PETS5 Part C Ask related questions

PETS5考试真题processingand desktop publishing packages.All disks are, of course, strictly for use in themicro-lab only.If you wish to print anything you should use one of the five machines aroundthe outside of the room.Four are connectedto dot matrix printers, one is connectedto the laser printer.If you want a top quality printout from the laser printer, come and see myself or any ofthe library staff.Dot-matrix printouts are free but there is a charge for using the laser printer.There is always a queue to get to the terminals towards the end of e in and get to know how to use the computers early in the term and use them regularly, rather than justbefore exams and essay deadlines, in order to avoid delay or disappointment.Trainingsessions are held on a regular basis, on the first and third Thursday of each month, and arefree to full-time students of the college.See you there.Now, any questions?You now have 30 seconds to check your answers to Questions 1 - 3.Part CYou will hear a talk given by a university lecturer.As you listen, you must answer Questions 1 -10 by writing NO MORE THAN THREE words in the space provided on theright.You will hear the talk TWICE.You now have 60 seconds to read Questions 1 to 10.1.What’s the averagennual increase of foreign student population in the period between1985 and 1990 in terms of percentage?2.Which part of the world contributed to an increase between 94/95 and 95/96?3.When will the speaker talk about the economic and politicalchanges?4.What will the speaker discuss first?5.Where do the three largest groups of students come from?6.What’ s the number of students from Malaysia?7.Which is the most popular fieldof study?8.What ’thes percentage of students in businessand management?9.In terms of academic levels, in which level do we find the smallest number?10.In summary, what did the speaker talk about?TapescriptFor those of you who are either already studying in the United States or plan to one day, it might be interesting to know something about the foreign student population in the United States.For the academic 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 decreasein 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 themat 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 quicklydiscuss in which geographic areas most of them go to school.Let’discussthe 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 littleover 23,000 students.The?nextlargest number of students came from the middle East.Thenumber of students from the middle East came to about one-third the number from South andEast 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 stude 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% ofthe 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%, businessand management with 18.9%, and mathematics and computer scienceswith 10.3% comprise about one half of the total number of foreign students.Let’s talk about which academic levels these students can be found in.Foreign students can be found studying at all levels of higher education.As you might expect, the greatest number of them are studying at the undergraduate level?approximately 158,000.The second largest group study at the graduate level and that number is just under 122,000.The rest study at junior collegesor 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 percentagesagain 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’sall the time we have today.We’llhave to leave discussionsof thegeographic areas these students study in until another time.Now you are going to hear the talk a second time.REPEAT THE TEXTYou now have 3 minutes to check your answers to Questions 1 - 10.That is the end of Part C.You now have 5 minutes to transfer all your answers fromyour test booklet to ANSWER SHEET 1.That is the end of Listening Comprehension.SECTION II: Use of EnglishRead the following text and fill each of the numberedspaces 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 adisadvantage in examinations,(1)_____ to the first serious investigation into the way in which writing technique can dramatically affect educational achievement.The survey of 643 children and adults, aged frompre-school to 40-plus, also suggests(2)_____ pen-holding techniques have deteriorated sharply over one generation, with teachers now paying far(3)______ attention to correct pen grip and handwriting style.Stephanie Thomas, alearning support teacher(4)______ findings have been published, was inspired to investigate this area(5)_______ she noticed that those pupils who had the most trouble with spelling(6)______ had a poor pen grip.While Ms.Thomas could not establish a significantstatistical link(7)______ pen-holding style and accuracy in spelling, she(8)______ find huge differences in technique between the young children and themature adults, and a definite(9)________ between near-point gripping and slow, illegible writing.People who(10)______ their pens at the writing point also show other characteristics(11)______ inhibit learning,(12)_______ as poor posture, leaning too(13)______ to the desk, using four fingers to grip the pen(14)______ than three, and clumsy positioning of the thumb (which can obscure(15)______ is being written.Ms.Thomas believes that the(16)______ between older and younger writers is(17)________ too dramatic to be accounted for simply by the possibility that peopleget better at writing as they grow(18)________.She attributes it to a failure to teach the most effective methods,pointing out that the differences betweenSECTION III: Reading ComprehensionPart ARead the following texts and answer the questions which accompany them by choosing A, B, C or D.Mark your answers on ANSWER SHEET 1.Text 1In recent years, there has been a steady assault on salt from the doctors: salt is bad for you? regardless of your health.Politicians also got on board."There is a direct relationship," US congressman Neal Smith noted, "between the amount of sodium a person consumes and heart disease,circulatory disorders, stroke and even early death."Frightening, if true! But many doctors and medical researchers are now beginning to feel the salt scare has gone too far."All this hue and cry about eating salt is unnecessary," Dr.Dustan insists."For most of us it probably doesn’tmake much difference how much salt we eat." Dustan’ smost 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 adequateto somewhat excessive salt intake has probably saved many more lives than it has cost in the general population," notes Dr.John ragh."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 amountmight 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 increasedsodium consumption causes hypertension." In fact, there is growing scientific evidence that other factors may be involved: deficiencies in calcium, potassium, perhaps magnesium;obesity (much more dangerous than sodium); genetic predisposition; stress."It is not your enemy," says ragh."Salt is the No.1 natural component of all human tissue, and the idea that you don’ tneed it is wrong.Unless your doctor has proven that you have a salt-related health problem, there is no reason to give it up."1.According to some doctors and politicians, the amount of salt consumed[A] exhibits as an aggravating factor to people in poor health.