全国英语等级考试(PETS)五级考试大纲
全国公共英语等级考试(PETS)介绍
一、考试性质全国公共英语等级考试是面向社会，以全体公民为对象的非学历性英语证书考试，是测试应试者英语交际能力的水平考试。
全国公共英语等级考试由教育部考试中心主办，北京教育考试院为全国公共英语等级考试在北京地区的承办机构，北京教育考试院社会考试办公室负责具体实施。
二、考试等级考试等级根据难度由低到高分一级B、一级、二级、三级、四级、五级。
其中，五级由教育部考试中国选定的高等院校负责，其它级别的考试由北京教育考试院社会考试办公室负责具体实施。
一级是初始级，其考试要求略高于初中毕业生的英语水平。
（一级B 是全国公共英语等级考试的附属级）二级是中下级，相当于普通高中优秀毕业生的英语水平。
（此级别笔试合格成绩可替代自学考试专科阶段基础课程英语考试成绩。
）三级是中间级，相当于我国学生高中毕业后在大专院校又学了两年公共英语自学了同等程度英语课程的水平。
（此级别笔试合格成绩可替代考试本科阶段公共英语课程考试成绩。
）四级是中上级，相当于我国学生高中毕业后在大学至少又学习了3-4 年的公共英语或自学了同等程度英语课程的水平。
五级是最高级，相当于我国大学英语专业二年级结束时的水平。
是专为申请公派出国留学的人员设立的英语水平考试。
为较好地体现交际能力的测试，各个级别的考试除常规性的笔试外，还有听力和口语的测试。
三、报考条件报考者不受年龄、职业以及受教育程度的限制，均可根据自己的英语水平报名参加任一级别的考试。
为避免干扰校内正常的英语教学，普通中学和大学不得组织在校生报考。
四、报名时间每年一月第二周的周三至周日接收一级（B）、二级、四级报名；每年七月第二周的周三至周日接收一级、三级报名。
五、报名办法考生统一到北京教育考试院社会考试办公室设立的“全国公共英语等级考试报名站”报名。
报考者一律凭本人<身份证>报名；<身份证>丢失者，必须持公安部门开具的“身份证号码”证明报名；无<身份证>的未成年人凭户口本报名；军人（武警人员）凭军人身份证件报名。
pets5公共英语等级五级考试介绍以及考试准备
昨晚给几个学生做了pets口试的模考，一共4个学生，3个考三级，一个考2级。
虽然只是4个学生，但结束后却感慨良多。
在此小做总结，希望能帮到周末即将要上考场的同学。
1.考生对口试的流程一定要和考官一样熟悉。
总共多少分钟，一共几个阶段，每个阶段会出什么性质的图片或问题，什么时间要求等等。
还有就是对考官的“指导用语”要相当熟悉，这些“套话”是所有考官都必须说而且只能说的，在上培训班的时候老师都会培训这部分内容，考生完全可以把这几句话背下来，这样考官要做什么，要说什么你都有数，不会紧张。
另外一个需要注意的是，考官的指导用语中会有对图片内容的描述，这是至关重要的，因为，PETS考试的图片都是黑白的而且画的非常不规则，想象力不丰富的人有时根本看不出到底画的是什么。
而考官会在指导用语中说道：“ candidate A, here is your picture , this picture shows four different ways ofkeeping fit .....talk to each other ...."如果考生仔细听考官的这段话，你就可以很容易判断出图片的内容，而且知道你被要求做什么。
2.遵守考官指令。
PETS考试的时间控制比较严格，考官在每一部分开始之前都会告诉你有多少时间完成，“到时候会打断你，不要担心。
”有的考生在考官说了“sorry , time is up "之后，仍然滔滔不绝，极力想在争取一些表现的机会。
这种情况下，你只能得到考官再次提醒，并打断。
你的举动直接影响到考官对整个流程时间的掌控，不会对你的“锲而不舍”留下任何好处的。
其次，很多考生为了有更多的时间去理解手中的图片或者准备要说的材料，过分自我投入，对于考官的指令不予理睬，考官的最后一句话一般是：“ would yo u like to begin now ?"，而很多考生对此不置可否，仍然低头沉思在图片的理解当中，这个时候考官会自动开始计时的，考生不确认开始时间会被认为是故意“拖时间”，或者连指导用语也听不懂，那后果可想而知了。
2023年下半年全国英语等级考试级别及时间
2023年下半年全国英语等级考试级别及时间2023年下半年全国英语等级考试级别及时间2023年下半年全国英语等级考试(以下简称PETS)将于9月23日至24日举行。
日期考试级别禁止入场时间考试时间9月23日上午一级笔试8:459:00-10:30二级笔试9:00-11:00三级笔试9:00-11:00 四级笔试9:00-11:25 下午口试（一级-四级）14:0014:00-17:00 9月24日上午口试（一级-四级）9:009:00-12:00 下午口试（一级-四级）14:0014:00-17:001、考生在英语等级考试报名时填写《报名卡》或以其他形式按报名点要求提供相关信息，按规定履行各项手续。
