PETS 5模拟试卷5

PETS第五级全真模拟试卷（5）

Section ⅡUse of English( 15 minutes)

Read 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,______ (31) to the first serious investigation into the way in which writing technique can dramatically affect edu-cational achievement. The survey of 643 children and adults, ranking from pre-school to 40-plus, also suggests ______(32) pen-holding techniques have detedorated sharply over one generation, with teachers now paying far ______( 33 ) atten-tion to correct pen grip and handwriting style.

Stephanie Thomas, a learning support teacher______ (34) findings have been published, was inspired to in-vestigate this area ______(35) he noticed that those students who had the most trouble with spelling______ (36) had a poor pen grip. While Mr. Thomas could not establish a significant statistical link______ (37) pen-holding style and accuracy in spelling, he______ (38) find huge differences in technique be-tween the young children and the mature adults, and a def'mite ______(39) between near-point gripping and slow, illegible writing.

People who______ (40) their pens at the writing point also show other characteristics______ (41) inhibit learning, ______(42) as poor posture, leaning too ______(43) to the desk, using four fingers to grip the pen ______(44) than three, and clumsy positioning of the thumb (which can obscure ______(45) is being written).

Mr. Thomas believes that the ______(46) between elder and younger writers is ______( 47 ) too dramatic to be accounted for simply by the possibility that people get better at writing as they grow ______(48) . He attrib-utes 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 instruction in classrooms in the sixties. "The 30-year-old showed a huge diversity of grips,______ (50)the over 40s group all had a uniform ' tripod' grip. "

Section ⅢReading 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 a three-month period last year, two Brooklynites had to be cut out of their apartments and carried to hospital on stretchers designed for transporting small whales. The National Association to Advance Fat Acceptance(NAAFA)argues that it was not their combined 900kg bulk that made them ill. Obesity, according to NAAFA, is not bad for you. And, even if it was, there is nothing to be done about it, because genes dictate weight. Attempting to eat less merely slows metabolism, having people as chubby as ever.

This is the fadash movement that causes America' s slimming industry so much pain. In his book Bin Fat Lies(Ballantine, 1996), Glenn Gaesser says that no study yet has convincingly shown that weight is an independent cause of health problems. Fatness does not kill people; things like hypertension, coronary heart diseases and cancer do. Mi-chael Fnmento, author of The Fat of the Land (Viking, 1997), an anti-fatlash diatribe, compares Dr Gaesser's logic with saying that the guillotine did not kill Louis XVI: Rather, it was the severing of his vertebrae, the cutting of all the blood vessels in his neck, and.., the trauma caused by his head dropping several feet into a wicker basket.

Being fat kills in several ways. It makes people far more likely to suffer from heart disease or high blood pres-sure. Even moderate obesity increases the chance of contracting diabetes. Being 40% overweight makes people 30% - 50% more likely to die of cancer, according to the American Cancer Society. Extreme fatness makes patients so much less likely to survive surgery that many doctors refuse to operate until they slim.

The idea that being overweight is caused by obesity genes is not wholly false: researchers have found a number of genes that appear to make some people burn off energy at a slower rate. But genes are not destiny. The difference between

someone with a genetic predisposition to gain weight and someone without appears to be roughly 40 calori-es-or a spoonful of mayonnaise--a day.

An alternative fatlash argument, advanced in books such as Dean Onrush' s Eat More, Weight Less ( Harper Collies, 1993 ) and Date Atrens' s Don' t Diet ( William Morrow, 1978), is that fatness is not a matter of eating too much. They note that as Americans' weight has ballooned over the last few decades, their reported caloric intake has plunged. This simply explains people' s own recollection of how much they eat is extremely unreliable. And as they grow fatter, people feel guilty and are more likely to fib about how much they eat. All reputable studies show that eating less and exercising reduce weight.

Certainly, the body' s metabolism slows a little when you lose weight, because it takes less energy to carry less bulk around, and because dieting can make the body fear it is about to starve. But a sensible low-fat diet makes weight loss possible. The fatlash movement is dangerous, because slimmers will often find any excuse to give up.To tell people that it is healthy to be obese is to encourage them to live sick and die young.

51. The two Brooklynites in the first paragraph were __

[A] members of the NAAFA [B] typical victims of overweight

[ C] members of the "fatlash" movement [ D] proof that the fatlash movement is gaining strength

52. The National Association to Advance Fat Acceptance holds that __

[A ] fat people should try to lose weight [ B ] eating less is harmful to people' s health

[C ] fat people were horn that way [ D ] obesity is good for people

53. What can be concluded according to the author's view of the "obesity genes"?

[A] People with a genetic inclination to gain weight Can slim. [ B ] People who are horn fat will remain that way all life. [ C ] All efforts to lose weight will prove fruitless. [ D ] Fat people can live a very happy life, too.

54. The word "fib" in the fourth sentence of Paragraph 5, probably means __

[ A] to tell the truth [ B ] to reduce [ C] to increase [ D ] to tell a small lie

55. Which of the following statements is true?

[ A ] Americans' caloric intake has dropped over the last few decades.

[ B ] Many people who try to lose weight give up half way.

[ C ] Americans are always aware of how much they eat. [ D ] Obesity does no harm to people' s health.

Text 2

The issue of online privacy in the Internet age found new urgency following the Sept. ll terrorist attacks, sparking debate over striking the correct balance between protecting civil liberties and attempting to prevent another tragic terrorist act. While preventing terrorism certainly is of paramount importance, privacy rights should not be deemed irrelevant.

In response to the attacks, Congress quickly passed legislation that included provisions expanding rights of investi-gators to intercept wire, oral and electronic communications of alleged hackers and terrorists. Civil liberties groups ex-pressed concerns over the provisions and urged caution in ensuring that efforts to protect our nation do not result in broad government authority to erode privacy rights of U. S. citizens. Nevertheless, causing further concern to civil liberties groups, the Department of Justice proposed exceptions to the attorney-client privilege. On Oct. 30, Attorney General John Ashcroft approved an interim agency rule that would permit federal prison authorities to monitor wire and electronic communications between lawyers and their clients in federal custody, including those who have been de-tained but not charged with any crime, whenever surveillance is deemed necessary to prevent violence or terrorism.

In light of this broadening effort to reach into communications that were previously believed to be "off-limits",the issue of online privacy is now an even more pressing concern. Congress has taken some legislative steps toward en-suring online privacy, including the Children' s Online Privacy Protection Act, and provided privacy protections for certain sectors through legislation such as the Financial Services Modernization Act. The legislation passed to date does not, however, provide a statutory scheme for protecting general online consumer privacy. Lacking definitive federal law, some states passed their own measures. But much of this legislation is incomplete or not enforced. Moreover, it becomes unworkable when states create different privacy standards; the Intemet does not know geographic boundaries,and companies and individuals cannot be expected to comply with differing, and at times conflicting, privacy rules.

An analysis earlier this year of 751 U. S. and international Web sites conducted by Consumers International found that most sites collect personal information but fail to tell consumers how that data will be used, how security is maintained and what fights consumers have over their own information.

At a minimum, Congress should pass legislation requiring Web sites to display privacy policies prominently, in-form consumers of the methods employed to collect client data, allow customers to opt out of such data collection,and provide customer access to their own data that has already been collected. Although various Intemet privacy bills were introduced in the 107th Congress, the focus shifted to expanding government surveillance in the wake of the ter-rorist attacks. Plainly, government efforts to prevent terrorism are appropriate. Exactly how these exigent circum-stances change the nature of the online privacy debate is stiff to be seen.

