公共英语五级考试PETS5考前预测试卷习题包括答案.doc

公共英语五级考试PETS5考前预测试卷习题包括答案.doc
公共英语五级考试PETS5考前预测试卷习题包括答案.doc

2020 年公共英语五级考试 (PETS-5) 考前预测试卷及

答案

SectionⅡ 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 in which writing technique can dramatically

affect edu-cational achievement.

The survey of 643 children and adults, ranking from pre-

school to 40-plus, also suggests ______(32) pen-holding

techniques have detedorated sharply over one generation,

with teachers now paying far ______( 33 ) atten-tion to correct

pen grip and handwriting style.

Stephanie Thomas, a learning support teacher______ (34) findings have been published, was inspired to in-vestigate this

area ______(35) he noticed that those students who had

the most trouble with spelling______ (36) had a poor pen grip.

While Mr. Thomas could not establish a significant statistical

link______ (37) pen-holding style and accuracy in

spelling, he______ (38) find huge differences in technique

be-tween the young children and the mature adults, and a

def'mite ______(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).

Mr. Thomas believes that the ______(46) between elder and younger writers is ______( 47 ) too dramatic to be accounted

for simply by the possibility that people get better at

writing as they grow ______(48) . He attrib-utes 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-old showed a

huge diversity of grips,______ (50)the over 40s group all

had a uniform ' tripod' grip. "

SectionⅢ Reading Comprehension

( 50 minutes)

Part A :Read 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 1

In a three-month period last year, two Brooklynites had

to be cut out of their apartments and carried to hospital on stretchers designed for transporting small whales. The

National Association to Advance Fat Acceptance(NAAFA)argues that it was not their combined 900kg bulk that made them ill. Obesity, according to NAAFA, is not bad for you. And, even if

it was, there is nothing to be done about it, because genes dictate weight. Attempting to eat less merely slows metabolism, having people as chubby as ever.

This is the fadash movement that causes America' s slimming industry so much pain. In his book Bin Fat

Lies(Ballantine, 1996), Glenn Gaesser says that no study yet has convincingly shown that weight is an independent cause of health problems. Fatness does not kill people; things like hypertension, coronary heart diseases and cancer do. Mi-chael Fnmento, author of The Fat of the Land (Viking, 1997), an anti-fatlash diatribe, compares Dr Gaesser's logic with saying that the guillotine did not kill Louis XVI Rather, it

was the severing of his vertebrae, the cutting of all the

blood vessels in his neck, and.., the trauma caused by his head dropping several feet into a wicker basket.

Being fat kills in several ways. It makes people far more likely to suffer from heart disease or high blood pres-sure. Even moderate obesity increases the chance of contracting diabetes. Being 40% overweight makes people 30% - 50% more likely to die of cancer, according to the American Cancer Society. Extreme fatness makes patients so much less likely

to survive surgery that many doctors refuse to operate

until they slim.

The idea that being overweight is caused by obesity genes is not wholly false : researchers have found a number of genes that appear to make some people burn off energy at a

slower rate. But genes are not destiny. The difference between someone with a genetic predisposition to gain weight and someone without appears to be roughly 40 calori-es-or a spoonful of mayonnaise--a day.

An alternative fatlash argument, advanced in books such as Dean Onrush' s Eat More, Weight Less ( Harper Collies, 1993 ) and Date Atrens' s Don' t Diet ( William Morrow, 1978), is that fatness is not a matter of eating too much. They note that as Americans' weight has ballooned over the last few decades, their reported caloric intake has plunged. This simply explains people' s own recollection of how much they eat is extremely unreliable. And as they grow fatter, people feel guilty and are more likely to fib about how much they eat. All reputable studies show that eating less and exercising reduce weight.

Certainly, the body' s metabolism slows a little when

you lose weight, because it takes less energy to carry less bulk around, and because dieting can make the body fear it

is about to starve. But a sensible low-fat diet makes weight loss possible. The fatlash movement is dangerous, because slimmers will often find any excuse to give up.To tell people that it is healthy to be obese is to encourage them to live sick and die young.

51.The two Brooklynites in the first paragraph were __

[A] members of the NAAFA

[B] typical victims of overweight

[ C] members of the "fatlash" movement

[ D] proof that the fatlash movement is gaining strength

52.The National Association to Advance Fat Acceptance holds that __

[A ] fat people should try to lose weight

[ B ] eating less is harmful to people' s health

[C ] fat people were horn that way

[ D ] obesity is good for people

53.What can be concluded according to the author's view of the "obesity genes"?