[B] cures diseases such as stroke andcirculatory disorders.[C] correlates highly with some diseases.[D]is irrelevant to people suffering from heart disease.2.From Dr.Dustan ’s study we can infer that[A] a low-salt diet may be prescribed for some people.[B] the amount of salt intake has nothing to do with one’ sblood pressure.[C] the reduction of salt intake can cure a hypertensive patient.[D] an extremely low-salt diet makesno difference to anyone.3.In the third paragraph, ragh implies that[A] people should not be afraid of taking excessivesalt.[B] doctors should not advise people to avoid salt.[C] an adequate toexcessive salt intake is recommended for people in disease.[D] excessivesalt intake has claimed some victims in the general population.4.The phrase "vocal ...exponent" (line 2, para.4) most probably refers to[A] eloquent doctor.[B] articulate opponent.[C] loud speaker.[D] strong advocate.5.What is the main message of this text?[A] That the salt scare is not justified.[B] That the cause of hypertension is now understood.[C] That the moderate use of salt is recommended.[D] That salt consumption is to be promoted.Part BIn the following article some paragraphs have been removed.For Questions 1- 5, choose the most suitable paragraph from the list A - F to fit into each of the numbered gaps.There is one paragraph which does not fit in any of the gaps.Mark your answers on ANSWER SHEET 1.From her vantage point she watched the main doors swing open and the first arrivals pour in.Those who had been at the head of the line paused momentarily on entry, looked around curiously, then quickly moved forward as others behind pressed in.Within moments the central public area of the big branch bank was filled with a chattering, noisy crowd.The building,relatively quiet less than a minute earlier, had become a Babel.Edwina saw a tall heavyset black man wave some dollar bills and declare loudly, "I want to put my money in the bank"1It seemed as if the report about everyone having come to open an account had beenaccurate after all.Edwina could see the big man leaning back expansively, still holding his dollar bills.His voice cut across the noise of other conversations and she heard him proclaim, "I ’m no hurry.There ’ s something I ’ d like you to explain."Two other desks were quickly manned byother 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, butobviously were inadequate now.Edwina could see Tottenhoe on the far side of the bank and called him on the intercom.She instructed, "Use more desks for new accounts and take all the staff you can spare to man them."2Tottenhoe grumbled in reply, "You realize we can and however many we do will tie us up completely.""I ’t possibly process all these people today ’ ve an idea," Edwina said, "that’someone has in mind.Just hurry the processing all you can."3First, an application form called for details of residence, employment, social security, and family matters.A specimen signature was obtained.Then proof of identity was needed.After that,the new accounts clerk would take all documents to an officer of the bank for approval and initialing.Finally, a savings passbook was made out or a temporary checkbook issued.Thereforethe most new accounts that any bank employee could open in an hour were five, so the threeclerks presently working might handle? a total of ninety in one business day, if they kept goingat top speed, which was unlikely.4Still the noise within the bank increased.It had become an uproar.A further problem was that the growing mass of arrivals in the central public area of thebank was preventing access to tellers ’ counters by other customers.Edwina could see a few o them outside, regarding the milling scene with consternation.While she watched, several gaveup and walked away.Inside the bank some of the newcomers were engaging tellers inconversation and the tellers,?having nothing else to do because of the melee, chattedback.Two assistant managers had gone to the central floor area and were trying to regulate the flood of people so as to clear some space at counters.They were having small success.5She decided it was time for her own intervention.Edwina left the platform and a railed-off staff area and, with difficulty, made her waythrough the milling crowd to the main front door.A.Yet she knew however much they hurried it would still take ten to fifteen minutes toopen any single new account.It always did.The paperwork required that time.B.But still no hostility was evident.Everyone in the now jam-packed bank who was spoken to by members of the staff answered politely and with a smile.It seemed, Edwina thought, as if all who were here had been briefed to be on best behavior.C.A security guard directed him, "Over there for new accounts." The guard pointed toa desk where a clerk?a young girl?sat waiting.She appeared nervous.The big man walked toward her, smiled reassuringly, and sat down.Immediately a press of others moved into a ragged line behind him, waiting for their turn.D.Even leaning close to the intercom, it was hard to hear above the noise.E.Even tripling the present complement of clerks would permit very few more than two hundred and fifty accounts to be opened in a day, yet already,?in the first few minutes of business, the bank was crammed with at least four hundred people,?with still more flooding in, and the line outside, which Edwina rose to check, appeared as long as ever.F.Obviously someonehad alerted the press in advance, which explained thepresenceof the TV camera crew outside.Edwina wondered who had done it.Part CAnswer questions 1-10 by referring to the comments on 3 different cars in thefollowing magazine article.Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.SECTION IV: WritingYou have read an article in a magazine with the following statement in it.Write an articlefor the same magazine.You should use your own ideas, knowledge or experience to generate support for your argument and include an example.You should write about 250words.Write your article on ANSWER SHEET 2."Economic development will inevitably generate industrial waste which in turn will cause pollution to the living environment.Economicprosperity and a clean environment can not coexist.You have to make a choice between the two."To what extent do you agree with the statement?Oral Test(For examiner)Part A: Self-introduction (This task will take about 2 minutes.)Interlocutor:Good morning (afternoon/evening).Could I have your mark sheets, please? Thank you.(Hand over the mark sheets to the Assessor.)My name is⋯and this is my colleague ⋯ .He/she is not going to ask you any questions, but he/she is just going to be listening to us.So, your name is ⋯ and ⋯ ? Thank you.First of all we ’ d like to know something abo you, so I ’m goingaskto you some questions about yourselves.(Begin withcandidate A, thenmove 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.(19) _______ groups coincides with the abandonment of formal handwriting instruction in classrooms in the sixties."The 30-year-olds showed a huge range of grips,(20) ________ the over 40s group all had a uniform ’tripod ’ grip."。