随后还要按当地英语等级考试机构指定的时间和地点领取《准考证》和《考试通知单》，否则依然无法参加英语等级考试。
考生报名时要认真核验《准考证》上的信息内容，有错误时应及时要求报名点更改。
2、英语等级考试开考前一天，考生最好先到《考试通知单》上所安排的考试地点，熟悉自己所在的考场。
3、英语等级考试时考生应严格遵守《考生守则》并听从监考人员的指导，违反英语等级考试规定者将取消其考试成绩。
4、英语等级考试前，考生一定要准备好黑色字迹的签字笔以及2B铅笔。
英语等级考试中，不得使用其他类型的笔。
5、英语等级考试一级B(PETS1B)——四级(PETS4)共五个级别考试的报名地点由承办该项考试的省、自治区、直辖市的教育考试机构决定，具体报名时间及地点可向他们咨询。
英语等级考试五级(PETS5，即原WSK-EPT)的报名地点在全国各WSK考点。
6、英语等级考试考生报考不受地域的限制，可以跨地区报考。
7、考生要按时参加英语等级考试。
笔试考生从8:30开始入场，8:45后不得入场。
上午进行的口试考生从8:30开始入场，9:00后不得入场;下午进行的口试考生从13:30开始入场，14:00后不得入场。
8、考生在参加英语等级考试时，必须持英语等级考试准考证、考试通知单、本人身份证(或公安户籍部门开具的身份证号码证明、未成年人的户口本、军人武警人员证件)或者护照、港澳台地区的居民身份证等有效证件入场考试，三证缺一不可。
全国英语等级考试第五级(pets5)
全国英语等级考试第五级(pets5)
全国英语等级考试第五级 (PETs5) 是一项用于评估学生英语能力的考试。
该考试主要针对那些具备良好的基本英语能力，能够应对日常生活和工作中简单交流的学生。
以下是有关该考试的一些重要信息：
### 考试内容
- 阅读理解：包括阅读短文、回答问题、填空等。
- 听力：听取短对话、长对话和短文，并回答相应的问题。
- 写作：完成书面表达任务，如写便条、电子邮件、日记等。
- 口语：进行简短的口语交流和对话。
### 考试目标
该等级的考试旨在测试学生在以下方面的能力：
- 词汇和语法技巧：掌握基本的词汇量和语法知识。
- 阅读理解：理解简单的英语文章和短文，提取关键信息。
- 听力理解：听懂简单的英语对话和短文，获取关键信息。
- 书面表达：能够书写简单的英语文章，表达个人观点和想法。
- 口语交流：能够进行简单的英语口语交流，如问候、介绍自己、描述事物等。
### 考试准备
为了更好地应对 PETs5 考试，你可以采取以下一些准备措施：
- 扩充词汇量：通过阅读英语文章、听力练习和背诵常用短语，提高词汇水平。
- 学习语法知识：重点学习基本的英语语法规则，并进行相关练习。
- 阅读练习：多读一些简单的英语文章，提高阅读理解能力。
- 听力练习：听取英语音频材料，训练听力技巧和获取关键信息的能力。
- 写作练习：尝试完成不同类型的写作任务，如便条、电子邮件等。
- 口语练习：多参与英语口语交流，提高口语表达能力和自信心。
希望以上信息对你有所帮助，祝你在 PETs5 考试中取
得好成绩！。
全国英语等级考试(PETS)一至四级试卷结构和考试题型简介
全国英语等级考试（PETS）一至四级试卷结构和考试题型简介PETS 一级考试由笔试试卷和口试试卷组成笔试试卷（90分钟）包括四部分：听力、英语知识运用、阅读理解和写作。
口试试卷（8分钟）分两节，考查考生的口语交际能力。
笔试试卷和口试试卷均使用中文指导语。
（一）听力该部分由A、B两节组成，考查考生理解英语口语的能力。
A节（10题）：考查考生识别和理解单词、词组的能力。
要求考生根据所听到的10个单句，从每题所给的3个选择项中选出最佳选项。
每个单句播放两遍。
B节（15题）：考查考生理解简单的事实性信息的能力。
要求考生根据所听到的15段短对话，从每题所给的3个选择项中选出最佳选项。
每段对话播放两遍。
每段对话后的问题不在录音中播放，仅在试卷上印出。
听力考试进行时，考生将答案标在试卷上。
每段录音材料播放前、后都有适当停顿，用作读题和答题时间。
听力部分结束前，考生有3分钟的时间将试卷上的答案转涂到客观题答题卡上。
该部分所需时间约为20分钟（二）英语知识运用该部分由A、B两节组成，考查考生对英语语法、词汇知识和简单表达方式的掌握。
A节（15题）：每题在一个单句或简短对话中留出一处空白，要求考生根据单句或简短对话，从每题给出的3个选择项中选出最佳选项。
其中有10-12道题考查语法结构，3-5道题考查单词和表达方式。
B节（10题）：在一篇90-120词的短文中留出10个空白，要求考生从每题所给的3个选择项中选出最佳选项。
使补足后的短文意思通顺、前后连贯、结构完整。
其中约6道考查语法结构，约4道题考查单词和表达方式。
该部分所需时间约为20 分钟。
