公共英语等级考试PETS五级真题1
公共英语等级考试PETS五级真题Section I: Listening ComprehensionThis section is designed to test your ability to understand spoken English. Y ou 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 tes t booklet, not on the ANSWER SHEET. At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.Part A Y ou will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilson. As you listen, answer Questions 1 to 10 by circling True or False. Y ou will hear the conversation ONLY ONCE. Y ou now have 60 seconds to read Questions 1-10.1. Dr. Wilson 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 apescript:WMW[Hearing 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?Y es. 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?MWY eah, 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 accomplish 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.WMY es, 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?Y es... 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.Y es, 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 phonetic processing 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. Y our 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?Y es.MWOK, so there're two ways of studying for a degree here. Y ou 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.Fine, 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 andperhaps re-consider your own project, to some extent. Y ou 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.Y ou now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part APart B:Y ou will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. Y ou will hear the recording ONLY ONCE. Questions 1 - 3 are based on the following talk. Y ou 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 College 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. Y ou 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 term. Come in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or disappointment. Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college. See you there. Now, any questions?Y ou now have 30 seconds to check your answers to Questions 1 - 3.Part C Y ou 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. Y ou will hear the talk TWICE.Y ou 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 number of students from Malaysia?7. Which is the most popular field of study?8. What's the percentage of students in business and management?9. In terms of academic levels, in which level do we find the smallest number?10. In summary, what did the speaker talk about?T apescriptFor 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 largenumber 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 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 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 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% 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.REPEA T THE TEXTY ou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C. Y ou 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 significant statistical link(7) ______ pen-holding style and accuracy in spelling, she(8) ______ find huge differences in technique between the young children and the mature adults, and a definite(9) ________ between near-point gripping and slow, illegible writing.People who(10) ______ their pens at the writing point also show other characteristics(11) ______ inhibit learning,(12) _______ as poor posture, leaning too(13) ______ to the desk, using four fingers to grip the pen(14) ______ than three, and clumsy positioning of the thumb (which can obscure(15) ______ is being written.Ms. Thomas believes that the(16) ______ between older and younger writers is(17) ________ too dramatic to be accounted for simply by the possibility 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 between(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."SECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER 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 H. Laragh. "So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable "moderation" in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or 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 Dr. Laragh. "Salt is the No. 1 natural component of all human tissue, and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1. According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke and circulatory disorders.[C] correlates highly with some diseases.[D] is irrelevant to people suffering from heart disease.2. From Dr. Dustan's study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one's blood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makes no difference to anyone.3. In the third paragraph, Dr. Laragh implies that[A] people should not be afraid of taking excessive salt.[B] doctors should not advise people to avoid salt.[C] an adequate to excessive salt intake is recommended for people in disease.[D] excessive salt intake has claimed some victims in the general population.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 B In 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, "Y ou realize we can’t possibly process all these people today, and however many we do will tie us up completely.""I’ve an idea," Edwina said, "that’s what someone has in mind. Just hurry the processing all you can." 3First, an application form called for details of residence, employment, social security, and family matters. A speci men signature was obtained. Then proof of identity was needed. After that, the new accounts clerk would take all documents to an officer of the bank for approval and initialing. Finally, a savings passbook was made out or a temporary checkbook issued. Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.4Still the noise within the bank increased. It had become an uproar. A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers. Edwina could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers, having nothing else to do because of the melee, chatted back. Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters. They were having small success.5She decided it was time for her own intervention. Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.A. Y et she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. Italways 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 C Answer 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: WritingY ou have read an article in a magazine with the following statement in it. Write an article for the same magazine. Y ou should use your own ideas, knowledge or experience to generate support for your argument and include an example. Y ou should write about 250 words. 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. Y ou 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 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。
公共英语五级模拟试题及答案解析(1)