56. Concerning the protection of privacy and increased surveillance of communication, the author seems to insist on

[ A ] the priority of the former action [ B ] the execution of the latter at the expense of the former

[C] tightening both policies at the same time [ D ] a balance between the two actions

57. The author implies in the second paragraph that __

[ A] the proposal of the Department of Justice is unjustified [ B ] surveillance of any suspect communication is necessary [ C ] civil liberties groups should not have shown such great concern

[ D ] exceptions should be made in intercepting communications

58. In the eyes of the author, the Financial Service Modernization Act __

[ A ] serves no more than as a new patch on an old robe [ B ] indicates the Congress' s admirable move to protect privacy [ C ] invades online consumer privacy rather than protect it [ D] is deficient in that it leaves many sectors unshielded 59. Privacy standards made by individual states are ineffective because __

[ A ] the standards of different states contradict each other [ B ] online communication is not restricted to any state [ C ] these standards ignore the federai law on the matter [ D ] these standards are only applicable to regional Web sites 60. The expression "opt out of such data collection" ( in the last paragraph) probably means __

[ A ] pick out from such data the information one needs [ B ] shift through such data to collect one' s own information [ C ] evaluate the purpose for such data collection [ D ] choose not to be involved in such data collectio

Text 3

The man behind this notion, Jack Maple, is a dandy who affects dark glasses, homburgs(翘边帽)and two-toe shoes;yet he has become something of a legend in America's police departments. For some years, starting in New York and moving on to high-crime spots such as New Orleans and Philadelphia, he and his business partner, John Linder have marketed a two-tier system for cutting crime.

First, police departments have to sort themselves out: root out corruption, streamline their bureaucracy, and make more contact with the public. Second, they have to adopt a computer system called Comstat which helps them to analyze statistics of all major crimes. These are constantly keyed into the computer, which then displays where and when they have occurred on a color-coded map, enabling the police to monitor crime trends as they happen and to spot high-crime areas. In New York, Comstat's statistical maps are analyzed each week at a meeting of the city's police chief and precinct captains.

Messrs Maple and Linder ( "specialists in crime-reduction services" ) have no doubt that their system is a main contributor to the drop in crime. When they introduced it in New Orleans in January 1997, violent crime dropped by22% in a year;when they merely started working informally with the police department in Newark, New Jersey, vi-olent crime fell by 13%. Police departments are now lining up to pay as much as $50, 000 a month for these two men to put them straight.

Probably all these new policies and bits of technical wizardry, added together, have made a big difference to crime. But there remain anomalies that cannot be explained, such as the fact that crime in Washington D. C. , has fallen as fast as anywhere, although the police department has been corrupt and hopeless and, in large stretches of the city, neither police nor residents seem disposed to fight the criminals in their midst.

The more important reason for the fall in crime rates, many say, is a much less sophisticated one. It is a fact that crime rates have dropped as the imprisonment rate soared. In 1997 the national incarceration rate, at 645 per 100,000 people was more than double the rate in 1985, and the number of inmates in city and county jails rose by 9.4%, almost double its annual average increase since 1990. Surely some criminologists argue, one set of figures is the cause of the other. It is precise

because more people are being sent to prison, they claim that crime rates are falling.A 1993 study by the National Academy of Sciences actualiy concluded that the tripling of the prison population be-tween 1975 and 1989 had lowered violent crime by 10-15%.

Yet cause and effect may not be so obviously linked. To begin with, the sale and possession of drugs are not counted by the FBI in its crime index, which is limited to violent crimes and crimes against property. Yet drug of-fences account for more than a third of the recent increase in the number of those jailed; since 1980, the incarceration rate for drug arrests has increased by 1,000%. And although about three-quarters of those going to prison for drugoffences have committed other crimes as well, there is not yet a crystal-clear connection between filling the jails withdrug-pushers and a decline in the rate of violent crime. Again, though national figures are suggestive, local ones di-verge: the placer where crime has dropped most sharply( such as New York City)are not always the places where in-carceration has risen fastest.

61. Jack Maple started his career in __

[ A] Philadelphia [ B ] Oregon [ C ] New Orleans [ D ] New York

62. According to,Jack Maple, to cut crime __

[ A ] the,heads of police department should make more contact with the criminals

[ B ] the government should educate the residents more

[ C]a computer system called Comstat should be adopted by the police

[D] tbe criminals should be severely punished

63. ln New Yerk_______.

[ A] violent crime dropped by 23% in one year [ B ] police departments pay as much as $ 50, 000 for Jack Maple

[ C ] the crime rate is high [ D ] Comstat's statistical maps are analyzed every week

64. The meaning of the word "anomalies" in the second line of 4th paragraph is ___________

[ A ] something strange [ B ] enjoyable things [ C ] anormally [ D ] comparison

65. It can be inferred from the passage that ___________

[ A ] the drop of crime rote is caused by Jack Maples's two-tier system

[ B ] the drop of crime rate is caused by the increased imprisonment

[ C ] it is difficult to identify the exact cause for the fall of crime rate

[ D ] the increased imprisonment is not the reason for the fall of crime rate

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 SHEET 1.

Does the publisher of Douglas Starr's excellent Blood--An Epic History of Medicine and Commerce actually ex-pect to sell many copies? Whoever chose the title is certain to scare off the squeamish, and the subtitle, which makes the effort sound like a dry, dense survey text, has really done this book a disservice. In fact, the brave and curious -will enjoy a brightly written, intriguing, and disquieting book, with some important lessons for public health.

66．___________________________________

The book begins with a historical view on centuries of lore about blood--in particular, the belief that blood car-ried the evil humors of disease and required occasional draining. As recently as the Revolutionary War, Bloodletting was widely applied to treat fevers. The idea of using one person's blood to heal another is only about 75 years old--although rogue scientists had experimented with transfusing animal blood at least as early as the 1600s. The first transfusion experiments involved stitching a donor's vein (in early cases the physician's) to a patient's vein.

67．___________________________________

Sabotaged by notions about the" purity"of their groups' blood, Japan and Germany lagged well behind the Al-lies in transfusion science. Once they realized they were losing injured troops the Allies had learned to save, they tried to catch up, conducting horrible and unproductive experiments such as draining blood from POWs and injecting them with horse blood or polymers.

68．___________________________________

During the early to mid-1980s, Start says, 10,000 American hemophiliacs and 12,000 others contracted HIV from

transfusions and receipt of blood products. Blood banks both here and abroad moved slowly to acknowledge the threat of the virus and in some cases even acted with criminal negligence, allowing the distribution of blood they knew was tainted. This is not new material. But Starr's insights add a dimension to a story first explored in the late Randy Shilts's And the Bond Played On.

69．___________________________________

Is the blood supply safe now.'? Screening procedures and technology have gotten much more advanced. Yet it's disturbing to read Starr's contention that a person receiving multiple transfusions today has about a 1 in 90,000 chance of contracting HIV--far higher than the" one in a million" figure that blood bankers once blithely and falsoly quoted. Moreover, new pathogens threaten to emerge and spread through the increasingly high-speed, global blood-product network faster than science can stop them. This prompts Start to argue that today's blood stores are"simulta-neously safer and more threatening" than when distribution was less sophisticated.

70．___________________________________

A. The massive wartime blood drives laid the groundwork for modem blood-banking, which has saved count-less lives. Unfortunately, these developments also set the stage for a great modem tragedy--the spread of AIDS through the international blood supply.

B. There is so much drama, power, resonance, and important information in this book that it would be a shame if the squeamish were scared off. Perhaps the key lesson is this : The public health must always be guarded against the pressures and pitfalls of competitive markets and human fallibility.

C. In his chronicle of a resource, Start covers an enormous amount of ground. He gives us an account of mankind's attitudes over a 400-year period towards this "precious, mysterious, and hazardous material" ; of medicine's efforts to understand, control, and develop blood's life-saving properties;and of the multibillion- dollar industry that benefits from it. He describes disparate institutions that use blood, from the military and the pharmaceutical industry to blood banks. The culmination is a rich examination of how something as hor- rifying as distributing blood tainted with the HIV virus could have occurred.

D. The book's most interesting section considers the huge strides transfusion science took during World War I1. Medicine benefited significantly from the initiative to collect and supply blood to the Allied troops and from new trauma procedures developed to administer it. It was then that scientists learned to separate blood into useful elements, such as freeze-dried plasma and clotting factors, paving the way for both battlefield miracles and dramatic improvement in the lives of hemophiliacs.

