PETS5考試真題

1、全國公共英語等級考試（pets五級考試真題Secti on IListeningComprehensionThissection is designedto test your ability toun dersta nd spoke n En glish.You will hear a select ion of recorded materials and you must an swer the questio ns that accompa ny them.There are three parts in this sect ion. Part A , Part B and Part

2、C.Remember, while you are doing the test,you should first answer the questions in your test booklet, not on the ANSWER SHEET .At the end of the liste ningcomprehe nsionsect ion, you will have 5minu tes to tran sfer your an swers from your test booklet onto ANSWER SHEET 1.If you have any questi ons,

3、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 con versati on betwee n a stude nt, Mr.Wang, and histutor , Dr .Wilson.As you listen, answer Questions 1 to 10 by circling True or False.You will hear the con versation ONLY ONCE.You now

4、have 60 seco nds to readQuestio ns1-10.1.Dr .Wils onandMr.Wa nghave metbefore.TRUE/FALSE2.Wa ngprefers to live with an En glishfamily.TRUE/FALSE3.Wa ng intends to study how computer is used for Ian guage tran slatio n.TRUE/FALSE4.Back in his own cou ntry Mr.Wa ng studied C-la nguageandchemistry.TRUE

5、/FALSE5.Wa nghas some experie neeinCAD.TRUE/FALSE6.Dr .Wilsonis satisfiedwith Wang s pastexperie nce.TRUE/FALSE7.Wa ng has little kno wledge of the phon etic process ing system.TRUE/FALSE8.Wa ngdecides to take courses and passexams.TRUE/FALSE9.Dr .Wilson suggests that Wang should exte nd his stay at

6、 the un iversity.TRUE/FALSEIO.Dr.Wilson asks Wang to do a little more researchbefore decidi ng on his project.TRUE/FALSETapescriptHeari ng a knock on the door Come in please.Good morni ng Dr.Wils on. Goodmorning Wang.So ni ce to see you again.T ake a seat.why don t you, please.Whe n did you get to t

7、he un iversity?mwmi arrived yesterday.Well.Are you living in the college?No, I am with an English family.actually.because I want to improve my speak in g.WmwOh,fin e.Right, did you take a Ian guageproficie ncy test before you came?Yes.Uhh.myOverall Band is 6,but.u nfortun ately my speak ing is only

8、5.OK, you know, here in this uni versity, you have to take our own English test before you attend any lectures.So, first of all, wh at we vegot to do is, we have to make an arrangementfor the tests put it likedate.Umm.will tomorrow be all right for you?mw Yeah, I have time tomorrow morning.Good, the

9、n.Tomorrow at tendon t think the test will be any problemfor you.Now, let s make sure you make full use of your time here.Letthis.What exactlydo you want to accomplish in the next 12 months?mi min terested in computer Ian guage tran slati on, I mean, from En glish to Chin ese and Chinese to English.

10、I ll try, if possible, to produce a s oftware or a devicewhich can serve as an interpreter .WMYes, could you be a bit more specificabout.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 com

11、petent as.er .a human interpreter?Yes.well, I ll let it dealwith 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 don

12、e so far .In my four years of undergraduate study, I studied electronics, advancedMmathematics, hardware designing, some computer languages and program writing.Yes, but have you done anypractical jobs? I mean, have you written anyWprograms for practical use?I was involved in a project for CAD in a s

13、hipyard.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,

14、 you know, English is spoken by different people with different accents.Your English accent is different from mine, and of course mine is not thesame as my colleagues .So as I see it, your device would have to be able toprobablytruse,recognise and understand different accents.Oh, I see.I think I can

15、 learnC- language and a phonetic processing systemMhere.Well, thatt you?Yes.mwOK,ll take thebut you ve got only 12 months and you want aWdegree, donso there re two ways of studying for a degree here.You either take six courses, pass their exams and have your dissertation accepted or the other way is

16、 you do some res earch work and submit your project report.mwmwI think I second way.Fine, but are you sure you can finish your project in 12 months?Idon t know, but I can work 12 hours a day and 7 days a week.Well, I d suggestyou spend some time in our library, trying to find out what other students

17、 have done before and perhaps re-consider your own project, to some extent.You might narrow your research area, concentrating on solving one or two major problems.And,it bde 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

