1、国家公共英语（五级）笔试模拟试卷 125及答案与解析 Part A Directions: You will hear a talk. As you listen, answer Questions 1-10 by circling TRUE or FALSE. You will hear the talk ONLY ONCE. You now have 1 minute to read Questions 1-10. 1 （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （
2、A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE （ A） TRUE （ B） FALSE Part B Directions: 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. 11 Which of the fol
3、lowing about pickpocketing is NOT true? （ A） It is a fast increasing crime. （ B） Its methods are improving. （ C） Nobody is safe from a veteran pickpocket. （ D） There are about 4, 000, 000 victims every year. 12 What was probably the reason for discontinuing to hang a pickpocket in the 18th century?
4、（ A） Hanging was a useless warning. （ B） It was too cruel and violent. （ C） Too many people watched the practice. （ D） Other pickpockets were only spectators. 13 Where is the least likely place for pickpocketing? （ A） Banks and supermarkets. （ B） Train and bus stations. （ C） Post offices and hospita
5、ls. （ D） Elevators and airports. 14 Where is the man going to make a presentation? （ A） At an automobile factory. （ B） At an electrical engineering class. （ C） At a meeting of a public speaking club. （ D） At a conference on industrial automation. 15 What is the origin of the traditional image of rob
6、ots? （ A） Industrial specification. （ B） Computer development. （ C） Scientific drawings. （ D） Science fiction. 16 According to the woman, why are robots becoming more widely used? （ A） They are smarter than human worker. （ B） They are more productive than human workers. （ C） They are very durable. （
7、 D） They are easy to design. 17 Which of the following is the acceptable table manner in Britain? （ A） You lift your soup bowl to your mouth. （ B） You make noise when drinking soup. （ C） You shouldnt raise your elbows to your shoulders. （ D） You shouldnt put your hands on the table. 18 Which is cons
8、idered as a good manner in Mexico? （ A） To put your hands on the table during the meal. （ B） To make noise in eating any kind of food. （ C） To eat your meal quickly and clearly. （ D） To put your elbows away from the table. 19 In Arab countries, what is considered very impolite? （ A） Eating with left
9、 hand. （ B） Eating with a fork. （ C） Drinking soup noisily. （ D） Talking while eating. 20 Whats the main idea of the passage? （ A） An introduction of British table manners. （ B） Table manners and enjoyment. （ C） Different countries have different table manners. （ D） The importance and details of tab
10、le manners. Part C Directions: You will hear a talk. As you listen, answer the questions or complete the notes in your test booklet for Questions 21-30 by writing NOT MORE THAN THREE words in the space provided on the right. You will hear the talk TWICE. You now have 1 minute to read Questions 21-30
11、. 21 一、 Section II Use of English (15 minutes) Directions: Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1. 30 In July of 1994, an astounding series of events took (31) . The world anxiously watched as. every few hours, a hurt
12、ling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively (32) _comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strong out along the same orbit. This cometary train, glistening like a string of pearl
13、s, had been first glimpsed only (33) _ few months before its fateful impact with Jupiter, and rather quickly scientists had predicted (34) _ the fragments were on a collision course with the giant planet. The impact caused (35) explosion clearly visible from Earth, a bright flaming fire that quickly
14、 expanded as each icy mass incinerated itself. When each (36) _ shammed at 60 kilometers (37) _ second into the dense atmosphere, its immense kinetic energy was transformed (38) _ heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earl
15、ier. The residues from these explosions left huge black marks on the face of Jupiter, some of (39) _ have stretched out (40) _ form dark ribbons. Although this impact (41) _ was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made
16、the evening television newscast and were posted (42) _the Internet. This (43) _possibly the most open scientific endeavor (44) _history. The face of the largest planet in the solar system was changed before our very eyes. And (45) _ the very first time, most of humanity came to fully appreciate the
17、fact (46) _ we ourselves live on a similar target, a world subject to catastrophe by random assaults (47) _ celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions (48
18、) _ bodies of all sizes are relatively commonplace, at least in geologic (49) _, and were even more frequent in the early solar (50)_. Part A Directions: 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. 50 The conce
19、pt of obtaining fresh water from icebergs that are towed to populated regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being considered quite seriously by many nations, especially since scientists have warned that the human race will outgrow
20、its fresh water supply faster than it runs out of food. Glaciers are a possible source of fresh water that have been overlooked until recently. Three quarters of the Earths fresh water supply is still tied up in glacial ice, a reservoir of untapped fresh water so immense that it could sustain all th
21、e rivers of the world for 1, 000 years. Floating on the oceans every year are 7, 659 trillion metric tons of ice encased in 10, 000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. Huge glaciers that stretch over the shallow continental shelf give b
22、irth to icebergs throughout the year. Icebergs are not like sea ice, which is formed when the sea itself freezes; rather, they are formed entirely on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction op
23、posite to the wind, pulled by subsurface currents. Because they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic ocean. To corral them and steer them to parts of the world where they are needed would not be
24、 too difficult. The difficulty arises in other technical matters, such as the prevention of rapid melting in warmer climates and the funneling of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than
25、 that produced by desalination, or removing salt from water. 51 The main idea of the passage is about_. （ A） the movement of glaciers （ B） icebergs as a source of fresh water （ C） future water shortages （ D） the future of the worlds rivers 52 The word “it“ in line 2 refers to_. （ A） an iceberg that
26、is towed （ B） obtaining fresh water from icebergs （ C） the population of arid areas （ D） real life 53 According to the author, most of the worlds fresh water is to be found in_. （ A） oceans （ B） rivers （ C） glaciers （ D） reservoirs 54 How are icebergs formed? （ A） They break off from glaciers. （ B）