E. Starr's tale ends with a warning about the safety of today's blood supply.

F. Starr obtained memos and other evidence used in Japanese, French, and Canadian criminal trials over the tainted-blood distribution. (American blood banks enjoyed legal protections that made U. S. trials more complex and provided less closure for those harmed. ) His account of the French situation is particularly poignant. Start explains that in postwar France, donating blood was viewed as a sacred and patriotic act. Prison populations were urged to give blood as a way to connect more with society. Unfortunately, the French came to believe that such benevolence somehow offered a magical protection to the blood itself and that it would be unseemly to question volunteer donors about their medical history or sexual or drug prac-tices. Combined with other factors, including greed and hubris, this led to tragedy. Some blood banks were collecting blood from high-risk groups as late as 1990, well into the crisis. And France, along with Canada, Japan, and even Britain, stalled approval and distribution of safer, American heat-treated plasma products when they became available, in part because they were giving their domestic companies time to catch up with scientific advances.

Part C：Answer questions 71 ~ 80 by referring to the following books.

Note: Answer each question by choosing A, B, C or D and mark it on ANSWER SHEET 1. Some choices may be required more than once.

A = BOOK 1

B = BOOK 2

C = BOOK 3

D = BOOK 4

Which book(s) say(s) that...

?the climate affects the future sustainable agricultural development? 71．___________

?environmental control is related with the national revenues? 72．_____

?the environmental problems ale not caused overnight? 73．___________

?a variety of species are on the decrease? 74．___________

?agriculture is also a factor for the degradation of environment? 75．___________

?pollution call be controlled by increasing the production cost of polluting goods? 76．___________

?pollution control needs the support of technology and techniques? 77．___________

?provides lessons for agriculture，trade，land USe and tax policy from an economic perspective?78．___________

?the degradation of environment cauSes the change of climate? 79．___________

?the approaches to research should be adjusted to the changing situation?80．___________

BOOK 1

The book offers a comprehensive perspective on the consequences and possible policy solutions for cli-matic change as we move into the twenty-first century. It assesses the impact of potential feature global climate change on agriculture and the need to sustain agricultural growth for the economic development.

The book begins by examining the role of international research institutions in overcoming environmental con-straints on sustainable agricultural growth and economic development. The authors then discuss how agricultural re-search systems may be restructured to respond to global environmental problems such as climate change and loss of genetic diversity. The discussion then extends to consider environmental accounting and indexing, to illustrate how environmental quality can be included formally in measures of national income, social welfare and sustainability.

The third part of the book focuses on the effects of and policy responses to climate change. Chapters in this part ex-amine the effect of climate change on production, trade, land use patterns and livelihoods. They consider impacts on the distribution of income between developed and developing countries remain a major economic activity. Authors take on an economy-wide perspective to draw lessons for agriculture, trade, land use and tax policy.

BOOK 2

The ozone layer is threatened by chemical cmissious; the climate is endangered from fossil and defor-estation, and global biodiversity is being lost by reason of thousands of years of habitat conversions. Global environ-mental problems arise out of the accumulated impacts from many years' and many countries' economic develop-ment. In order to address these problems the states of the world must cooperate to manage their development proces-ses together--this is what an international environmental agreement must do. But can the world' s countries cooper-ate successfully to manage global development? How should they manage it? Who should pay for the process, as well as for the underlying problems?

This book presents an examination of both the problem and the process underlying international environmental lawmaking: the recognition of international interdependence, the negotiation of international agreements and the evo-lution of international resource management. It examines the general problem of global resource management by means of general principles and case studies and by looking at how and why specific negotiations and agreements have failed to achieve their targets.

The book is designed as an introductory text for those studying global environmental policy making and institu-tion building. It will also be of interest to practitioners and policy rnakers and scholars in the areas of environmental economics and law.

BOOK 3

Industrialization to achieve economic development has resulted in global environmental degradation.

While the impacts of industrial activity on the natural environment are a major concern in developed countries, muchless is known about these impacts in developing countries. This source book identifies and quantifies the environmen-tal consequences of industrial growth, and provides policy advice, including the use of clean technologies and envi-ronmentally sound production techniques, with special reference to the developing world.

The developing world is often seen as having a high percentage of heavily polluting activities within its industrial sector. This, combined with a substantial agriculture sector, which contributes to deforestation, the erosion of the top soil and desertification, has led to extreme pressures on the environment and impoverishes the population by de-stroying its natural resource base. This crisis suggests that sound industrialization policies are of paramount impor-tance in developing countries' economic development, and calls for the management of natural resources and the a-doption of low-waste of environmentally clean technologies.

The authors consider the industrial sector as a pollutant to other sectors of the economy, and then focus on some

industrial-specific pollutants within the manufacturing sector and some process-specific industrial pollutants. Theyconclude by reviewing the economic implications of promoting environmentally sound industrial development, spe-cially adressing the question of the conflict or complementarily which may exist between environmental goods and in-dustrial production. BOOK 4

This is an important book which presents new concepts of the marginal cost of substituting non-pollu-tive for pollutive goods. Technically in its approach it complements the other literature in the field and will be a sig-nificant contribution to the understanding of microeconomic issues in pollution control. The book focuses on the three main concepts: substitutions in consumption, emission abatement and exposure avoidance. The first part considers the adjustment of the scope and combination of goods produced as a method for controlling pollution.

The author argues that pollution is controlled by increasing the relative price of the polluting goods in the pro-duction process, thereby reducing demand and subsequent production of the goods. In the second part, the discus-sion is extended to include the possibilities of preventing or abating emissions in relation to three models: first, pol-lution prevention when non-polluting inputs and processes are substituted for pollutants; second, when a proportion of the polluting output is recycled rather than being discarded; and finally end-of-pipe abatement where additionaltechnology is used. In conclusion, the author assesses the extent to which pollution damage is controlled by avoid-ance of emissions, with avoidance being modeled as an add-on technology with its own returns to scale.

Section IV Writing(40 minutes )

You will read a question .which says, "Which is a better source of news--newspaper or TV?"

Write an article for the newspaper to clarify your own points of view towards this issue. You should use your own ideas,Knowledge or experience to generate support for your argument, including an example.

You should write no less than 250 words. Write your article on ANSWER SHEET 2.

Section II Use of English(每小题1分，共计20分，权重10％)

根据一项对于握笔姿势大幅影响考试成绩的调查，那些握笔十分靠近笔尖的学生很可能在考试中处于劣势。本次调查涉及643人，从学龄前儿童到40多岁的成年人，调查表明握笔技术在一代人的时间里大幅退步，现在的老师已经不像以前那样重视纠正学生的握笔姿势和书写方式了。

斯蒂芬尼?托马斯是一名助教，已经发表了他的发现，在他注意到那些拼写有困难的学生握笔习惯也不好的时候，受到启发开始调查这一领域。虽然托马斯先生不能在握笔方式和拼写正确性之间建立明确的统计学关联，但是他却发现小孩子和成人之间的握笔技术有很大的差别，而握笔靠近笔尖与缓慢而难以辨认的书写之间存在明确关联。

握笔靠近笔尖的人也显示出了其他的一些妨碍学习的特点，如坐姿很差、太靠近桌子、用4个手指而不是3个手指握笔和大拇指位置放得不对(这会使写的字迹模糊)。

托马斯先生认为，对比老年人和年轻人的书写太过明显不能简单得出人年龄越大字写得越好的说法。他认为这是因为没有教授最有效的方法．并指出不同年龄段的人之间写字的不同恰巧出现在60年代课堂里放弃对写字的指导之后。“30岁的人表现出非常不同的握笔方式，而超过40岁的人统一都用3个手指握笔”。

31．according 【解析】according to意为“根据”，为固定短语，本句句意为“根据对…的严格调查，…。”32．that 【解析】此空之后的内容为suggests的内容，即此处应填mat，引导宾语从句。

33．less 【解析】由此空前面的“deteriorated sharply”可知此空应填“更少的”，而不是“更多的”。

34．whose 【解析】此句意为“Stephanie Thomas，一位学习辅导老师，…发现已经发表了…。”由此可知，空处所填单词必为whose，引导定语从句，修饰teacher。

35．after 【解析】此句意为“…他注意到了那些拼写有问题的学生也有一个坏的握笔习惯，他受到鼓舞调查这个领域。”

36．also 【解析】由35题解析，拼写有问题的学生必定握笔习惯不好。

37．between 【解析】此句意为“Thomas先生尽管不能在握笔方式和拼写准确性之间建立重要的统计学联系，…”所以答案为介词between。

38．did 【解析】据38题解析，由于while意为“尽管”，才有后面起强调作用的did，意为“确实”，有转折之意。39．link 【解析】与37题对应，此处应填link，表明在“near—point gripping”和“slow，illegible writing”之间存在联系。