[A] People with a genetic inclination to gain weight Can slim.

[ B ] People who are horn fat will remain that way all life.

[ C ] All efforts to lose weight will prove fruitless.

[ D ] Fat people can live a very happy life, too.

54.The word "fib" in the fourth sentence of Paragraph 5, probably means __

[ A] to tell the truth

[ B ] to reduce

[ C] to increase

[ D ] to tell a small lie

55. Which of the following statements is true?

[ A ] Americans' caloric intake has dropped over the last few decades.

[ B ] Many people who try to lose weight give up half way.

[ C ] Americans are always aware of how much they eat.

[ D ] Obesity does no harm to people' s health.

Text 2

The issue of online privacy in the Internet age found

new urgency following the Sept. ll terrorist attacks, sparking debate over striking the correct balance between protecting civil liberties and attempting to prevent another tragic terrorist act. While preventing terrorism certainly is of paramount importance, privacy rights should not be deemed irrelevant.

In response to the attacks, Congress quickly passed legislation that included provisions expanding rights of investi-gators to intercept wire, oral and electronic communications of alleged hackers and terrorists. Civil liberties groups ex-pressed concerns over the provisions and urged caution in ensuring that efforts to protect our nation do not result in broad government authority to erode privacy rights of U. S. citizens. Nevertheless, causing further concern to civil liberties groups, the Department of Justice proposed exceptions to the attorney-client privilege. On Oct. 30, Attorney General John Ashcroft approved an interim agency rule that would permit federal prison authorities to monitor wire and electronic communications between lawyers and their clients in federal custody, including those who have been de-

tained but not charged with any crime, whenever surveillance

is deemed necessary to prevent violence or terrorism.

In light of this broadening effort to reach into communications that were previously believed to be "off-limits",the issue of online privacy is now an even more pressing concern. Congress has taken some legislative steps toward en-suring online privacy, including the Children' s Online Privacy Protection Act, and provided privacy protections for certain sectors through legislation such as the Financial Services Modernization Act. The legislation passed to date does not, however, provide a statutory scheme for protecting general online consumer privacy. Lacking definitive federal law, some states passed their own measures. But much of this legislation is incomplete or not enforced. Moreover, it becomes unworkable when states create different privacy standards; the Intemet does not know geographic boundaries,and companies and individuals cannot be expected to comply with differing, and at times conflicting, privacy rules.

An analysis earlier this year of 751 U. S. and international Web sites conducted by Consumers International found that most sites collect personal information but fail

to tell consumers how that data will be used, how security is maintained and what fights consumers have over their own information.

At a minimum, Congress should pass legislation requiring Web sites to display privacy policies prominently, in-form consumers of the methods employed to collect client data, allow customers to opt out of such data collection,and

provide customer access to their own data that has already been collected. Although various Intemet privacy bills were introduced in the 107th Congress, the focus shifted to expanding government surveillance in the wake of the ter-rorist attacks. Plainly, government efforts to prevent terrorism are appropriate. Exactly how these exigent circum-stances change the nature of the online privacy debate is stiff to be seen.

56.Concerning the protection of privacy and increased surveillance of communication, the author seems to insist on [ A ] the priority of the former action

[ B ] the execution of the latter at the expense of the former

[C]tightening both policies at the same time

[ D ] a balance between the two actions

57. The author implies in the second paragraph that __

[ A] the proposal of the Department of Justice

is unjustified

[ B ] surveillance of any suspect communication

is necessary

[ C ] civil liberties groups should not have shown

such great concern

[ D ] exceptions should be made in intercepting communications

58.In the eyes of the author, the Financial

Service Modernization Act __

[ A ] serves no more than as a new patch on an old robe [ B ] indicates the Congress' s admirable move to protect privacy

[ C ] invades online consumer privacy rather than protect it

[ D] is deficient in that it leaves many

sectors unshielded

59.Privacy standards made by individual states are ineffective because __

[ A ] the standards of different states contradict each other

[ B ] online communication is not restricted to any state

[ C ] these standards ignore the federai law on the matter

[ D ] these standards are only applicable to regional Web sites

60.The expression "opt out of such data collection"

( in the last paragraph) probably means __

[ A ] pick out from such data the information one needs

[ B ] shift through such data to collect one' s own information

[ C ] evaluate the purpose for such data collection

[ D ] choose not to be involved in such data collectio

Text 3

The man behind this notion, Jack Maple, is a dandy who

affects dark glasses, homburgs( 翘边帽 )and two-toe shoes;yet he

has become something of a legend in America's police departments. For some years, starting in New York and moving on

to high-crime spots such as New Orleans and Philadelphia, he and

his business partner, John Linder have marketed a two-tier system

for cutting crime.