全国公共英语等级考试第五级(pets5)应试指南与模拟试题Preparing for the National Public English Test (PETS) Level 5 can be a daunting task for many English learners. This exam is designed to assess a candidate's ability to communicate effectively in English, and it covers a wide range of language skills including listening, speaking, reading, and writing. In order to succeed in the exam, it is important to have a solid understanding of the test format, as well as to develop effective study strategies. One of the key aspects of preparing for the PETS Level 5 exam is familiarizing oneself with the test format and requirements. This includes understanding the types of questions that will be asked in each section of the exam, as well as the time limits for each section. By becoming familiar with the test format, candidates can feel more confident and prepared on the day of the exam, which can help to reduce test anxiety and improve performance. In addition to understanding the test format, it is also important to develop effective study strategies that will help to improve English language skills. This may include setting aside dedicated time for English study each day, practicing English language skills in a variety of contexts, and seeking out opportunities to engage in English language conversations with native speakers. By developing a comprehensive study plan, candidates can work towards improving their overall English language proficiency, which will ultimately help them to perform better on the exam. Furthermore, it is essential to practice past exam papers and mock tests in order to familiarize oneself with the types of questions that may appear on the actual exam. This can help candidates to identify areas of weakness and focus their study efforts on those particular areas. Additionally, practicing past exam papers can help to improve time management skills and build confidence in tackling the various sections of the exam. Another important aspect of preparing for the PETS Level 5 exam is seeking out additional support and resources. This may include enrolling in an English language course, hiring a private tutor, or joining a study group with other candidates. By seeking out additional support and resources, candidates can benefit from the expertise and guidance of experienced English language instructors, as well as the supportand encouragement of fellow candidates. Finally, it is crucial for candidates to maintain a positive and determined mindset throughout their exam preparation. It is natural to feel nervous or anxious about taking a high-stakes exam, but by staying positive and focused, candidates can approach the exam with confidence and determination. This positive mindset can help to alleviate test anxiety and improve overall performance on the day of the exam. In conclusion, preparing for the PETS Level 5 exam requires a combination of understanding the test format, developing effective study strategies, practicing past exam papers, seeking out additional support and resources, and maintaining a positive mindset. By taking a comprehensive and proactive approach to exam preparation, candidates can improve their English language skills and increase their chances of success on the exam. Good luck to all the candidates preparing for the PETS Level 5 exam!。