40．grip 【解析】显然，此空应填一个动词“握，拿”，英语中握笔用动词grip。

41．which 【解析】由此句句子成分分析，此空以后的应为定语从句，修饰characteristics。所以此空应填which，引导定语从句。

42．such 【解析】“poor posture，leaning too…to the desk，using…”均是对characteristics的举例说明。而举例用英语说应为“such as”o

43．close 【解析】显然，不好的习惯是“太靠近桌子”，故应填“近”。

44．rather 【解析】此空所在句意为“用四个手指握笔而不是三个。”rather than表示“而不是”。

45．what 【解析】显然，此空后的句子应为“obscure”的宾语从句，而“is being written”中缺主语，可做主句的宾语、从句的主语的只有what。

46．difference 【解析】显然，这句话是在对老年人和年轻人写字之间进行比较，而且由后半句中的“get better at…”可知，此空必为“不同的”。

47．far 【解析】能修饰too的副词只有far或much。

48．older 【解析】grow只能是年龄越来越大。

49．age 【解析】此段话均是在比较不同年龄段的人之间写字的不同，故此空应填“年龄”。

50．but 【解析】此句意为“30岁的人表现出非常不同的握笔方式，…超过40岁的人都统一用三个手指握笔。”显然，此空处表转折。

Section m Reading Comprehension(共计35分。权重35％)

Part A(每小题1分，共计l5分)

Text 1

本文驳斥了关于肥胖无害的说法。一个叫NAAFA的组织声称肥胖对人体无害，即使有害，也没有办法，因为基因

决定一切。对此，作者提出了自己的看法，他认为，实验证明肥胖的人要比正常人更加容易患上主要疾病，健康更容易受到损伤。而基因并不会对减肥造成多大的干扰。同时．他还抨击了关于食品摄入量不会影响体重的说法。最后，作者提出了减肥的可行性和fatlash运动的危害。

51．B【解析】由第一段可知，两人是因为肥胖而被送进医院的，故B项正确。A、C项文章中未提到。两个病人不能证明fatlash运动高涨，故D项是错误的。

52．C【解析】由第一段可知NAAFA认为肥胖无害，故A项是错误的。B项文章中未提到。第一段倒数第二句话说到基因决定人的胖瘦，故C项是正确的。NAAFA只是认肥胖对人体无害，并没有说有好处，故D项是错误的。53．A【解析】由第四段最后两句话可知，基因并不能决定一切，因此减肥不会因为肥胖基因的干扰而没有任何作用，故A项正确。B项和作者的观点是相反的。D项文中未提到。

54．D【解析】fib意为“撒小谎”。

55．B【解析】由第五段可知虽然美国人声称自己摄入的卡路里量下降，但这并不是真的，故A项是错误的。美国人总是在食物摄入量上撒谎，所以并不能推出他们知道自己吃了多少，故C项不正确。根据最后一段最后一句话可以知道D项不正确。

Text 2

9．11事件后，网络隐私问题成为了一个急需解决的问题。人们为找到保护公民自由和防止类似的恐怖事件之间的平衡而争论不休。为了应对恐怖袭击，国会通过一系列的法律对各种形式的交流进行监控，但这引来了公民隐私权的侵犯问题。在不断的反对声中，尽管各州政府设立法律保护公民的网络隐私，但是联邦却没有出台明确的法律，所以并不能对无界限的网络隐私起到实质性的保护作用。作者认为政府也应该采取法律措施对网站采集顾客个人信息的做法进行一定的管理。

56．D 【解析】文章开始就指出“…sparking debate over striking the correct balance between protecting civil liberties and attempting to pre-vent another tragic terrorist act．”这说明作者认为一方面要防止类似的恐怖袭击活动，但另一方面也要注意保护公民的隐私权利，而且这双方面应该取得平衡。故应选D。

57．A【解析】文中提到“…urged caution in ensuring that efforts to protect our nation do not result in broad government authority to erode privacy rights of U．S．citizens．”其意思是“保护国家的利益也不应该伤害美国居民的个人隐私权利”，可知作者认为这项提议是不公正的。故应选A。

58．B 【解析】文章的第三段指出“…provided privacy protections for certain sectors through legislation such as the Financial Services Modernization Act．”意思就是“像Financial Services Modernization Act这样的法案就是国会为了保护别人隐私而设定的。”故应选B。

59．B【解析】文章第三段最后两句话“Moreover，it becomes unworkable．．．the Internet does not know geographic boundaries，and companies and individuals cannot be expected to comply with differing．And at times conflicting，privacy rules．”这说明各州制定的法律是不好实施的，因为网络是不具有地域限制的。这种法律不能仅仅限制在某个州的范围之内。故应选B。

60．D 【解析】文章最后一段指出，“Congress should pass legislation…，allow customers to opt out of such data collection，and…．”，意思就是说国会应该要求网站公示收集用户隐私信息的政策，通过何种方式收集的，告诉用户怎么才能避开这些信息收集以及怎么查阅所收集的信息等内容。opt out的意思是“避开、避免”。故应选D。

Text 3

本文探讨了犯罪率下降的原因所在。杰克?梅普尔和林德曾经引领警署改革，清理腐败，引进电脑等新科技，帮助警察监控、分析犯罪。他们认为自己的工作导致了犯罪率的下降。但是，虽然新技术确实有助于减少犯罪，其他地点的情况却表明，犯罪率下降另有原因。一些人认为原因是犯人数量增加了，但是却不能确定这是一种直接原因。另外，某些地区的情况也表明犯罪率下降与犯人数量的增加没有关联。

61．D 【解析】由第一段中的“For some years，starting in New York…”可知。

62．C【解析】由第二段中的“Second，they have to adopt a computer system called…”可知。

63．D【解析】由第二段最后—句“In New York，Comstat’s statistical maps are analyzed each week at a meeting of the city’s police chief and precinct captains．”可知。

64．A【解析】anomaly意为“反常、奇怪的事”。

65．C【解析】由全文可以推断，要指出犯罪率下降的确切原因是很困难的。

Part B(每小题2分，共计10分)

这是一篇书评。这本名为《血液——医学和商业的伟大历史》的书虽然有一个吓人的标题，但是实际上只是介绍了公共健康的一些知识而已。在书中，作者记述了血液的发展历史和从血液中受益而发展起来的行业，结尾处则分析了血液被艾滋病感染的可怕情况。本书不但记录了几个世纪以来关于血液的故事，还介绍了二战期间输血技术的发展。战争期间血液的使用推动了现代血液库的发展，但是也造成了一个巨大的悲剧．就是艾滋痛的传播。在80年代前期，有大量的人因为输血而感染了艾滋病。现在，虽然技术已经有了进步，还是不能完全避免艾滋病感染的危险。本书中的重要一课就是必须保证人类健康不会成为商业竞争压力和人类失误的牺牲品。

66．c【解析】由下一段第一句“The book begins with…”可知，只有c放于此空处才可以与下文衔接，意思连贯。67．D【解析】由上下两段综合分析，只有D放在此处符合逻辑。

68．A【解析】上一段最后一句“…such as draining blood…”与A中的“The massive wartime blood drives…”对应。69．F【解析】由此空上下文可以看出，选项中只有F放在此处符合逻辑，上下文才能连贯。

70．B【解析】由上一段段意可知，B放在最后一处最合适。

Part C(每小题1分。共计10分)

A：这本书介绍了进入21世纪后，气候变化会带来的各种后果和应对措施。重点是说明全球气温变化给农业发展带来的后果以及最终对经济发展的影响。作者首先评价了国际研究院在克服环境对农业及经济持续发展的局限性上的作用，接着讲述了农业应该如何重组来适应环境的变换以及物种的减少，第三部分主要讲述了气候变化所带来的影响和各种应对措施。作者还从经济的角度出发，对农业的发展，贸易的深入，土地的使用。以及税收政策的制定提出建议。

B：这本书指出臭氧层空洞、气候的变换、物种的灭绝等全球问题都是由于多年来各个国家经济发展造成的。要想解决这些环境问题，国际社会必须加强合作。同时，这本书审查了国际环境法在制定过程中存在的问题以及程序。这本入门读物主要是为研究全球环境政策的制定以及环保机构建立的人员编写的。