27、Seawater freezes. （ C） Rivers freeze. （ D） Small pieces of floating ice converge. 55 The word “desalination“ in the last sentence may mean_. （ A） river freezing （ B） iceberg forming （ C） removing salt from water （ D） iceberg floating 55 How do we measure the economic return to higher education? Typi
28、cally it is calculated as the difference between average wages of college graduates and those who have not graduated from college. In 1997, for example, college graduates earned an average of $40, 508 versus just $ 23, 970 for non-college graduates. Based on these income levels, the economic return
29、to a college education is approximately 69 percent, the difference between the two income levels. But this simple calculation ignores the fact that college graduates tend to come from higher socioeconomic levels, are more highly motivated, and probably have higher IQs than nongraduates. Although the
30、se factors influence incomes, they are not the result of college attendance. Therefore the result of the study is an overstatement of the returns to higher education. More sophisticated analyses adjust for these extraneous influences. For instance economists Orley Ashenfelter and Alan Krueger, estim
31、ate that each year of post-high school education results in a wage premium of between 15 and 16 percent. Their study is particularly relevant because they examined the earnings differences for identical twins with different education levels, allowing them to control for genetic and socioeconomic fac
32、tors. Other research puts the wagfe premium for college graduates at nearly 50 per cent. Unfortunately, you cant spend a college wage premium. Income levels for the average college graduate have stagnated. After adjusting for inflation, the average income of college graduates holding full-time jobs
33、rose by only 4. 4 per cent between 1979 and 1997, or at a minuscule annual rate of 0. 2 percent. At the same time, workers with only high-school degrees saw their real income plummet by 15 percent. Bottom line: the much-ballyhooed college wage “premium“ is due primarily to the fall in inflation-adju
34、sted salaries of workers who havent been to college. In fact, if you dont go on to graduate school or are not among the top graduates at one of the nations elite colleges, chances are your sky-high tuition is buying you no economic advantage whatsoever. In recent decades the flood of graduates has b
35、een so great that an increasing proportion have found themselves, within a few years, working as sales clerks, cab drivers, and in other jobs that do not require a college degree. In 1995, approximately 40 percent of people with some college education and 10 percent of those with a college degree wo
36、rked at jobs requiring only high-school skills. Thats up from 30 percent and 6 percent, respectively, in 1971. 56 The traditional calculation of the economic return to higher education is inaccurate because _. （ A） it doesnt take into account the changing economic situations （ B） it involves small s
37、amples （ C） it failed to incorporate some aspects which themselves might have added to the earnings of college graduates （ D） it does not specify whether non-college graduates have high-school degrees 57 What does the author mean when he says “you cant spend a college wage premium“ (para. 3)? （ A） C
38、ollege graduates tend to stash money away. （ B） The economic returns for college graduates have decreased since 1979. （ C） The economic returns to higher education have not increased very much since 1979. （ D） College graduates could hardly earn enough to pay high living cost. 58 Which of the follow
39、ing statements is NOT true? （ A） The economic return to higher education is lower by the more sophisticated analyses than by traditional methods. （ B） Results of analyses of college premium differ greatly. （ C） Between 1979 and 1997, workers with only high-school degrees saw their real income fall.
40、（ D） Graduates from graduate schools have the same economic returns as those from colleges. 59 According to the last paragraph, _. （ A） more and more people go to elite colleges （ B） tuition has started to decline （ C） there are too many college graduates （ D） the quality of college education has de
41、clined 60 Which of the following is the topic of the passage? （ A） Overestimated college premium. （ B） The payoffs of college education. （ C） The myths of college education. （ D） The decline of college education. 60 The “standard of living“ of any country means the average persons share of the goods
42、 and services which the country produces. A countrys standard of living, therefore, depends first and foremost on its capacity to produce wealth. “Wealth“ in this sense is not money, for we do not live on money but on things that money can buy: “goods “such as food and cloth-ing, and “services“ such
43、 as transport and entertainment. A countrys capacity to produce wealth depends upon many factors, most of which have an effect on one another. Wealth depends to a great extent upon a countrys natural resources, such as coal, gold, and other minerals, water supply and so on. Some regions of the world
44、 are well supplied with coal and minerals, and have a fertile soil and a favourable climate; other regions possess none of them. The USA is one of the wealthiest regions of the world because she has vast natural resources within her borders, her soil is fertile, and her climate is varied. The Sahara
45、 Desert, on the other hand, is one of the least wealthy. Next to natural resources comes the ability to turn them to use. Sound and stable political conditions, and freedom from foreign invasion, enable a country to develop its natural resources peacefully and steadily, and to produce more wealth th
46、an another country equally well served by nature but less well ordered. Another important factor is the technical efficiency of a countrys people. Old countries that have, through many centuries, trained up numerous skilled craftsmen and technicians are better placed to produce wealth than countries
47、 whose workers are largely unskilled. Wealth also produces wealth. As a country becomes wealthier, its people have a large margin for saving, and can put their savings into factories and machines which will help workers to produce more goods in their working day. A countrys standard of living does n
48、ot only depend upon the wealth that is produced and consumed within its own borders, but also upon what is indirectly produced through international trade. For example, Britains wealth in foodstuffs and other agricultural products would be much less if she had to depend only on those grown at home.
49、Trade makes it possible for her surplus manufactured goods to be traded abroad for the agricultural product that would other wise be lacking. A countrys wealth is, therefore, much influenced by its manufacturing capacity, provided that other countries can be found ready to accept its manufactures. 61 According to the author, a nations wealth depends upon_. （ A） its standard of living （ B） its money （ C） its ability to provide goods and se
