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全國公共英語等級考試第五級考試樣卷
PETS第五級考試樣卷
(一)筆試樣卷
全國公共英語等級考試第五級
PUBLIC ENGLISH TEST SYSTEM (PETS)
LEVEL 5
姓名_____________ 準考證號______________
| 考生注意事項 |
| 嚴格遵守考場規(guī)則，考生得到監(jiān)考人員指令后方可開始答題。 |
| 答題前考生須將自己的姓名和準考證號寫在試卷和答題卡規(guī)定的位置上。 |
| 一律用2B鉛筆，按照答題卡上的要求填涂。如要改動答案，必須用橡皮擦凈。 |
| 注意字跡清楚，保持卷面整潔。 |
| 考試結束時將試題和答題卡放在桌上，不得帶走。待監(jiān)考人員收畢清點后，方可離場。 |
教育部考試中心
Section I Listening Comprehension
(35 minutes)
This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C.
Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1.
If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started.
Part A
You will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilson. As you listen, answer Questions 1 to 10 by circling True or False. You will hear the conversation ONLY ONCE.
You now have 60 seconds to read Questions 1-10.
| 1. Dr. Wilson and Mr. Wang have met before. | TRUE / FALSE |
| 2. Wang prefers to live with an English family. | TRUE / FALSE |
| 3. Wang intends to study how computer is used for language translation. | TRUE / FALSE |
| 4. Back in his own country Mr. Wang studied C-language and chemistry. | TRUE / FALSE |
| 5. Wang has some experience in CAD. | TRUE / FALSE |
| 6. Dr. Wilson is satisfied with Wang’s past experience. | TRUE / FALSE |
| 7. Wang has little knowledge of the phonetic processing system. | TRUE / FALSE |
| 8. Wang decides to take courses and pass exams. | TRUE / FALSE |
| 9. Dr. Wilson suggests that Wang should extend his stay at the university. | TRUE / FALSE |
| 10. Dr. Wilson asks Wang to do a little more research before deciding on his project. | TRUE / FALSE |
That is the end of Part A
Part B
You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will hear the recording ONLY ONCE.
Questions 11 – 13 are based on the following talk. You now have 15 seconds to read 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 seconds 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 read 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 "ANIMAL FARM".
[C] To write essays on Orwell's life.
[D] To read the book "1984".
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 answer Questions 21 –30 by writing no more than three words in the space provided on the right. You will hear the talk TWICE.
You now have 60 seconds to read Questions 21 to 30.
| What’s the average annual increase of foreign student population in the period between 1985 and 1990 in terms of percentage? | |
| Which part of the world contributed to an increase between 94/95 and 95/96? | |
| When will the speaker talk about the economic and political changes? | |
| What will the speaker discuss first? | |
| Where do the three largest groups of students come 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 and management? | |
| In terms of academic levels, in which level do we find the smallest number? | |
| In summary, what did the speaker talk about? |
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 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 educational achievement.
The survey of 643 children and adults, aged from pre-school to 40-plus, also suggests (32) _______ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far (33) ________ attention to correct pen grip and handwriting style.
Stephanie Thomas, a learning support teacher (34) ________ findings have been published, 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. While Ms. Thomas could not establish a significant statistical link (37) ________ pen-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 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).
Ms. Thomas believes that the (46) ________ between older 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) ________. 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 instruction 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 ¾ regardless of your health. Politicians also got on board. “There is a direct relationship,” US congressman Neal Smith noted, “between the amount of sodium a person consumes and heart disease, circulatory disorders, stroke and even early death.”
Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far. “All this hue and cry about eating salt is unnecessary,” Dr. Dustan insists. “For most of us it probably doesn’t make much difference how much salt we eat.” Dustan’s most recent short-term study of 150 people showed that those with normal blood pressure experienced no change at all when placed on an extremely low-salt diet, or later when salt was reintroduced. Of the hypertensive subjects, however, half of those on the low-salt diet did experience a drop in blood pressure, which returned to its previous level when salt was reintroduced.
“An adequate to somewhat excessive salt intake has probably saved many more lives than it has cost in the general population,” notes Dr. John H. Laragh. “So a recommendation that the whole population should avoid salt makes no sense.”