公共英语五级模拟试题及答案解析（1）(1~10/共10题)Section I Listening ComprehensionDirections:This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.Remember, while you are doing the test ,you should first put down your answers 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 is started. Now look at Part A in your test booklet.Play00:00…VolumeYou now have 60 seconds to read Questions 1 ～10.第1题Dr. Wilson and Mr. Wang have known each other before.A.正确B.错误第2题Wang prefers to live with an English family.A.正确B.错误第3题Wang intends to study how computer is used for language translation.A.正确B.错误第4题Back in his own country, Mr. Wang studied C-language and chemistry.A.正确B.错误第5题Wang has some experience about CAD.A.正确B.错误第6题Dr. Wilson is satisfied with Wang"s past experience.A.正确B.错误第7题Wang has little knowledge of the phonetic processing system.A.正确B.错误第8题Wang decides to take courses and pass exams.A.正确第9题Dr. Wilson suggests that Wang should extend his stay at the university.A.正确B.错误第10题Dr. Wilson asks Wang to do a little more research before deciding on his project.A.正确B.错误下一题(11~13/共10题)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.Play00:00…VolumeQuestions 11 ～13 are based on the following talk. You now have 15 seconds to read Questions 11 ～13.第11题When a consumer finds that his purchase has a fault in it, what is the first thing he should do?plain personally to the manager.B.Threaten to take the matter to court.C.Write a firm letter of complaint to the store of purchase.D.Show some written proof of the purchase to the store.第12题If a consumer wants a quick settlement of the problem, whom is it better to complain to?A.A shop assistant.B.The store manager.C.The manufacturer.D.A public organization.第13题How can the most effective complaint be made?A.Showing the fault item to the manager.B.Explaining exactly what is wrong with the item.C.Saying firmly that the item is of poor quality.D.Asking politely to change the item.上一题下一题(14~16/共10题)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.Play00:00…VolumeQuestions 14 ～16 are based on the following talk. You now have 15 seconds to read Questions 14 ～16.第14题When was the American Football Association founded?A.In 1913.C.In 1914.D.In 1917.第15题Which of the following records of the US football team is true?A.First place in the 3rd world Cup.B.Second place in the 4th World Cup.C.Third place in the 1st World Cup.D.Fourth place in the 2nd World Cup.第16题Where was the finals of the World Cup in 1994 held?A.In England.B.In the USA.C.In Mexico.D.In France.上一题下一题(17~20/共10题)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.Play00:00…VolumeQuestions 17 ～20 are based on the following talk. You now have 20 seconds to read Questions 17 ～20.第17题Who is the speaker?A.A poet.B.A teacher.C.A student.D.An artist.第18题What was the discussion topic of the previous class meeting?A.New England mystery stories.B.Eighteenth-century English criticism.C.A comparison of poems of Dickinson and Whitman.D.The poems of Walt Whitman.第19题How did Emily Dickinson differ from Walt Whitman?A.She published poems frequently.B.She seldom left home.C.She lived in an earlier era.D.She spoke a different language.第20题What will the class do now?A.Hear another report.B.Discuss one of Emily Dickinson"s poems.C.Hear a lecture given by the teacher.D.Discuss poems they have written themselves.上一题下一题(21~30/共10题)Part C You will hear a talk. As you listen, you must answer Questions 21～30 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 21～30.Play00:00…VolumeYou now have 60 seconds to read Questions 21 ～30.第21题where did rice originate?第22题What kind of grain did most Europeans eat 500 years ago?第23题What kind of grain could be found in American diet 500 years ago?第24题Who gave dairy products to the native Americans?第25题In which year did Columbus take chili pepper to Spain?第26题How long did it take for chili pepper to become popular around the world?第27题Where can"t chili pepper grow according to the talk?第28题What did Europeans think of potatoes?第29题What was potato used for in Europe at first?第30题In what part of the world is potato especially a favorite food?上一题下一题(31~50/共20题)Section ⅡUse of English Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1."Down-to-earth" means someone or something that is honest, realistic and easy to deal with. It is a pleasure to find 1 who is down-to-earth. A person who is down-to-earth is easy to talk 2 and accepts other people as equals. A down-to-earth person is just the 3 of someone who acts important or proud.Down-to-earth persons may be 4 members of society, of course. But they do not let their importance " 5 to their heads". They do not consider themselves to be better persons than 6 of less importance. Someone who is filled with his own importance and pride, 7 without cause, is said to have "his nose in the air". There is 8 way a person with his nose in the air can be down-to-earth.Americans 9 another expression that means almost the same as "down-to-earth". The expression is "both-feet-on-the-ground". Someone 10 both-feet-on-the-ground is a person with a good understanding 11 reality. He has what is called "common sense, " he may have dreams, 12 hedoes not allow them to block his knowledge of 13 is real.The opposite kind of 14 is one who has his "head-in-the-clouds". A man with his head-in-the- clouds is a dreamer 15 mind is not in the real world.16 , such a dreamer can be brought back to earth. Sharp words from teacher can usually 17 a day-dreaming student down-to-earth.Usually, the person who is down-to-earth is very 18 to have both feet on the ground. 19 we have both our feet on the ground, when we are down-to-earth, we act honestly and openly 20 others. Our fives are like the ground below us, solid and strong.第31题第32题第33题第34题第35题第36题第37题第38题第39题第40题第41题第42题第43题第44题第45题第46题第47题第48题第49题第50题上一题下一题(51~55/共15题)Section ⅢReading ComprehensionPart A Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.When it comes to the slowing economy, Ellen Spero isn"t biting her nails just yet. But the 47-year-old manicurist isn"t cutting, tilling or polishing as many nails as she"d like to, either. Most of her clients spend $12 to $ 50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening economy. "I"m a good economic indicator, " she says, "I provide a service that people can do without when they"re concerned about saving some dollars. " So Spero is downscaling, shopping at middle-brow Dillard"s department store near her suburban Cleveland home, instead of Neiman Marcus. "I don"t know if other clients are going to abandon me, too. " she says.Even before Alan Greenspan"s admission that America"s red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to gap outlets, sales have been lagging for months as shoppers temper their spending. For retailers, who last year took in 24 percent of their revenue between Thanksgiving and Christmas, the cautiousapproach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year"s pace. But don"t sound any alarms just yet. Consumers seem only concerned, not panicked, and many say they remain optimistic about the economy"s long-term prospects, even as they do some modest belt-tightening.Consumers say they"re not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. In Manhattan, "there"s a new gold rush happening in the $ 4 million to $ 10 million range, predominantly fed by Wall Street bonuses, " says broker Barbara Corcoran. In San Francisco, prices are still rising even as frenzied overbidding quiets. "Instead of 20 to 30 offers, now maybe you only get two or three, " says John Deadly, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job. Many folks see silver linings to this slowdown. Potential homebuyers would cheer for lower interest rates. Employers wouldn"t mind a little fewer bubbles in the job market. Many consumers seem to have been influenced by stock-market swings, which investors now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhattan"s hot new Alain Ducasse restaurant need to be impossible. Not anymore. For that, Greenspan & Co. may still be worth toasting.