2011年12月：口试一(PP l-5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/ Study●What do you do in (the candidate’s hometo wn), do you work or study? (If thecandidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesNow, (say the names of Candidate A and Candidate B), here is a list of reasons for the popularity of online games. (Hand out the list to the candidates and let them read it through.) Why are online games so popular?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.)Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate Format Part C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesNow, (say the names of Candidate A and Candidate B), here is a list of reasons for the popularity of online game. (Hand out the list to the candidates and let them read it through.) Why are online games so popular?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.)Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Reasons for the popularity of online gamesThe following is a list of reasons for the popularity of online games. Why are online games so popular?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.Reasons for the popularity of online games●To kill time●To make more friends●To experience a different life style●To earn pocket money●To relieve oneself of stress●To entertain oneself●To escape from reality(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2011年12月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Students in Financial DifficultiesNow, (say the names of Candidate A and Candidate B), here is a list of measures to help students in financial difficulties. (Hand out the list to the candidates and let them read it through.) What do you think we can do to help the university students in financial difficulties to complete their studies?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.)Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of study(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes) Topic: Students in Financial DifficultiesNow, (say the names of Candidate A and Candidate B), here is a list of measures to help students in financial difficulties. (Hand out the list to the candidates and let them read it through.) What do you think we can do to help the university students in financial difficulties to complete their studies?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.)Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of study(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Students in Financial DifficultiesThe following is a list of measures to help students in financial difficulties. What do you think we can do to help the university students in financial difficulties to complete their studies?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.Measures to help students in financial difficulties:●Provide tuition-free education●Grant subsidies●Provide interest-free loans●Offer special scholarships●Allow suspension of schooling●Create part-time jobs on campus●Permit extension of the period of studyPart C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2012年6月：口试一(PP 1—5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Working extra hoursNow, (say the names of Candidate A and Candidate B),here is a list of the main reasons for working extra hours. (Hand out the list to the candidates and let them read it through.) What do you think are the main reasons for working extra hours? 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.)Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Working extra hoursNow, (say the names of Candidate A and Candidate B), here is a list of the main reasons for working extra hours. (Hand out the list to the candidates and let them read it through.) What do you think are the main reasons for working extra hours? 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.)Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Working extra hoursWhat do you think are the main reasons for working extra hours? 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.Reasons for working extra hours:● a consequence of low working efficiency● a deliberate effort to push career up● a failure to turn down your boss’s request●an act of following your colleagues● a way to secure your job especially in crises● a requirement of certain professions● a result of mismanagement of time(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic CardB(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2012年6月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hoppingNowadays people tend to change their jobs frequently. (Say the names of Candidate A and Candidate B) Here is a list of disadvantages of job-hopping. (Hand out the list to the candidates and let them read it through.) What do you think of job-hopping? 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.)Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hoppingNowadays people tend to change their jobs frequently. (Say the names of Candidate Aand Candidate B) Here is a list of disadvantages of job-hopping. (Hand out the list to the candidates and let them read it through.) What do you think of job-hopping? 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.)Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Disadvantages of job-hopping (The practice of changing jobs frequently) What do you think of job-hopping? 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.Disadvantages of job-hopping:●Unhelpful to one’s career advancement●Possible suspicion of loyalty by employers●Interruption of experience building●Challenges at the new job●Potential difficulties in colleague relationship● A break from the previous business network(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2013年6月：口试一(PP 1—5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsNow, (say the names of Candidate A and Candidate B), here is a list of advantages and disadvantages for students to wear school uniforms. (Hand out the list to the candidates and let them read it through.) What do you think are the main advantages or disadvantages for students to wear school uniforms?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(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsNow, (say the names of Candidate A and Candidate B), here is a list of advantages and disadvantages for students to wear school uniforms.(Hand out the list to the candidates and let them read it through.) What do you think are the main advantages or disadvantages for students to wear school uniforms?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(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Advantages and disadvantages of wearing school uniformsWhat do you think are the main advantages or disadvantages for students to wear school uniforms? 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(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate Format Part C: PresentationTopic Card2013年6月：口试二(PP 1—5 for Interlocutor)Part A: Self-introduction (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).Hometown●Where are you from?●How long did you live there?●What’s it like living there?●How does your hometown compare with (place where the candidate is currentlyliving)?Family●What about your family?●Could you tell us something about it?Work/Study●What do you do in (the candidate’s hometown), do you work or study?(If the candidate has already started work:)●What does your work involve?●Is your job something you always wanted to do?●How long do you think you will stay in this job?(If the candidate is 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 Interlocutor)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadNow, (say the names of Candidate A and Candidate B), here is a list of preparations one should make before studying abroad. (Hand out the list to the candidates and let them read it through.) What preparations do you think one should make before studying abroad?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.)Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Interlocutor)(For Interlocutor)Part C: Presentation (8 minutes) Topic CardTopic Card(For Interlocutor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 6-8 for Assessor)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadNow, (say the names of Candidate A and Candidate B), here is a list of preparations one should make before studying abroad. (Hand out the list to the candidates and let them read it through.) What preparations do you think one should make before studying abroad?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.)Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Assessor)Part C: Presentation (8 minutes)Topic CardTopic Card(For Assessor)Only for 3-candidate FormatPart C: PresentationTopic Card(PP 9-12 for Candidate)Part B: Collaboration (5 minutes)Topic: Preparations one should make before studying abroadWhat preparations do you think one should make before studying abroad? 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. Preparations one should make before studying abroad●Learning the language of the destination country●Learning about the culture of the destination country●Learning about the climate in the destination country●Learning to manage personal finances●Learning to use household appliances●Learning to cook(For Candidate)Part C: PresentationTopic Card(For Candidate)Part C: PresentationTopic Card(For Candidate)Only for 3-candidate FormatPart C: PresentationTopic Card2013年12月口试一(PP l-5 for Interlocutor)Part A: Self-introduction (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 a bout 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).Hometown●Where are you from?●How long did you live there?●What’s it like liv ing there?●How does your hometown compare with (place where the candidate is currentlyliving)?。

