PETS5 Part C Ask related questions
PETS5考试真题.doc
PETS5考试真题processingand desktop publishing packages.All disks are, of course, strictly for use in themicro-lab only.If you wish to print anything you should use one of the five machines aroundthe outside of the room.Four are connectedto dot matrix printers, one is connectedto the laser printer.If you want a top quality printout from the laser printer, come and see myself or any ofthe library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather than justbefore exams and essay deadlines, in order to avoid delay or disappointment.Trainingsessions are held on a regular basis, on the first and third Thursday of each month, and arefree to full-time students of the college.See you there.Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part CYou will hear a talk given by a university lecturer.As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on theright.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.What’s the averagennual increase of foreign student population in the period between1985 and 1990 in terms of percentage?2.Which part of the world contributed to an increase between 94/95 and 95/96?3.When will the speaker talk about the economic and politicalchanges?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What’ s the number of students from Malaysia?7.Which is the most popular fieldof study?8.What ’thes percentage of students in businessand management?9.In terms of academic levels, in which level do we find the smallest number?10.In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United States.For the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United States.This figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000,000.The foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the 1990s.During the 1980s, the population grew quite rapidly.For example, between 1985 and 1990, the average yearly increase was 12.5%.However, the picture in the 1990s is quite different.The rate of increase has declined quite noticeably.In fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one percent.Although the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing.For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decreasein the number of students from the middle East, while the number of students from South and East Asia increased.These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations.I ’ m sure you are aware of many of these changes, and perhaps we can discuss themat our next meeting.For today let ’ s confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in.If we have a little time left, we might quicklydiscuss in which geographic areas most of them go to school.Let’discussthe origins of the foreign student population in the United States for the academic year 1995/96.Let ’ s discuss it in order from those areas sending the most students to those areas sending the fewest students.If we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia.This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia.The total number of students from this area, South and East Asia was 156,830.In other words, roughly 2 out of every 5 foreign students come from South and East Asia.Almost 24,000 of this total were from China.Malaysia was close behind with just a littleover 23,000 students.The?nextlargest number of students came from the middle East.Thenumber of students from the middle East came to about one-third the number from South andEast Asia.The fourth largest number came from South America.Next came Europe, Africa,North America, and Oceania.Let ’ s recapitulate what we ’ ve said.The largest number of stude studying in the United States during the academic year 1995/96 were from South and East Asia, followed by the middle East, South America, Europe, Africa, North America, and Oceania.What fields are these large numbers of foreign students studying in? It probably won’t surprise you to learn that the largest number are in the field of engineering.In fact, 21.7% ofthe total number are studying engineering.Business and management is close behind, however, with a total of 18.9%.The third most popular field was mathematics and computer sciences with 10.3%.As you can see, engineering with 21.7%, businessand management with 18.9%, and mathematics and computer scienceswith 