第51题By "Ellen Spero isn"t biting her nails just yet" ( Line 1, Paragraph 1 ), the author means ______.A.Spero can hardly maintain her businessB.Spero is too much engaged in her workC.Spero has grown out of her bad habitD.Spero is not in a desperate situation第52题How do the public feel about the current economic situation?______A.Optimistic.B.Confused.C.Carefree.D.Panicked.第53题When mentioning "the $ 4 million to $10 million range" ( Line 2, Paragraph 3 ) the author is talking about ______.A.gold marketB.real estateC.stock exchangeD.venture investment第54题Why can many people see "silver linings" to the economic slowdown?______A.They would benefit in certain ways.B.The stock market shows signs of recovery.C.Such a slowdown usually precedes a boom.D.The purchasing power would be enhanced.第55题To which of the following is the author likely to agree?______A.A now boom, on the horizon.B.Tighten the belt, the single remedy.C.Caution all right, panic not.D.The more ventures, the more chances.上一题下一题(56~60/共15题)Section ⅢReading ComprehensionPart A Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.The Village Green in New Milford, Connecticut, is a snapshot of New England charm: a carefully manicured lawn flanked by scrupulously maintained colonial homes. Babysitters dandle kids in the wooden gazebo, waiting for commuter parents to return from New York. On a lazy afternoon last week Caroline Nicholas, 16, had nothing more pressing to do than drink in the early-summer sunshine and discuss the recent events in town. " I don"t think a lot of older people knew there were unhappy kids in New Milford," she said, "I could see it coming. "In a five-day period in early June eight girls were brought to New Milford Hospital after what hospital officials call suicidal gestures. The girls, all between 12 and 17, tried a variety of measures, including heavy doses of alcohol, over-the-counter medicines and cuts or scratches to their wrists. None was successful, and most didn"t require hospitalization ; but at least two attempts, according to the hospital, could have been vital. Their reasons seemed as mundane as the other happen-stances of suburban life. "I was just sick of it all," one told a reporter, "Everything in life." Most alarming, emergency-room doctor Frederick Lohse told a local reporter that several girls said they were part of a suicide pact. The hospital later backed away from this remark. But coming in the wake of at least sixteen suicide at- tempts over the previous few months, this sudden cluster—along with the influx of media—has set this well-groomed suburb of 23, 000 on edge. At a town meeting last Wednesday night, Dr Simon Sobo, chief of psychiatry at the hospital, told more than 200 parents and kids, "We"re talking about a crisis that has really gotten out of hand." Later he added, "There have been more suicide attempts this spring than I have seen in the 13 years I have been here. "Sobo said that the girls he treated didn"t have serious problems at home or school. "Many of these were popular kids," he said, "They got plenty of love, but beneath the reassuring signs, a swath of teens here are not making it." Some say that drugs, Both pot and "real drugs", are commonplace. Kids have shown up with LIFE SUCKS and LONG LIVE DEATH penned on their arms.A few girls casually display scars on their arms where they cut them- selves. "You"d be surprised how many kids try suicide," said one girl, 17. "You don"t want to put pain on other people; you put it on yourself." She said she used to cut herself "just to release the pain".Emily, 15, a friend of three of the girls treated in June, said one was having family problems, one was "upset that day" and the third was "just upset with everything else going on". She said they weren"t really trying to kill themselves—they just needed concern. As Sobo noted, "What"s going on in New Milford is not unique to New Milford. " The same underlying culture of despair could be found in any town. But teen suicide, he added, can be a "contagion". Right now New Milford has the bug—and has it bad.第56题What is the main subject of the passage?______A.Eight gifts committed suicide in New Milford.B.The village Green is not a charming place.C.Teenager suicide.D.Dr. Simon Sobo"s achievements.第57题In the 3rd sentence of the first paragraph the word "pressing" is closest in meaning to ______.A.urgently importantB.pushingC.invitingD.charming第58题What is NOT true about the eight girls?______A.They are all between 12 and 17.B.They have tried a variety of measures.C.They attend a suicide squad.D.All their attempts to commit suicide are vital.第59题Which of the statements about the teens is NOT true?______A.They are ill-bred students in school.B.Some of them take "real drugs".C.Teens need attention.D.A few casually display scars on their arms.第60题According to the passage, the teens in Village Green can be called ______.A.depressed generationB.cool generationC.attractive generationD.prosperous generation上一题下一题(61~65/共15题)Section ⅢReading ComprehensionPart A Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.The history of responses to the work of the artist Sandro Botticelli (1444 - 1510) suggests that widespread appreciation by critics is a relatively recent phenomenon. Writing in 1550, Vasari expressed an unease with Botticelli"s work, admitting that the artist fitted awkwardly into his evolutionary scheme of the history of art. Over the next two centuries, academic art historians defamed Botticelli in favor of his fellows Florentine, Michelangelo. Even when anti-academic art historians of the early nineteenth century rejected many of the standards of evaluation adopted by their predecessors, Botticelli"s work remained outside of accepted taste, pleasing neither amateur observers nor connoisseurs. ( Many of his best paintings, however, remained hidden away in obscure churches and private homes.The primary reason for Botticelli"s unpopularity is not difficult to understand: most observers, up until the mid-nineteenth century, did not consider him to be noteworthy, because his work, for the most part, did not seem to these observers to exhibit the traditional characteristics of the fifteenth-century Florentine art. For example, Botticelli rarely employed the technique of strict perspective and, unlike Michelangelo, never used chiaroscuro.Another reason for Botticelli"s unpopularity may have been that his attitude toward the style of classical art was very different from that of his contemporaries. Although he was thoroughly exposed to classical art, he showed little interest in borrowing from the classical style. Indeed, it is paradoxical that a painter of large-scale classical subjects adopted a style that was only slightly similar to that of classical art.In any case, when viewers began to examine more closely the relationship of Botticelli"s work to the tradition of the fifteenth century Florentine art, his reputation began to grow. Analyses and assessments of Botticelli made between 1850 and 1870 by the artists of the Pre-Raphaelite movement, as well as by the writer Pater ( although he, unfortunately, based his assessment on an incorrect analysis of Botticelli" s personality), inspired a new appreciation of Botticelli throughout the English-speaking world. Yet Botticelli"s work, especially the Sistine frescoes, did not generate worldwide attention until it was finally subjected to a comprehensive and scrupulous analysis by Home in 1908. Home rightly demonstrated that the frescoes shared important features with paintings by other fifteenth-century Florentines—features such as skillful representation of anatomical proportions, and of the human figure in motion. However, Home argued that Botticelli did not treat these qualities as ends in themselves—rather, that he emphasized clear depletion of a story, a unique achievement and one that made the traditional Florentine qualities less central. Because of Home"s emphasis crucial to any study of art, the twentieth century has come to appreciate Botticelli"s achievements.