全国英语等级考试第五级(pets5)
PETS5考试时间及报考须知
从2001年开始，PETS5第⼀次考试定于每年6⽉的第四个星期六；第⼆次考试定于每年12⽉的第三个星期六。
报名要求 1.报名时，报考者⼀律凭本⼈⾝份证按规定填写报名卡，具体要求参见《考⽣须知》。
⾝份证丢失者，必须出⽰公安部门开具的⾝份证号码证明。
未成年⼈凭户⼝本报名。
军⼈和武警⼈员凭军⼈⾝份证件报名。
2.报名时按规定交近期正⾯免冠同⼀底版⼀⼨照⽚2张。
证件不全或照⽚不符合规定者，不得报考。
3.考⽣报考时按规定交纳⼝、笔试报名考试费(PETS5￥145/⼈)。
考⽣缺考，报名考试费⼀律不退，也不得补考。
4.考⽣填写报名卡,按规定履⾏各项⼿续,，随后按照指定时间领取准考证和《考试通知单》，否则不能参加考试。
考试要求 1.考试前⼀天，考⽣可以根据《考试通知单》到达指定地点，熟悉个⼈所在考场位置。
2.考试当天，考⽣必须按规定时间⼊场。
⼊场时，考⽣必须出⽰准考证、⾝份证(或公安部门开具的⾝份证号码证明、未成年⼈凭户⼝本、武警军⼈证件)和《考试通知单》。
3.考⽣只准随⾝携带蓝（或⿊）⾊圆珠笔（或钢笔）、2B铅笔、橡⽪等考试⽂具。
4.考⽣必须按照要求⽤圆珠笔（或钢笔）填写答题卡信息栏⽬，⽤铅笔涂⿊信息点。
主观题试卷⼀律⽤蓝或⿊⾊的圆珠笔书写。
5.考⽣在考场内必须严格遵守考试纪律，⾃觉服从监考⼈员管理。
证书与成绩 在同次考试中⼝试和笔试成绩均合格者,由教育部考试中⼼发给《全国公共英语等级考试合格证书》。
该证书⽤中、英⽂印制，并印有持证⼈的⾝份证件号码；⼀次考试中⼝试和笔试成绩均不合格者或有其⼀不合格者，发给“考试成绩通知单”。
考试成绩的适⽤范围以及⽔平解释权在教育部考试中⼼。
考⽣成绩的有效期和使⽤权在⽤⼈单位。
PETS5的考试成绩对于出国⼈员的有效期为2年，如作为其它⽤途不受此年限的限制。
北京语⾔⽂化⼤学 。
全国英语等级考试pets5提分试题附解析
全国英语等级考试pets5提分试题附解析Do one thing at a time, and do well.以下是小编为大家搜索整理的全国英语等级考试pets5提分试题附解析，希望能给大家带来帮助!更多精彩内容请及时关注我们应届毕业生考试网! “Thank you “ means that you recognize that someone has done something for you. Thus we thank people all day ( 1) even for the smallest, most ( 2) things. If a waitress brings you a ( 3) of coffee, you say“Thank you “. When you ( 4) your food and get your ( 5), you say “Thank you “ to the ( 6). If someone gives you ( 7) in the street, you say“Thank you “. If someone ( 8) you to dinner, you say“Yes, thank you, I ‘d ( 9) to come. “ However, that ‘s more than (10). Excessive expressions of gratitude (11) Westerners extremely (12) and gives a sense of (13) thanks, a sense of formal or required Kowtowing (叩头) which does not (14) gratitude but insincerity. For example, if your advisor spends a half-hour of his time (15) you edit some letter you ‘ve just written, you will (16) to say“Thank you, I really (17) your time. “ But one or two phrases of that (18) is enough. If you go on and on (19) statements about his kindness, the person will feel not thanked but (20) and will not be anxious to help you again. 1.longround overabout2.ordinarytinyusual often3.bottletin can cup4.pay backpay off pay uppay for5.coins changebills charge6.customercashier principal postman7.suggestiondirection hints interview8.ordersbringsdemands invites9.wantloveneedmove10.efficientenoughfullcertain11.takedomakecause12.unhappy unlucky unlikelyuncomfortable13.emptyfullgratefultroubled14.indicatetellsignify direct15.helping to help on helpinghelped16.wantuse needbother17.waste appreciatespend cost18.sorttypevariety style19.tothrough withby20.dissatisfiedannoyed hated disturbed答案：AADDB BBDBB CDA。
pets5公共英语等级五级考试介绍以及考试准备
昨晚给几个学生做了pets口试的模考，一共4个学生，3个考三级，一个考2级。
虽然只是4个学生，但结束后却感慨良多。
在此小做总结，希望能帮到周末即将要上考场的同学。
1.考生对口试的流程一定要和考官一样熟悉。
总共多少分钟，一共几个阶段，每个阶段会出什么性质的图片或问题，什么时间要求等等。
还有就是对考官的“指导用语”要相当熟悉，这些“套话”是所有考官都必须说而且只能说的，在上培训班的时候老师都会培训这部分内容，考生完全可以把这几句话背下来，这样考官要做什么，要说什么你都有数，不会紧张。
另外一个需要注意的是，考官的指导用语中会有对图片内容的描述，这是至关重要的，因为，PETS考试的图片都是黑白的而且画的非常不规则，想象力不丰富的人有时根本看不出到底画的是什么。
而考官会在指导用语中说道：“ candidate A, here is your picture , this picture shows four different ways ofkeeping fit .....talk to each other ...."如果考生仔细听考官的这段话，你就可以很容易判断出图片的内容，而且知道你被要求做什么。
2.遵守考官指令。
PETS考试的时间控制比较严格，考官在每一部分开始之前都会告诉你有多少时间完成，“到时候会打断你，不要担心。
”有的考生在考官说了“sorry , time is up "之后，仍然滔滔不绝，极力想在争取一些表现的机会。
这种情况下，你只能得到考官再次提醒，并打断。
你的举动直接影响到考官对整个流程时间的掌控，不会对你的“锲而不舍”留下任何好处的。
其次，很多考生为了有更多的时间去理解手中的图片或者准备要说的材料，过分自我投入，对于考官的指令不予理睬，考官的最后一句话一般是：“ would yo u like to begin now ?"，而很多考生对此不置可否，仍然低头沉思在图片的理解当中，这个时候考官会自动开始计时的，考生不确认开始时间会被认为是故意“拖时间”，或者连指导用语也听不懂，那后果可想而知了。
全国英语等级考试pets5级阅读历年真题