First, police departments have to sort themselves out :root out corruption, streamline their bureaucracy, and make

more contact with the public. Second, they have to adopt a

computer system called Comstat which helps them to

analyze statistics of all major crimes. These are constantly

keyed into the computer, which then displays where and

when they have occurred on a color-coded map, enabling the

police to monitor crime trends as they happen and to spot

high-crime areas. In New York, Comstat's statistical maps are analyzed each week at a meeting of the city's police chief and precinct captains.

Messrs Maple and Linder ( "specialists in crime-reduction services" ) have no doubt that their system is a main

contributor to the drop in crime. When they introduced it in

New Orleans in January 1997, violent crime dropped by22% in a year;when they merely started working informally with the

police department in Newark, New Jersey, vi-olent crime fell by

13%. Police departments are now lining up to pay as much as

$50, 000 a month for these two men to put them straight.

Probably all these new policies and bits of technical wizardry, added together, have made a big difference to crime. But there remain anomalies that cannot be explained, such as the fact that crime in Washington D. C. , has fallen as fast

as anywhere, although the police department has been corrupt and hopeless and, in large stretches of the city, neither police nor residents seem disposed to fight the criminals in their midst.

The more important reason for the fall in crime rates, many say, is a much less sophisticated one. It is a fact that crime rates have dropped as the imprisonment rate soared. In 1997 the national incarceration rate, at 645 per 100,000 people was more than double the rate in 1985, and the number of inmates in city and county jails rose by 9.4%, almost double its annual average increase since 1990. Surely some criminologist argue, one set of figures is the cause of the other. It is precise because more people are being sent to prison, they claim that crime rates are falling.A 1993 study

by the National Academy of Sciences actualiy concluded that the tripling of the prison population be-tween 1975 and 1989 had lowered violent crime by 10-15%.

Yet cause and effect may not be so obviously linked. To begin with, the sale and possession of drugs are not counted

by the FBI in its crime index, which is limited to violent crimes and crimes against property. Yet drug of-fences account for more than a third of the recent increase in the number of

those jailed; since 1980, the incarceration rate

for drug arrests has increased by 1,000%. And although about three-quarters of those going to prison for drugoffences have committed other crimes as well, there is not yet a crystal-

clear connection between filling the jails withdrug-pushers

and a decline in the rate of violent crime. Again, though

national figures are suggestive, local ones di-verge : the placer where crime has dropped most sharply( such as New York City)are not always the places where in-carceration has risen fastest.

61.Jack Maple started his career in __

[ A] Philadelphia

[ B ] Oregon

[ C ] New Orleans

[ D ] New York

62.According to,Jack Maple, to cut crime __

[ A ] the,heads of police department should make

more contact with the criminals

[ B ] the government should educate the residents more

[ C]a computer system called Comstat should be adopted

by the police

[D] tbe criminals should be severely punished

63. ln New Yerk_______.

[ A] violent crime dropped by 23% in one year

[ B ] police departments pay as much as $ 50, 000

for Jack Maple

[ C ] the crime rate is high

[ D ] Comstat's statistical maps are analyzed every week

64.The meaning of the word "anomalies" in the second

line of 4th paragraph is ___________

[ A ] something strange

[ B ] enjoyable things

[ C ] anormally

[ D ] comparison

65. It can be inferred from the passage that ___________

[ A ] the drop of crime rote is caused by Jack

Maples's two-tier system

[ B ] the drop of crime rate is caused by the

increased imprisonment

[ C ] it is difficult to identify the exact cause for

the fall of crime rate

[ D ] the increased imprisonment is not the reason for

the fall of crime rate

Text 3

The man behind this notion, Jack Maple, is a dandy who affects dark glasses, homburgs( 翘边帽 )and two-toe shoes;yet he has become something of a legend in America's police departments. For some years, starting in New York and moving on to high-crime spots such as New Orleans and Philadelphia,

he and his business partner, John Linder have marketed a

two-tier system for cutting crime.