考生在客观题答题卡上作答。
（三）阅读理解该部分由三节组成，考查考生理解书面英语的能力。
A节（5题）：考查考生对两个话题领域内简单单词的理解能力。
考生须将五个定义与七个选项中正确的单词搭配成对。
给出的定义类似供英语初学者使用的词典中的定义。
B节（5题）：考查考生理解具体信息的能力。
全国英语等级考试 口试
全国英语等级考试口试
全国英语等级考试（PETS）口试是英语口语水平测试的一部分，分为多个级别，从预备级到第五级。
口试主要测试考生的英语口语表达能力和听力理解能力，分为三部分：A节、B节和C节。
A节主要测试考生提供个人信息、回答有关日常生活、家庭、工作、学习等问题的能力，考试时间约3分钟。
B节主要测试考生就信息卡上的图片或文字讨论有关问题的能力，考试时间约3分钟。
C节主要测试考生就信息卡上的图片或文字作简短描述，之后另一考生就同一话题阐述个人观点，考试时间约4分钟。
口试考试形式为两名口试教师和两名考生面对面交流，采用对话的形式，随着级别的升高，对话时间相应增加。
口试成绩分为及格、不及格和未考三个标准，一般情况下，只有达到相应级别的口试成绩才能获得该级别的合格证书。
备考口试时，考生需要注重提高英语口语表达能力和听力理解能力，多进行口语练习和模拟面试。
同时，还需要注意语音语调和语速等方面的问题。
全国外语水平考试WSK(pets5)大纲
全国外语水平考试WSK(pets5)大纲PETS第五级考试的形式、内容与结构概述关于考试的组成PETS第五级考试由笔试和口试两种独立考试组成。
关于考试指导语PETS第五级考试中，笔试、口试中的指导语均为英文。
关于答题卡和登分卡的使用PETS第五级考试采用特别设计的答题卡和登分卡。
笔试中，使用的是用于光电阅读器评分的客观题答题卡和用于人工阅卷的主观题答题卡。
客观题答题卡在机器阅读前，有部分题目也需要人工评阅。
口试使用的是口试成绩登分卡。
口试开始前考生在卡上填好自己的考号等有关信息，口试结束时口试教师在卡上填上考生的口试成绩。
PETS第五级考试所需答题卡和登分卡的种类如下表所示。
关于答题时间PETS第五级考试的答题时间分配如下表所示：关于笔试试卷的采分点PETS第五级考试各部分的采分点如下表所示。
关于分数权重为处理好考试中题目数量、赋分与各种技能的考查关系，PETS 第五级考试采用了分数加权的办法。
即对各部分题目的原始赋分分别给予不同的权重，使之能够平衡各种技能的考查关系。
PETS第五级考试中各部分所占分数权重如下表所示：关于成绩通知单和合格证书任何考生只要参加本级的笔试或口试，均能得到有关的成绩通知书。
笔试成绩是听力、英语运用、阅读理解和写作部分得分的总合，考生成绩60分以上为合格。
其中的听力部分还必须有60%以上的得分率，方视为合格。
口试成绩单独计算，不列入笔试总分。
口试采取5分制评分，3分以上为合格。
口语并非都是必考的。
这主要取决于用人单位以及考生的需求。
笔试和口试成绩均合格者，才能获得教育部考试中心颁发的PETS等级合格证书。
笔试试卷内容与结构第一部分听力该部分由A、B、C三节组成，考查考生理解英语口语的能力。
A节：考查考生理解具体和抽象信息的能力。
要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。
录音材料只播放一遍。
B节：考查考生理解细节、事实、要点、观点、态度等的能力。
全国英语等级考试( pets )等级
全国英语等级考试( pets )等级English:The Preliminary English Test (PET) is an intermediate level exam that demonstrates a candidate’s ability to use everyday written and spoken English. It covers all four language skills – reading, writing, listening, and speaking. The exam is internationally recognized and can be used for work or study purposes. In order to pass the exam, candidates need to be able to understand the main points from signs, newspapers, and magazines, and basic radio or TV news, as well as to write simple connected text on familiar topics, and to describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans.Chinese:《英语初级考试 (PET)》是一个中级水平的考试，可以证明考生运用日常书面和口头英语的能力。