全国英语等级考试pets5级阅读历年真题Part BIn the following article, some paragraphs have been removed. For Questions 66 to 70, 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 ANSWE SHEET 1.For Richard Leakey, head of the Kenya Wildlife Service ( KWS ), conservation often seems to be a continuation of war by other means. His first period as director of the agency saw the introduc- tion of a "shoot to kill" policy to deal with illegal hunters. He alsoceremonially burnt the country's stockpile of confiscated ivory--even though, as critics pointed out, the haul could have paid for a dozen new schools66.His second session in the director's chair began eight monthsago (the interregnum was caused by his resignation to enter politics in 1994, after clashes with Daniel arap Moi, Kenya's president). The years, however, have not softened him. His approach this time is almost as aggressive as shooting illegal hunters--it is a system of heavily defended frontiers for the areas under the KWS' orotection, which he refers to as "hard edges".67.The extent to which wildlife and people can co-exist has long been a worry to conservationists. Some of them argue that peaceful co-existence is possible, especially if the animals are made to pay their way through tourism and the "cropping" of surplus beasts to provide food. But others, though in general willing these days to fall in with theline that nature must earn its keep if it is to survive, suspect thatthe benefits will frequently accrue to people other than those whose activities actually threaten the animals--and thus that the invisible hand of self-interest will not give animals any pro- tection.68.The first place to be the target of this attitude is Lake Nakuru. It is surrounded by settlements, and its.boundaries have become "blurred" as a result. Now, thanks to a two-metre-high fence, those boundaries will be clear--and people who have been squatting on government land will have to leave.69.This valley is home to two rare species of monkey, the red colobus and the Tana River manga- bey. People have lived there since before it was declared a protected area, but their numbers have expanded considerably in recent years. One or other group of primates must, in Dr. Leakey's view, therefore go. He plans that it will be the people.The Tana River resettlement scheme is supposed to be voluntary, and comes with incentives such as money for new schools, water supplies and clinics.70.Whether "hard edges" will work as well as "shoot to kill" remains to be seen. But it could prove a risky strategy. People movedoff their land have long memories, and when political circum- stances change they may translate those memories into action. Even in Europe, many of those whose homes have been flooded by reservoirs still mourn their lost villages, and would go back giv- en the chance. And dams--with all the attitudes that back them up--are going out of fashion.A.But there are still some locals who would rather stay. In――eory, they can. But they will have to put up with a series of restrictive measures designed to make life more comfortable for monkeys and less comfortable for people. Nobody, for instance, will be allowedto cut down trees; and human movements will be strictly controlled. The message is thus pretty clear: "please leave".B.Richard Leakey's second stint in charge of Kenya's wildanimals looks likely to be as contro-versial as his first.C.Dr. Leakey seems to take the second approach--at least as far as the beasts in his custody are concerned. He is aware of the fact that his actions will be supported by the government only because of the income they bring to the tourist industry ( one of Kenya's biggestexport earn- ers). And if it is to be an industrial project, thenindustrial public-policy methods should be applied. A western government, he points out, would not hesitate to use compulsory land purchase for a scheme deemed to be in the public interest (a hydroelectric dam, for exam- pie). So why should similar methods not apply to tourist-attraction wildlife reserves?D.That, though it will no doubt produce some complaints, is probably reasonable--the squatters should not have been there in thefirst place. More controversial, however, is a scheme to "encourage" people to leave the valley of the Tana River.E.Such harsh measures (backed, admittedly, by an international ban on all trade in ivory) ap- pear..to have worked. After decades of decline, the elephant population in Kenya has sta- bilised, and even begun to creep up again.F.This scheme means that Kenya's national parks are, in effect, declaring independence from the rest of the country. They will be surrounded by fences and defended by border guards. Those fences, which will often be electrified, will, of course, serve to keep the animals in and thus stop them damaging the crops on surrounding farms. But their main purpose is to keep unwanted humans out.Part B对于理查德・利基――肯尼亚野生动物保护局(KWS)的负责人来说，保护区往往是一种用另一种方式延续的战争。