第61题Which of the following would be the best title for the text?______A.The Role of Standard Art Analyses and AppraisalsB.Sandro Botticelli: From Rejection to AppreciationC.The History of Critics" Responses to Art WorksD.Botticelli and Florentine: A Comparative Study第62题We can learn from the text that art critics have a history of ______.A.suppressing painters" art initiativesB.favoring Botticelli" s best paintingsC.rejecting traditional art characteristicsD.undervaluing Botticelli" s achievements第63题The views of Vasari and Home on Botticelli"s products are ______.A.identicalplementaryC.oppositeD.similar第64题The word "connoisseurs" ( Paragraph 1 ) most probably means ______.A.representatives in the Pre-Raphaelite MovementB.people who are in favor of FlorentineC.critics who are likely to make assessmentsD.conservatives clinging to classical art第65题What does the author think of Botticelli"s representation skills?______A.They are to be fully appreciated.B.They evolve from an uncertain source.C.They underlie his personality.D.They conform to the classical style.上一题下一题(66~70/共5题)Part B In the following article, some paragraphs have been removed. For Questions 66～70, 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 ANSWER SHEET 1.With unfamiliar human beings, when we acknowledge their humanness, we must avoid stating at them, and yet we must also avoid ignoring them. To make them into people rather than objects, we use a deliberate and polite inattention. We look at them long enough to, make it quite clear that we see them, and then we immediately look a- way.1The important thing in such an exchange is that we do not catch the eye of one whom we are recognizing as a person. We look at him without locking glances, and then we immediately look away. Recognition is not permitted.2If you pass someone in the street, you may eye the oncoming person until you are about eight feet apart, then you must look away as you pass. Before the eight-foot distance is reached, each will signal in which direction he will pass. This is done with a brief look in that direction. Each will veer slightly and the passing is done smoothly.3To strengthen this signal, you look directly at the other"s face before looking away.4It becomes impossible to discover just what they are doing. Are they looking at you too long, too intently? Are they looking at you at all? The person wearing the glasses feels protected and assumes that he can stare without being noticed in his staring. However, this is a self-deception. To the other person, dark glasses seem to indicate that the wearer is always staring at him.We often use this look-away technique when we meet famous people. We want to assure them we are respecting their privacy and that we would not dream of staring at them. The same is true of the crippled or physically handicapped. We look brief and then look away before the stare can be said to be a stare.5Of course, the opposite is also true. If we wish to put a person down, we may do so by staring longer than is acceptably polite. Instead of dropping our gazes when we lock glances, we continue to stare. The person who disapproves of interracial marriages or dating will stare rudely at the interracial couple. If he dislikes long hair, short dresses, or beards, he may show it with a longer-than-acceptable stare.A. There are different formulas for the exchange of glances depending on where the meeting takes place.B. In the subway or bus where long rides in very close circumstances are a necessity, we may be hard put to find some way of not staring. We sneak glances, but look away before our eyes canlock. If we look with an unfocused glance that misses the eyes and settles on the head, the mouth, the body for any place but the eyes is an acceptable looking spot for the unfocused glance.C. Actually in this way we are saying, in body language, "I know you are there, " and a moment later we add, "But-I would not dream of intruding on your privacy. "D. It is the technique we use for any unusual situation where too long a stare would be embarrassing. When we see an interracial couple, we also use this technique. We might use it when we see a man with an unusual beard, with extra longhair, with outlandish clothes, or a girl with a minimal miniskirt may attract this look- and-away.E. For this passing encounter Dr. Erving Goffman in behavior in public places says that the quick look and the lowering of the eyes is body language for, "I trust you. I am not afraid of you. "F. Sometimes the rules are hard to follow, particularly if one of the two people wears dark glasses.第66题第67题第68题第69题第70题上一题下一题(71~80/共10题)Part C Answer questions 71 ～80 by referring to the comments on 3 different cars in the following magazine articles. Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.A = Hydro powerB = Nuclear powerC = Solar powerD = Wind powerWhich power (power"s)...·was developed to provide electricity for satellites at the beginning? 1·can promote tourism development? 2·may give off dangerous radioactive pollution into the air? 3·may affect the downstream water quality and have an impact on plant life? 4·stations can increase to full power very quickly? 5·produces small amounts of waste? 6·is a good method of supplying energy to remote areas? 7·provides around 20% of the world"s electricity? 8·can be used to heat your water at home instead of so much gas or electricity? 9·is not renewable? 10A Hydro powerIntroductionWe have used running water as an energy source for thousands of years, mainly to grind corn. The first house in the world to be lit by hydroelectricity was Cragside House, in Northumberland, England, in 1878. In 1882 on the Fox River, in the USA, hydroelectricity produced enough power to light two paper mills and a house.Nowadays there are many hydro-electric power stations, providing around 20% of the world"s electricity. The name comes from "hydro", the Greek word for water.How it worksA dam is built to trap water, usually in a valley where there is an existing lake.Water is allowed to flow through tunnels in the dam, to turn turbines and thus drive generators. AdvantagesOnce the dam is built, the energy is virtually free.No waste or pollution produced.Much more reliable than wind, solar or wave power.Water can be stored above the darn ready to cope with peaks in demand.Hydro-electric power stations can increase to full power very quickly, unlike other power stations. DisadvantagesThe dams are very expensive to build.Building a large dam will flood a very large area upstream, causing problems for animals that used to live there.Finding a suitable site can be