First, police departments have to sort themselves out

:root out corruption, streamline their bureaucracy, and make

more contact with the public. Second, they have to adopt a

computer system called Comstat which helps them to

analyze statistics of all major crimes. These are constantly

keyed into the computer, which then displays where and

when they have occurred on a color-coded map, enabling the

police to monitor crime trends as they happen and to spot

high-crime areas. In New York, Comstat's statistical maps are analyzed each week at a meeting of the city's police chief and precinct captains.

Messrs Maple and Linder ( "specialists in crime-reduction services" ) have no doubt that their system is a main

contributor to the drop in crime. When they introduced it in

New Orleans in January 1997, violent crime dropped by22% in a year;when they merely started working informally with the

police department in Newark, New Jersey, vi-olent crime fell

by 13%. Police departments are now lining up to pay as much

as $50, 000 a month for these two men to put them straight.

Probably all these new policies and bits of technical

wizardry, added together, have made a big difference to crime.

But there remain anomalies that cannot be explained, such as

the fact that crime in Washington D. C. , has fallen as fast

as anywhere, although the police department has been corrupt

and hopeless and, in large stretches of the city, neither

police nor residents seem disposed to fight the criminals in

their midst.

The more important reason for the fall in crime rates,

many say, is a much less sophisticated one. It is a fact that

crime rates have dropped as the imprisonment rate soared. In 1997 the national incarceration rate, at 645 per 100,000

people was more than double the rate in 1985, and the

number of inmates in city and county jails rose by 9.4%, almost double its annual average increase since 1990. Surely some criminologist argue, one set of figures is the cause of the other.

It is precise because more people are being sent to prison,

they claim that crime rates are falling.A 1993 study

by the National Academy of Sciences actualiy concluded

that the tripling of the prison population be-tween 1975 and 1989 had lowered violent crime by 10-15%.

Yet cause and effect may not be so obviously linked. To

begin with, the sale and possession of drugs are not counted

by the FBI in its crime index, which is limited to violent crimes

and crimes against property. Yet drug of-fences account for

more than a third of the recent increase in the number of

those jailed; since 1980, the incarceration rate

for drug arrests has increased by 1,000%. And although about three-quarters of those going to prison for drugoffences have committed other crimes as well, there is not yet a crystal-clear connection between filling the jails withdrug-pushers and a decline in the rate of violent crime. Again, though

national figures are suggestive, local ones di-verge : the placer where crime has dropped most sharply( such as New York City)are not always the places where in-carceration has risen fastest.

61.Jack Maple started his career in __

[ A] Philadelphia

[ B ] Oregon

[ C ] New Orleans

[ D ] New York

62. According to,Jack Maple, to cut crime __

[ A ] the,heads of police department should make

more contact with the criminals

[ B ] the government should educate the residents more

[ C]a computer system called Comstat should be adopted by the police

[D] tbe criminals should be severely punished

63. ln New Yerk_______.

[ A] violent crime dropped by 23% in one year

[ B ] police departments pay as much as $ 50, 000

for Jack Maple

[ C ] the crime rate is high

[ D ] Comstat's statistical maps are analyzed every week

64.The meaning of the word "anomalies" in the second line of 4th paragraph is ___________

[ A ] something strange

[ B ] enjoyable things

[ C ] anormally

[ D ] comparison

65. It can be inferred from the passage that ___________

[ A ] the drop of crime rote is caused by Jack

Maples's two-tier system

[ B ] the drop of crime rate is caused by the

increased imprisonment

[ C ] it is difficult to identify the exact cause for

the fall of crime rate

[ D ] the increased imprisonment is not the reason for

the fall of crime rate

Part C :Answer questions 71 ~ 80 by referring to the following books.

Note: Answer each question by choosing A, B, C or D and mark it on ANSWER SHEET 1. Some choices may be required more than once.

A = BOOK 1

B = BOOK 2

C = BOOK 3

D = BOOK 4

Which book(s) say(s) that...

the climate affects the future sustainable

agricultural development? 71.___________

environmental control is related with the

national revenues? 72. _____

the environmental problems ale not caused overnight? 73.___________

a variety of species are on the decrease? 74.___________

agriculture is also a factor for the degradation of environment? 75.___________

pollution call be controlled by increasing the production

cost of polluting goods? 76.___________

pollution control needs the support of technology and techniques? 77.___________

provides lessons for agriculture,trade,land USe and tax policy from an economic perspective?78.___________

the degradation of environment cauSes the change of

climate? 79.___________

the approaches to research should be adjusted to

the changing situation?80.___________

BOOK 1

The book offers a comprehensive perspective on the consequences and possible policy solutions for cli-matic

change as we move into the twenty-first century. It

assesses the impact of potential feature global climate

change on agriculture and the need to sustain agricultural

growth for the economic development.