Medical experts agree that everyone should practice reasonable “moderation” in salt consumption. For the average person, a moderate amount might run from four to ten grams a day, or roughly 1/2 to 1/3 of a teaspoon. The equivalent of one to two grams of this salt allowance would come from the natural sodium in food. The rest would be added in processing, preparation or at the table.
Those with kidney, liver or heart problems may have to limit dietary salt, if their doctor advises. But even the very vocal “low salt” exponent, Dr. Arthur Hull Hayes, Jr. admits that “we do not know whether increased sodium consumption causes hypertension.” In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium; obesity (much more dangerous than sodium); genetic predisposition; stress.
“It is not your enemy,” says Dr. Laragh. “Salt is the No. 1 natural component of all human tissue, and the idea that you don’t need it is wrong. Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up.”
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. Two 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 pathway to adulthood for daughters is somewhat easier, but they must still learn from their fathers, in ways they cannot from their mothers, how to relate to men. They 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, they learn that they are love-worthy.
Current research gives much deeper¾and more surprising¾insight into the father’s role in child-rearing. One significantly overlooked dimension of fathering is play. From their children’s birth through adolescence, fathers tend to emphasise play more than caretaking. The father’s style of play is likely to be both physically stimulating and exciting. With older children it involves more teamwork, requiring competitive testing of physical and mental skills. It frequently resembles a teaching 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 self-control. According to one expert, “children who roughhouse with their fathers quickly learn that biting, kicking and other forms of physical violence are not acceptable.” They learn when to “shut it down.”
At play and in other realms, fathers tend to stress competition, challenge, initiative, risk-taking and independence. Mothers, as caretakers, stress emotional security and personal safety. On the playground fathers often try to get the child to swing 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 them was a strong predictor of their daughters’ verbal ability.
For sons the results have been equally striking. Studies uncovered a strong relationship between fathers’ involvement and the mathematical abilities of their sons. Other studies found a relationship between paternal nurturing and boys’ verbal intelligence.
56. The first paragraph points out that one of the advantages of a family with both
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 discuss 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 decline 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 between 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 progress over the past five years ¾ 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. Almost 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 effort to save tropical forests. (A previous U.N.-sponsored initiative had fallen apart 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-exporting nations against trade sanctions.
An effort to draft an agreement on what to do about the climate changes caused by CO2 and other greenhouse gases has fared even worse. Blocked by the Bush Administration from setting mandatory limits, the U.N. in 1992 called on nations to voluntarily reduce emissions to 1990 levels. Several years later, it’s as if Rio had never happened. A new climate treaty is scheduled to be signed this December in Kyoto, Japan, but governments still cannot agree on limits. Meanwhile, the U.S. produces 7% more CO2 than it did in 1990, and emissions in the developing world have risen even more sharply. No one would confuse the “Rio process” with progress.
While governments have dithered at a pace that could make drifting continents impatient, people have acted. Birth-rates are dropping faster than expected, not because 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, Brazil, urban poor and rural peasants alike seem to realise that they pay the biggest price for pollution and deforestation. There is cause for hope as well in the growing 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 no longer be ignored.
61. The writer’s general attitude towards the world leaders meeting at the U.N. is
[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.
[B] They believe that many children are necessary for prosperity.
[C] They are reluctant to accept advice from the government.
[D] They think that earning a living is more important than nature
conservation.
63. What did the U.N. call on nations to do about CO2 and other greenhouse gases in 1992?
[A] To sign a new climate treaty at Rio.
[B] To draft an agreement among U.N. nations.
[C] To force the United States to reduce its emissions.
[D] To cut the release of CO2 and other gases.
64. The word “deforestation” in paragraph 3 means
[A] forest damage caused by pollution.
[B] moving population from forest to cities.
[C] the threat of climate change.
[D] cutting large areas of trees.
65. Which of the following best summarises the text?
[A] As the U. N. hesitates, the poor take action.
[B] Progress in environmental protection has been made since the Rio
Summit.
[C] Climate changes can no longer be ignored.
