PETS5考试真题.doc

PETS5考试真题processingand desktop publishing packages.All disks are, of course, strictly for use in themicro-lab only.If you wish to print anything you should use one of the five machines aroundthe outside of the room.Four are connectedto dot matrix printers, one is connectedto the laser printer.If you want a top quality printout from the laser printer, come and see myself or any ofthe 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 justbefore exams and essay deadlines, in order to avoid delay or disappointment.Trainingsessions are held on a regular basis, on the first and third Thursday of each month, and arefree 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 theright.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.What’s the averagennual increase of foreign student population in the period between1985 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 politicalchanges?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 fieldof study?8.What ’thes percentage of students in businessand 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 decreasein 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 themat 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 quicklydiscuss in which geographic areas most of them go to school.Let’discussthe 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 littleover 23,000 students.The?nextlargest number of students came from the middle East.Thenumber of students from the middle East came to about one-third the number from South andEast 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 stude 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 engineering.In fact, 21.7% ofthe 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%, businessand management with 18.9%, and mathematics and computer scienceswith 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 collegesor 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 percentagesagain 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’sall the time we have today.We’llhave to leave discussionsof thegeographic 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 fromyour 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 numberedspaces 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 adisadvantage 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 frompre-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, alearning 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 themature 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 peopleget 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’tmake much difference how much salt we eat." Dustan’ smost 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 adequateto 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 amountmight 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 increasedsodium 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’ tneed 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 andcirculatory 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’ sblood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makesno difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessivesalt.[B] doctors should not advise people to avoid salt.[C] an adequate toexcessive salt intake is recommended for people in disease.[D] excessivesalt 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 beenaccurate 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 no hurry.There ’ s something I ’ d like you to explain."Two other desks were quickly manned byother 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, butobviously 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 and however many we do will tie us up completely.""I ’t possibly process all these people today ’ ve an idea," Edwina said, "that’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.Thereforethe most new accounts that any bank employee could open in an hour were five, so the threeclerks presently working might handle? a total of ninety in one business day, if they kept goingat 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 thebank was preventing access to tellers ’ counters by other customers.Edwina could see a few o them outside, regarding the milling scene with consternation.While she watched, several gaveup and walked away.Inside the bank some of the newcomers were engaging tellers inconversation and the tellers,?having nothing else to do because of the melee, chattedback.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 waythrough the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes toopen 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 toa 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 someonehad alerted the press in advance, which explained thepresenceof 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 thefollowing 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 articlefor 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.Economicprosperity 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 abo you, so I ’m goingaskto you some questions about yourselves.(Begin withcandidate A, thenmove 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.(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."。