10.3% comprise about one half of the total number of foreign students.Let’s talk about which academic levels these students can be found in.Foreign students can be found studying at all levels of higher education.As you might expect, the greatest number of them are studying at the undergraduate level?approximately 158,000.The second largest group study at the graduate level and that number is just under 122,000.The rest study at junior collegesor in non-degree programs.It is at the graduate level that foreign students have the most impact.While foreign students comprise only 2.7% of the total U.S.student population, they account for 8.7% of all the graduate students studying at U.S.institutions.Let me give you those percentagesagain so you can get a better feel for the overall picture.Foreign students make up only 2.75 of the total U.S.student population, but they make up 8.7% of the total graduate student population.Well, I see that’sall the time we have today.We’llhave to leave discussionsof thegeographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C.You now have 5 minutes to transfer all your answers fromyour test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill each of the numberedspaces with ONE suitable word.Write your answers on ANSWER SHEET 1.Children who grip their pens too close to the writing point are likely to be at adisadvantage in examinations,(1)_____ to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged frompre-school to 40-plus, also suggests(2)_____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3)______ attention to correct pen grip and handwriting style.Stephanie Thomas, alearning support teacher(4)______ findings have been published, was inspired to investigate this area(5)_______ she noticed that those pupils who had the most trouble with spelling(6)______ had a poor pen grip.While Ms.Thomas could not establish a significantstatistical link(7)______ pen-holding style and accuracy in spelling, she(8)______ find huge differences in technique between the young children and themature adults, and a definite(9)________ between near-point gripping and slow, illegible writing.People who(10)______ their pens at the writing point also show other characteristics(11)______ inhibit learning,(12)_______ as poor posture, leaning too(13)______ to the desk, using four fingers to grip the pen(14)______ than three, and clumsy positioning of the thumb (which can obscure(15)______ is being written.Ms.Thomas believes that the(16)______ between older and younger writers is(17)________ too dramatic to be accounted for simply by the possibility that peopleget better at writing as they grow(18)________.She attributes it to a failure to teach the most effective methods,pointing out that the differences betweenSECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or D.Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you? regardless of your health.Politicians also got on board."There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease,circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary," Dr.Dustan insists."For most of us it probably doesn’tmake much difference how much salt we eat." Dustan’ smost recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced.Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced."An adequateto somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr.John ragh."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption.For the average person, a moderate amountmight run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon.The equivalent of one to two grams of this salt allowance would come from the natural sodium in food.The rest would be added in processing,preparation or at the table.Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises.But even the very vocal "low salt" exponent, Dr.Arthur Hull Hayes, Jr.admits that "we do not know whether increasedsodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium;obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ragh."Salt is the No.1 natural component of all human tissue, and the idea that you don’ tneed it is wrong.Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1.According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke andcirculatory disorders.[C] correlates highly with some diseases.