The book begins by examining the role of international

research institutions in overcoming environmental con-

straints on sustainable agricultural growth and economic development. The authors then discuss how agricultural re-

search systems may be restructured to respond to global environmental problems such as climate change and loss of

genetic diversity. The discussion then extends to consider environmental accounting and indexing, to illustrate how environmental quality can be included formally in measures

of national income, social welfare and sustainability.

The third part of the book focuses on the effects of and

policy responses to climate change. Chapters in this part ex-

amine the effect of climate change on production, trade, land

use patterns and livelihoods. They consider impacts on the

distribution of income between developed and developing

countries remain a major economic activity. Authors take on

an economy-wide perspective to draw lessons for agriculture,

trade, land use and tax policy.

BOOK 2

The ozone layer is threatened by chemical cmissious; the

climate is endangered from fossil and defor-estation, and

global biodiversity is being lost by reason of thousands of years

of habitat conversions. Global environ-mental problems arise

out of the accumulated impacts from many years' and many

countries' economic develop-ment. In order to address these

problems the states of the world must cooperate to manage

their development proces-ses together--this is what an

international environmental agreement must do. But can the

world' s countries cooper-ate successfully to manage global development? How should they manage it? Who should pay

for the process, as well as for the underlying problems?

This book presents an examination of both the problem and

the process underlying international environmental lawmaking :the recognition of international interdependence, the

negotiation of international agreements and the evo-lution of

international resource management. It examines the general

problem of global resource management by means of general

principles and case studies and by looking at how and why

specific negotiations and agreements have failed to achieve their targets.

The book is designed as an introductory text for those studying global environmental policy making and institu-

tion building. It will also be of interest to practitioners and

policy rnakers and scholars in the areas of environmental economics and law.

BOOK 3

Industrialization to achieve economic development has resulted in global environmental degradation.

While the impacts of industrial activity on the natural environment are a major concern in developed countries, muchless is known about these impacts in developing countries. This source book identifies and quantifies the environmen-tal consequences of industrial growth, and provides policy advice, including the use of clean technologies and envi-ronmentally sound production techniques, with special reference to the developing world.

The developing world is often seen as having a high percentage of heavily polluting activities within its industrial sector. This, combined with a substantial agriculture sector, which contributes to deforestation, the erosion of the top soil and desertification, has led to extreme pressures on the environment and impoverishes the population by de-stroying

its natural resource base. This crisis suggests that sound industrialization policies are of paramount impor-tance in developing countries' economic development, and calls for

the management of natural

PETS5考试大纲(完整资料).doc

【最新整理,下载后即可编辑】 PETS5考试大纲 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、英语知识运用、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能力。 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能力。 A节(10题):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(10题):考查考生理解细节、事实、要点、观点、态度等的能力。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个选择项中选出最佳选项。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能力。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。 听力考试进行时,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)英语知识运用 该部分不仅考查考生对诸如连贯性和一致性等语段特征的辨识能力,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能力。 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能力。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个选择项中选出最佳选项。

考PETS5级的一些感受

考PETS5级的一些感受 今天拿到了pets 5级的证书,笔试76(其中听力26),口语5,总的来说还可以接受,下面讲讲我的一些体会,希望对大家有用。 我是4月决定报考的,主要是因为参加工作2年,英语都忘得差不多了,想借此给自己一点压力和动力。四月底去到广外考试中心(现在从4教搬到丰收山庄国际学院了),交了160元,五一后再去拿到了准考证。 复习过程我选择上外的大学英语精读这套教材,虽然有人对它指手画脚,实际上作为一套教材,它可以说是非常经典的。由于报5级,所以我直接从第四册开始学习。 首先我把单词读一遍,一是掌握单词的发音,因为我有些音调拿不准,二是有些单词的意思和常用意思不一致,所以要先过一遍。词汇是外语的基础,5级的词汇量应该在6000以上,如果阅读