[D] The decline of earth’s life-support systems has been halted.
Part B
In the following article some paragraphs have been removed. For Questions 86 - 90, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps.
Mark your answers on ANSWER SHEET 1.
From her vantage point she watched the main doors swing open and the first arrivals pour in. Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in. Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd. The building, relatively quiet less than a minute earlier, had become a Babel. Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, “I want to put my money in the bank”
| 66. |
Edwina could see the big man leaning back expansively, still holding his dollar bills. His voice cut across the noise of other conversations and she heard him proclaim, “I’m in no hurry. There’s something I’d like you to explain.”
Two other desks were quickly manned by other clerks. With equal speed, long wide lines of people formed in front of them.
Normally, three members of staff were ample to handle new account business, but obviously were inadequate now. Edwina could see Tottenhoe on the far side of the bank and called him on the intercom. She instructed, “Use more desks for new accounts and take all the staff you can spare to man them.”
| 67. |
“I’ve an idea,” Edwina said, “that’s what someone has in mind. Just hurry the processing all you can.”
| 68. |
Therefore the most new accounts that any bank employee could open in an hour were five, so the three clerks presently working might handle a total of ninety in one business day, if they kept going at top speed, which was unlikely.
| 69. |
A further problem was that the growing mass of arrivals in the central public area of the bank was preventing access to tellers’ counters by other customers. Edwina could see a few of them outside, regarding the milling scene with consternation. While she watched, several gave up and walked away.
Inside the bank some of the newcomers were engaging tellers in conversation and the tellers, having nothing else to do because of the melee, chatted back. Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters. They were having small success.
| 70. |
Edwina left the platform and a railed-off staff area and, with difficulty, made her way through the milling crowd to the main front door.
Yet she knew however much they hurried it would still take ten to fifteen minutes to open any single new account. It always did. The paperwork required that time.
But still no hostility was evident. Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile. It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.
A security guard directed him, “Over there for new accounts.” The guard pointed to a desk where a clerk ¾ a young girl ¾ sat waiting. She appeared nervous. The big man walked toward her, smiled reassuringly, and sat down. Immediately a press of others moved into a ragged line behind him, waiting for their turn.
Even leaning close to the intercom, it was hard to hear above the noise.
Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already, in the first few minutes of business, the bank was crammed with at least four hundred people, with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.
Obviously someone had alerted the press in advance, which explained the presence of the TV camera crew outside. Edwina wondered who had done it.
Part C
Answer questions 91-100 by referring to the comments on 3 different cars in the following magazine article.
Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.
A=Audi A3 B=Honda Civic C=Rover 216
Which car...
|
has a driver seat that can be adjusted to suit most people? offers a poor view even when the mirrors are used? gives the most space for tall passengers in the back? has a convenient way to extend the space for suitcases? is most likely to suffer damage to the petrol supply in the case of frontal collision? offers the most easily tuned radio? would remain silent in the event of theft? allows easy access to the back seats? has the best engine design in terms of saving money? has its handbook criticised? |
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ |
Most of our drivers said the A3 was their clear favourite in this group. They described it as refined and comfortable with good handling characteristics and light, precise steering.
All the seats were comfortable and the front ones were easy to adjust. Most drivers liked the driving position, helped by a good range of steering wheel and seat height adjustments. The main instruments were clear and dashboard controls were well positioned.
Mirror coverage was very good but our drivers complained that the view out of the rear was badly hindered by the high rear window line and thick pillars.
Getting into the back seats was easy, thanks to a clever seat mechanism, which moves the seat up and forward as well as tilting the backrest. Rear legroom was reasonable but the rear seat was only barely wide enough for three adults.
Luggage space was average for this class of car but you have to remove the rear head restraints to fold the rear seat. There were plenty of useful interior stowage spaces.
All A3s come with an alarm and immobiliser as standard. Our ‘thief’ got in through the doors in 20 seconds, But the radio was a non-standard fit, which is likely to deter thieves.
The hinges of the rear seats could release in an accident, allowing luggage to crash through into the passenger compartment. Also, the driver's knees could be damaged by stiff structures under the dash.
