wsk(PETS5)英语全国等级考试样题

PETS

第五级考试样卷

（一）笔试样卷

全国公共英语等级考试

第五级

PUBLIC ENGLISH TEST SYSTEM

（

PETS

）

LEVEL 5

姓名

_____________

准考证号

______________

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教育部考试中心

Section I Listening Comprehension

(35 minutes)

This section is designed to test your ability to understand spoken English. You wi

ll hear a selection of recorded materials and you must answer the questions that a

ccompany them. There are three parts in this section, Part A, Part B and Part C.

Remember, while you are doing the test, you should first put down your answers in

your test booklet. At the end of the listening comprehension section, you will ha

ve 5 minutes to transfer your answers from your test booklet onto

ANSWER SHEET 1

.

If you have any questions, you may raise your hand

NOW

as you will not be allowed

to speak once the test has started.

Part A

You will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilso

n. As you listen, answer Questions 1 to 10 by circling

True

or

False

. You will hea

r the conversation

ONLY ONCE

.

You now have 60 seconds to read Questions 1-10.

1. Dr. Wilson and Mr. Wang have met before.

2. Wang prefers to live with an English family.

3. Wang intends to study how computer is used for lang

uage translation.

4. Back in his own country Mr. Wang studied C-language

and chemistry.

5. Wang has some experience in CAD.

6. Dr. Wilson is satisfied with Wang

’

s past experienc

e.

7. Wang has little knowledge of the phonetic processin

g system.

8. Wang decides to take courses and pass exams.

9. Dr. Wilson suggests that Wang should extend his sta

y at the university.

10. Dr. Wilson asks Wang to do a little more research

before deciding on his project.

You now have 20 seconds to check your answers to Questions 1 - 10.

That is the end of Part A

Part B

You will hear 3 conversations or talks and you must answer the questions by choosi

ng A, B, C or D. You will hear the recording

ONLY ONCE

.

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

TRUE / FALSE

Questions 11

–

13 are based on the following talk. You now have 15 seconds to rea

d Questions 11

–

13.

11. What does the speaker suggest that the students should do during the term?

[A] Consult with her frequently.

[B] Use the computer regularly.

[C] Occupy the computer early.

[D] Wait for one's turn patiently.

12. What service must be paid for?

[A] Computer classes.

[B] Training sessions.

[C] Laser printing.

[D] Package borrowing.

13. What is the talk mainly about?

[A] Computer lab services.

[B] College library facilities.

[C] The use of micro-computers.

[D] Printouts from the laser printer.

You now have 30 seconds to check your answers to Questions 11

–

13.

Questions 14

–

16 are based on the following conversation. You now have 15 second

s to read Questions 14

–

16.

14. Who is the man?

[A] Student advisor.

[B] Course teacher.

[C] Admissions officer.

[D] Department secretary.

15. Which subject does the student say she was good at?

[A] Computer programming.

[B] Art and design.

[C] Electronics.

[D] Mathematics.

16. What will she most likely do eventually?

[A] Do basic electronics.

[B] Teach English literature.

[C] Produce educational games.

[D] Write computer programs.

You now have 30 seconds to check your answers to Questions 14

–

16.

Questions 17

–

20 are based on the following talk. You now have 20 seconds to rea

d Questions 17

–

20.

17. What is George Orwell mainly known as?

[A] A literary critic.

[B] A war correspondent.

[C] A volunteer in the Spanish Civil War.

[D] A novelist.

18. Where was George Orwell born?

[A] Spain.

[B] France.

[C] Burma.

[D] India.

19. What is most important in Orwell's life?

[A] Although English, he was actually not born in England.

[B] He was a student of the famous English public school, Eton.

[C] He tried to enlighten and change society through his works.

[D] He worked as a policeman in Burma for five years.

20. What are the listeners going to do after the presentation?

[A] To ask the speaker questions.

[B] To discuss

[C] To write essays on Orwell's life.

[D] To read the book

You now have 40 seconds to check your answers to Questions 17

–

20.

That is the end of Part B.