18、in three days time?All right.I ll go away and do some thinking.Then I ll talk to youabout myMnew plan.Good.See you then.WMThank you.Bye-bye.You now have 20 seconds to check your answers to Questions 1 - 10.That is the end of Part A,Part B:You will hear 3 conversations or talks and you must answer th

19、e questions by choosing A, B, C or D.You will hear the recording ONLY ONCE.Questions 1 - 3 are based on the following talk.You now have 15 seconds to read Questions 1 - 3.1. What does the speaker suggest that the students should do during the term?A Consult with her frequently.B Use the computer reg

20、ularly.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 Collegelibrary facilities.CTheuseof micro-computers.DPrintouts fr

21、om thelaserprinter .TapescriptRight, everybody.Welcometo Central Collegelibraryservices.MynamesKathy Jenkins.Igilvl eyoua brief introductionto thelibrary.Wehave awell-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language

22、 centre, with audio and video material;and the micro- computer lab.I lsl tart with themicro-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

23、.By the way, CALLstands for computer aided language learning:C A double L, CALL,forshort.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 youaround the, comethe end ofwish to print anything you should u

24、se one of the five machinesoutside 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 and see myself or any of the library staff.Dot-matrix printouts are free but there is a charge for using the laser

25、 printer .There is always a queue to get to the terminals towards 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

26、, on the first and third Thursday of each month, and are free to full-time students of the college.See you there.Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part CYou will hear a talk given by a university lecturer.As you listen, youmust answer Questions 1 -10

27、 by writing NO MORE THAN THREE words in the space provided on the right.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.Wh at 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 wo

28、rld 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 speakerdiscuss first?5.Where do the three largest groups of students come from?6.What sthe number of students from Malaysia?7.Which is the most popular field o

29、f study?8.What tshe percentage of students in business andmanagement?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 migh

30、t be interesting to know something about the foreign studentpopulation in the United States.For the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United States.This figure of 344,000 may seem like a very large number until you compare it with the t

31、otal 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

32、 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

33、 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 fro

34、m 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 wecan discuss them at our next meeting.For today let s confine o

35、ur talk to first, adiscussion of the origin of these students, or, in other words, where they comefrom; 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 s

36、chool.Let sdiscuss 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 areassending the most students to those areas sending the fewest students.If we look at the figures provided by the annual census of foreign studen

37、ts 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 tot

38、al 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 stude

39、nts 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 rescapitulatewhat we ve said.The largest number of students

40、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 l

41、argest 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%, bus

42、iness 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 migh

43、t 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 atjunior colleges or in non-degree programs.It is at the graduate level that foreign students h

44、ave 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 onl

45、y 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 discussionsof the geographic areas these students study in until another time.Now you are going to hear the talk a second time.

46、REPEAT THE TEXTYou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C.You now have 5 minutes to transfer all your answers from your test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill

47、 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 writingtechnique can dramatically affec

48、t 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 onegeneration, with teachers now paying far(3) attention to correct pen grip and handwriting style.StephanieThomas, a learning supp

49、ort teacher(4) findings have been published, was inspired to investigate thisarea(5) she noticed that those pupils who had the most trouble withspelling(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) fin

50、d huge differences in technique between the young childrenand the mature adults, and a definite(9) between near-point gripping and slow, illegible writing.Peoplewho(10) their pens at the writing point also show other characteristics(11) inhibit learning,(12) as poor posture, leaning too(13) to the d

51、esk, using four fingers to grip the pen(14) than three, and clumsy positioning of the thumb (which canobscure(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 possibilitythat people get better at writing as t

52、hey grow(18) .She attributes it to a failure to teach the most effectivemethods, pointing out that the differences betweenSECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany themby choosing A, B, C or D.Mark your answers on ANSWER SHEET 1.Text 1I

53、n 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 disord

54、ers, 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 thishue and cry about eating salt is unnecessary, Dr.Dustan insists.For most of uss mostit probably doesn t make much difference how much salt

55、 we eat. Dustanrecent 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

56、 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 recommendationthat the whole population should avoid salt makes

57、 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

58、natural sodium in food.The rest would be added in processing, preparation or at the table.Thosewith 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