Some parts of the fuel system and electrics would be vulnerable to damage in a frontal collision.
Honda Civic
Honda says its special VTEC engine has a winning combination of economy and performance, but our drivers found it a bit of a curate’s egg. It was the most economical of the cars on test, but drivers found it sluggish at low revs, and its acceleration in fifth gear was slow, so overtaking normally meant having to shift down to fourth gear.
The driving position was acceptable, but our panel criticised the restricted rear visibility ¾ the rear window was quite small. Drivers found the back rest supportive but it was not possible to make fine adjustments to the angle. The ride comfort was acceptable, but it wasn’t as good as the Audi’s or Rover’s.
The driver’s seat didn’t slide forward when it was tilted, making rear access awkward from this side. In the back, headroom and legroom was excellent but testers didn’t find the seats particularly comfortable.
The luggage space was small for this class of car, especially with the rear seats in place. However, folding the rear seat to increase luggage space was easy.
Other points identified by our panel included well-placed minor controls, good mirror coverage, but fiddly radio controls.
All Civics come with an immobiliser but no alarm. You may want to consider paying extra for an alarm, as our ‘thief’ broke into through the doors in 13 seconds, and into the engine bay in just five seconds.
There were stiff structures under the dash which could damage the driver's knees in an accident, though there was no problem on the passenger's side. The handbook (like the Audi's) provided advice on using child restraints.
Rover 216
The 1.6-litre engine had good power delivery at both high and low revs but some drivers complained that it was noisy at high revs. The brakes didn't have very good progression, but drivers like their positive feel.
Ride comfort and the handling were praised. But drivers found it difficult to achieve a comfortable driving position. The driver's seat was not height-adjustable, and there was only limited space to rest your clutch foot. Some testers also found the seat backrest uncomfortable. Visibility was marred by the small mirrors. The rear view was also restricted by thick pillars and the small rear window.
Getting into the back was tricky because the front seats did not slide forward when tilted. Once in the back, legroom and headroom were poor, and testers complained that their rear seat base was unsupportive.
Luggage space was smaller than average for this class of car ¾ this was compounded by a high boot sill and difficulties in folding the rear seat. But there were large pockets in the doors and rear side panels.
The main radio controls were more convenient; they were mounted on the steering wheel so drivers didn't have to take their hands off the wheel to use them.
Our Rover 200s came with an alarm, though this isn't standard on all versions. Our 'thief' broke in through the doors in 15 seconds.
Some of the electrics would be vulnerable in a frontal impact. The rear seat hinges could release in an accident, allowing luggage to crash through into the passenger compartment. Also, information in the handbook on using child restraints was inadequate.
SECTION IV: Writing
(40 minutes)
You have read an article in a magazine which states, “Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment. Economic prosperity and a clean environment can not coexist. You have to make a choice between the two.”
Write an article for the same magazine 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 and include an example.
You should write no less than 250 words. Write your article on ANSWER SHEET 2.