pets5 口语教材"Pets5: Oral English Teaching Materials"1. Introduction to Pets: Start the lesson by introducing the concept of pets and asking students if they have any pets. Encourage them to share their experiences and thoughts about having a pet.2. Reading Comprehension: Provide a short reading passage about different types of pets such as dogs, cats, birds, and fish. Ask students to read and answer comprehension questions to test their understanding.3. Vocabulary Building: Introduce new vocabulary related to pets, such as "leash," "kibble," "collar," and "cage." Encourage students to practice using the new words in sentences and engage in small group discussions.4. Role-Playing Activity: Divide students into pairs and assign each pair a role, such as a pet owner and a veterinarian. Students will engage in a conversation where the pet owner describes their pet's health issues, and the veterinarian offers advice and asks relevant questions.5. Listening Practice: Play an audio clip of different sounds that different pets make. Students will listen and try to identify the pets based on the sounds they hear. This activity helps improve listening skills and familiarizes students with different pet sounds.6. Debate: Divide the class into two groups and assign each groupa topic related to pets. Examples can include "cats vs. dogs" or"having exotic pets vs. having common pets." Students will debate the advantages and disadvantages of their assigned topic while practicing their speaking and argumentation skills.7. Opinion Sharing: Ask students to write a short paragraph expressing their opinion on the statement, "Having a pet is beneficial for children's development." Students will share their written opinion with a partner, explaining the reasons behind their viewpoint.8. Grammar Focus: Introduce and practice using the present simple tense to talk about daily routines and habits of taking care of pets. Provide sentence examples and encourage students to form their own sentences using the grammar concept.9. Creative Writing: Ask students to write a short story or poem about a special bond between a pet and its owner. Students can let their imagination run wild in this creative writing activity while also practicing their vocabulary and writing skills.10. Summary and Reflection: Review the main points covered in the lesson and ask students to reflect on what they have learned about pets and the importance of taking care of them. Encourage students to ask any remaining questions or share any personal experiences related to pets.。