它涵盖了阅读、写作、听力和口语这四项语言技能。
这个考试具有国际认可度，可以用于工作或学习目的。
为了通过考试，考生需要能够理解标志、报纸和杂志的主要观点，以及基本的收音机或电视新闻，还需要在熟悉的话题上写简单的连贯文字，描述经历和事件、梦想、希望和抱负，并简要阐述观点和计划的原因和解释。
全国公共英语等级考试(PETS)详细介绍总结
全国公共英语等级考试(PETS)详细介绍总结全国公共英语等级考试(PETS)详细介绍总结全国英语等级考试〔Public English Test System，简称PETS〕是教育部考试中心负责设计并施行的全国性英语程度考试体系。
作为中、英两国政府的教育交流合作工程，在设计过程中它得到了英国专家的技术支持。
共有五个级别：PETS-1是初始级，通过该级考试的考生，其英语根本符合诸如出租车司机、宾馆行李员、门卫、交通警等工作，以及同层次其他工作在对外交往中的根本需要。
〔下设一个附属级PETS-1B〕PETS-2是中下级，通过该级考试的考生，其英语程度根本满足进入高等院校继续学习的要求，同时也根本符合诸如宾馆前台效劳员、一般银行职员、涉外企业一般员工，以及同层次其他工作在对外交往中的根本需要。
PETS-3是中间级，通过该级考试的考生，其英语已到达高等教育自学考试非英语专业本科毕业程度或符合普通高校非英语专业本科毕业的要求，根本符合企事业单位行政秘书、经理助理、初级科技人员、外企职员的工作，以及同层次其他工作在对外交往中的根本需要。
PETS-4是中上级，通过该级考试的考生，其英语程度根本满足攻读高等院校硕士研究生非英语专业的需要，根本符合一般专业技术人员或研究人员、现代企业经理等工作对英语的根本要求。
PETS-5是最高级，通过该级考试的考生，其英语程度根本满足在国外攻读硕士研究生非英语专业或从事学术研究工作的需要。
该程度的英语也能满足他们在国内外从事专业和管理工作的'根本需要。
这五个级别的考试标准建立在同一才能量表上，互相之间既有明显的区别又有内在的联络。
PETS考察的才能是建立在“交际语言行为形式”上。
这种形式以语言交际需要为掌握外语的目的，将语言才能分为“承受”、“产出”、“互动”等，根据各种情景和任务，在特定主题和话语下，结合相关的语言行为进展教学或考察。
其设计的题型主要有：客观性试题—多项选择、选择配伍等；半客观性试题—改错、填空、简单概括等；主观性试题—短文写作、翻译、口试等。
全国英语等级考试一、二、三、四、五级有什么区别
全国英语等级考试一、二、三、四、五级有什么区别全国英语等级考试分了一、二、三、四、五级，这样分是为了什么?它们之间有什么区别呢?以下百分网我整理的关于全国英语等级考试一、二、三、四、五级有什么区别，希望对大家有所帮助，更多信息请关注!全国英语等级考试以考查考生的语言交际能力为核心，是一个多级别的英语考试体系。
根据社会上英语学习者的不同程度和用人单位的不同要求，考试等级由低到高分为一，二，三，四，五级，另外，一级还有一个附属级--一级B(略低于一级，该级别更注重口语化和日常最基本的交际需要，适合大范围英语普及的要求。
该级别的考试主要测试应试者在最基本的交际场合所涉及的交际能力。
) 一级(PETS1)是该项考试五个级别中的初始级，其考试要求略高于我国9年义务教育--初中毕业时的英语水平。
二级(PETS2)是该项考试五个级别中的中下级，其考试要求相当于我国普通高中优秀毕业生的英语水平。
根据教育部考试中心有关文件规定，此级别笔试合格的成绩可替代自学考试专科阶段英语(一)、文凭考试基础英语考试成绩。
三级(PETS3)是该项考试五个级别中的中间级，其考试要求相当于我国学生高中毕业后在大专又学习了两年公共英语或自学了同等程度英语课程的水平。
根剧教育部考试中心有关文件规定，此级别笔试合格的成绩可替代自学考试本科阶段英语(二)考试成绩。
四级(PETS4)是该项考试五个等级中的中上级，其考试要求相当于我国学生高中毕业后在大学至少又学习了3-4年的公共英语或自学了同等程度英语课程的水平。
五级(PETS5，原WSK. EPT)是该项考试五个级别中的最高级，其考试要求相当于我国大学英语专业二年级结束时的水平。
是专为申请公派出国留学的人员设立的英语水平考试。
该级别考试有许多特殊性，在后边第28个问题中专门介绍第五级的情况。
这五个级别的考试标准建立在同一能力量表上，相互间既有明显的区别又有内在的联系。
有关该项考试各个级别的设计标准可参见教育部考试中心编写的《全国公共英语等级考试(PETS)考试大纲》。
全国英语等级考试(PETS)
全国英语等级考试(PETS)全国英语等级考试（PETS）是中国国内广泛认可和接受的英语水平考试。
它分为六个等级，从初级一级到高级六级，考查考生的英语听、说、读、写的能力。