[D]is irrelevant to people suffering from heart disease.2.From Dr.Dustan ’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’ sblood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makesno difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessivesalt.[B] doctors should not advise people to avoid salt.[C] an adequate toexcessive salt intake is recommended for people in disease.[D] excessivesalt intake has claimed some victims in the general population.4.The phrase "vocal ...exponent" (line 2, para.4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5.What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions 1- 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd.The building,relatively quiet less than a minute earlier, had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had beenaccurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I ’m no hurry.There ’ s something I ’ d like you to explain."Two other desks were quickly manned byother clerks.With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, butobviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can and however many we do will tie us up completely.""I ’t possibly process all these people today ’ ve an idea," Edwina said, "that’someone has in mind.Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters.A specimen signature was obtained.Then proof of identity was needed.After that,the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally, a savings passbook was made out or a temporary checkbook issued.Thereforethe most new accounts that any bank employee could open in an hour were five, so the threeclerks presently working might handle? a total of ninety in one business day, if they kept goingat top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of thebank was preventing access to tellers ’ counters by other customers.Edwina could see a few o them outside, regarding the milling scene with consternation.While she watched, several gaveup and walked away.Inside the bank some of the newcomers were engaging tellers inconversation and the tellers,?having nothing else to do because of the melee, chattedback.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her waythrough the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes toopen any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C.A security guard directed him, "Over there for new accounts." The guard pointed toa desk where a clerk?a young girl?sat waiting.She appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.D.Even leaning close to the intercom, it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,?in the first few minutes of business, the bank was crammed with at least four hundred people,?with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F.Obviously someonehad alerted the press in advance, which explained thepresenceof the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in thefollowing magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.SECTION IV: WritingYou have read an article in a magazine with the following statement in it.Write an articlefor the same magazine.You should use your own ideas, knowledge or experience to generate support for your argument and include an example.You should write about 250words.Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economicprosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon/evening).Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is⋯and this is my colleague ⋯ .He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ⋯ and ⋯ ? Thank you.First of all we ’ d like to know something abo you, so I ’m goingaskto you some questions about yourselves.(Begin withcandidate A, thenmove on to candidate B) Now (say the name of the candidate and ask the questions).Home Town·Where are you from?·How long have you lived there?·What’s it like living there?·How does your home town compare with (place where candidate is currently living)?·Well, that ’s interesting.(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The 30-year-olds showed a huge range of grips,(20) ________ the over 40s group all had a uniform ’tripod ’ grip."。
全国公共英语等级考试第五级(pets5)应试指南与模拟试题