END OF THE TEST
筆試樣卷聽力部分錄音稿
Tapescript
Rubric = R
Section I Listening Comprehension
| R | This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C. |
| Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1. | |
| If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test has started. | |
| Part A | |
| You will hear a conversation between a student, Mr. Wang, and his tutor, Dr. Wilson. As you listen, answer Questions 1 to 10 by circling True or False. You will hear the conversation ONLY ONCE. | |
| You now have 60 seconds to read Questions 1-10. |
(Tone)
[Hearing a knock on the door]
|
W M W M W M W M W M W M W M W M W M W M W M W M W M W M W M W M W M W M W M |
Come in please. Good morning Dr. Wilson. Good morning Wang. So nice to see you again. Take a seat...why don’t you, please. When did you get to the university? I arrived yesterday. Well... Are you living in the college? No, I am with an English family...actually...because I want to improve my speaking. Oh, fine. Right, did you take a language proficiency test before you came? Yes. Uhh...my Overall Band is 6, but...unfortunately my speaking is only 5. OK, you know, here in this university, you have to take our own English test before you attend any lectures. So, first of all, what we’ve got to do is, we have to make an arrangement for the test date. Umm...will tomorrow be all right for you? Yeah, I have time tomorrow morning. Good, then. Tomorrow at ten. I don’t think the test will be any problem for you. Now, let’s make sure you make full use of your time here. Let’s put it like this. What exactly do you want to accomplish in the next 12 months? I’m interested in computer language translation, I mean, from English to Chinese and Chinese to English. I’ll try, if possible, to produce a software or a device which can serve as an interpreter. Yes, could you be a bit more specific about...er...the device? For instance, when, you talk to the device in English it will translate your words into Chinese and vice versa. Uhuh...do you mean it’ll be as competent as...er... a human interpreter? Yes... well, I’ll let it deal with general situations, at least. Fascinating... and how big will the device itself be, do you think? The size of a cigarette pack, I think. So people can put it in their pocket. Really. Well, that could be a Ph. D project. Tell me what you have done so far. In my four years of undergraduate study, I studied electronics, advanced mathematics, hardware designing, some computer languages and program writing. Yes, but have you done any practical jobs? I mean, have you written any programs for practical use? I was involved in a project for CAD in a shipyard. The 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. Uhuh... the phonetic processing system, do you know how such a system works? What do you mean by “phonetic processing system?” Well, you know, English is spoken by different people with different accents. Your English accent is different from mine, and of course mine is not the same as my colleagues’. So as I see it, your device would have to be able to recognise and understand different accents. Oh, I see. I think I can learn C-language and a phonetic processing system here. Well, that’s probably true, but you’ve got only 12 months and you want a degree, don’t you? Yes. OK, so there’re two ways of studying for a degree here. You either take six courses, pass their exams and have your dissertation accepted or the other way is you do some research work and submit your project report. I think I’ll take the second way. Fine, but are you sure you can finish your project in 12 months? I don’t know, but I can work 12 hours a day and 7 days a week. Well, I’d suggest you spend some time in our library, trying to find out what other students have done before and perhaps re-consider your own project, to some extent. You might narrow your research area, concentrating on solving one or two major problems. And, it’d be a good idea to talk to your colleagues in the lab, first. Anyway, I’m sure we can work out something good. Shall I see you again in three days’ time? All right. I’ll go away and do some thinking. Then I’ll talk to you about my new plan. Good. See you then. Thank you. Bye-bye. |
| R | You now have 20 seconds to check your answers to Questions 1 - 10. |
R That is the end of Part A
| R |
Part B |
| You will hear 3 conversations or talks and you must answer the Questions by choosing A, B, C or D. You will hear the recording ONLY ONCE. | |
| Questions 11 – 13 are based on the following talk. You now have 15 seconds to read Questions 11 – 13. |
(Tone)
Right, everybody. Welcome to Central College library services. My name’s Kathy Jenkins. I'll give you a brief introduction to the library. We have a well-stocked bank of resources which are in three main locations: the library itself, with books and periodicals; the self-access language centre, with audio and video material; and the micro-computer lab. I'll start with the micro-computer lab, or micro-lab as we call it. It is fitted with 24 personal computers.
If you are a member of the library, you may borrow CALL discs in French, German, Italian, Spanish and Russian as well as English. By the way, CALL stands for computer aided language learning: C A double L, "CALL", for short. You may also borrow a range of word processing and desktop publishing packages. All disks are, of course, strictly for use in the micro-lab only. If you wish to print anything you should use one of the five machines around the outside of the room. Four are connected to dot matrix printers, one is connected to the laser printer. If you want a top quality printout from the laser printer, come and see myself or any of the library staff. Dot-matrix printouts are free but there is a charge for using the laser printer.
There is always a queue to get to the terminals towards the end of term. Come in and get to know how to use the computers early in the term and use them regularly, rather than just before exams and essay deadlines, in order to avoid delay or disappointment. Training sessions are held on a regular basis, on the first and third Thursday of each month, and are free to full-time students of the college. See you there. Now, any questions?
R You now have 30 seconds to check your answers to Questions 11 – 13.
PAUSE 00’30”
R Questions 14 – 16 are based on the following conversation. You now have 15 seconds to read Questions 14 – 16.
PAUSE 00’15”
(Tone)
M: Have you settled in?