Part C

You will hear a talk given by a university lecturer. As you listen, you must answe

r Questions 21

–

30 by writing

NO MORE THAN THREE

words in the space provided on t

he right. You will hear the talk

TWICE

.

You now have 60 seconds to read Questions 21 to 30.

What

’

s the average annual increase of foreign s

tudent population in the period between 1985 an

d 1990 in terms of percentage?

Which part of the world contributed to an incre

ase between 94/95 and 95/96?

When will the speaker talk about the economic a

nd political changes?

What will the speaker discuss first?

Where do the three largest groups of students c

ome from?

What

’

s the number of students from Malaysia?

Which is the most popular field of study?

What

’

s the percentage of students in business a

nd management?

In terms of academic levels, in which level do

we find the smallest number?

In summary, what did the speaker talk about?

You now have 3 minutes to check your answers to Questions 21 - 30.

That is the end of Part C. You now have 5 minutes to transfer all your answers fro

m your test booklet to

ANSWER SHEET 1

.

That is the end of Listening Comprehension.

SECTION II: Use of English

(15 minutes)

Read the following text and fill each of the numbered spaces with

ONE

suitable wor

d.

Write your answers on

ANSWER SHEET 1

.

Children who grip their pens too close to the writing point are likely to be at a

disadvantage in examinations, (31) __________ to the first serious investigation i

nto the way in which writing technique can dramatically affect educational achieve

ment.

The survey of 643 children and adults, aged from pre-school to 40-plus, also sugge

sts (32) _______ pen-holding techniques have deteriorated sharply over one generat

ion, with teachers now paying far (33) ________ attention to correct pen grip and

handwriting style.

Stephanie Thomas, a learning support teacher (34) ________ findings have been publ

ished, was inspired to investigate this area (35) ________ she noticed that those

pupils who had the most trouble with spelling (36) _______ had a poor pen grip. Wh

ile Ms. Thomas could not establish a significant statistical link (37) ________ pe

n-holding style and accuracy in spelling, she (38) ________ find huge differences

in technique between the young children and the mature adults, and a definite

(39) ________ between near-point gripping and slow, illegible writing.

People who (40) __________ their pens at the writing point also show other charac

teristics (41) ________ inhibit learning, (42) ________ as poor posture, leaning t

oo (43) __________ to the desk, using four fingers to grip the pen (44) ________

than three, and clumsy positioning of the thumb (which can obscure (45) ________ i

s being written).

Ms. Thomas believes that the (46) ________ between older and younger writers is (4

7) ________ too dramatic to be accounted for simply by the possibility that people

get better at writing as they grow (48) ________. She attributes it to a failure

to teach the most effective methods, pointing out that the differences between

(49) ________ groups coincides with the abandonment of formal handwriting instruc

tion in classrooms in the sixties.

“

The 30-year-olds showed a huge range of grips,

(50) ________ the over 40s group all had a uniform

‘

tripod

’

grip.

”

SECTION IV: Reading Comprehension

(50 minutes)

Part A

Read the following texts and answer the questions which accompany them by choosing

A, B, C or D. Mark your answers on

ANSWER SHEET 1

.

Text 1

In recent years, there has been a steady assault on salt from the doctors: salt is

bad for you

?

regardless of your health. Politicians also got on board.

“

There

is a direct relationship,

”

US congressman Neal Smith noted,

“

between the amount

of sodium a person consumes and heart disease, circulatory disorders, stroke and e

ven early death.

”

Frightening, if true! But many doctors and medical researchers are now beginning t

o feel the salt scare has gone too far.

“

All this hue and cry about eating salt i

s unnecessary,

”

Dr. Dustan insists.

“

For most of us it probably doesn

’

t make mu

ch difference how much salt we eat.

”

Dustan

’

s most recent short- term study of 15

0 people showed that those with normal blood pressure experienced no change at all

when placed on an extremely low-salt diet, or later when salt was reintroduced. O

f the hypertensive subjects, however, half of those on the low-salt diet did exper

ience a drop in blood pressure, which returned to its previous level when salt was

reintroduced.

“

An adequate to somewhat excessive salt intake has probably saved many more lives

than it has cost in the general population,

”

notes Dr. John H. Laragh.