本文将分析PETS的重要性和优势。
首先，PETS对于个人学习英语的重要性不言而喻。
如今，英语已成为一门国际语言，具备优秀的英语能力能够让我们更好地与世界沟通和合作。
而PETS旨在提高我们的英语水平，拥有PETS证书可以证明我们具备相应的英语能力，提升个人竞争力，为今后的学习、工作和生活打下坚实的基础。
其次，PETS对于国家发展具有重要意义。
随着全球经济一体化的深入推进，英语已经成为国际交流与合作的重要工具。
国家发展需要大量具有良好英语能力的人才，这就要求我们要提高英语水平，以适应国家的需求。
PETS通过科学的评测方法，能够对英语能力进行客观、全面的评估，帮助国家发现和培养英语人才，推动国家的发展。
PETS考试具有一些独特的优势。
首先，它是全国范围内普遍认可的考试，具有较高的权威性和公信力。
无论是在学术界还是职场上，拥有PETS证书都会获得广泛认可，这为我们提供了更多展示自己才能的机会。
其次，PETS注重实际应用能力的培养，考察的内容贴近实际使用场景，更有利于我们在实际交流中灵活运用英语。
同时，PETS的题型多样化，从听力、口语、阅读到写作，全面考察了我们的英语能力，有助于提高我们的综合素质。
除了以上所述的重要性和优势，考生在备考PETS时也应注意一些关键点。
首先，要根据自己的实际情况制定合理的学习计划，合理分配各项学习任务。
其次，要有恒心和毅力，坚持每天学习英语，提高自己的学习效率。
此外，要注重提升听、说、读、写的能力，建立良好的英语学习习惯，增加英语学习的兴趣。
最后，多进行模拟练习和真题训练，熟悉PETS考试的题型和要求，提高应试能力。
总而言之，全国英语等级考试（PETS）是提高个人英语能力、适应国家发展需求的重要途径。
它具备权威性、公信力和实用性，通过全面考察我们的英语听、说、读、写能力，提高我们的英语综合素质。
英语分级考试
英语分级考试主要是为了更好地因材施教，考察学生的英语水平并按照成绩将他们分到不同的级别。
大学英语基本学习的内容是一样的，但由于学生的水平存在差异，所以有了这个分级考试。
在中国，有多种英语分级考试可供选择：
1. 大学英语四级（CET-4）和六级（CET-6）：这是大多数大学生都会参加的考试，用于测试学生的英语综合应用能力。
2. 英语专业四级考试（专四TEM-4）和八级考试（专八 TEM-8）：这两种考试主要针对英语专业的学生。
3. 全国英语等级考试（PETS）：此考试设置五个级别和一个附属级，分别是一级（含一级B，即附属级）、二级、三级、四级和五级。
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(PETS
PETS 是Public English Test System 的简称。共分为5个级别，从一级到 的简称。共分为5 五级。PETS考试主要从听说读写等方面对考生进行综合考核。 五级。PETS考试主要从听说读写等方面对考生进行综合考核。 考试分为笔试和口试两个相对独立的部分。笔试满分100分60分以上属 考试分为笔试和口试两个相对独立的部分。笔试满分100分60分以上属 合格，口试满分为5分，3 合格，口试满分为5分，3分以上为合格。两部分均合格者可获教育部考 试中心颁发的合格证书。 PETS一级是全国英语等级考试五个级别中的初始级，其标准略高于我国 PETS一级是全国英语等级考试五个级别中的初始级，其标准略高于我国 九年义务教育全日制初级中学毕业时的英语水平。通过该级别的考生的 英语水平基本满足诸如：出租车司机、宾馆门卫、交警等工作，以及同 层次其他工作在对外交往中基本需要。 在语言知识方面要求考生掌握1000左右的词汇以及若干相关的常用词组。 在语言知识方面要求考生掌握1000左右的词汇以及若干相关的常用词组。 在语言运用能力方面，分别表现在互动能力、接受能力、产出能力。
Unit one
Greetings and Introduction
Ⅰ. Aims of the unit 1. 2. 3. 4. 学会自我介绍和介绍别人 掌握重点单词用法 记忆必背词组和短语 掌握人称代词和物主代词的用法
Ⅱ.重点单词、词组 重点单词、 same, office, how, fine, too, another, busy, believe, start, introduce, company, meet (met, met), some, as, make, many, kind, most, other, friend, their, help, spend, free, foreign, foreigner, enjoy, live, think work as, many kinds of, help sb. with sth., spend…with sb., spend… enjoy doing sth.