公共英语五级(PETS5)考试题型解析
写作：
PETS5要求考生根据主题性或情景性提示写出一篇不少于250词的短文，类型除了一般性文章外还包括书信、科研d writing），要求按命题写出一篇不少于150个词的文章。通过对比可以看出，PETS5比WSK写作要求高、难度大。
全国公共英语等级考试五级（PETS5）是最高级，相当于我国大学英语专业二年级结束时的水平。是专为申请公派出国留学的人员设立的英语水平考试。
通过该级考试的考生，其英语水平基本满足在国外攻读硕士研究生非英语专业或从事学术研究工作的需要。该水平的英语也能满足他们在国内外从事专业和管理工作的基本需要。该级考生应能就各种话题自如地进行对话与讨论。能就其工作的多方面与他人进行深入广泛的交流，并能进行有效辩论，清楚地阐述自己需求，能适当运用基本的语法知识，掌握7000左右的词汇以及相关词组。
听力：
PETS5为长对话或段落理解，题型为判断正误（true or false）和回答问题，原WSK题型有单句理解、小对话理解和长对话或段落理解，全部为四选一客观题。
词汇：
PETS5要求考生应掌握7500左右的词汇以及相关词组，与原WSK(EPT)的词汇量要求完全一致。
阅读：
PETS5阅读理解分三部分：多项选择、语段顺序理解和选择配伍。语段顺序理解即在一篇长度为750~850词的文章中留有5处空白，文后有六段文字，要求考生根据文章内容从六段文字中选择五段分别放进文章的五个空白处。此部分考查考生对诸如连贯性和一致性等语段特征的理解。选择配伍题型要求考生根据所提供的一篇较长文章的内容，完成10道选择搭配题。本题型旨在考查考生从长文章中快速查找所需信息的能力。语段顺序理解和选择配伍是WSK未曾有过的新题型。
PETS5考试真题
全国公共英语等级考试(pets)五级考试真题Section IListening ComprehensionThis 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.and Mr.Wang have met before.TRUE/FALSE2.Wang prefers to live with an English family.TRUE/FALSE3.Wang intends to study how computer is used for language translation.TRUE/FALSE4.Back in his own country Mr.Wang studied C-language and chemistry.TRUE/FALSE5.Wang has some experience in CAD.TRUE/FALSE6.Dr.Wilson is satisfied with Wang’s past experience.TRUE/FALSE7.Wang has little knowledge of the phonetic processing system.TRUE/FALSE8.Wang decides to take courses and pass exams.TRUE/FALSE9.Dr.Wilson suggests that Wang should extend his stay at the university.TRUE/FALSE10.Dr.Wilson asks Wang to do a little more research before deciding on his project.TRUE/FALSET apescriptHearing a knock on the door] Come in please.Good morning Dr.Wilson.Good morning Wang.So nice to see you again.Take a seat...why don’t you, please.When did you get to the university?mwmi arrived yesterday.Well...Are you living in the college?No, I am with an English family...actually...because I want to improve my speaking.WmwOh, fine.Right, did you take a language proficiency test before you came?Yes.Uhh...my Overall Band is 6, but...unfortunately my speaking is only 5.OK, you know, here in this university, you have to take our own English test before you attend any lectures.So, first of all, what we’ve got to do is, we have to make an arrangement for the test date.Umm...will tomorrow be all right for you?mw Yeah, I have time tomorrow morning.Good, then.Tomorrow at ten.I don’t think the test will be any problem for you.Now, let’s make sure you make full use of your time here.Let’s put it like this.What exactly do you want to a ccomplish in the next 12 months?mi’m interested in computer language translation, I mean, from English to Chinese and Chinese to English.I’ll try, if possible, to produce a software or a device which can serve as an interpreter.WMYes, could you be a bit more specific about...er...the device?For instance, when, you talk to the device in English it will translate your words into Chinese and vice versa.WmwmwUhuh...do you mean it’ll be as competent as...er...a human interpreter?Yes...well, I’ll let it deal with general situations, at least.Fascinating...and how big will the device itself be, do you think?The size of a cigarette pack, I think.So people can put it in their pocket.Really.Well, that could be a Ph.D project.Tell me what you have done so far.In my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program writing.Yes, but have you done anypractical jobs? I mean, have you written anyWprograms for practical use?I was involved in a project for CAD in a shipyard.mwThe computer aided design.That was