p e t s5口语模板及分析(共3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--For examinerPart 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.FamilyWhat about your family Could you tell us something about themWork/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 thatPart B: Collaboration (This part will take about 5 minutes.)DiscussionTopic: Water ShortageNow,……(say the names of Candidate A and Candidate B)here is a list of causes for water shortage. (Hand out the list to the candidates and let them read it through.) What do you think are the main causes for water shortage 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 Water Shortage:·Low price of water·Growth of population·Waste of water·Polluted rivers·Climate·Lack of advanced technologyPart 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'11 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)Topic Card Aa. Food: Do you like the Chinese cuisine or the Westernb. Job: What is your opinion on doing part time jobs for college studentsc. Education: How can we help people to overcome their shynessTopic Card Ba. Health: Is wine a good thing or a bad thing for healthb. Life: What does a "high quality of life" mean to youc. Science: What is the relationship between science and human life。

全国pets五级听力答题思路与技巧全国pets五级听力答题思路与技巧一句话，英语考得不是英语，而是应试技巧。

考英语不能靠苦学，对其特点的深刻认识远比多背2000个单词更加重要。

以下是店铺为大家搜索整理的公共英语五级听力答题思路与技巧，希望能对大家有所帮助!一、试题范围及特点1.Part A考查考生理解具体和抽象信息的能力。

该部分试题侧重的是事实细节的理解与掌握。

所给出的陈述句，正确的往往是根据文中的某个细节进行的改写，或是将听力原文中的某个句子直接摘录。

不正确的句子往往与原文所表达的意思完全相反，或是句子的部分信息正确而另一部分不正确，或是将细节张冠李戴。

2.Part B考查考生理解细节、事实、要点、观点、态度等的能力。

该部分试题侧重的是在理解和掌握事实细节的基础上进行有关的判断、推理与引申。

这部分的问题是直接出现在卷面上的，通过阅读问题就能判断出问题的类别，如What is the talk mainly about(主题判断题)，What will she most likely to do eventually(隐含意义推断)，What is the speaker’s attitude toward it(态度判断题)。

3.Part C考查考生理解并记录主要信息的能力。

该部分试题侧重的是对具体信息的理解，问题形式主要是特殊疑问句，多为主旨细节题，个别是推理引申题。

题目本身较为直接客观，即许多信息可以从文章中直接得到。

二、答题要领及方法听力题没有传统的一问一答的对话题型，这意味着录音材料不涉及日常生活的话题，所谓的技巧都不存在。

五级听力的所有问题，无论是判断题、简答题还是多项选择题，提问都比较直接，答案在录音材料中交待得比较明确，不存在含蓄婉转的情况，也不存在近音、近形、近义词干扰，基本上属于“原词答案”，考生可以听到什么选什么，基本上不需要推论、归纳和分析。

1.利用答题指令每段录音材料开始之前的答题指令中有时会告诉考生该段要谈些什么，考生应集中注意力听清这一两句的内容，因为它起到了点明该段主题、圈定段落或会话话题的作用，有助于在确定的话题内随着录音材料的播放，根据大意聆听细节，顺着文章展开的脉络，捕捉要回答的信息。

最新公共英语pets5考试辅导题及答案最新公共英语pets5考试精选辅导题及答案如果说学习有捷径可走，那也一定是勤奋。

以下是店铺为大家搜索整理的最新公共英语pets5考试精选辅导题及答案，希望能给大家带来帮助!1. Beethoven is my favorite musician. I regard him as ________ other musicians.A) superior to B) more superior than C) more superior to D) superior than2. I hope that you’ll be more careful in typing the letter. Don’t ________ anything.A) withdraw B) omit C) reduce D) lead3. She is a very ________ secretary: she never forgets anything or makes a mistake.A) anxious B) effective C) adequate D) efficient4. I’ll accept any job ________ I don’t have to get up early.A) lest B) as long as C) in case D) though5. Once out of the earth’s gravity, the astronauts is ________ by the problem of weightlessness.A) affected B) effected C) inclined D) related答案：1-5 ABDBA6. Medical research has shown that the widespread of use of cigarettes contributes ________ the increase of cancers.A) towards B) for C) with D) to7. The computer has brought about surprising technological changes ________ we organize and produce information.A) in a way B) in the way C) in that way D) in no way8. He is late again today. I’ll ________ that he will not be late tomorrow.A) be sure B) hope for C) felt D) to be felt9. This popular sports car is now being ________ at the rate ofa thousand a week.A) turned down B) turned out C) turned up D) turned on10. In Britain people drive ________ the left.A) at B) on C) to D) in答案：6-10 DBBBB。