全国公共英语等级考试第五级(pets5)应试指南与模拟试题Preparing for the National Public English Test (PETS) Level 5 can be a daunting task for many English learners. This exam is designed to assess a candidate's ability to communicate effectively in English, and it covers a wide range of language skills including listening, speaking, reading, and writing. In order to succeed in the exam, it is important to have a solid understanding of the test format, as well as to develop effective study strategies. One of the key aspects of preparing for the PETS Level 5 exam is familiarizing oneself with the test format and requirements. This includes understanding the types of questions that will be asked in each section of the exam, as well as the time limits for each section. By becoming familiar with the test format, candidates can feel more confident and prepared on the day of the exam, which can help to reduce test anxiety and improve performance. In addition to understanding the test format, it is also important to develop effective study strategies that will help to improve English language skills. This may include setting aside dedicated time for English study each day, practicing English language skills in a variety of contexts, and seeking out opportunities to engage in English language conversations with native speakers. By developing a comprehensive study plan, candidates can work towards improving their overall English language proficiency, which will ultimately help them to perform better on the exam. Furthermore, it is essential to practice past exam papers and mock tests in order to familiarize oneself with the types of questions that may appear on the actual exam. This can help candidates to identify areas of weakness and focus their study efforts on those particular areas. Additionally, practicing past exam papers can help to improve time management skills and build confidence in tackling the various sections of the exam. Another important aspect of preparing for the PETS Level 5 exam is seeking out additional support and resources. This may include enrolling in an English language course, hiring a private tutor, or joining a study group with other candidates. By seeking out additional support and resources, candidates can benefit from the expertise and guidance of experienced English language instructors, as well as the supportand encouragement of fellow candidates. Finally, it is crucial for candidates to maintain a positive and determined mindset throughout their exam preparation. It is natural to feel nervous or anxious about taking a high-stakes exam, but by staying positive and focused, candidates can approach the exam with confidence and determination. This positive mindset can help to alleviate test anxiety and improve overall performance on the day of the exam. In conclusion, preparing for the PETS Level 5 exam requires a combination of understanding the test format, developing effective study strategies, practicing past exam papers, seeking out additional support and resources, and maintaining a positive mindset. By taking a comprehensive and proactive approach to exam preparation, candidates can improve their English language skills and increase their chances of success on the exam. Good luck to all the candidates preparing for the PETS Level 5 exam!。
pets5参考答案
【 ｉ ｎｔ ｈ ｅｃ ａ ｓ ｅｏ ｆ ， 解析】 意为“ 就…来说， 至于” 是固定短语。 【 ｎ ｏ ｔ ． ． ． ｂ ｕ ｔ ． ． ． 。 解析】 意为“ 不是…而是…” 【 ｍ ａ ｋ ｅｙ ｏ ｕ ｒ ｏ ｗ ｎ此处意为“ ， 解析】 使之成为你自己的 ” 此句 意为“ 至于好书， 重要的不是看你能看多少本， 而是看你能理 ” 解多少本， 即有多少能变成你自己的东西。 ４ ３ ． ｂ ｅ ｔ ｔ ｅ ｒ 【 ” 解析】 此句意为“ 几个朋友强过成千认识的人。 ４ ４ ． ａ ｓ 【 ａ ｓ ｉ ｔ ｓ ｈ ｏ ｕ ｌ ｄｂ ｅ意为 “ ， 解析】 这也应当是你的目标 ” 此句意 — —这也应当是你的目标， 如果这是你的目标— 那么花比 为“ 读一份报纸更多的时间和精力去读一本好书， 你就不会感到 ” 不耐烦了。 ４ ５ ． ｄ ｏ ｅ ｓ 【 ４题。ｄ ｏ ｅ ｓ ａ ｋ ｅ ｓ ｔ ｉ ｍ ｅａ ｎ ｄｅ ｆ ｆ ｏ ｒ ｔ 。 解析】 解析见 ４ 指代 ｔ ４ ６ ． ｍ ａ ｒ ｋ ｉ ｎ ｇ【 ａ ｒ ｋ ｉ ｎ ｇ ， 解析】 由短文第一句话可知， 此空应填 ｍ 此句意为 “ ” 你可能还有反对读书做标记的另一个理由。 ４ ７ ． ｂ ｅ ｃ ａ ｕ ｓ ｅ【 … 没有 解析】 此句意为“ 你不能把做过标记的书借给朋友， ” 显然， 由句意可知此句 人能…受你的标记影响而阅读它们。 。 中的两处空缺应填“ 因为” 和“ 不” ４ ８ ． ｗ ｉ ｔ ｈ ｏ ｕ ｔ【 ７题。 解析】 解析见 ４ ４ ９ ． ｍ ａ ｒ ｋ ｅ ｄ 【 解析】 此句意为“ 更重要的是， 你不会把标记过的书借给他 因为一本…的书是一种思维的记载， 而 … 它就象将你的 们， ” 心思泄露出去一样。 由整句话可以推知两处空缺应填“ 标记 。 过的” 和“ 借” ５ ０ ． ｌ ｅ ｎ ｄ ｉ ｎ ｇ 【 ９题。 解析】 解析见 ４ Ｓ ｅ ｃ ｔ ｉ ｏ ｎⅢ Ｒ ｅ ａ ｄ ｉ ｎ ｇＣ ｏ ｍｐ ｒ ｅ ｈ ｅ ｎ ｓ ｉ ｏ ｎ （ ５分， ５ ％） 共计 ３ 权重 ３ Ｐ ａ ｒ ｔ Ａ （ ５分） 每小题 １分， 共计 １ Ｔ ｅ ｘ ｔ １ 短文赏析 基因治疗和以基因为基础的药物是我们从遗传科学中获得利益的两 这些基因疗法会发展成为主流医学。 如果医生 种方式。在未来几年内， 利用基因知识， 分离干细胞， 然后培育这些细胞， 他们就可能为病人提供 健康的移植组织。这种技术同样也有助于克隆技术的发展， 以后越来越 甚至人本身。排除道德法律的因素， 利用基因克 多的动植物将会被克隆， 隆培养出来的人的各种健康器官， 一些病将会被更好的治疗。 