W: Yes, I feel quite at home now. I haven't got used to the food yet but I'm enjoying the life on campus.
M: Good. Now we'd better make sure you enjoy your studies. We offer a very wide range of options on the foundation course, as you know; but you can only take six courses. Do you know what you want to do yet?
W: Yes, more or less; but I'm not sure whether to do biological sciences or
German.
M: Well, that's quite a difference. Let's see — you've selected to do: physical sciences, basic electronics, art and design, CAD — that's computer-aided design and English.
W: Yes, five courses.
M: That's quite a range. Don't you want to do maths or computer programming, for example?
W: Well, I'm interested in electronics — in computers — especially in writing
computer games. I'd like to produce educational software, educational games,
eventually. I've taught myself a lot of programming and I was good at maths. I don't think I need either of them.
M: Then, why do you choose to do art and design?
W: That will be good for my graphics. I need that to produce games — CAD, too.
I've never done computer aided design before.
M: No — right — they've got some powerful packages in the computer graphics and CAD offices — you'll enjoy that. So ... that leaves English. It's mostly English literature. I know your English is all right. But as a first year student, you'll have to take Cambridge proficiency.
W: All right.
R You now have 30 seconds to check your answers to Questions 14 – 16.
PAUSE 00’30”
R Questions 17 – 20 are based on the following talk. You now have 20 seconds to read Questions 17 – 20.
PAUSE 00’20”
(Tone)
Today it's my turn to give the presentation. As we agreed last week, I'm going to introduce George Orwell, a famous English writer.
George Orwell was born in India on 25 June, 1903 but his family returned to England four years later. He went to school in Sussex where he was very unhappy and then in 1917 he entered the famous English public school, Eton. Unlike most of his contemporaries he did not go to university after this but joined the Indian Imperial Police in 1922 and went to Burma. He disliked his job as a policeman and in 1927, after five years, he returned to England. He spent much of the following three years getting to know the poor and exploited in both London and Paris, and he also wrote articles for the newspapers, and poems. All his life he hated political and social injustice and much of his writing was concerned with this, trying to enlighten and change society through his books. In 1933 his first book, DOWN AND OUT IN PARIS AND LONDON was published, about his time amongst the poor in these two places. In 1936 he married Eileen O'Shaughnessy and later that year, in July, he travelled to Spain as a war correspondent. While there, he joined the republican side and fought for them against Franco in the Spanish Civil War. The following year he was seriously wounded in the throat and he returned to England in July 1937. In 1938 his sixth book, HOMAGE TO CATALONIA, about his time in Spain, was published. In 1940 he became a correspondent with the BBC. Immediately after the Second World War, in 1945, one of his most famous books, ANIMAL FARM, was published. He became very ill with tuberculosis in 1948 but he managed to write the book "1984", a pessimistic novel about the future. It was published a year later in 1949. He died on 23 January 1950.
Well, that's all about his life. Now shall we concentrate on his famous book "ANIMAL FARM".
R You now have 40 seconds to check your answers to Questions 17 – 20.
PAUSE 00’40”
R That is the end of Part B.
PAUSE 00’40”
R Part C
You will hear a talk given by a university lecturer. As you listen, you must answer Questions 21 –30 by writing no more than three words in the space provided on the right. You will hear the talk TWICE.
You now have 60 seconds to read Questions 21 - 30.
PAUSE 00'60"
(Tone)
For those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United States. For the academic year 1995/96 there was a total of approximately 344,000 foreign students studying in the United States. This figure of 344,000 may seem like a very large number until you compare it with the total population of 241,000,000. The foreign student population has been growing for a number of years and is still growing, but the rate of increase has dropped sharply during the 1990s. During the 1980s, the population grew quite rapidly. For example, between 1985 and 1990, the average yearly increase was 12.5%. However, the picture in the 1990s is quite different. The rate of increase has declined quite noticeably. In fact, the rate of increase between 1994/95 and 1995/96 was only .5%, or one-half of one percent. Although the overall rate of increase has dropped to only .5%, the number of students from some parts of the world is increasing while the number of students from other areas is decreasing. For example, during this same time period, that is between the academic years 94/95 and 95/96, there was a decrease in the number of students from the Middle East, while the number of students from South and East Asia increased. These changes in the number of students coming from different parts of the world no doubt reflected changing economic and political situations. I’m sure you are aware of many of these changes, and perhaps we can discuss them at our next meeting. For today let’s confine our talk to first, a discussion of the origin of these students, or, in other words, where they come from; second, the kinds of studies they pursue; and, finally, the academic levels they are found in. If we have a little time left, we might quickly discuss in which geographic areas most of them go to school.