C：这本书指出工业化促进了经济的发展，却导致了环境的恶化。工业活动所带来的问题在一些发展中国家依然没有引起重视。通过对工业发展给环境带来的后果的界定，这本书提出了一些建议，特别对那些发展中国家。这些问题很大程度上是由于不合理的经济发展道路造成的。作者指出工业发展的政策是至关重要的，但要科学管理自然资源，采取净化环境的低耗能的科学技术才是解决问题的道路。

D：这本书提出了一种非污染商品取代污染商品的边际成本的新概念，这种设想填补了其他文献在此领域的空白，有助于更好的理解污染控制的微观经济问题。本书主要说明了三个问题：替代消费问题、消减排放问题以及回避宣传问题。

71．A【解析】由A中的第一段最后一句话“It assesses the impact of potential feature global climate change on agriculture and the need to sustain agricultural growth…”可知。

72．A【解析】由A中的第二段“．．．to illustrate how environmental quality can be included formally in measures of national income，social welfare and sustainability．”可知。

73．B 【解析】由B中的第一段“Global environmental problems arise out of the accumulated impacts from many years’and many countries’economic development．”可知。

74．B【解析】由B中的第一段“．．．and global biodiversity is being lost by reason of thousands of years of habitat conversions．”可知。

75．C【解析】由c中的第二段“…a substantial agriculture sector，which contributes to deforestation，the erosion of the top soil and desertification．has led to extreme pressures on the environment and…．”可知。

76．D【解析】由D中的第二段“The author argues that pollution is con-trolled by increasing the relative price of the polluting goods in the production process”可知。

77．C【解析】由C中的第一段最后一句话“This source book…and provides policy advice，including the use of clean technologies and environmentally sound production techniques，…．”可知。

78．A 【解析】由A中的最后一句话“…take on an economy—wide perspective to draw lessons for agriculture，trade，land use and tax policy．”可知。

79．B 【解析】由B中的第一段“The ozone layer is threatened by chemical emissions；the climate is endangered from fossil and deforestation…．”可知。

80．D【解析】由D中的第二段“In the second part，the discussion is extended to include the possibilities of preventing or abating emissions in relation to three models:．．．”可知。

Section IV Writing(计25分。权重25％)

One possible version:

For most of us today, television is our main source of news. According to a questionnaire on the way of getting news, nearly 72 percent of the people watch TV ,and only 12 percent read newspapers for daily news. Although television news excels in bringing into our living room dramatic events of singular importance, space craft launchings, natural disasters, record-breaking sports events, presidential inaugurations, wars, murders and so on, it cannot cover important stories in the depth they may deserve because of its time limitations. Regardless of the complexity or significance of an event, it somehow must be fitted into a prescribed number of minutes. On the other hand, while the newspaper cannot compete with television visually, for example, a war is often best communicated by pictures, not words, it may beat its rival with amore in-depth version of the event. Free of time restrictions imposed on television news, a newspaper can devote as much space to a story as it sees fit, and flesh it out with more vivid details.

Furthermore, television by nature is a passive medium, for it deprives viewers of the freedom of selection. Whether you like or dislike a particular piece of news, all you have to do is sit in front of the tube and let it happen and follow its space passively. But by reading newspapers, you can select the most interesting news, and skip what you think is irrelevant and dull; you can read in detail or briefly. Besides, watching television involves little mental activity. A constant diet of television journalism contributes to the rise in new illiteracy ,and the decline in general intellectual skills such as reading and writing. In contrast to television news, the print media encourage active involvement in what's being reported. The readers have to make greater efforts than TV viewers to follow and absorb the stories. But they acquire more in-formation and news. Reading requires high level of mental involvement, which, in turn, improves our intellectual competence. When we consider television versus print journalism on the basis of format, coverage and nature, is there any question as to which is the better source of news?

PETS5听力真题八套

听力真题1 Part A The following is an interview with Emma Richards, one of Britain' s most successful sailors and the youngest person to complete the Around Alone Race in May 2003. As you listen, answer Questions 1 to 10 A. They do not have a middleman. B. They do not have sufficient capital. C. They are too humble to their clients. D. They focus on a six-figure salary. 15、What does Weiss say about self-esteem?

C. Self-esteem is built up on a support system. D. Self-esteem plays a bigger role for the self-employed. 16、What does "bill on value" mean? A. Helping a company improve its market share by 10 percent. B. Knowing what the company is planning to achieve. C. A consultant' s income depends on how much he helps a company make or save. D. A consultant should have a clear idea about who has the final say on expenses. 17、How many people lost their lives worldwide in emergencies in 2008? A. 11, 000. B. 16, 000. C. 250, 000. D. 11, 000, 000. 18、Which is one of the best practices WHO is advocating? A. To train doctors and nurses. B. To recruit volunteers. C. To equip hospitals with advanced facilities. D. To do drills in preparation for emergencies. 19、Which of the following is suggested by the two officials? A. To spend 80 percent of the total health budget on hospitals. B. To make use of the existing facilities in emergencies. C. To increase the original budget for hospital construction. D. To rebuild the hospitals that have been destroyed. 20、What causes hospitals to lose their normal functions? A. Inadequate investment. B. Large-scale outbreaks of diseases. C. Lack of experienced surgeons. D. Outdated health facilities. Part C You will hear an interview with Mike Rowe, host of the American TV show Dirty Jobs. As you listen, answer the questions or complete the notes in your test booklet for Questions 21 to 30 by writing no more than three words in the space provided on the right. You will hear the interview twice. 21、Rowe thinks a civilized life is made possible by people doing ______. 22、The show is about j obs that most people try very hard to ______. 23、To many Americans living a clean and suburban life, the j obs introduced in the show are ______. 24、Before the show was televised on a network, it was on the air in ______. 25、In making the show, Rowe learns that the interest of the audience is in both ______. 26、Rowe was at the end of his wits when the number of his programs totaled ______. 27、Where does Rowe get the inspirations for his programs now? 28、Though not well-educated, Rowe' s grandfather had a natural gift in the fields of ______. 29、At the age of 18, Rowe decided not to follow ______. 30、What does Rowe think the people doing clean j obs lack in their lives?

PETS5考试大纲(完整资料).doc

【最新整理，下载后即可编辑】 PETS5考试大纲 第五级考试由笔试试卷和口试试卷组成。 笔试试卷（140分钟）分四部分：听力、英语知识运用、阅读理解和写作。口试试卷（15分钟）分三节考查考生的口语交际能力。 笔试和口试都使用英文指导语。 （一）听力 该部分由A、B、C三节组成，考查考生理解英语口语的能力。 A节（10题）：考查考生理解具体和抽象信息的能力。要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。录音材料只播放一遍。 B节（10题）：考查考生理解细节、事实、要点、观点、态度等的能力。要求考生根据所听到的三段平均300词左右的对话或独白的内容，从每题所给的4个选择项中选出最佳选项。每段录音材料只播放一遍。 C节（10题）：考查考生理解并记录主要信息的能力。要求考生根据所听到的一段对话或独白（约800词）的内容，回答问题或补全不完整的句子。录音材料播放两遍。 问题不在录音中播放，仅在试卷上印出。 听力考试进行时，考生将答案划或写在试卷上；听力部分结束前，考生有五分钟的时间将试卷上的答案涂或誊写到答题卡1上。该部分所需时间约为35分钟（含誊写或转涂时间）。 （二）英语知识运用 该部分不仅考查考生对诸如连贯性和一致性等语段特征的辨识能力，还考查考生对用于一定语境中规范的语言成分的掌握，这些规范的语言成分主要是词汇和语法结构。 共20小题。在一篇250－300词的文章中留出20个空白，要求考生根据短文内容填空，使补足后的文章意思通顺、前后连贯、结构完整。其中约有12题考查语法和语段结构，8题考查词汇。该部分所需时间约为15分钟。考生在答题卡1上作答。 （三）阅读理解 该部分由A、B、C三节组成，考查考生理解书面英语的能力。 文章广泛地选自近期发表的文字材料，其形式与内容都是真实的。该部分中各篇文章的长度根据其题型要求从400词至850词不等。总阅读量约3000词。 A节（15题）：考查考生对文章主旨要义和细节信息的理解能力。要求考生根据所提供的3篇文章的内容（各长400－500词），从每题（一篇文章有五题）所给的4个选择项中选出最佳选项。