pets5考试流程介绍
PETS-5考试流程如下：
1、考生在规定时间进入考场，出示准考证并放在桌面上。

2、考生在规定时间开始答题，答完所有题目后，必须在规定时间内将答题卡涂完并放在桌面上。

3、考试结束时，考生必须停止答题，等待监考老师收卷并离开考场。

4、考生在考试结束后，可以在指定时间、地点领取成绩单。

PETS-5考试要求考生掌握7000左右的词汇量，考试内容主要涉及听力、英语知识运用、阅读理解和写作等方面。

听力部分由A、B、C三节组成，考查考生理解英语口语的能力，阅读理解部分由B节（5题）和C节（10题）组成，考查考生理解书面英语的能力。

此外，该考试还需要考生具备较高的语言运用能力、推理和判断能力以及信息处理能力。

在备考过程中，考生需要通过大量的阅读、听力练习和写作练习来提高自己的英语水平和应试能力。

同时，也需要掌握考试技巧，如时间管理、答题方法等。

在考试中，需要注意细节和时间分配，保证答对题目并按时完成考试。

总之，PETS-5考试是一个对考生英语水平和综合能力要求较高的考试，需要考生在备考和考试中全面提高自己的英语水平和应试能力。

全国英语等级考试pets-5阅读历年真题全国英语等级考试pets-5阅读历年真题我们读书时，是别人在代替我们思想，我们只不过重复他的思想活动的过程而已，犹如儿童启蒙习字时，用笔按照教师以铅笔所写的笔画依样画葫芦一般。

我们的思想活动在读书时被免除了一大部分。

以下是店铺为大家搜索整理的全国英语等级考试pets-5阅读历年真题，希望能给大家带来帮助!Part CAnswer Questions 71 to 80 by referring to the 3 articles on juvenile delinquency. Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1.Note: When more than one answer is required, these may be given in any order. Some choices may be required more than once.In which article(s) does (do) the author(s)provide the fact that countries vary in their concept of adulthood? 71.________mention that when dewing with juvenile delinquents，both the young offenders and society should be protected? 72._______ 73._______present the view that youngsters in the developed countries face the same situation as their counterparts do in the developing countries? 74._______explore the root of juvenile delinquency? 75._______suggest that some youngsters are taken as offenders for crimes they have never committed? 76._______advocate that children below a certain age should not be penalized for minor offences? 77._______say that the juvenile justice system should aim at helpingyoung people rather than simply punishing them? 78._______ 79.______tell the reader that attempts have been made to prevent delinquents from becoming hardened criminals? 80.________ AImpoverished young people experience society's linkage between poverty and crime from an early age. Many of them become involved with the police and the justice system simply because they appear poor or socially undesirable, or because they "look" dangerous--not because they have broken any law.People don't have to probe very far into the backgrounds of children who wind up in police stations and courtrooms to find a common denominator: poverty. In developing countries, poverty often forces children out of the house when they are as young as 10, sometimes even younger. They may never have had the opportunity to go to school, or may have attended irregularly or been"pushed" out, their performance hindered by hunger or distance from the school. Civil unrest may have forced them to flee their rural home for the city, where they arrived without papers and be- came separated from family members or friends.At any rate, these young people are probably living on the street, where destitution may lead them to steal from a shop, pick someone's pocket or barter the only thing they own--their bodies-- for survival.In the industrialized countries, many young people are surrounded by wealth but live in depri- vation, taunted by the unattainable riches of a consumer society. Growing up in neighborhoods where every corner has its drug dealer, and lacking the role model of grown-ups who go to legiti- mate jobs every morning, some find it impossible to resist the temptationof the drug trade's easy money. Eventually the police catch up with them. That is often the start of a life in which they know their probation officers better than their teachers.BAll countries have an age at which people become adults in the legal sense of the word--they can vote, sign legal contracts, marry. But the Convention on the Rights of the Child calls for coun- tries to establish a minimum age below which young people "shall be presumed not to have the ca- pacity to infringe the penal law"--in other words, an age below which they are too young to be re- sponsible for their actions and therefore too young to face criminal sanctions.But this age varies widely, and in many cases it is far too young : The age of criminal respon- sibility is 7 years in, for example, India, Ireland, Jordan, Nigeria, Pakistan, South Africa, Su- dan, Switzerland, Tanzania and Thailand. Under common law, the age is also 7 in most US states. A child barely old enough to go to school cannot possibly have the maturity to understand the consequences of his or her behaviour.Given that such young children can be subject to the penal code, it is all the more important that each country establish a humane and constructive juvenile justice system. Such a system is de- signed to deal with young offenders until they reach the age of adulthood. In an ideal world itserves as a safety net, catching children who commit petty offences and, instead of locking them away, helping them learn a sense of responsibility for their actions. The system should be based on knowledge of child development. At the same time, the juvenile justice system must protect society from potentially dangerous criminals.In many countries, a few brutal, highly publicized crimes by young people have led to public demands to lower the age at which children are held criminally responsible. Government leaders must resist the temptation to reduce the juvenile justice system to a structure for retribution designed for the rare hardened child criminal. Glib slogans like "Adult time for adult crime" betray the very people that society has failed and encourage "warehousing" of juveniles--in prisons that in reality serve as training grounds for criminals.CThere is no question that preventing crime is preferable to punishing it. Never is that more true than in the case of juvenile delinquency, so often a cry for help from a troubled youngster.The UN Guidelines for the Prevention of Juvenile Delinquency, known as the "Riyadh Guide- lines", recognize the importance of preventing young people from being stigmatized by the justice system. The Guidelines call for the development of measures that "avoid criminalizing and penali- zing a child for behaviour that does not cause serious damage to the development of the child or harm to others. " This statement sends a profound message: Preventing juvenile delinquency or crime is not just a matter of protecting society--its aim is to help children overcome their misdeeds and fulfill their potential. It is also less costly and more efficient for society to prevent young peo- ple from starting on criminal careers than to pay for the outcome of criminal behaviour.Many programmers have been established to help young people. In the Canadian province of Ontario, a Reasoning and Rehabilitation Project run by probation officers helps juveniles to modify impulsive behaviour and learn alternative responses tointerpersonal problems. Recidivism has fallen dramatically among the participants. In the Netherlands, Project HALT requires vandals to person- ally compensate their victims but in such a way that avoids stigmatizing them with the label of"criminal "..THAT IS THE END OF SECTION THREEDO NOT READ OR WORK ON THE NEXT SECTION UNTIL YOU ARE TOLD TOPart CA贫穷的年轻人从小就体会到了社会上贫穷和犯罪的联系。