probably a good experience, but, unfortunately, it may not help your present project much.Are you familiar with C-language?No.mwUhuh...the phoneticprocessing system, do you know how such a system works?What do you mean by "phonetic processing system?"mwWell, you know, English is spoken by different people with different accents.Your English accent is different from mine, and of course mine is not the same as my colleagues’.So as I see it, your device would have to be able to recognise and understand different accents.Oh, I see.I think I can learn C-language and a phonetic processing systemMhere.Well, that’s probably true, but you’ve got only 12 months and you want aWdegree, don’t you?Yes.mwOK, so there’re two ways of studying for a degree here.You either take six courses, pass their exams and have your dissertation accepted or the other way is you do some research work and submit your project report.mwmwI think I’ll take the second way.Fin e, but are you sure you can finish your project in 12 months?I don’t know, but I can work 12 hours a day and 7 days a week.Well, I’d suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some extent.You might narrow your research area, concentrating on solving one or two major problems.And, it’d be a good idea to talk to your colleagues in the lab, first.Anyway, I’m sure we can work out something good.Shall I see you again in three days’ time?All right.I’ll go away and do some thinking.Then I’ll talk to you about myMnew plan.Good.See you then.WMThank you.Bye-bye.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.[B] Use the computer regularly.[C] Occupy the computer early.[D] Wait for one’s turn patiently.2.What service must be paid for?[A] Computer classes.[B] Training sessions.[C] Laser printing.[D] Package borrowing.3.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.T apescriptRight, everybody.Welcome to Central Colleg e library services.My name’s Kathy Jenkins.I’ll give you a brief introduction to the library.We have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language centre, with audio and video material; and the micro-computer lab.I’ll start with the micro-computer lab, or micro-lab as we call it.It is fitted with 24 personal computers.If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as English.By the way, CALL stands for computer aided language learning: C A double L, "CALL", for short.You may also borrow a range of word processing and desktop publishing packages.All disks are, of course, strictly for use in the micro-lab only.If you wish to print anything you should use one of the five machines around the outside of the room.Four are connected to dot matrix printers, one is connected to the laser printer.If you want a top quality printout from the laser printer, come and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather thanjust 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 average annual 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 num ber of students from Malaysia?7.Which is the most popular field of study?8.What’s the percentage of students in business and management?9.In terms of academic levels, in which level do we find the smallest number?10.In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United States.For the academic 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 decrease in the number of students from the middle East, while the number of students from South and East Asia increased.These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations.I’m sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting.For today let’s confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in.If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.Let’s discuss the origins of the foreign student population in the United States for the academic year 1995/96.Let’s dis cuss 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 5foreign students come from South and East Asia.Almost 24,000 of this total were from