过程中生词率高于30%,考试就没法考了。 然后我习惯大声读一遍课文,为的是增强语感,“文章硬如铁,读来满口血”,文章不读一次,就感觉嘴巴都硬了。读完之后,就借助参考书,逐字逐句的啃课文。主要包括词汇的意思和用法,句子的语法和逻辑结构(这是最重要的!),以及一些时代背景,名人名言等等。为什么要强调语法和逻辑结构呢?我们以第五册第一课第一句话为例:it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become incresingly difficult once the basic st ructures and patterns of the language have been understood.一句话就占据了3行,而且结构复杂冗长,没有过硬的分析能力,考试时就会手忙脚乱了。所以这一步虽然很烦也很枯燥,但却是必不可少的。我在复习过程中在这一步耗时最多,基本上一天看一课,课后的练习

全国外语水平考试PETS5大纲

全国外语水平考试PETS5大纲

PETS5考试大纲 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、英语知识运用、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能力。 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能力。 A节(10题):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(10题):考查考生理解细节、事实、要点、观点、态度等的能力。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个选择项中选出最佳选项。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能力。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。 听力考试进行时,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)英语知识运用 该部分不仅考查考生对诸如连贯性和一致性等语段特征的辨识能力,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能力。 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能力。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个选择项中选出最佳选项。 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能力。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。

一个人的PETS5的经验

一个人的PETS5的经验(我一个字一个字打出来的)转贴今天拿到了PETS 5级证书,笔试76(其中听力26),口语5,总的说来还可以接受,下面讲讲我的一些体会,希望对大家有用。我是4月决定报考的,主要是因为参加工作2年,英语都忘得差不多了,想借此给自己一点压力和动力,四月底去到广外考试中心,交了160元,五一后再去拿到了准考证。复习过程我选择上外的大学英语精读这套教材,虽然有人对它指手画脚,实际上作为一套教材,它可以说是非常经典的。由于报5级,所以我直接从第四册开始学习。首先我把单词读一遍,一是掌握单词的发音,国为我有些单调拿不准,二是有些单词的意思和常用意思不一致,所以要先过一遍。词汇是外语的基础。5级的词汇量应该在6000以上,如果阅读过程中生词率高于30%,考试就没法考了。然后我习惯大声读一遍课文,为的是培养费语感,“文章硬如铁,读来满口血”,文章不读一次,就感觉嘴巴都硬了。读完之后,就借且参考书,逐字逐句的啃课文,主要包括词汇的意思和用法,句子的语法和逻辑结构(这是最重要的!),以及一些时代背景,名人名言等等,为什么要强调语法和逻辑结构呢?我们以第五册第一课第一句话为例:it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the languagee have been understood.一句主占据了3行,而且结构复杂冗长,没有过硬的分析能力,考试时就会手忙脚乱了。所以这一肯虽然很烦也很枯燥,但却是必不可少的。我在复习过程中在这一步耗时最多,基本上一天看一课,课后的练习因为时间关系基本没有做,精力都在阅读上了。3册课本共30篇,去掉几篇小说还剩20多篇,一个月基本能看完。这是复习的第一阶段。第二阶段主要是巩固和提高,每天我固定抽出半个小时读课文,先大声读一遍,培养语感和锻炼发音,读的过程基本不知道课文在说什么,看到的只是一个个单词,见树不见林。第二遍是默读,读完一句话,仔细地分析它的结构,搞清楚每个成分之间的内在联系,既见树又见林。这一阶段还要进入实战练习,市面上关于PETS 的辅导书多如牛毛,可惜质量实在不敢恭维。见过一本王长喜主编的模拟书,里面错误百出,可谓误人子弟。我一直认为,最好的辅导书就是历年真题,可惜PETS5的真题概不流出,所以那些所谓的辅导书就不几太当真了,他们唯一的用处就是让你熟悉考试会有哪些题型,如果真的想做练习,可以拿6级或考研的历年真题来做。考试前一天睡的不好,八点来到考场,结果几乎到九点半才开考。第一部分是听力,又分3 PARTS,PART1是对话,PART2是段子,都是听完后选一个答案,PART3是填空,一段话放3遍,要求填补文中抽去的词或短语。个人觉得难度和6级差不多,有些地方稍微快一些。第二部分是语法填空,一篇文章里面抽掉了若干个词,要逑补充完整(没有选项,不像完形填空!)。这部分一半靠语感,1/3靠语法逻辑,苦命靠上下文语境,为什么要强调语感呢?其实靠逻辑也可以做出来,但需要时间,而考试最缺的就是时间,所以要靠 2013公共英语考试全攻略 考试介绍考试指导一级考试试题考试指导二级考试试题 平时多读,凭借语感当机立断,这部分每空只有0.5分,所以千万不要花太多时间,做不出的就放弃,当然也不要乱选,毕竟0.5分也是分,要做到又快又准。第三部分是大头:阅读,5篇文章,每篇约800词。对阅读的难度一定要有充分的认识;把你能想象的最大难度放大十倍,就差不多了(当然对于牛人这句话不适用)。每篇只能看一遍文章就去做题(做的过程可以回头寻找文中的细节)。我就在这方面犯错误了,有一篇文章看了两遍才做,最后就不够时间了。第四部分是排序,一篇文章抽去了几段,要从选项中把正确的段落补回去。这种题型对大家比较陌生,而且做到这里,脑子也比较混乱或者是转不动了,我也提不出什么好办法,虽然每题有2分。最后是快速阅读,有3篇文章,每篇800词,10道选择题,都是考文章的细节,难度很小,关键是阅读速度要快,以上是第一卷,到时间后监考人员收卷,再发第二卷作文,这次的作文题目是“多设立职业高中还是普通高中?”个

