least four hundred people, with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside. Edwina wondered who had donePart CAnswer questions 91-100 by referring to the comments on 3 different cars in the following magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.A=Audi A3 B=Honda Civic C=Rover 216Which car...has a driver seat that can be adjusted to suit most people?offers a poor view even when the mirrors are used?gives the most space for tall passengers in the back?has a convenient way to extend the spacefor suitcases?is most likely to suffer damage to the petrol supply in the case of frontal collision?offers the most easily tuned radio?would remain silent in the event of theft? allows easy access to the back seats?has the best engine design in terms of saving money?has its handbook criticised?____ ____ ____ ____ ____ ____ ____ ____ ____ ____Audi A3Most of our drivers said the A3 was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light, precise steering.All the seats were comfortable and the front ones were easy to adjust. Most drivers liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy, thanks to a clever seat mechanism, which moves the seat up and forward as well as tilting the backrest. Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat. There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard. Our‘thief’ got in through the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.The hinges of the rear seats could release in an accident, allowing luggage to crash through into the passenger compartment. Also, the driver's knees could be damaged bystiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and performance, but our drivers found it a bit of a curate’s egg. It was the most economical of the cars on test, but drivers found it sluggish at low revs, and its acceleration in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable, but our panel criticised the restricted rear visibility the rear window was quite small. Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn’t as good as the Audi’s or Rover’s.The driver’s seat didn’t slide forward when it was tilted, making rear access awkward from this side. In the back, headroom and legroom was excellent but testers didn’t find。