考PETS5级的一些感受

考PETS5级的一些感受 今天拿到了pets 5级的证书，笔试76（其中听力26），口语5，总的来说还可以接受，下面讲讲我的一些体会，希望对大家有用。 我是4月决定报考的，主要是因为参加工作2年，英语都忘得差不多了，想借此给自己一点压力和动力。四月底去到广外考试中心（现在从4教搬到丰收山庄国际学院了），交了160元，五一后再去拿到了准考证。 复习过程我选择上外的大学英语精读这套教材，虽然有人对它指手画脚，实际上作为一套教材，它可以说是非常经典的。由于报5级，所以我直接从第四册开始学习。 首先我把单词读一遍，一是掌握单词的发音，因为我有些音调拿不准，二是有些单词的意思和常用意思不一致，所以要先过一遍。词汇是外语的基础，5级的词汇量应该在6000以上，如果阅读

过程中生词率高于30％，考试就没法考了。 然后我习惯大声读一遍课文，为的是增强语感，“文章硬如铁，读来满口血”，文章不读一次，就感觉嘴巴都硬了。读完之后，就借助参考书，逐字逐句的啃课文。主要包括词汇的意思和用法，句子的语法和逻辑结构（这是最重要的！），以及一些时代背景，名人名言等等。为什么要强调语法和逻辑结构呢？我们以第五册第一课第一句话为例：it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become incresingly difficult once the basic st ructures and patterns of the language have been understood.一句话就占据了3行，而且结构复杂冗长，没有过硬的分析能力，考试时就会手忙脚乱了。所以这一步虽然很烦也很枯燥，但却是必不可少的。我在复习过程中在这一步耗时最多，基本上一天看一课，课后的练习

公共英语听力(绝密)

?听力部分答题技巧 ?Section 1 Listening( 听力） ? 1. 构成 ?A节（10题）：考查理解事实性信息的能力。 对话总长约400词。 ?B节（15题）：考查理解总体和特定信息的能力。要求根据听到的4段独白或者对话，选出符合题意的选项。每段平均约200词。 ? 2. 做题技巧： ?1）每段录音只放一遍 ?2）提示音：正式播放前有一个提示音，提示考生接下来听到的内容与对应的试题有关。需聚精会神听，捕捉有价值的信息。 ?3）指导语、停顿、转涂时间都在录音里。不要摘下耳机，在3分钟转涂时间结束时，有一段音乐，音乐结束，有一句英文“That is the end of the listening comprehension.” 这时，考生可以摘下耳机，转向下一个题型。 ?4）听前读题时间：在PETS听力考试中，除规定的每题10秒听后答题时间外，每道题有5秒的听前读题时间。A节：每题有10+5秒的答题及阅读时间。B节：每题有5*n秒的读题时间，10*n秒的答题时间。 ?切莫把读下一题的时间用在答上一题上。 ?5）问题不在录音中，仅在试卷中出现，考生需要通过问题来了解需要重点听的内容。 在A节中，听力题考查的信息点可能存在于两个说话人的话里，有可能只出现一次，有可能通过另一个人的回答或通过另一种表达方式第二次暗示给考生，因此不必惊慌。 ?6）有两大类问题的考查方向比较明确，直接提示信息点。（2016年真题） ?一)、3. What did the man ask the woman to do? ?(A. go on a diet, B. have a snack, C. play some tennis, D. stop screaming) ?原文：M：Why don’t we stop for some crackers after the film? ?W: I’d love to, but I’m on a diet. ?M: But you are very slim. ?W: Yes, girls can never be too thin. ?二)、使用了when, where, how much等疑问词或短语开头的问题。 ? 1. Where does the conversation most probably take place? ?(A. post office, B. hotel, C. bank, D. supermarket) ?M: Good morning. May I help you? ?W: I’d like to exchange some money first. ?M: Anything else? ?W: Then open a saving account. ?7）有一些问题以why开头，或者what are they talking about? What can we learn from the conversation? What can we learn about the woman?这类问题不容易把握信息点，需要一直全神贯注。 Eg,6. What does the woman mean? (A. asking for a higher pay, B. introducing a new friend, C. too busy, D. she has got some problems) 原题： M：I’d like to talk to you about our next building project. Can you fix a meeting for this week?

全国外语水平考试PETS5大纲

全国外语水平考试PETS5大纲

PETS5考试大纲 第五级考试由笔试试卷和口试试卷组成。 笔试试卷（140分钟）分四部分：听力、英语知识运用、阅读理解和写作。口试试卷（15分钟）分三节考查考生的口语交际能力。 笔试和口试都使用英文指导语。 （一）听力 该部分由A、B、C三节组成，考查考生理解英语口语的能力。 A节（10题）：考查考生理解具体和抽象信息的能力。要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。录音材料只播放一遍。 B节（10题）：考查考生理解细节、事实、要点、观点、态度等的能力。要求考生根据所听到的三段平均300词左右的对话或独白的内容，从每题所给的4个选择项中选出最佳选项。每段录音材料只播放一遍。 C节（10题）：考查考生理解并记录主要信息的能力。要求考生根据所听到的一段对话或独白（约800词）的内容，回答问题或补全不完整的句子。录音材料播放两遍。 问题不在录音中播放，仅在试卷上印出。 听力考试进行时，考生将答案划或写在试卷上；听力部分结束前，考生有五分钟的时间将试卷上的答案涂或誊写到答题卡1上。该部分所需时间约为35分钟（含誊写或转涂时间）。 （二）英语知识运用 该部分不仅考查考生对诸如连贯性和一致性等语段特征的辨识能力，还考查考生对用于一定语境中规范的语言成分的掌握，这些规范的语言成分主要是词汇和语法结构。 共20小题。在一篇250－300词的文章中留出20个空白，要求考生根据短文内容填空，使补足后的文章意思通顺、前后连贯、结构完整。其中约有12题考查语法和语段结构，8题考查词汇。该部分所需时间约为15分钟。考生在答题卡1上作答。 （三）阅读理解 该部分由A、B、C三节组成，考查考生理解书面英语的能力。 文章广泛地选自近期发表的文字材料，其形式与内容都是真实的。该部分中各篇文章的长度根据其题型要求从400词至850词不等。总阅读量约3000词。 A节（15题）：考查考生对文章主旨要义和细节信息的理解能力。要求考生根据所提供的3篇文章的内容（各长400－500词），从每题（一篇文章有五题）所给的4个选择项中选出最佳选项。 B节（5题）：考查考生对诸如连贯性和一致性等语段特征的理解。本部分内容为一篇长750－850词的文章，其中有5段文字为空白，文章后有6段文字，要求考生根据文章内容从6段文字中选择能分别放进文章中5个空白处的5段。 C节（10题）：考查考生使用略读或掠读的方法识别具体信息的能力。要求考生根据所提供的1篇文章（750－850词）的内容，完成10道选择搭配题。