difficult—the impact on residents and the environment may be unacceptable.Water quality and quantity downstream can be affected, which can have an impact on plant life. Is it renewable?Hydro-electric power is renewable.The Sun provides the water by evaporation from the sea, and will keep on doing so.B Nuclear powerIntroductionNuclear power is generated using Uranium, which is a metal mined in various parts of the world. The first large-scale nuclear power station opened at Calder Hall in Cambria, England, in 1956. Some military ships and submarines have nuclear power plants for engines.How it worksNuclear power stations work in pretty much the same way as fossil fuel-burning stations, except that a "chain reaction" inside a nuclear reactor makes the heat instead.The reactor uses Uranium rods as fuel, and the heat is generated by nuclear fission. Neutrons smash into the nucleus of the uranium atoms, which split roughly in half and release energy in the form of heat.Carbon dioxide gas is pumped through the reactor to take the heat away, and the hot gas then heats water to make steam.AdvantagesNuclear power costs about the same as coal, so it"s not expensive to make.Does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect. Produces huge amounts of energy from small amounts of fuel.Produces small amounts of waste.DisadvantagesAlthough not much waste is produced, it is very, very dangerous.It must be sealed up and buried for many years to allow the radioactivity to die away.Nuclear power is reliable, but a lot of money has to be spent on safety.Is it renewable?Nuclear energy from Uranium is not renewable.Once we"ve dug up all the Earth"s uranium and used it, there isn"t any more.C Solar powerIntroduction。
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。
公共英语五级考试听力测试题
公共英语五级考试听力测试题part 1For examiner)Part A: Self-introduction (This task will takeabout 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 belistening 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 TownWhere 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.Family What about your family? Could you tell us something about them?Work/ StudyWhat 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 candidatestill at school, college or university)What are your favorite subjects at school? What exactly are you studying?What type of work are you hoping to do in the future?What qualifications will you need to do that?part 2Suppose one of your close friends is going to hold a birthday party. Discuss between yourselves what you will buy as a birthdaypresent and why you choose it.看到题目，首先审题。
全国公共英语等级考试(PETS)五级样题(八)(1)
全国公共英语等级考试(PETS)五级样题(八)(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 250 words. 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, but he / she is just going to be listening to us.so, your name is … and …? thank you.first of all we'd like to know something about you, so i'm going to ask you some questions about yourselves. (begin with candidate a, then move on to candidate b) now (say the name of the candidate and ask the questions).home town· where are you from?· how long have you lived there?· what's it like living there?· how does your home town compare with (place where candidate is currently living)? · well, that's interesting.familyl what about your family? could you tell us something about them?work/ study· what do you do in (candidate's home town), do you work or study?(if candidate already working)· what does your work involve?· is your job something you had always wanted to do?· how long do you think you will stay in this job?(if candidate still at school, college or university)· what are your favourite subjects at school? what exactly are you studying? · what type of work are you hoping to do in the future?· what qualifications will you need to do that?part b: collaboration (this part will take about 5 minutes.)(for examiner) discussiontopic: regional povertynow, (say the names of candidate a and candidate b), here is a list of causes for regional poverty. (hand out the list to the candidates and let them read it through.) what do you think are the main causes for regional poverty? i'd like each of you to choose three from the list and tell each other why. if you hold different opinions you may argue and you may also add your own ideas that are not listed here.you just talk to each other and i won't join you. you have 5 minutes.all right. would you begin? (the interlocutor may sit back and intervene only when necessary.) causes for regional poverty:· lack of natural resources· disorganisation of the economy· out-of-date conventions· climate· geographical position· poor leadership· overpopulation· lack of education(for candidate)what do you think are the main causes for regional poverty? choose three from the list and tell each other why.causes for regional poverty:· lack of natural resources· disorganisation of the economy· out-of-date conventions· climate· geographical position· poor leadership· overpopulation· lack of education【。
08[1].3PETS5全国公共英语等级考试五级真题
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全国公共英语等级考试(PETS)五级真题If you are a member of the library,you may borrow CALL discs in French, German,Italian,Spanish and Russian as well as English.By the way,CALL stands for computer aided language learning:C A double L,"CALL",for short.You may also borrow a range of word processing and desktop publishing packages.All disks are,of course,strictly for use in the micro-lab only.If you wish to print anything you should use one of the five machines around the outside of the room.Four are connected to dot matrix printers,one is connected to the laser printer.If you want a top quality printout from the laser printer,come and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines,in order to avoid delay or disappointment.Training sessions are held on a regular basis,on the first and third Thursday of each month,and are free to full-time students of the college.See you there.Now,any questions?You now have30seconds to check your answers to Questions1-3.Part C，You will hear a talk given by a university lecturer.As you listen,you must answer Questions1-10by writing NO MORE THAN THREE words in the space provided on the right.You will hear the talk TWICE.You now have60seconds to read Questions1to10.1.What's the average annual increase of foreign student population in the period between1985and1990in terms of percentage?2.Which part of the world contributed to an increase between94/95and95/96?3.When will the speaker talk about the economic and political changes?