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

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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 A

You 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 A

Part B

You 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 rea

d 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 C

You 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 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 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 two

grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.

Those with kidney, liver or heart problems may have to limit dietary salt, if thei r doctor advises. But even the very vocal “low salt” exponent, Dr. Arthur Hull H ayes, Jr. admits that “we do not know whether increased sodium consumption causes hypertension.” In fact, there is growing scientific evidence that other factors m ay be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (mu ch more dangerous than sodium); genetic predisposition; stress.

“It is not your enemy,” says Dr. Laragh. “Salt is the No. 1 natural component o f all human tissue, and the idea that you don’t need it is wrong. Unless your doc tor has proven that you have a salt-related health problem, there is no reason to give it up.”

51. According to some doctors and politicians, the amount of salt consumed

[A] exhibits as an aggravating factor to people in poor health.

[B] cures diseases such as stroke and circulatory disorders.

[C] correlates highly with some diseases.

[D] is irrelevant to people suffering from heart disease.

52. From Dr. Dustan’s study we can infer that

[A] a low-salt diet may be prescribed for some people.

[B] the amount of salt intake has nothing to do with one’s blood pressure.

[C] the reduction of salt intake can cure a hypertensive patient.

[D] an extremely low-salt diet makes no difference to anyone.

53. In the third paragraph, Dr. Laragh implies that

[A] people should not be afraid of taking excessive salt.

[B] doctors should not advise people to avoid salt.

[C] an adequate to excessive salt intake is recommended for people in

disease.

[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 2

Few 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 bot

h 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 and

mother’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 3

World 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 World

countries?

[A] They are beginning to realise the importance of environmental

protection.

[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 nature

conservation.

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 Rio

Summit.

[C] Climate changes can no longer be ignored.

[D] The decline of earth’s life-support systems has been halted.

Part B

In 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 done

Part C

Answer 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 216

Which car...

Audi A3

Most 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 he

ight 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 Civic

Honda 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 216

The 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

(40 minutes)

You have read an article in a magazine which states, “Economic development will i nevitably generate industrial waste which in turn will cause pollution to the liv ing environment. Economic prosperity and a clean environment can not coexist. You have to make a choice between the two.”

Write an article for the same magazine to clarify your own points of view towards this issue. You should use your own ideas, knowledge or experience to generate sup port for your argument and include an example.

You should write no less than 250 words. Write your article on ANSWER SHEET 2.

END OF THE TEST

（四）口试教师用材料

(For examiner)

Oral Test

Part A: Self-introduction (This task will take about 2 minutes.)

Interlocutor:

Good morning (afternoon / evening). Could I have your mark sheets, please? Thank y ou.

(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 l istening 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?