全国外语水平考试PETS5大纲

PETS5考试大纲 第五级考试由笔试试卷和口试试卷组成。 笔试试卷（140分钟）分四部分：听力、英语知识运用、阅读理解和写作。口试试卷（15分钟）分三节考查考生的口语交际能力。 笔试和口试都使用英文指导语。 （一）听力 该部分由A、B、C三节组成，考查考生理解英语口语的能力。 A节（10题）：考查考生理解具体和抽象信息的能力。要求考生根据所听到的一段500-600词的对话或独白，判断10个陈述句的正误。录音材料只播放一遍。 B节（10题）：考查考生理解细节、事实、要点、观点、态度等的能力。要求考生根据所听到的三段平均300词左右的对话或独白的内容，从每题所给的4个选择项中选出最佳选项。每段录音材料只播放一遍。 C节（10题）：考查考生理解并记录主要信息的能力。要求考生根据所听到的一段对话或独白（约800词）的内容，回答问题或补全不完整的句子。录音材料播放两遍。 问题不在录音中播放，仅在试卷上印出。 听力考试进行时，考生将答案划或写在试卷上；听力部分结束前，考生有五分钟的时间将试卷上的答案涂或誊写到答题卡1上。该部分所需时间约为35分钟（含誊写或转涂时间）。 （二）英语知识运用 该部分不仅考查考生对诸如连贯性和一致性等语段特征的辨识能力，还考查考生对用于一定语境中规范的语言成分的掌握，这些规范的语言成分主要是词汇和语法结构。 共20小题。在一篇250－300词的文章中留出20个空白，要求考生根据短文内容填空，使补足后的文章意思通顺、前后连贯、结构完整。其中约有12题考查语法和语段结构，8题考查词汇。该部分所需时间约为15分钟。考生在答题卡1上作答。 （三）阅读理解 该部分由A、B、C三节组成，考查考生理解书面英语的能力。 文章广泛地选自近期发表的文字材料，其形式与内容都是真实的。该部分中各篇文章的长度根据其题型要求从400词至850词不等。总阅读量约3000词。 A节（15题）：考查考生对文章主旨要义和细节信息的理解能力。要求考生根据所提供的3篇文章的内容（各长400－500词），从每题（一篇文章有五题）所给的4个选择项中选出最佳选项。 B节（5题）：考查考生对诸如连贯性和一致性等语段特征的理解。本部分内容为一篇长750－850词的文章，其中有5段文字为空白，文章后有6段文字，要求考生根据文章内容从6段文字中选择能分别放进文章中5个空白处的5段。 C节（10题）：考查考生使用略读或掠读的方法识别具体信息的能力。要求考生根据所提供的1篇文章（750－850词）的内容，完成10道选择搭配题。该部分所需时间约为50分钟。考生在答题卡1上作答。

一个人的PETS5的经验

一个人的PETS5的经验（我一个字一个字打出来的）转贴今天拿到了PETS 5级证书，笔试76（其中听力26），口语5，总的说来还可以接受，下面讲讲我的一些体会，希望对大家有用。我是4月决定报考的，主要是因为参加工作2年，英语都忘得差不多了，想借此给自己一点压力和动力，四月底去到广外考试中心，交了160元，五一后再去拿到了准考证。复习过程我选择上外的大学英语精读这套教材，虽然有人对它指手画脚，实际上作为一套教材，它可以说是非常经典的。由于报5级，所以我直接从第四册开始学习。首先我把单词读一遍，一是掌握单词的发音，国为我有些单调拿不准，二是有些单词的意思和常用意思不一致，所以要先过一遍。词汇是外语的基础。5级的词汇量应该在6000以上，如果阅读过程中生词率高于30%，考试就没法考了。然后我习惯大声读一遍课文，为的是培养费语感，“文章硬如铁，读来满口血”，文章不读一次，就感觉嘴巴都硬了。读完之后，就借且参考书，逐字逐句的啃课文，主要包括词汇的意思和用法，句子的语法和逻辑结构（这是最重要的！），以及一些时代背景，名人名言等等，为什么要强调语法和逻辑结构呢？我们以第五册第一课第一句话为例：it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the languagee have been understood.一句主占据了3行，而且结构复杂冗长，没有过硬的分析能力，考试时就会手忙脚乱了。所以这一肯虽然很烦也很枯燥，但却是必不可少的。我在复习过程中在这一步耗时最多，基本上一天看一课，课后的练习因为时间关系基本没有做，精力都在阅读上了。3册课本共30篇，去掉几篇小说还剩20多篇，一个月基本能看完。这是复习的第一阶段。第二阶段主要是巩固和提高，每天我固定抽出半个小时读课文，先大声读一遍，培养语感和锻炼发音，读的过程基本不知道课文在说什么，看到的只是一个个单词，见树不见林。第二遍是默读，读完一句话，仔细地分析它的结构，搞清楚每个成分之间的内在联系，既见树又见林。这一阶段还要进入实战练习，市面上关于PETS 的辅导书多如牛毛，可惜质量实在不敢恭维。见过一本王长喜主编的模拟书，里面错误百出，可谓误人子弟。我一直认为，最好的辅导书就是历年真题，可惜PETS5的真题概不流出，所以那些所谓的辅导书就不几太当真了，他们唯一的用处就是让你熟悉考试会有哪些题型，如果真的想做练习，可以拿6级或考研的历年真题来做。考试前一天睡的不好，八点来到考场，结果几乎到九点半才开考。第一部分是听力，又分3 PARTS，PART1是对话，PART2是段子，都是听完后选一个答案，PART3是填空，一段话放3遍，要求填补文中抽去的词或短语。个人觉得难度和6级差不多，有些地方稍微快一些。第二部分是语法填空，一篇文章里面抽掉了若干个词，要逑补充完整（没有选项，不像完形填空！）。这部分一半靠语感，1/3靠语法逻辑，苦命靠上下文语境，为什么要强调语感呢？其实靠逻辑也可以做出来，但需要时间，而考试最缺的就是时间，所以要靠 2013公共英语考试全攻略 考试介绍考试指导一级考试试题考试指导二级考试试题 平时多读，凭借语感当机立断，这部分每空只有0.5分，所以千万不要花太多时间，做不出的就放弃，当然也不要乱选，毕竟0.5分也是分，要做到又快又准。第三部分是大头：阅读，5篇文章，每篇约800词。对阅读的难度一定要有充分的认识；把你能想象的最大难度放大十倍，就差不多了（当然对于牛人这句话不适用）。每篇只能看一遍文章就去做题（做的过程可以回头寻找文中的细节）。我就在这方面犯错误了，有一篇文章看了两遍才做，最后就不够时间了。第四部分是排序，一篇文章抽去了几段，要从选项中把正确的段落补回去。这种题型对大家比较陌生，而且做到这里，脑子也比较混乱或者是转不动了，我也提不出什么好办法，虽然每题有2分。最后是快速阅读，有3篇文章，每篇800词，10道选择题，都是考文章的细节，难度很小，关键是阅读速度要快，以上是第一卷，到时间后监考人员收卷，再发第二卷作文，这次的作文题目是“多设立职业高中还是普通高中？”个

Pets5 全真模拟题3听力原文

听力材料： Questions 1 ~ 10 : Hello, everyone. Today I will introduce you the learning chains in Britain. Here the chains refer to schools linked together as part of a group. They can offer students many practical advantages. When people are asked to name a language school, more often than not, they think of one of the large international chains of schools. Some are vast language teaching organizations with schools in many different countries and may teach just one language. One of the main strengths of these chains is the fact that their name is familiar to people all over the world. This can be a big advantage in the con-fusing world of language learning. Most students are bewildered by the large choice of schools and courses on offer, both at home and abroad, and so many prefer to choose a school which has a familiar name and an established reputation. Chain schools know this, and part of their success is due to effective marketing and advertising, which helps to keep their name well-known. But chain schools should not be dismissed by serious students just be-cause they use clever marketing techniques. They have other important strengthens which can provide advantages to students. A school is only as good as its teachers and facilities, and many chains offer very high standards in both. More chains require that their teachers have internationally recognized qualifications and a maximum amount of teaching experience. It is important for chains to maintain these standards at all schools, because the reputation of the whole chain can be affected if one school performs badly. Students also benefit from the standardized structure of chains. Most chains use the same text books in all their schools, and often they produce their own coursework materials. They also organize their courses in the same way which means that starting dates and course lengths are usually the same at all schools. For students, one of the main advantages of this standardized structure is simplicity. If you cannot decide whether to study in the U. S. or Britain, for example, most chains allow students to start their language course at one school and continue at another, so they can experience different regions or different countries, as part of the same study trip. Chain schools tend to be larger than single center schools, which can al-so have advantages for students. With larger numbers of students, school administrators can achieve a better mixture of nationalities in classrooms. This means that students can avoid being with other students who speak their language. This gives them the chance to meet students from other countries, and to practice their English with them. Some chains offer students a very simple booking and enrolment procedure which is also useful. Application forms and enrolment procedures are the same for all schools, so students need only supply their details once. Students may find that they can book their course abroad through a representative of a chain school in their own town or city. Other chains offer a centralized booking facility, so students only have to contact one center to make a booking anywhere in the world. Chain schools often operate in different locations, whereas a single school is likely to be based permanently in one building. Many chain schools operate temporary schools, particularly during the summer holidays. In Britain, they often use secondary school premises which are empty during the school holidays. Studying English in an English-speaking country is the most effective way to learn the