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What's the number of students from Malaysia?7.Which is the most popular field of study?8.What's the percentage of students in business and management?9.In terms of academic levels,in which level do we find the smallest number?10.In summary,what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day,it might be interesting to know something about the foreign student population in the United States.For the academic year1995/96there was a total of approximately344,000foreign students studying in the United States.This figure of 344,000may seem like a very large number until you compare it with the total population of241,000,000.The foreign student population has been growing for a number of years and is still growing,but the rate of increase has dropped sharply during the1990s.During the1980s,the population grew quite rapidly.For example, between1985and1990,the average yearly increase was12.5%.However,the picture in the1990s is quite different.The rate of increase has declined quite noticeably.In fact,the rate of increase between1994/95and1995/96was only.5%,or one-half of one percent.Although the overall rate of increase has dropped to only.5%,the number of students from some parts of the world is increasing while the number of students from other areas is decreasing.For example,during this same time period, that is between the academic years94/95and95/96,there was a decrease in the number of students from the Middle East,while the number of students from South and East Asia increased.These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations.I'm sure you are aware of many of these changes,and perhaps we can discuss them at our next meeting.For today let's confine our talk to first,a discussion of the origin of these students,or,in other words,where they come from;second,the kinds of studies they pursue;and,finally,the academic levels they are found in.If we have a little time left,we might quickly discuss in which geographic areas most of them go to school.Let's discuss the origins of the foreign student population in the United States for the academic year1995/96.Let's discuss it in order from those areas sending the most students to those areas sending the fewest students.If we look at the figures provided by the annual census of foreign students in the United States for the year1995/96,we see that most of the foreign students studying in the United States during this year were from South and East Asia.This is a rather large geographical area which includes such countries as China,Korea,Pakistan,India,Malaysia,and Indonesia. The total number of students from this area,South and East Asia was156,830.In other words,roughly2out of every5foreign students come from South and East Asia. Almost24,000of this total were from China.Malaysia was close behind with just a little over23,000students.The next largest number of students came from the Middle East.The number of students from the Middle East came to about one-third the number from South and East Asia.The fourth largest number came from South America.Next came Europe,Africa,North America,and Oceania.Let's recapitulate what we've said.The largest number of students studying in the United States during the academic year1995/96were from South and East Asia,followed by the Middle East,South America,Europe,Africa,North America,and Oceania.What fields are these large numbers of foreign students studying in?It probablywon't surprise you to learn that the largest number are in the field of engineering.In fact,21.7%of the total number are studying engineering.Business and management is close behind,however,with a total of18.9%.The third most popular field was mathematics and computer sciences with10.3%.As you can see,engineering with 21.7%,business and management with18.9%,and mathematics and computer sciences with10.3%comprise about one half of the total number of foreign students.Let's talk about which academic levels these students can be found in.Foreign students can be found studying at all levels of higher education.As you might expect, the greatest number of them are studying at the undergraduate level?approximately 158,000.The second largest group study at the graduate level and that number is just under122,000.The rest study at junior colleges or in non-degree programs.It is at the graduate level that foreign students have the most impact.While foreign students comprise only2.7%of the total U.S.student population,they account for8.7%of all the graduate students studying at U.S.institutions.Let me give you those percentages again so you can get a better feel for the overall picture.Foreign students make up only2.75of the total U.S.student population,but they make up8.7%of the total graduate student population.Well,I see that's all the time we have today.We'll have to leave discussions of the geographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have3minutes to check your answers to Questions1-10.That is the end of Part C.You now have5minutes to transfer all your answers from your test booklet to ANSWER SHEET1.That is the end of Listening Comprehension.SECTION II:Use of EnglishRead the following text and fill each of the numbered spaces with ONE suitable word.Write your answers on ANSWER SHEET1.Children who grip their pens too close to the writing point are likely to be at a disadvantage in examinations,(1)_____to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of643children and adults,aged from pre-school to40-plus,also suggests(2)_____pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3)______attention to correct pen grip and handwriting style.Stephanie Thomas,a learning support teacher(4)______findings have been published,was inspired to investigate this area(5)_______she noticed that those pupils who had the most trouble with spelling(6)______had a poor pen grip.While Ms.Thomas could not establish a significant statistical link(7)______pen-holding style and accuracy in spelling,she(8)______find huge differences in technique between the young children and the mature adults,and a definite(9)________between near-point gripping and slow,illegible writing.People who(10)______their pens at the writing point also show other characteristics(11)______inhibit learning,(12)_______as poor posture,leaning too(13)______to the desk,using four fingers to grip the pen(14)______than three,and clumsy positioning of the thumb(which can obscure(15)______is being written.Ms.Thomas believes that the(16)______between older and younger writers is(17)________too dramatic to be accounted for simply by the possibility thatpeople get better at writing as they grow(18)________.She attributes it to a failure to teach the most effective methods, pointing out that the differences between(19)_______groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The30-year-olds showed a huge range of grips,(20)________the over40s group all had a uniform'tripod'grip."SECTION III:Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A,B,C or D.Mark your answers on ANSWER SHEET1.Text1In recent years,there has been a steady assault on salt from the doctors:salt is bad for you?regardless of your health.Politicians also got on board."There is a direct relationship,"US congressman Neal Smith noted,"between the amount of sodium a person consumes and heart disease,circulatory disorders,stroke and even early death."Frightening,if true!But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary,"Dr.Dustan insists."For most of us it probably doesn't make much difference how much salt we eat."Dustan's most recent short-term study of150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet,or later when salt was reintroduced.Of the hypertensive subjects,however,half of those on the low-salt diet did experience a drop in blood pressure,which returned to its previous level when salt was reintroduced."An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,"notes Dr.John H. Laragh."So a recommendation that the whole population should avoid salt makes no sense."Medical experts agree that everyone should practice reasonable"moderation" in salt consumption.For the average person,a moderate amount might run from four to ten grams a day,or roughly1/2to1/3of a teaspoon.The equivalent of one to two grams of this salt allowance would come from the natural sodium in food.The rest would be added in processing,preparation or at the table.Those with kidney,liver orheart problems may have to limit dietary salt,if their doctor advises.But even the very vocal"low salt"exponent,Dr.Arthur Hull Hayes,Jr.admits that"we do not know whether increased sodium consumption causes hypertension."In fact,there is growing scientific evidence that other factors may be involved:deficiencies in calcium,potassium,perhaps magnesium;obesity(much more dangerous than sodium); genetic predisposition;stress."It is not your enemy,"says ragh."Salt is the No. 1natural component of all human tissue,and the idea that you don't need it is wrong. Unless your doctor has proven that you have a salt-related health problem,there is no reason to give it up."1.According to some doctors and politicians,the amount of salt consumed[A]exhibits as an aggravating factor to people in poor health.