PET5简介
全国公共英语等级考试第五级全国公共英语等级考试（Public English Test System，简称PETS），是由教育部考试中心举办的外语等级考试之一。
它首先以全国性学业证书考试的形式推出，将按计划逐步替代现有的自学考试中的公共英语考试。
该考试共分为五级，其中．第五级考试(PETS-5)已于1 999年9月正式替代原有的．主要用于评价公派出国留学人员英语水平的全国外语水平考试1wsK。
PTES 中的英语水平考试PETs第五级的考试成绩对于公派出国留学人员有效期为两年；若作为其他用途，其有效期和第一至第四级一样，由录取单位或用人单位自行决定PETs第五级考试是一种水平测试．它并不根据某一课程或教材的学习内容来命题．而是根据到英语国家生活和学习的需要而制汀的考试大纲，通过严格的试题编制程序．题目预测．专家定性分析、计算机阅卷．分数加权及线性回归等标准化技术手段进行操作．保证不同年度参加考试的考生成绩的等值!在试题中．客观性测试与主观性测试项目．接受与产出项目结合紧密．合理，既能耐考生的实际水平做出可靠的反映．又能对我国的英语教学起到积极的推动作用；一、PETS第五级考试的用途PETs第五级考试主要用于：(1)，考核出国留学人员的英语水平；(2)非英语专业人员职称评定时英语水平的鉴定‘(目前，全国大部分省．币已做出决定，凡PETS第五级成绩达到合格线者，可免于参加职称评定时的英语考试，且年限不受限制。
(3)有关企业、事业单位对其录用人员的外语水平的鉴定(4)有关外语培养中心对其学员外语水平的评估(5)其他外语自学者对其外语的评估。
二、PETs第五级考试的难度等级PETs共分为五级，即第一级至第五级，难度等级如下；第一级：亦称初始级，其考试要求略高于我国初中毕业生的英语水平；第二级：亦称中下级，相当于我国普通高中优秀毕业生的英语水平；第三级：亦称中间级，相当于我国学生高中毕业后在大专院校又学习了两年公共英语或者自学了同等程度的英语课程后的水平；第四级：亦称中上级，相当于我国学生高中毕业后在大学至少又学习了3—4年的公共英语或自学了同等程度英语课程后的水平；第五级：亦称最高级，相当于我国大学英语专业二年级结束时的水平。
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。
WSK英语(PETS-5)训练方案与参考书目
关于举办WSK英语（PETS-5）培训的方案一、考试简介1.考试内容：PETS第五级考试由笔试（140分钟）和口试（15分钟）两种独立考试组成。
内容包括：听力、语言知识、阅读、写作、口语。
PETS第五级考试各部分的采分点（原始赋分）如下表所示。
部分题量原始赋分备注听力30 30英语知识运用20 20阅读理解30 35 B节中的5道题每题2分写作 1 25笔试（合计）80+1 110口试 52.关于合格证书笔试成绩是听力、英语运用、阅读理解和写作部分得分的总合，考生成绩60分以上（含60分）为合格。
其中的听力部分还必须有60%以上（含60%）的得分率，方视为合格。
口试成绩单独计算，不列入笔试总分。
口试采取5分制评分，3分以上（含3分）为合格。
笔试和口试成绩均合格者，才能获得教育部考试中心颁发的PETS 等级合格证书。
二、培训目的：1.通过此次培训，提高我院参加培训人员在英语听、说、读、写方面的综合能力。
2.通过培训使得大部分参培人员能够顺利通过PETS-5考试（注意：其中听力部分还必须有60%以上（含60%）的得分率，方视为合格。
这一点在分配课时时会特别加以考虑）。
三、培训时间：据山东省外语培训中心网站的介绍，2011年上半年PET-5考试的时间是6月4日。
本次培训时间自3月1日起至5月28日止，即我院第一教学周至第十三教学周的每个周六进行。
具体来讲，开学第一周的周四或周六安排一次摸底考试，根据参训人员的考试分数情况选用合适的培训方案，第十二周的周六安排一次模拟考试，第十三周的周六对参训人员的考试情况进行讲评分析，除去摸底考试及考前模拟，培训辅导的时间共计十一周。