PETS5学习经验

一个人的PETS5学习经验 今天拿到了PETS5级证书,笔试76(其中听力26),口语5,总的说来还可以接受,下面讲讲我的一些体会,希望对大家有用。 我是4月决定报考的,主要是因为参加工作2年,英语都忘得差不多了,想借此给自己一点压力和动力,四月底去到广外考试中心,交了160元,五一后再去拿到了准考证。 复习过程我选择上外的大学英语精读这套教材,虽然有人对它指手画脚,实际上作为一套教材,它可以说是非常经典的。由于报5级,所以我直接从第四册开始学习。 首先我把单词读一遍,一是掌握单词的发音,国为我有些单调拿不准,二是有些单词的意思和常用意思不一致,所以要先过一遍。词汇是外语的基础。5级的词汇量应该在6000以上,如果阅读过程中生词率高于30%,考试就没法考了。 然后我习惯大声读一遍课文,为的是培养费语感,“文章硬如铁,读来满口血”,文章不读一次,就感觉嘴巴都硬了。读完之后,就借且参考书,逐字逐句的啃课文,主要包括词汇的意思和用法,句子的语法和逻辑结构(这是最重要的!),以及一些时代背景,名人名言等等,为什么要强调语法和逻辑结构呢?我们以第五册第一课第一句话为例:it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the languagee have been understood.一句主占据了3行,而且结构复杂冗长,没有过硬的分析能力,考试时就会手忙脚乱了。所以这一肯虽然很烦也很枯燥,但却是必不可少的。我在复习过程中在这一步耗时最多,基本上一天看一课,课后的练习因为时间关系基本没有做,精力都在阅读上了。3册课本共30篇,去掉几篇小说还剩20多篇,一个月基本能看完。这是复习的第一阶段。 第二阶段主要是巩固和提高,每天我固定抽出半个小时读课文,先大声读一遍,培养语感和锻炼发音,读的过程基本不知道课文在说什么,看到的只是一个个单词,见树不见林。第二遍是默读,读完一句话,仔细地分析它的结构,搞清楚每个成分之间的内在联系,既见树又见林。这一阶段还要进入实战练习,市面上关于PETS的辅导书多如牛毛,可惜质量实在不敢恭维。见过一本王长喜主编的模拟书,里面错误百出,可谓误人子弟。我一直认为,最好的辅导书就是历年真题,可惜PETS5的真题概不流出,所以那些所谓的辅导书就不几太当真了,他们唯一的用处就是让你熟悉考试会有哪些题型,如果真的想做练习,可以拿6级或考研的历年真题来做。 考试前一天睡的不好,八点来到考场,结果几乎到九点半才开考。 第一部分是听力,又分3PARTS,PART1是对话,PART2是段子,都是听完后选一个答案,PART3是填空,一段话放3遍,要求填补文中抽去的词或短语。个人觉得难度和6级差不多,有些地方稍微快一些。 第二部分是语法填空,一篇文章里面抽掉了若干个词,要逑补充完整(没有选项,不像完形填空!)。这部分一半靠语感,1/3靠语法逻辑,苦命靠上下文语境,为什么要强调语感呢? 其实靠逻辑也可以做出来,但需要时间,而考试最缺的就是时间,所以要靠平时多读,凭借语感当机立断,这部分每空只有0.5分,所以千万不要花太多时间,做不出的就放弃,当然也不要乱选,毕竟0.5分也是分,要做到又快又准。 第三部分是大头:阅读,5篇文章,每篇约800词。对阅读的难度一定要有充分的认识;把你能想象的最大难度放大十倍,就差不多了(当然对于牛人这句话不适用)。每篇只能看一遍文章就去做题(做的过程可以回头寻找文中的细节)。我就在这方面犯错误了,有一篇文章看了两遍才做,最后就不够时间了。 第四部分是排序,一篇文章抽去了几段,要从选项中把正确的段落补回去。这种题型对大家比较陌生,而且做到这里,脑子也比较混乱或者是转不动了,我也提不出什么好办法,虽然每题有2分。