[B]cures diseases such as stroke and circulatory disorders.[C]correlates highly with some diseases.---------[D]is irrelevant to people suffering from heart disease.2.From Dr.Dustan's study we can infer that[A]a low-salt diet may be prescribed for some people.[B]the amount of salt intake has nothing to do with one's blood pressure.[C]the reduction of salt intake can cure a hypertensive patient.[D]an extremely low-salt diet makes no difference to anyone.3.In the third paragraph,ragh implies that[A]people should not be afraid of taking excessive salt.[B]doctors should not advise people to avoid salt.[C]an adequate to excessive salt intake is recommended for people in disease.[D]excessive salt intake has claimed some victims in the general population.4.The phrase"vocal...exponent"(line2,para.4)most probably refers to[A]eloquent doctor.[B]articulate opponent.[C]loud speaker.[D]strong advocate.5.What is the main message of this text?[A]That the salt scare is not justified.[B]That the cause of hypertension is now understood.[C]That the moderate use of salt is recommended.[D]That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions1-5, choose the most suitable paragraph from the list A-F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answerson ANSWER SHEET1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry,looked around curiously,then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering,noisy crowd.The building,relatively quiet less than a minute earlier,had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly,"I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had been accurate after all.Edwina could see the big man leaning back expansively,still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I'm in no hurry.There's something I'd like you to explain."Two other desks were quickly manned by other clerks.With equal speed,long wide lines of people formed in front of them.Normally,three members of staff were ample to handle new account business,but obviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed,"Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply,"You realize we can't possibly process all these people today,and however many we do will tie us up completely.""I've an idea," Edwina said,"that's what someone has in mind.Just hurry the processing all you can."3First,an application form called for details of residence,employment,social security,and family matters.A specimen signature was obtained.Then proof of identity was needed.After that,the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally,a savings passbook was made out or a temporary checkbook issued.Therefore the most new accounts that any bank employee could open in an hour were five,so the three clerks presently working might handle a total of ninety in one business day,if they kept going at top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers'counters by other customers.Edwina could see a few of them outside,regarding the milling scene with consternation. While she watched,several gave up and walked away.Inside the bank some of the newcomers were engaging tellers in conversation and the tellers,having nothing else to do because of the melee,chatted back.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and,with difficulty,made her way through the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought,as if all who were here had been briefed to be on best behavior.C.A security guard directed him,"Over there for new accounts."The guard pointed to a desk where a clerk?a young girl?sat waiting.She appeared nervous. The big man walked toward her,smiled reassuringly,and sat down.Immediately a press of others moved into a ragged line behind him,waiting for their turn.D.Even leaning close to the intercom,it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day,yet already,in the first few minutes of business,the bank was crammed with at least four hundred people,with still more flooding in,and the line outside,which Edwina rose to check,appeared as long as ever.F.Obviously someone had alerted the press in advance,which explained the presence of the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions1-10by referring to the comments on3different cars in the following magazine article.Note:Answer each question by choosing A,B or C and mark it on ANSWER SHEET1.Some choices may be required more than once.A=Audi A3B=Honda Civic C=Rover216Which car...has a driver seat that can be adjusted to suit most people?1.____offers a poor view even when the mirrors are used?2.____gives the most space for tall passengers in the back?3.____has a convenient way to extend the space for suitcases?4.____is most likely to suffer damage to the petrol supply in the case of frontal collision?5. ____offers the most easily tuned radio?6.____would remain silent in the event of theft?7.____allows easy access to the back seats?8.____has the best engine design in terms of saving money?9.____has its handbook criticised?10.____Audi A3Most of our drivers said the A3was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light,precise steering.All the seats were comfortable and the front ones were easy to adjust.Most drivers liked the driving position,helped by a good range of steering wheel and seat height adjustments.The main instruments were clear and dashboard controls were well positioned.Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.Getting into the back seats was easy,thanks to a clever seat mechanism,which moves the seat up and forward as well as tilting the backrest.Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat.There were plenty of useful interior stowage spaces.All A3s come with an alarm and immobiliser as standard.Our'thief'got in through the doors in20seconds,But the radio was a non-standard fit,which is likely to deter thieves.The hinges of the rear seats could release in an accident,allowing luggage to crash through into the passenger compartment.Also,the driver's knees could be damaged by stiff structures under the dash.Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.Honda CivicHonda says its special VTEC engine has a winning combination of economy and performance,but our drivers found it a bit of a curate's egg.It was the most economical of the cars on test,but drivers found it sluggish at low revs,and its acceleration in fifth gear was slow,so overtaking normally meant having to shift down to fourth gear.The driving position was acceptable,but our panel criticised the restricted rear visibility?the rear window was quite small.Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle.The ridecomfort was acceptable,but it wasn't as good as the Audi's or Rover's.The driver's seat didn't slide forward when it was tilted,making rear access awkward from this side.In the back,headroom and legroom was excellent but testers didn't find the seats particularly comfortable.The luggage space was small for this class of car,especially with the rear seats in place.However,folding the rear seat to increase luggage space was easy.Other points identified by our panel included well-placed minor controls, good mirror coverage,but fiddly radio controls.All Civics come with an immobiliser but no alarm.You may want to consider paying extra for an alarm,as our'thief'broke into through the doors in13seconds,and into the engine bay in just five seconds.There were stiff structures under the dash which could damage the driver's knees in an accident,though there was no problem on the passenger's side.The handbook(like the Audi's)provided advice on using child restraints.Rover216The1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs.The brakes didn't have very good progression,but drivers like their positive feel.Ride comfort and the handling were praised.But drivers found it difficult to achieve a comfortable driving position.The driver's seat was not height-adjustable,and there was only limited space to rest your clutch foot.Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors.The rear view was also restricted by thick pillars and the small rear window.Getting into the back was tricky because the front seats did not slide forward when tilted.Once in the back,legroom and headroom were poor,and testers complained that their rear seat base was unsupportive.Luggage space was smaller than average for this class of car?this was compounded by a high boot sill and difficulties in folding the rear seat.But there were large pockets in the doors and rear side panels.The main radio controls were more convenient;they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them.Our Rover200s came with an alarm,though this isn't standard on all versions.Our'thief'broke in through the doors in15seconds.Some of the electrics would be vulnerable in a frontal impact.The rear seat hinges could release in an accident,allowing luggage to crash through into the passenger compartment.Also, information in the handbook on using child restraints was inadequate.SECTION IV:WritingYou have read an article in a magazine with the following statement in it.Write an article for the same magazine.You should use your own ideas,knowledge or experience to generate support for your argument and include an example.You should write about250words.Write your article on ANSWER SHEET2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economic prosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A:Self-introduction(This task will take about2 minutes.)Interlocutor:Good morning(afternoon/evening).Could I have your mark sheets,please?Thank you.(Hand over the mark sheets to the Assessor.)My name is…and this is my colleague….He/she is not going to ask you any questions,but he/she is just going to be listening to us.So,your name is…and…?Thank you.First of all we'd like to know something about you,so I'm going to ask you some questions about yourselves.(Begin with candidate A,then move on to candidate B)Now(say the name of the candidate and ask the questions).Home Town·Where are you from?·How long have you lived there?·What's it like living there?·How does your home town compare with(place where candidate is currently living)?·Well,that's interesting.Familyl What about your family?Could you tell us something about them?Work/Study·What do you do in(candidate's home town),do you work or study?(If candidate already working)·What does your work involve?·Is your job something you had always wanted to do?·How long do you think you will stay in this job?(If candidate still at school, college or university)·What are your favourite subjects at school?What exactly are you studying?·What type of work are you hoping to do in the future?·What qualifications will you need to do that?Part B:Collaboration(This part will take about5minutes.)(For examiner)DiscussionTopic:Regional PovertyNow,(say the names of Candidate A and Candidate B),here is a list of causes for regional poverty.(Hand out the list to the candidates and let them read it through.) What do you think are the main causes for regional poverty?I'd like each of you to choose three from the list and tell each other why.If you hold different opinions you may argue and you may also add your own ideas that are not listed here.You just talk to each other and I won't join you.You have5minutes.All right.Would you begin? (The interlocutor may sit back and intervene only when necessary.)Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of education(For candidate)What do you think are the main causes for regional poverty?Choose three from the list and tell each other why.Causes for Regional Poverty:·lack of natural resources·disorganisation of the economy·out-of-date conventions·climate·geographical position·poor leadership·overpopulation·lack of educationPart C:Presentation(This part will take about8minutes.)(For examiner)Interlocutor:Now,in this part of the test I'm going to give each of you a list of three different topics.I'd like you to select one of the topics and give a short presentation of about2minutes.When(say the name of Candidate A)has finished talking,I'd like you,(say the name of Candidate B),to ask him/her one or two questions.You may make notes while you are preparing and take notes while the other person is talking.All right?Here are your topics.Hand over the Topic Card,A&B,and some blank paper and a pencil to each candidate.Now you'll have2minutes to prepare.The candidates are given2minutes.All right.Now(say the name of Candidate A),would you begin by telling us which topic you have chosen and then give your presentation,please?Listen to the presentation of Candidate A.Thank you.Now(say the name of Candidate B),would you like to ask(say the name of Candidate A)some questions?(Allow a maximum of2questions by Candidate B,followed by one more question by the interlocutor.)Now(say the name of Candidate B),would you begin by telling us which topic you have chosen and then give your presentation,please?Listen to the presentation of Candidate B.Thank you.Now(say the name of Candidate A),would you like to ask(say the name of Candidate B)some questions?(Allow a maximum of2questions by Candidate A,followed by one more question by the interlocutor.)CLOSUREThe interlocutor winds up the oral test by referring to the topics of both candidates..Health What is the relationship between health and personalwealth?b.HobbiesHow can we use hobbies for pleasure or relaxation?c.PollutionWhat are the main causes of pollution?Topic Card B(For examiner)a. Discipline How do you deal with the relation between order and yourpersonal interests?b. Lifestyle What are the differences in lifestyle between you andyour parents?c.EnvironmentWhat is the relationship between man and environment?Topic Card A(For candidate)a.Health What is the relationship between health and personal。