四、课程安排（8课时/周）：科目节次教师课时分值及权重听力1-4 李小芹24 30分（30%）口语5-8 王欣外教20（其中外教8课时）5分（独立）阅读（含词汇）1-4（次周）解珍芳24 35分（35%）写作（含英语知识运用）5-8（次周）宋君霞20 写作25分（25%），英语知识运用20分（10%）总计：88课时五、培训用书：1.教材：听力、阅读、写作教材：未来教育•全国英语等级考试教材(第5级)(第4次修订)(附MP3-CD光盘1张)，定价45.00元，外文出版社口语教材：全国英语等级考试口语小伴侣(5级)(附mp3光盘)，定价：22.00元，中国石化出版社2.其他参考资料：全国英语等级考试•考试大纲•5级(全新版)(附CD-ROM光盘1张)，定价：29.00元，高等教育出版社全国英语等级考试标准教程学习指导(第5级) ，定价：26.00元，高等教育出版社全国英语等级考试全真模拟试卷•第5级(附MP3光盘1张)，定价：21.80元，外文出版社全国英语等级考试词汇必备(第5级)，定价：18.00元，外文出版社全国英语等级考试网/全国外语水平考试网/wyspks/index.jsp外语学院2010年12月29日。
全国英语等级考试(PETS)各级简介
全国英语等级考试(PETS)各级简介全国英语等级考试(PETS)一级简介PETS 第一级考试由笔试试卷和口试试卷组成。
笔试试卷（90分钟）包括四部分：听力、英语知识运用、阅读理解和写作。
口试试卷（8分钟）分两节，考查考生的口语交际能力。
笔试试卷和口试试卷均使用中文指导语。
（一）听力该部分由A、B两节组成，考查考生理解英语口语的能力。
A节（10题）：考查考生识别和理解单词、词组的能力。
要求考生根据所听到的10个单句，从每题所给的3个选择项中选出最佳选项。
每个单句播放两遍。
B节（15题）：考查考生理解简单的事实性信息的能力。
要求考生根据所听到的15段短对话，从每题所给的3个选择项中选出最佳选项。
每段对话播放两遍。
每段对话后的问题不在录音中播放，仅在试卷上印出。
听力考试进行时，考生将答案标在试卷上。
每段录音材料播放前、后都有适当停顿，用作读题和答题时间。
听力部分结束前，考生有3分钟的时间将试卷上的答案转涂到客观题答题卡上。
该部分所需时间约为20分钟（含转涂时间）。
（二）英语知识运用该部分由A、B两节组成，考查考生对英语语法、词汇知识和简单表达方式的掌握。
A节（15题）：每题在一个单句或简短对话中留出一处空白，要求考生根据单句或简短对话，从每题给出的3个选择项中选出最佳选项。
其中有10-12道题考查语法结构，3-5道题考查单词和表达方式。
B节（10题）：在一篇90-120词的短文中留出10个空白，要求考生从每题所给的3个选择项中选出最佳选项。
使补足后的短文意思通顺、前后连贯、结构完整。
其中约6道考查语法结构，约4道题考查单词和表达方式。
该部分所需时间约为20 分钟。
考生在客观题答题卡上作答。
（三）阅读理解该部分由三节组成，考查考生理解书面英语的能力。
A节（5题）：考查考生对两个话题领域内简单单词的理解能力。
考生须将五个定义与七个选项中正确的单词搭配成对。
给出的定义类似供英语初学者使用的词典中的定义。
B节（5题）：考查考生理解具体信息的能力。
全国英语等级考试(PETS)各级别标准
准备参加该级考试的考生，一般在22岁以上，或打算攻读普通高校非英语专业硕士研究生学位或已有同等学历从事各种专业技术工作或高级管理工作者。
准备参加该级考试的考生，一般在25岁以上，他们已经完成了大学或研究生的学业，通常在大专院校教书，或从事科研工作，或准备申请国家奖学金去国外进修。
通过该级考试的考生，其英语基本满足在国外攻读硕士研究生非英语专业或从事学术研究工作的需要，也能满足他们在国内外从事专业和管理工作的基本需要。
语言知识
该级考生应能适当运用基础的语法知识，并掌握1 000个左右的词汇以及相关词组。
该级考生应能适当运用基本的语法知识，掌握2000个左右的词汇以及相关词组。
PEST考试设置五个级别和一个附属级，五个级别是：一级［含一级(B)，即附属级］、二级、三级、四级、五级。各级别标准如下：
PETS
一级
二级
三级
四级
五级
级别描述
该级是全国公共英语等级考试(PETS)五个级别中的初始级，其标准略高于我国九年义务教育初中毕业的英语水平。
该级是全国公共英语等级考试(PETS)五个级别中的中下级，其标准相当于我国普通高中优秀毕业生的英语水平。
能够听懂英语讲座、学术发言、讨论或争论，同时还能听懂英文广播节目。