China.Malaysia was close behind with just a little over 23,000 students.The?next largest number of students came from the middle East.The number of students from the middle East came to about one-third the number from South and East Asia.The fourth largest number came from South America.Next came Europe, Africa, North America, and Oceania.Let’s recapitulate what we’ve said.The largest number of students studying in the United States during the academic 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 t hese 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% of the 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%, business and management with 18.9%, and mathematics and computer sciences with 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 colleges or 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 percentages again 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’s all the time we have today.We’ll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now 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 from your 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 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,(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 from pre-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, a learning support teacher(4) ______ findings have been published, was inspired to investigate this area(5) _______ she noticed that those pupils who had the most trouble with spelling(6) ______ had a poor pen grip.While Ms.Thomas could not establish a significantstatistical link(7) ______ pen-holding style and accuracy in spelling, she(8) ______ find huge differences in technique between the young children and the mature adults, and a definite(9) ________ between near-point gripping and slow, illegible writing.People who(10) ______ their pens at the writing point also show other characteristics(11) ______ inhibit learning,(12) _______ as poor posture, leaning too(13) ______ to the desk, using four fingers to grip the pen(14) ______ than three, and clumsy positioning of the thumb (which can obscure(15) ______ is being written.Ms.Thomas believes that the(16) ______ between older and younger writers is(17) ________ too dramatic to be accounted for simply by the possibility that people get better at writing as they grow(18) ________.She attributes it to a failure to teach the most effective methods, pointing out that the differences 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’t make much difference how much salt we eat." Dustan’s most 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 adequate to 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 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 their doctor advises.But even the very vocal "low salt" exponent, Dr.Arthur Hull Hayes, Jr.admits that "we do not know whether increased sodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ragh."Salt is the No.1 natural component of all human tissue, and the idea thatyou don’t ne ed it is wrong.Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1.According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2.From Dr.Dustan’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’s blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.4.The phrase "vocal ...exponent" (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 been accurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I’m in no hurry.There’s something I’d like you to explain."Two other desks were quickly manned by other clerks.With equal speed, long wide lines of people formed in front of them.Normally, three members of staff were ample to handle new account business, but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can’t possi bly process all these people today, and however many we do will tie us up completely.""I’ve an idea," Edwina said,"that’s what someone has in mind.Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters.A specimen signature was obtained.Then proof of identity was needed.After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally, a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle? a total of ninety in one business day, if they kept going at top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers.Edw ina could see a few of them outside, regarding the milling scene with consternation.While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers,?having nothing else to do because of the melee, chatted back.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C.A security guard directed him, "Over there for new accounts." The guard pointed to a desk where a clerk?a young girl?sat waiting.She appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.D.Even leaning close to the intercom, it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,?in the first few minutes of business, the bank was crammed with at least four hundred people,?with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F.Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in the following 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 article for the same magazine.You should use your own ideas, knowledge or experience to generate support for your argument and include an example.You should write 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.Economic prosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take 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, bu t 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 int eresting.(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."。
全国外语水平考试WSK(pets5)大纲
全国外语水平考试WSK(pets5)大纲PETS第五级考试的形式、内容与结构概述关于考试的组成PETS第五级考试由笔试和口试两种独立考试组成。
关于考试指导语PETS第五级考试中，笔试、口试中的指导语均为英文。
关于答题卡和登分卡的使用PETS第五级考试采用特别设计的答题卡和登分卡。
笔试中，使用的是用于光电阅读器评分的客观题答题卡和用于人工阅卷的主观题答题卡。
客观题答题卡在机器阅读前，有部分题目也需要人工评阅。
口试使用的是口试成绩登分卡。
口试开始前考生在卡上填好自己的考号等有关信息，口试结束时口试教师在卡上填上考生的口试成绩。
PETS第五级考试所需答题卡和登分卡的种类如下表所示。
关于答题时间PETS第五级考试的答题时间分配如下表所示：关于笔试试卷的采分点PETS第五级考试各部分的采分点如下表所示。
关于分数权重为处理好考试中题目数量、赋分与各种技能的考查关系，PETS 第五级考试采用了分数加权的办法。
即对各部分题目的原始赋分分别给予不同的权重，使之能够平衡各种技能的考查关系。
PETS第五级考试中各部分所占分数权重如下表所示：关于成绩通知单和合格证书任何考生只要参加本级的笔试或口试，均能得到有关的成绩通知书。
笔试成绩是听力、英语运用、阅读理解和写作部分得分的总合，考生成绩60分以上为合格。
其中的听力部分还必须有60%以上的得分率，方视为合格。
口试成绩单独计算，不列入笔试总分。
口试采取5分制评分，3分以上为合格。
口语并非都是必考的。
这主要取决于用人单位以及考生的需求。
笔试和口试成绩均合格者，才能获得教育部考试中心颁发的PETS等级合格证书。
笔试试卷内容与结构第一部分听力该部分由A、B、C三节组成，考查考生理解英语口语的能力。
A节：考查考生理解具体和抽象信息的能力。
要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。
录音材料只播放一遍。
B节：考查考生理解细节、事实、要点、观点、态度等的能力。
全国英语等级考试一、二、三、四、五级有什么区别？
全国英语等级考试一、二、三、四、五级有什么区别？答：全国英语等级考试以考查考生的语言交际水平为核心，是一个多级别的英语考试体系。
根据社会上英语学习者的不同水准和用人单位的不同要求，考试等级由低到高分为一，二，三，四，五级，另外，一级还有一个附属级-- 一级B(略低于一级，该级别更注重口语化和日常最基本的交际需要，适合大范围英语普及的要求。
该级别的考试主要测试应试者在最基本的交际场合所涉及的交际水平。
)一级(PETS1)是该项考试五个级别中的初始级，其考试要求略高于我国9年义务教育--初中毕业时的英语水平。
二级(PETS2)是该项考试五个级别中的中下级，其考试要求相当于我国普通高中优秀毕业生的英语水平。
根据教育部考试中心相关文件规定，此级别笔试合格的成绩可替代自学考试专科阶段英语(一)、文凭考试基础英语考试成绩。
三级(PETS3)是该项考试五个级别中的中间级，其考试要求相当于我国学生高中毕业后在大专又学习了两年公共英语或自学了同等水准英语课程的水平。
根剧教育部考试中心相关文件规定，此级别笔试合格的成绩可替代自学考试本科阶段英语(二)考试成绩。
四级(PETS4)是该项考试五个等级中的中上级，其考试要求相当于我国学生高中毕业后在大学至少又学习了3-4年的公共英语或自学了同等水准英语课程的水平。
五级(PETS5，原WSK. EPT)是该项考试五个级别中的级，其考试要求相当于我国大学英语专业二年级结束时的水平。
是专为申请公派出国留学的人员设立的英语水平考试。
该级别考试有很多特殊性，在后边第28个问题中专门介绍第五级的情况。
这五个级别的考试标准建立在同一水平量表上，相互间既有明显的区别又有内在的联系。
相关该项考试各个级别的设计标准可参见教育部考试中心编写的《全国公共英语等级考试(PETS)考试大纲》。
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全国英语等级考试第五级(pets5)
全国英语等级考试第五级 (PETs5) 是一项用于评估学生英语能力的考试。
该考试主要针对那些具备良好的基本英语能力，能够应对日常生活和工作中简单交流的学生。
以下是有关该考试的一些重要信息：
### 考试内容
- 阅读理解：包括阅读短文、回答问题、填空等。
- 听力：听取短对话、长对话和短文，并回答相应的问题。
- 写作：完成书面表达任务，如写便条、电子邮件、日记等。
- 口语：进行简短的口语交流和对话。
### 考试目标
该等级的考试旨在测试学生在以下方面的能力：
- 词汇和语法技巧：掌握基本的词汇量和语法知识。
- 阅读理解：理解简单的英语文章和短文，提取关键信息。
- 听力理解：听懂简单的英语对话和短文，获取关键信息。
- 书面表达：能够书写简单的英语文章，表达个人观点和想法。
- 口语交流：能够进行简单的英语口语交流，如问候、介绍自己、描述事物等。
### 考试准备
为了更好地应对 PETs5 考试，你可以采取以下一些准备措施：
- 扩充词汇量：通过阅读英语文章、听力练习和背诵常用短语，提高词汇水平。
- 学习语法知识：重点学习基本的英语语法规则，并进行相关练习。
- 阅读练习：多读一些简单的英语文章，提高阅读理解能力。
- 听力练习：听取英语音频材料，训练听力技巧和获取关键信息的能力。
- 写作练习：尝试完成不同类型的写作任务，如便条、电子邮件等。
- 口语练习：多参与英语口语交流，提高口语表达能力和自信心。
希望以上信息对你有所帮助，祝你在 PETs5 考试中取
得好成绩！。