PETS5学习经验

一个人的PETS5学习经验 今天拿到了PETS5级证书，笔试76（其中听力26），口语5，总的说来还可以接受，下面讲讲我的一些体会，希望对大家有用。 我是4月决定报考的，主要是因为参加工作2年，英语都忘得差不多了，想借此给自己一点压力和动力，四月底去到广外考试中心，交了160元，五一后再去拿到了准考证。 复习过程我选择上外的大学英语精读这套教材，虽然有人对它指手画脚，实际上作为一套教材，它可以说是非常经典的。由于报5级，所以我直接从第四册开始学习。 首先我把单词读一遍，一是掌握单词的发音，国为我有些单调拿不准，二是有些单词的意思和常用意思不一致，所以要先过一遍。词汇是外语的基础。5级的词汇量应该在6000以上，如果阅读过程中生词率高于30%，考试就没法考了。 然后我习惯大声读一遍课文，为的是培养费语感，“文章硬如铁，读来满口血”，文章不读一次，就感觉嘴巴都硬了。读完之后，就借且参考书，逐字逐句的啃课文，主要包括词汇的意思和用法，句子的语法和逻辑结构（这是最重要的！），以及一些时代背景，名人名言等等，为什么要强调语法和逻辑结构呢？我们以第五册第一课第一句话为例：it is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the languagee have been understood.一句主占据了3行，而且结构复杂冗长，没有过硬的分析能力，考试时就会手忙脚乱了。所以这一肯虽然很烦也很枯燥，但却是必不可少的。我在复习过程中在这一步耗时最多，基本上一天看一课，课后的练习因为时间关系基本没有做，精力都在阅读上了。3册课本共30篇，去掉几篇小说还剩20多篇，一个月基本能看完。这是复习的第一阶段。 第二阶段主要是巩固和提高，每天我固定抽出半个小时读课文，先大声读一遍，培养语感和锻炼发音，读的过程基本不知道课文在说什么，看到的只是一个个单词，见树不见林。第二遍是默读，读完一句话，仔细地分析它的结构，搞清楚每个成分之间的内在联系，既见树又见林。这一阶段还要进入实战练习，市面上关于PETS的辅导书多如牛毛，可惜质量实在不敢恭维。见过一本王长喜主编的模拟书，里面错误百出，可谓误人子弟。我一直认为，最好的辅导书就是历年真题，可惜PETS5的真题概不流出，所以那些所谓的辅导书就不几太当真了，他们唯一的用处就是让你熟悉考试会有哪些题型，如果真的想做练习，可以拿6级或考研的历年真题来做。 考试前一天睡的不好，八点来到考场，结果几乎到九点半才开考。 第一部分是听力，又分3PARTS，PART1是对话，PART2是段子，都是听完后选一个答案，PART3是填空，一段话放3遍，要求填补文中抽去的词或短语。个人觉得难度和6级差不多，有些地方稍微快一些。 第二部分是语法填空，一篇文章里面抽掉了若干个词，要逑补充完整（没有选项，不像完形填空！）。这部分一半靠语感，1/3靠语法逻辑，苦命靠上下文语境，为什么要强调语感呢？ 其实靠逻辑也可以做出来，但需要时间，而考试最缺的就是时间，所以要靠平时多读，凭借语感当机立断，这部分每空只有0.5分，所以千万不要花太多时间，做不出的就放弃，当然也不要乱选，毕竟0.5分也是分，要做到又快又准。 第三部分是大头：阅读，5篇文章，每篇约800词。对阅读的难度一定要有充分的认识；把你能想象的最大难度放大十倍，就差不多了（当然对于牛人这句话不适用）。每篇只能看一遍文章就去做题（做的过程可以回头寻找文中的细节）。我就在这方面犯错误了，有一篇文章看了两遍才做，最后就不够时间了。 第四部分是排序，一篇文章抽去了几段，要从选项中把正确的段落补回去。这种题型对大家比较陌生，而且做到这里，脑子也比较混乱或者是转不动了，我也提不出什么好办法，虽然每题有2分。

【精品】2018年9月英语PETS2听力真题及单题解析

【精品】2018年9月PETS2听力真题及单题解析第一节 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1. What is the woman going to do this afternoon? A. Eat out. B. See a doctor. C. Go shopping. 2. How does Henry feel now? A. Proud. B. Tired. C. Grateful. 3. What did Fred do? A. He travelled to Italy. B. He offered Kate a ride. C. He bought a new car. 4. What does the woman do? A. She’s a salesperson. B. She’s a librarian. C. She’s a bank clerk.

5. What did Patrick do last Friday? A. He moved to another place. B. He sold his old apartment. C. He went out with a friend. 第二节 听下面5段对话或独白。每段对话或独白后有2至4个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有5秒钟的时间阅读各个小题；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听下面一段对话，回答第6和第7题。 6. What is the probable relationship between the speakers? A. Strangers. B. Classmates. C. Co-workers. 7. Why is Sara worried? A. She has problem preparing for a speech. B. She knows nothing about British history. C. She fails to finish her homework on time. 听下面一段对话，回答第8至第10题。 8. Who are the speakers? A. Students. B. Secretaries.

pets5听力原文

2011年三段对话/独白 1. JoAnn: Don, you have been a strong advocate for teacher and student rights; you wrote about the politics of education in Testing Is Not Teaching(2002). How have things changed since you first wrote about writing in the1970s? Don: In my report to the Ford Foundation in 1976, I documented how the government f unded no research in the teaching of writing. It was appalling how little opportunity there was to research the second R. I actually got the first grant from the government in 1978for my study in Atkinson, New Hampshire. There was also a cover story by Newsweek with the title, “Why Johnny Can’t.” That was around 1977,as I recall. So there was a burst of energy for writing in the early 80s. The National-writing Project expanded dramatically,and there was more research money for studying writing. Even Ronald Reagan allowed funds to go to writing and its improvement; I was on his panel for excellence. I’ve learned that Ame rican educator sand the government can maintain focus on a subject area for only so long. In the early 90s and continuing to the present, testing and accountability have become a major focus. They have become almost like curricula in their own right. They steal the focus from learning and—more particularly—from writing. JoAnn: What impact have federal mandates had on our schools? What has this meant for the teaching of writing? Don: Testing and the emphasis on reading have stolen large blocks of time from writing. Writing requires human power and time to evaluate whatever is submitted. Reading, on the other hand, is much cheaper to assess. The No Child Left Behind Act is all about reading. The authors of the bill didn't realize just how much writing creates a different reader. Writing is the making of reading. People who construct things know far better how to take those things apart.[The federal mandates want us to believe that] it is much more important to find out if children are good receivers of informa tion, rather than good senders of information. In short,we don’t want their ideas, but we do want to know if they can get the right answer about the information they should understand. In sum, from a political standpoint,we don’t really want to know if the y can write with a voice that has idea sand facts to support those ideas. JoAnn: What can teachers do when they find they have less time for writing? Don: Teachers should band together asking lots of questions, both orally and in writing. They need to ask questions like:? How important is writing in relation to reading?? Do you think it is equally important for children to know how to send information, as well as to receive it?? Do you think writing is a medium for learning to think? Why or why not?? Do we, in fact, want our children to be thinkers who come up with original ideas? If so, how can we assess that?? Most professional writers read,interview, make outlines, take notes, and then write. Why is it that children are denied the very tools and opportunities that professional writers use when taking tests or following test prompts?To show how important the medium of writing is, we should put our questions in writing, then call for an appointment to have good dialogue with administrators, and policy makers. Of course, we need to have dialogue among ourselves about these matters first. Donald Graves(Continued from page 1)[The federal mandates want us to believe that] it is much more-important to find out if children are good receivers of information,rather than good senders of information. In short, we don't want their ideas, but we do want to know if they can get the right answer about the information they should understand. 2. The epitome of a Victorian gentleman, Frederick Selous was a hunter, naturalist and conservationist who explored vast areas of Southern Africa and made valuable biological observations.Frederick Courtenay Selous was born in 1851 to a London Stock