Let’s discuss the origins of the foreign student population in the United States for the academic year 1995/96. Let’s discuss it in order from those areas sending the most students to those areas sending the fewest students. If we look at the figures provided by the annual census of foreign students in the United States for the year 1995/96, we see that most of the foreign students studying in the United States during this year were from South and East Asia. This is a rather large geographical area which includes such countries as China, Korea, Pakistan, India, Malaysia, and Indonesia. The total number of students from this area, South and East Asia was 156,830. In other words, roughly 2 out of every 5 foreign students come from South and East Asia. Almost 24,000 of this total were from China. Malaysia was close behind with just a little over 23,000 students. The next largest number of students came from the Middle East. The number of students from the Middle East came to about one-third the number from South and East Asia. The fourth largest number came from South America. Next came Europe, Africa, North America, and Oceania. Let’s recapitulate what we’ve said. The largest number of students studying in the United States during the academic year 1995/96 were from South and East Asia, followed by the Middle East, South America, Europe, Africa, North America, and Oceania.
What fields are these large numbers of foreign students studying in? It probably won’t surprise you to learn that the largest number are in the field of engineering. In fact, 21.7% of the total number are studying engineering. Business and management is close behind, however, with a total of 18.9%. The third most popular field was mathematics and computer sciences with 10.3%. As you can see, engineering with 21.7%, business and management with 18.9%, and mathematics and computer sciences with 10.3% comprise about one half of the total number of foreign students.
Let’s talk about which academic levels these students can be found in. Foreign students can be found studying at all levels of higher education. As you might expect, the greatest number of them are studying at the undergraduate level ¾ approximately 158,000. The second largest group study at the graduate level and that number is just under 122,000. The rest study at junior colleges or in non-degree programs. It is at the graduate level that foreign students have the most impact. While foreign students comprise only 2.7% of the total U.S. student population, they account for 8.7% of all the graduate students studying at U. S. institutions. Let me give you those percentages again so you can get a better feel for the overall picture. Foreign students make up only 2.75 of the total U. S. student population, but they make up 8.7% of the total graduate student population.
Well, I see that’s all the time we have today. We’ll have to leave discussions of the geographic areas these students study in until another time.
R Now you are going to hear the talk a second time.
REPEAT THE TEXT
R You now have 3 minutes to check your answers to Questions 21 - 30.
PAUSE 03'00"
R 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.
PAUSE 5'00"
R That is the end of Listening Comprehension.
(三)筆試樣卷客觀題參考答案
SECTION I: Listening Comprehension
| T | T | T | F | T | F | T | F | F | T |
| B | C | A | A | D | C | D | D | C | B |
South (and) East Asia / S(+)E Asia / (NOT South-east Asia)
(at) (the) next meeting /(the) following meeting
origin(s) of students / where students are from / student(s) background(s)
China, Malaysia, (the) Middle East (in any order)
23,000 / 23000
engineering
18.9% / 18.9 percent
junior colleges / non-degree programs
foreign student(s) population
Section II: Use of English
according
that
less
whose
after / when / because
also / always
between
did
link / association / connection / correlation
grip / hold
which / that
such
close
rather
what
difference/contrast
far/much
older / up
age
but / while/whereas
Section III: Reading Comprehension
| C | A | B | D | A | D | A | D | A | B |
| C | A | D | D | A | |||||
| C | D | A | E | B | |||||
| A | C | B | B | A | C | B | A | B | C |
(For examiner)
Oral Test
Part A: Self-introduction (This task will take about 2 minutes.)