“

So a re

commendation that the whole population should avoid salt makes no sense.

”

Medical experts agree that everyone should practice reasonable

“

moderation

”

in s

alt consumption. For the average person, a moderate amount might run from four to

ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to two

grams of this salt allowance would come from the natural sodium in food. The rest

would be added in processing, preparation or at the table.

Those with kidney, liver or heart problems may have to limit dietary salt, if thei

r doctor advises. But even the very vocal

“

low salt

”

exponent, Dr. Arthur Hull H

ayes, Jr. admits that

“

we do not know whether increased sodium consumption causes

hypertension.

”

In fact, there is growing scientific evidence that other factors m

ay be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (mu

ch more dangerous than sodium); genetic predisposition; stress.

“

It is not your enemy,

”

says Dr. Laragh.

“

Salt is the No. 1 natural component o

f all human tissue, and the idea that you don

’

t need it is wrong. Unless your doc

tor has proven that you have a salt-related health problem, there is no reason to

give it up.

”

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

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

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

[C] correlates highly with some diseases.

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

52. From Dr. Dustan

’

s study we can infer that

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

[B] the amount of salt intake has nothing to do with one

’

s blood pressure.

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

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

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

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

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

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

disease.

[D] excessive salt intake has claimed some victims in the general population.

54. The phrase

“

vocal ... exponent

”

(line 2, para. 4) most probably refers to

[A] eloquent doctor.

[B] articulate opponent.

[C] loud speaker.

[D] strong advocate.

55. What is the main message of this text?

[A] That the salt scare is not justified.

[B] That the cause of hypertension is now understood.

[C] That the moderate use of salt is recommended.

[D] That salt consumption is to be promoted.

Text 2

Few people doubt the fundamental importance of mothers in child-rearing, but what

do fathers do? Much of what they contribute is simply the result of being a second

adult in the home. Bringing up children is demanding, stressful and exhausting. T

wo adults can support and make up for each other

’

s deficiencies and build on each

other

’

s strengths.

Fathers also bring an array of unique qualities. Some are familiar: protector and

role model. Teen-age boys without fathers are notoriously prone to trouble. The pa

thway to adulthood for daughters is somewhat easier, but they must still learn fro

m their fathers, in ways they cannot from their mothers, how to relate to men. The

y learn from their fathers about heterosexual trust, intimacy and difference. They

learn to appreciate their own femininity from the one male who is most special in

their lives. Most important, through loving and being loved by their fathers, the

y learn that they are love-worthy.

Current research gives much deeper

?

and more surprising

?

insight into the father

’

s

role in child-rearing. One significantly overlooked dimension of fathering is pla

y. From their children

’

s birth through adolescence, fathers tend to emphasise pla

y more than caretaking. The father

’

s style of play is likely to be both physicall

y stimulating and exciting. With older children it involves more teamwork, requiri

ng competitive testing of physical and mental skills. It frequently resembles a te

aching relationship: come on, let me show you how. Mothers play more at the child

’

s level. They seem willing to let the child direct play.

Kids, at least in the early years, seem to prefer to play with daddy. In one study

of 2 -year-olds who were given a choice, more than two-thirds chose to play with

their father.

The way fathers play has effects on everything from the management of emotions to

intelligence and academic achievement. It is particularly important in promoting s

elf-control. According to one expert,

“

children who roughhouse with their fathers

quickly learn that biting, kicking and other forms of physical violence are not ac

ceptable.

”

They learn when to

“

shut it down.

”

At play and in other realms, fathers tend to stress competition, challenge, initia

tive, risk-taking and independence. Mothers, as caretakers, stress emotional secur

ity and personal safety. On the playground fathers often try to get the child to s

wing ever higher, while mother are cautious, worrying about an accident.

We know, too, that fathers

’

involvement seems to be linked to improved verbal and

problem-solving skills and higher academic achievement. Several studies found that

along with paternal strictness, the amount of time fathers spent reading with the

m was a strong predictor of their daughters

’

verbal ability.

For sons the results have been equally striking. Studies uncovered a strong relati

onship between fathers

’

involvement and the mathematical abilities of their sons.