答案及解析 ５ １ ． Ｂ 【 解析】 文章开宗明义， 在第一段讲述到， 如果我们掌握了基因科 Ｙ ｅ ｔ ｔ ｈ ｉ ｓ ｕ ｎ 学， 将会对人类有极大的好处。此外第三段的第一句“ ｔ ａ ｐ ｐ ｅ ｄｐ ｏ ｔ ｅ ｎ ｔ ｉ ａ ｌ ｃ ｏ ｕ ｌ ｄｂ ｅ ａ ｔ ｅ ｒ ｒ ｉ ｆ ｉ ｃ ｂ ｏ ｏ ｎｔ ｏｍ ｅ ｄ ｉ ｃ ｉ ｎ ｅ ” ，意为“ 然而这 ， 种没被开发的潜能对医学有极大的好处 ” 作者在全文的最后一 。 句又呼应了这一观点。故应选 Ｂ ５ ２ ． Ｄ 【 “ ｒ ｅ ｊ ｕ ｖ ｅ ｎ ａ ｔ ｅ ｄ ” ｒ ｅ ａ ｃ ｔ ｉ ｖ ａ 解析 】 此词出处在第五段， 和前一句的 “ ｔ ｉ ｎ ｇ ” 。 构成一种近义的重复。故应选 Ｄ ５ ３ ． Ａ 【 ． ． ． ｔ ｈ ｅＵ ｎ ｉ ｖ ｅ ｒ ｓ ｉ ｔ ｙｏ ｆ Ｗｉ ｓ ｃ ｏ ｎ ｓ ｉ ｎｍ ａ ｎ ａ ｇ ｅ ｄｔ ｏｉ ｓ ｏ 解析】 由第四段 “ ” ｌ ａ ｔ ｅ ｓ ｔ ｅ ｍｃ ｅ ｌ ｌ ｓ ． ． ． 可知， 虽然研究很困难， 但这所大学还是在去年 。 秋天设法分裂了干细胞。故应选 Ａ ５ ４ ． Ａ 【 解析】 文章后面指出其实基因治疗的原理和克隆的原理两者完 ｔ ｈ ｅ 全是可以通用的， 具体的解题点在于文章的第五段第一句话 “ ” 。故应选 Ａ 。 ｓ ａ ｍ ｅａ ｐ ｐ ｌ ｉ ｅ ｓ ｔ ｏｃ ｌ ｏ ｎ ｉ ｎ ｇ ５ ５ ． Ｃ 【 解析】 这是一个关于作者态度的综合分析题。 作者尽管提到有 困难， 但科学家们正在谈论克服困难的办法而且非常努力， 并且 Ｔ ｈ ａ ｔ ｃ ｏ ｕ ｌ ｄｐ ｒ ｏ ｖ ｅ ｔ ｏｂ ｅ ａ ｔ ｒ ｕ ｅ ‘ ｍ ｉ ｒ ａ ｃ ｌ ｅ ｃ ｕ ｒ ｅ ’ ” ， 作者最后说道“ 当真 。 正使用克隆技术为人类治疗的时候， 那将会是真正的 “ 神奇医疗” 。 故应选 Ｃ 参考答案及解析第 ２页
PETS5历年真题(口语).doc
2011年12月：口试一(PP l-5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/ Study●What do you do in (the candidate’s hometo wn), do you work or study? (If thecandidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesNow, (say the names of Candidate A and Candidate B), here is a list of reasons for the popularity of online games. (Hand out the list to the candidates and let them read it through.) Why are online games so popular?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate Format Part C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesNow, (say the names of Candidate A and Candidate B), here is a list of reasons for the popularity of online game. (Hand out the list to the candidates and let them read it through.) Why are online games so popular?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesThe following is a list of reasons for the popularity of online games. Why are online games so popular?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.Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2011年12月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Students in Financial DifficultiesNow, (say the names of Candidate A and Candidate B), here is a list of measures to help students in financial difficulties. (Hand out the list to the candidates and let them read it through.) What do you think we can do to help the university students in financial difficulties to complete their studies?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of study(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes) Topic: Students in Financial DifficultiesNow, (say the names of Candidate A and Candidate B), here is a list of measures to help students in financial difficulties. (Hand out the list to the candidates and let them read it through.) What do you think we can do to help the university students in financial difficulties to complete their studies?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of study(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Students in Financial DifficultiesThe following is a list of measures to help students in financial difficulties. What do you think we can do to help the university students in financial difficulties to complete their studies?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.Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of studyPart C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2012年6月：口试一(PP 1—5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Working extra hoursNow, (say the names of Candidate A and Candidate B),here is a list of the main reasons for working extra hours. (Hand out the list to the candidates and let them read it through.) What do you think are the main reasons for working extra hours? Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Working extra hoursNow, (say the names of Candidate A and Candidate B), here is a list of the main reasons for working extra hours. (Hand out the list to the candidates and let them read it through.) What do you think are the main reasons for working extra hours? Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Working extra hoursWhat do you think are the main reasons for working extra hours? 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.Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic CardB(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2012年6月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hoppingNowadays people tend to change their jobs frequently. (Say the names of Candidate A and Candidate B) Here is a list of disadvantages of job-hopping. (Hand out the list to the candidates and let them read it through.) What do you think of job-hopping? Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hoppingNowadays people tend to change their jobs frequently. (Say the names of Candidate Aand Candidate B) Here is a list of disadvantages of job-hopping. (Hand out the list to the candidates and let them read it through.) What do you think of job-hopping? Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hopping (The practice of changing jobs frequently) What do you think of job-hopping? 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.Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2013年6月：口试一(PP 1—5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsNow, (say the names of Candidate A and Candidate B), here is a list of advantages and disadvantages for students to wear school uniforms. (Hand out the list to the candidates and let them read it through.) What do you think are the main advantages or disadvantages for students to wear school uniforms?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsNow, (say the names of Candidate A and Candidate B), here is a list of advantages and disadvantages for students to wear school uniforms.(Hand out the list to the candidates and let them read it through.) What do you think are the main advantages or disadvantages for students to wear school uniforms?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsWhat do you think are the main advantages or disadvantages for students to wear school uniforms? 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(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2013年6月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ... and... ? Thank you.First of all, we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with Candidate A, then move on to Candidate B) Now (say the name of the candidate and ask the questions).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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?(For Interlocutor)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadNow, (say the names of Candidate A and Candidate B), here is a list of preparations one should make before studying abroad. (Hand out the list to the candidates and let them read it through.) What preparations do you think one should make before studying abroad?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadNow, (say the names of Candidate A and Candidate B), here is a list of preparations one should make before studying abroad. (Hand out the list to the candidates and let them read it through.) What preparations do you think one should make before studying abroad?Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadWhat preparations do you think one should make before studying abroad? 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. Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate FormatPart C: PresentationTopic Card2013年12月口试一(PP l-5 for Interlocutor)Part A: Self-introduction (2 minutes)Interlocutor:Good morning (afternoon/evening). Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is... and this is my colleague...He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is... and...? Thank you.First of all, we’d like to know something a bout 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).Hometown●Where are you from?●How long did you live there?●What’s it like liv ing there?●How does your hometown compare with (place where the candidate is currentlyliving)?。
PETS_5_口语考试说明
PART C TESTING SKILLS / FUNCTION
Structuring and timing a talk Using opening remarks Extending a talk Using transition phrases Giving reasons Giving more details Concluding a talk Asking questions
PART B TESTING SKILLS / FUNCTION
Clarifying statements Expressing opinions, attitudes and values Defending arguments Giving reasons, facts, examples Using logical and reasoning statements Comparing objects, people and events
PETS-5 SPEAKING TEST
Part A Self Introduction (2 minutes)
Part B Collaboration (5 minutes)
Part C Presentation (8 minutes)
PART A SELF-INTRODUCTION (2MS)
PART A TESTING SKILLS / FUNCTION