Pets5口试样题 Oral Test For examiner Part A: Self-introduction This task will take about 2 minutes. Interlocutor:Good morning afternoon / evening . Could I have your mark sheets, please? Thank you. Hand over the mark sheets to the Assessor. My name is … and this is my colleague….He / she is not going to ask you any questions, but he / she is just going to be listening to us.So, your name is … and …? Thank you.First of all we'd like to know something about you, so I'm going to ask you some questions about yourselves. Begin with candidate A, then move on to candidate B Now say the name of the candidate and ask the questions . Home Town ?? Where are you from? ?? How long have you lived there? ?? What's it like living there? ?? How does your home town compare with place where candidate is currently living ? ?? Well, that's interesting. Familyl What about your family? Could you tell us something about them? Work/ Study ?? What do you do in candidate's home town , do you work or study? If candidate already working ?? What does your work involve? ?? Is your job something you had always wanted to do? ?? How long do you think you will stay in this job? If candidate still at school, college or university ?? What are your favourite subjects at school? What exactly are you studying? ?? What type of work are you hoping to do in the future? ?? What qualifications will you needto do that? Part B: Collaboration This part will take about 5 minutes. For examiner 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 readit 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 andI won't join you. You have 5 minutes.All right. Would you begin? The interlocutor may sit back and intervene only when necessary. Causes for Regional Poverty: ?? lack of natural resources ?? disorganisation of the economy ?? out-of-date conventions ?? climate ?? geographical position ?? poor leadership ?? overpopulation ?? lack of education For candidate What do you think are the main causes for regional poverty? Choose three from the list and tell each other why. Causes for Regional Poverty: ?? lack of natural resources ?? disorganisation of the economy ??out-of-date conventions ?? climate ?? geographical position ?? poor leadership ?? overpopulation ?? lack of education Part C: Presentation This part will take about 8 minutes. For examiner Interlocutor:Now, in this part of the test I'm going to give each of you a list of three different topics. I'd like you to selectone 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 imum 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 , wou。