Interlocutor:
Good morning (afternoon / evening). Could I have your mark sheets, please? Thank you.
(Hand over the mark sheets to the Assessor.)
My name is ... and this is my colleague ...
He / she is not going to ask you any questions, but he / she is just going to be listening to us.
So, your name is ........... and ..........? Thank you.
First of all we’d like to know something about you, so I’m going to ask you some questions about yourselves. (Begin with candidate A, then move on to candidate B) Now (say the name of the candidate and ask the questions).
Home Town
Where are you from?
How long have you lived there?
What’s it like living there?
How does your home town compare with (place where candidate is currently living)?
Well, that’s interesting.
Family
What about your family? Could you tell us something about them?
Work/ Study
What do you do in (candidate’s home town), do you work or study?
(If candidate already working)
What does your work involve?
Is your job something you had always wanted to do?
How long do you think you will stay in this job?
(If candidate still at school, college or university)
What are your favourite subjects at school? What exactly are you studying?
What type of work are you hoping to do in the future?
What qualifications will you need to do that?
(For examiner)
Part B: Collaboration (This part will take about 5 minutes.)
Discussion
Topic: Regional Poverty
Now, (say the names of Candidate A and Candidate B), here is a list of causes for regional poverty. (Hand out the list to the candidates and let them read it through.) What do you think are the main causes for regional poverty? I’d like each of you to choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here. You just talk to each other and I won’t join you. You have 5 minutes.
All right. Would you begin? (The interlocutor may sit back and intervene only when necessary.)
Causes for Regional Poverty:
lack of natural resources
disorganisation of the economy
out-of-date conventions
climate
geographical position
poor leadership
overpopulation
lack of education
(For examiner)
Part C: Presentation (This part will take about 8 minutes.)
|
Interlocutor: Now, in this part of the test I’m going to give each of you a list of three different topics. I’d like you to select one of the topics and give a short presentation of about 2 minutes. When (say the name of Candidate A) has finished talking, I’d like you, (say the name of Candidate B), to ask him/her one or two questions. You may make notes while you are preparing and take notes while the other person is talking. All right? Here are your topics. Hand over the Topic Card, A & B, and some blank paper and a pencil to each candidate. Now you’ll have 2 minutes to prepare. The candidates are given 2 minutes. All right. Now (say the name of Candidate A), would you begin by telling us which topic you have chosen and then give your presentation, please? Listen to the presentation of Candidate A. Thank you. Now (say the name of Candidate B), would you like to ask (say the name of Candidate A) some questions? (Allow a maximum of 2 questions by Candidate B, followed by one more question by the interlocutor.) Now (say the name of Candidate B), would you begin by telling us which topic you have chosen and then give your presentation, please? Listen to the presentation of Candidate B. Thank you. Now (say the name of Candidate A), would you like to ask (say the name of Candidate B) some questions? (Allow a maximum of 2 questions by Candidate A, followed by one more question by the interlocutor.) CLOSURE The interlocutor winds up the oral test by referring to the topics of both candidates. |
Topic Card
A
| Health | What is the relationship between health and personal wealth? |
| Hobbies | How can we use hobbies for pleasure or relaxation? |
| Pollution | What are the main causes of pollution? |
B
| Discipline | How do you deal with the relation between order and your personal interests? |
| Lifestyle | What are the differences in lifestyle between you and your parents? |
| Environment | What is the relationship between man and environment? |
(For candidate)
Causes for Regional Poverty:
What do you think are the main causes for regional poverty?
Choose three from the list and tell each other why. If you hold different opinions you may argue and you may also add your own ideas that are not listed here.
lack of natural resources
disorganisation of the economy
out-of-date conventions
climate
geographical position
poor leadership
overpopulation
lack of education
(For candidates)
Topic Card
A
| Health | What is the relationship between health and personal wealth? |
| Hobbies | How can we use hobbies for pleasure or relaxation? |
| Pollution | What are the main causes of pollution? |
B
| Discipline | How do you deal with the relation between order and your personal interests? |
| Lifestyle | What are the differences in lifestyle between you and your parents? |
| Environment | What is the relationship between man and environment? |
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