Other studies found a relationship between paternal nurturing and boys

’

verbal in

telligence.

56. The first paragraph points out that one of the advantages of a family with bot

h parents is

[A] husband and wife can share housework.

[B] two adults are always better than one.

[C] the fundamental importance of mothers can be fully recognised.

[D] husband and wife can compensate for each other

’

s shortcomings.

57. According to paragraph 3, one significant difference between the father

’

s and

mother

’

s role in child-rearing is

[A] the style of play encouraged.

[B] the amount of time available.

[C] the strength of emotional ties.

[D] the emphasis of intellectual development.

58. Which of the following statements is true?

[A] Mothers tend to stress personal safety less than fathers.

[B] Boys are likely to benefit more from their fathers

’

caring.

[C] Girls learn to read more quickly with the help of their fathers.

[D] Fathers tend to encourage creativeness and independence.

59. Studies investigating fathers

’

involvement in child-rearing show that

[A] this improves kids

’

mathematical and verbal abilities.

[B] the more time spent with kids, the better they speak.

[C] the more strict the fathers are, the cleverer the kids.

[D] girls usually do better than boys academically.

60. The writer

’

s main point in writing this article is

[A] to warn society of increasing social problems.

[B] to emphasise the father

’

s role in the family.

[C] to discuss the responsibilities of fathers.

[D] to show sympathy for one- parent families.

Text 3

World leaders met recently at United Nations headquarters in New York City to disc

uss the environmental issues raised at the Rio Earth Summit in 1992. The heads of

state were supposed to decide what further steps should be taken to halt the decli

ne of Earth

’

s life-support systems. In fact, this meeting had much the flavour of

the original Earth Summit. To wit: empty promises, hollow rhetoric, bickering betw

een rich and poor, and irrelevant initiatives. Think U.S. Congress in slow motion.

Almost obscured by this torpor is the fact that there has been some remarkable pro

gress over the past five years

?

real changes in the attitude of ordinary people

in the Third World toward family size and a dawning realisation that environmental

degradation and their own well-being are intimately, and inversely, linked. Almos

t none of this, however, has anything to do with what the bureaucrats accomplished

in Rio.

Or didn

’

t accomplish. One item on the agenda at Rio, for example, was a renewed e

ffort to save tropical forests. (A previous U.N.-sponsored initiative had fallen a

part when it became clear that it actually hastened deforestation.) After Rio, a U.

N. working group came up with more than 100 recommendations that have so far gone

nowhere. One proposed forestry pact would do little more than immunise wood- export

ing nations against trade sanctions.

An effort to draft an agreement on what to do about the climate changes caused by

CO

2

and other greenhouse gases has fared even worse. Blocked by the Bush Administr

ation from setting mandatory limits, the U.N. in 1992 called on nations to volunta

rily reduce emissions to 1990 levels. Several years later, it

’

s as if Rio had nev

er happened. A new climate treaty is scheduled to be signed this December in Kyot

o, Japan, but governments still cannot agree on limits. Meanwhile, the U.S. produc

es 7% more CO

2

than it did in 1990, and emissions in the developing world have ri

sen even more sharply. No one would confuse the

“

Rio process

”

with progress.

While governments have dithered at a pace that could make drifting continents impa

tient, people have acted. Birth- rates are dropping faster than expected, not becau

se of Rio but because poor people are deciding on their own to limit family size.

Another positive development has been a growing environmental consciousness among

the poor. From slum dwellers in Karachi, Pakistan, to colonists in Rondonia, Brazi

l, urban poor and rural peasants alike seem to realise that they pay the biggest p

rice for pollution and deforestation. There is cause for hope as well in the growi

ng recognition among business people that it is not in their long-term interest to

fight environmental reforms. John Browne, chief executive of British Petroleum ,

boldly asserted in a major speech in May that the threat of climate change could n

o longer be ignored.

61. The writer

’

s general attitude towards the world leaders meeting at the U.N. i

s

[A] supportive.

[B] impartial.

[C] critical.

[D] optimistic.

62. What does the author say about the ordinary people in the Third World

countries?

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

protection.