7. Expressing likes and dislikes (eg. job) 8. Expressing preferences (eg. Plane or train) 9. Explaining changes (eg. hometown) 10. Expressing your opinions (eg. Internet games) 11. Explaining the reasons (briefly) 12. Speculating and anticipating events (eg. Study abroad)
pets5 口语教材
pets5 口语教材"Pets5: Oral English Teaching Materials"1. Introduction to Pets: Start the lesson by introducing the concept of pets and asking students if they have any pets. Encourage them to share their experiences and thoughts about having a pet.2. Reading Comprehension: Provide a short reading passage about different types of pets such as dogs, cats, birds, and fish. Ask students to read and answer comprehension questions to test their understanding.3. Vocabulary Building: Introduce new vocabulary related to pets, such as "leash," "kibble," "collar," and "cage." Encourage students to practice using the new words in sentences and engage in small group discussions.4. Role-Playing Activity: Divide students into pairs and assign each pair a role, such as a pet owner and a veterinarian. Students will engage in a conversation where the pet owner describes their pet's health issues, and the veterinarian offers advice and asks relevant questions.5. Listening Practice: Play an audio clip of different sounds that different pets make. Students will listen and try to identify the pets based on the sounds they hear. This activity helps improve listening skills and familiarizes students with different pet sounds.6. Debate: Divide the class into two groups and assign each groupa topic related to pets. Examples can include "cats vs. dogs" or"having exotic pets vs. having common pets." Students will debate the advantages and disadvantages of their assigned topic while practicing their speaking and argumentation skills.7. Opinion Sharing: Ask students to write a short paragraph expressing their opinion on the statement, "Having a pet is beneficial for children's development." Students will share their written opinion with a partner, explaining the reasons behind their viewpoint.8. Grammar Focus: Introduce and practice using the present simple tense to talk about daily routines and habits of taking care of pets. Provide sentence examples and encourage students to form their own sentences using the grammar concept.9. Creative Writing: Ask students to write a short story or poem about a special bond between a pet and its owner. Students can let their imagination run wild in this creative writing activity while also practicing their vocabulary and writing skills.10. Summary and Reflection: Review the main points covered in the lesson and ask students to reflect on what they have learned about pets and the importance of taking care of them. Encourage students to ask any remaining questions or share any personal experiences related to pets.。
pets5口语模板及分析
p e t s5口语模板及分析(共3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--For examinerPart A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon / evening). Could I have your mark sheets, please Thank you.(Hand over the mark sheets to the Assessor.)My name is …… and this is my colleague ……He / she is not going to ask you any questions, but he / she is just going to be listening to us.So, your name is …… and …… Thank you.First of all we'd like to know something about you, so I'm going to ask you some questions about yourselves.(Begin with candidate A, then move on to candidate B) Now…… (say the name of the candidate and ask the questions).Home Town·Where are you from·How long have you lived there·What's it like living there·How does your home town compare with……(place where candidate is currently living)·Well, that's interesting.FamilyWhat about your family Could you tell us something about themWork/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 thatPart B: Collaboration (This part will take about 5 minutes.)DiscussionTopic: Water ShortageNow,……(say the names of Candidate A and Candidate B)here is a list of causes for water shortage. (Hand out the list to the candidates and let them read it through.) What do you think are the main causes for water shortage I'd like each of you to choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won 't join you. You have 5 minutes.All right. Would you begin (The interlocutor may sit back and intervene only when necessary.)Causes for Water Shortage:·Low price of water·Growth of population·Waste of water·Polluted rivers·Climate·Lack of advanced technologyPart C: Presentation (This part will take about 8 minutes.)Interlocutor:Now, in this part of the test I'm going to give each of you a list of three different topics. I'd like you to select one of the topics and give a short presentation of about 2 minutes.When ……(say the name of Candidate A) has finished talking. I'd like you,……(say the name of Candidate B), to ask him/her one or two questions.You may make notes while you are preparing and take notes while the other person is talking.All right Here are your topics.