读懂简单的通知、便条、留言、时间表以及简短故事。
读懂通知、简单的介绍和广告，通俗易懂的英文书刊或报纸。
读懂公共通知、招贴、公务信函以及普通性的报刊文章和书籍。
读懂商务信函、技术说明书、普通性以及所熟悉专业的报刊文章和有关书籍。
能够分析性、评议性地阅读，并从具体目的出发确定有关资料的价值。
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全国英语等级考试（PETS）五级考试大纲PETS 第五级考试由笔试试卷和口试试卷组成。
笔试试卷(140分钟)分四部分：听力、英语知识使用、阅读理解和写作。
口试试卷(15分钟)分三节考查考生的口语交际水平。
笔试和口
试都使用英文指导语。
(一)听力该部分由A、B、C三节组成，考查考生理解英语口语的
水平。
A节(10题)：考查考生理解具体和抽象信息的水平。
要求考生根
据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。
录音材料只播放一遍。
B节(10题)：考查考生理解细节、事实、要点、观点、态度等的
水平。
要求考生根据所听到的三段平均300词左右的对话或独白的内容，从每题所给的4个选择项中选出选项。
每段录音材料只播放一遍。
C节(10题)：考查考生理解并记录主要信息的水平。
要求考生根
据所听到的一段对话或独白(约800词)的内容，回答问题或补全不完
整的句子。
录音材料播放两遍。
问题不在录音中播放，仅在试卷上印出。
听力考试实行时，考生将答案划或写在试卷上;听力部分结束前，
考生有五分钟的时间将试卷上的答案涂或誊写到答题卡1上。
该部分
所需时间约为35分钟(含誊写或转涂时间)。
(二)英语知识使用该部分不但考查考生对诸如连贯性和一致性等
语段特征的辨识水平，还考查考生对用于一定语境中规范的语言成分
的掌握，这些规范的语言成分主要是词汇和语法结构。
共20小题。
在一篇250-300词的文章中留出20个空白，要求考
生根据短文内容填空，使补足后的文章意思通顺、前后连贯、结构完
整。
其中约有12题考查语法和语段结构，8题考查词汇。
该部分所需
时间约为15分钟。
考生在答题卡1上作答。
(三)阅读理解该部分由A、B、C三节组成，考查考生理解书面英
语的水平。
文章广泛地选自近期发表的文字材料，其形式与内容都是真实的。
该部分中各篇文章的长度根据其题型要求从400词至850词不等。
总
阅读量约3000词。
A节(15题)：考查考生对文章主旨要义和细节信息的理解水平。
要求考生根据所提供的3篇文章的内容(各长400-500词)，从每题(一
篇文章有五题)所给的4个选择项中选出选项。
B节(5题)：考查考生对诸如连贯性和一致性等语段特征的理解。
本部分内容为一篇长750-850词的文章，其中有5段文字为空白，文
章后有6段文字，要求考生根据文章内容从6段文字中选择能分别放
进文章中5个空白处的5段。
C节(10题)：考查考生使用略读或掠读的方法识别具体信息的水平。
要求考生根据所提供的1篇文章(750-850词)的内容，完成10道
选择搭配题。
该部分所需时间约为50分钟。
考生在答题卡1上作答。
(四)写作该部分考查考生的书面表达水平。
要求考生根据主题性或情景性的提示或问题写一篇约250词的短文。
该部分所需时间约为40分钟。
考生在答题卡2上作答。
(五)口试口试分A、B、C三节，测试考生英语口语的交际水平。
每次口试采取两名口试教师和两名考生的形式。
一名口试教师不
参与交谈，专事评分;另一名主持口试，随时与考生交谈并评分。
专事
评分的教师所给分数的权重占考生口试成绩的三分之二，主持口试的
教师所给分数的权重占考生口试成绩的三分之一。
A节：考查考生理解一般性问题并能恰当地回答这些问题的水平。
考官问一些相关考生生活、工作、学习等自我介绍方面的问题。
该节约需2分钟时间。
B节：考查考生用英语实行讨论的水平。
该节的形式有解决问题、排序、角色扮演、讨论、决策、或就两个完全相反的观点阐述自己的观点等。
该节约需5分钟时间。
C节：考查考生连续表达的水平。
考生分别从所给的三个话题中选择一个话题实行连续表达，并就此话题互相提问、回答。
该节约需8分钟时间。
(六)笔试结构表
* 问题不在录音中播放，仅在试卷上印出。
(七)口试结构表。