PETS5真题

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 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/FALSE 2. Wang prefers to live with an English family. TRUE/FALSE 3. Wang intends to study how computer is used for language translation. TRUE/FALSE 4. Back in his own country Mr. Wang studied C-language and chemistry. TRUE/FALSE 5. Wang has some experience in CAD. TRUE/FALSE 6. Dr. Wilson is satisfied with Wang’s past experience. TRUE/FALSE 7. Wang has little knowledge of the phonetic processing system. TRUE/FALSE 8. Wang decides to take courses and pass exams. TRUE/FALSE 9. Dr. Wilson suggests that Wang should extend his stay at the university. TRUE/FALSE 10. Dr. Wilson asks Wang to do a little more research before deciding on his project. TRUE/FALSE 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.

pets5听力原文

2011年三段对话/独白 1. JoAnn: Don, you have been a strong advocate for teacher and student rights; you wrote about the politics of education in Testing Is Not Teaching(2002). How have things changed since you first wrote about writing in the1970s? Don: In my report to the Ford Foundation in 1976, I documented how the government f unded no research in the teaching of writing. It was appalling how little opportunity there was to research the second R. I actually got the first grant from the government in 1978for my study in Atkinson, New Hampshire. There was also a cover story by Newsweek with the title, “Why Johnny Can’t.” That was around 1977,as I recall. So there was a burst of energy for writing in the early 80s. The National-writing Project expanded dramatically,and there was more research money for studying writing. Even Ronald Reagan allowed funds to go to writing and its improvement; I was on his panel for excellence. I’ve learned that Ame rican educator sand the government can maintain focus on a subject area for only so long. In the early 90s and continuing to the present, testing and accountability have become a major focus. They have become almost like curricula in their own right. They steal the focus from learning and—more particularly—from writing. JoAnn: What impact have federal mandates had on our schools? What has this meant for the teaching of writing? Don: Testing and the emphasis on reading have stolen large blocks of time from writing. Writing requires human power and time to evaluate whatever is submitted. Reading, on the other hand, is much cheaper to assess. The No Child Left Behind Act is all about reading. The authors of the bill didn't realize just how much writing creates a different reader. Writing is the making of reading. People who construct things know far better how to take those things apart.[The federal mandates want us to believe that] it is much more important to find out if children are good receivers of informa tion, rather than good senders of information. In short,we don’t want their ideas, but we do want to know if they can get the right answer about the information they should understand. In sum, from a political standpoint,we don’t really want to know if the y can write with a voice that has idea sand facts to support those ideas. JoAnn: What can teachers do when they find they have less time for writing? Don: Teachers should band together asking lots of questions, both orally and in writing. They need to ask questions like:? How important is writing in relation to reading?? Do you think it is equally important for children to know how to send information, as well as to receive it?? Do you think writing is a medium for learning to think? Why or why not?? Do we, in fact, want our children to be thinkers who come up with original ideas? If so, how can we assess that?? Most professional writers read,interview, make outlines, take notes, and then write. Why is it that children are denied the very tools and opportunities that professional writers use when taking tests or following test prompts?To show how important the medium of writing is, we should put our questions in writing, then call for an appointment to have good dialogue with administrators, and policy makers. Of course, we need to have dialogue among ourselves about these matters first. Donald Graves(Continued from page 1)[The federal mandates want us to believe that] it is much more-important to find out if children are good receivers of information,rather than good senders of information. In short, we don't want their ideas, but we do want to know if they can get the right answer about the information they should understand. 2. The epitome of a Victorian gentleman, Frederick Selous was a hunter, naturalist and conservationist who explored vast areas of Southern Africa and made valuable biological observations.Frederick Courtenay Selous was born in 1851 to a London Stock

PETS5考试真题.doc

PETS5考试真题

processingand 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 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 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 https://www.360docs.net/doc/5716283717.html,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 averagennual 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 ’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? Tapescript For 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 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

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