(Hand over the Topic Card, A & B, and some blank paper and a pencil to each candidate.)Now you'11 have 2 minutes to prepare.(The candidates are given 2 minutes.)All right. Now ……(say the name of Candidate A), would you begin by telling us which topic you have chosen and then give your presentation, please(Listen to the presentation of Candidate A.)Thank you. Now……(say the name of Candidate B), would you like to ask……(say the name of Candidate A) some questions (Allow a maximum of 2 questions by Candidate B, followed by one more question by the interlocutor)Now…… (say the name of Candidate B), would you begin by telling us which topic you have chosen and then give your presentation, please(Listen to the presentation of Candidate B)Thank you. Now……(say the name of Candidate A),would you like to ask…… (say the name of Candidate B) some questions (Allow a maximum of 2 questions by Candidate A, followed by one more question by the interlocutor)Topic Card Aa. Food: Do you like the Chinese cuisine or the Westernb. Job: What is your opinion on doing part time jobs for college studentsc. Education: How can we help people to overcome their shynessTopic Card Ba. Health: Is wine a good thing or a bad thing for healthb. Life: What does a "high quality of life" mean to youc. Science: What is the relationship between science and human life。
全国pets五级听力答题思路与技巧
全国pets五级听力答题思路与技巧全国pets五级听力答题思路与技巧一句话，英语考得不是英语，而是应试技巧。
考英语不能靠苦学，对其特点的深刻认识远比多背2000个单词更加重要。
以下是店铺为大家搜索整理的公共英语五级听力答题思路与技巧，希望能对大家有所帮助!一、试题范围及特点1.Part A考查考生理解具体和抽象信息的能力。
该部分试题侧重的是事实细节的理解与掌握。
所给出的陈述句，正确的往往是根据文中的某个细节进行的改写，或是将听力原文中的某个句子直接摘录。
不正确的句子往往与原文所表达的意思完全相反，或是句子的部分信息正确而另一部分不正确，或是将细节张冠李戴。
2.Part B考查考生理解细节、事实、要点、观点、态度等的能力。
该部分试题侧重的是在理解和掌握事实细节的基础上进行有关的判断、推理与引申。
这部分的问题是直接出现在卷面上的，通过阅读问题就能判断出问题的类别，如What is the talk mainly about(主题判断题)，What will she most likely to do eventually(隐含意义推断)，What is the speaker’s attitude toward it(态度判断题)。
3.Part C考查考生理解并记录主要信息的能力。
该部分试题侧重的是对具体信息的理解，问题形式主要是特殊疑问句，多为主旨细节题，个别是推理引申题。
题目本身较为直接客观，即许多信息可以从文章中直接得到。
二、答题要领及方法听力题没有传统的一问一答的对话题型，这意味着录音材料不涉及日常生活的话题，所谓的技巧都不存在。
五级听力的所有问题，无论是判断题、简答题还是多项选择题，提问都比较直接，答案在录音材料中交待得比较明确，不存在含蓄婉转的情况，也不存在近音、近形、近义词干扰，基本上属于“原词答案”，考生可以听到什么选什么，基本上不需要推论、归纳和分析。
1.利用答题指令每段录音材料开始之前的答题指令中有时会告诉考生该段要谈些什么，考生应集中注意力听清这一两句的内容，因为它起到了点明该段主题、圈定段落或会话话题的作用，有助于在确定的话题内随着录音材料的播放，根据大意聆听细节，顺着文章展开的脉络，捕捉要回答的信息。
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PETS 5 Part C Presentation
Ask Related Questions
关键词
具体举例
解决方法/建议
相关社会现象/大众的观点
意义/好坏优劣
假设/假设虚拟
反问
细节/阐明解释
重复原题
关键词
(Since you mentioned…/since …is vital,) what do you think are essential/important/necessary to…?
I wonder/am wondering …?
具体举例
You jus t mentioned.... Can you give us some specific examples to …?
Example + Do you think it is right to do so?
解决方法/建议
In what ways do you think this problem can be (better/effectively) solved/improved? What is your suggestions on …?
What do you think our gov ernment/society/we ordinary people can do to…?
Just now you told us…. Could you offer some measures to…?
How …?
相关社会现象/大众的观点
Some people hold the idea that…. What is your opinion about that? Nowadays….What do you think of this phenomenon?
意义/好坏优劣
What do you think we can learn from …?
What is the point of…?
What are the bad effects/disadvantages/positive effects/advantages of…?
假设
If…, what will you do?
What if…?
假设虚拟
What would it be if +过去式…?
What would you do if +过去式…?
e.g. What would you do if you were a millionaire?
反问
Don’t you think…?
Don’t you agree …?
细节/阐明解释
Just now you told us …. Could you …?
You said that…. Do you mean that…?
You have talked so much about…. Then what are the disadvantages…?
I admit that…. But…. Can you explain? Don’t you think? (让步)
重复原题
I want to know what you think about this?
What is your personal view about this?。