1、国家公共英语（五级）笔试模拟试卷 1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 John was in a nursery school for one year, （ A） Right （ B） Wrong 2 The work in the kinde
2、rgarten includes story retelling, drawing, singing and studying. （ A） Right （ B） Wrong 3 John went to Junior School at the age of five, （ A） Right （ B） Wrong 4 Some children still have to take an exam called “eleven-plus“ nowadays. （ A） Right （ B） Wrong 5 In Britain, secondary schools consist of gra
3、mmar schools, technical schools, comprehensive schools and academic schools. （ A） Right （ B） Wrong 6 Most children go to a grammar school. （ A） Right （ B） Wrong 7 Comprehensive schools can satisfy all levels of academic abilities. （ A） Right （ B） Wrong 8 A private school was called a public school i
4、n Britain. （ A） Right （ B） Wrong 9 According to Martin, the riches have the priority choosing the best schools for their children. （ A） Right （ B） Wrong 10 John thinks that if people give up some traditional ideas, every child will have a chance to go to college. （ A） Right （ B） Wrong Part B Directi
5、ons: 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 What is the womans tone of voice when she first sees the man? （ A） Frustrated. （ B） Relieved. （ C） Sarcastic. （ D） Apologetic. 12 What are the students do
6、ing when the man arrives in class? （ A） Taking an examination. （ B） Drawing graphs. （ C） Giving presentations. （ D） Having a class of discussion. 13 How much time do the man and the woman have before they address the class? （ A） Less than ten minutes. （ B） About twenty minutes. （ C） Forty-five minut
7、es. （ D） Over an hour. 14 The tramp was locked in the store （ A） for his own mistakes. （ B） due to a misunderstanding. （ C） by accident. （ D） through an error of judgment. 15 What action did the tramp take? He （ A） looted the store. （ B） made himself at home. （ C） went to sleep for 2 days. （ D） had
8、a Christmas party. 16 When the tramp was arrested, he （ A） laughed at the police. （ B） looked forward to going to prison. （ C） took his bottles with him. （ D） didnt make any fuss. 17 What is this passage mainly about? （ A） The human nose as an organ for breathing and smelling. （ B） The nose providin
9、g us with various expressions. （ C） A woman poets wish to have two noses. （ D） Interesting comments made on Cleopatras nose. 18 What does “A person who is led around by the nose“ mean? （ A） A person who lets his instinct guide him. （ B） A person who has no will of his own. （ C） A person who is decis
10、ive. （ D） A person who is full of imagination and creativity. 19 Who can be described as “a man to have his nose put out of joint“? （ A） A gay man. （ B） A sick man. （ C） A man who wants to smell a flower. （ D） A man who feels hurt and depressed. 20 What does “it is as plain as the nose on your face“
11、 mean? （ A） It is easy to solve. （ B） Something looks like your nose. （ C） It is something quite understandable. （ D） There is a plain-looking nose on your face. Part C Directions: You will hear a talk. As you listen, answer the questions or complete the notes in your test booklet for Questions 21-3
12、0 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. 21 Besides the form of reports, in what other forms can we give oral presentations? 22 Whats the essential point we should realize about speech and
13、writing? 23 What can the listeners rely on when they are listening? 24 Whats one of the best ways to help your audience? 25 Besides the problem of speaking too fast, what else will make listening more difficult? 26 Before delivering the new information, what should the speaker give his audience? 27
14、After delivering the new information, why should the speaker also give his audience some time? 28 What does repetition of ideas mean? 29 Whats the third method mentioned here to give the listener time for think? 30 Can you give an example of “filler words“? 一、 Section II Use of English (15 minutes)
15、Directions: Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1. 31 You may say that the business of marking books is going to slow down your reading. (31) probably will. Thats one of the (32) for doing it. Most of us have been ta
16、ken in by the notion that speed of (33) is a measure of our intelligence. There is (34) such thing as the fight (35) for intelligent reading. Some things should be (36) quickly and effortlessly, and some should be read (37) and even laboriously. The sign of intelligence (38) reading is the ability t
17、o read (39) things differently according to their worth. In the (40) of good books, the point is not to see how many of them you can get through, (41) how many can you get through, how many you can (42) your own. A few friends are (43) than a thousand acquaintances. If this be your goal, (44) it sho
18、uld be, you will not be impatient if it takes more time and effort to read a great book than it (45) a newspaper. You may have another objection to (46) books. You cant lend them to your friends (47) nobody else can read them (48) being distracted by your notes. Whats more, you wont want to lend the
19、m because a (49) copy is a kind of intellectual diary, and (50) it is almost like giving your mind away. If your friend hopes to read your “Shakespeare“, or “The Federalist Papers“, tell him, gently but firmly, to buy a copy. You will lend him your car or your coat, but your books are as much a part
20、 of you as your head or your heart. 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. 51 Opinion polls are now beginning to show that, whoever is to blame and whatever happens from now on, high une
21、mployment is probably here to stay. This means we shall have to make ways of sharing the available employment more widely. But we need to go further. We must ask some primary questions about the future of work. Would we continue to treat employment as the norm? Would we not rather encourage many oth
22、er ways for self-respecting people to work? Should we not create conditions in which many of us can work for our- selves, rather than for an employer? Should we not aim to revive the household and the neighborhood, as well as the factory and the office, as centers of production and work? The industr
23、ial age has been the only period of human history in which most peoples work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could provide th
24、e prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom. Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means
25、to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from peoples homes. Later, as transportation improved, first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many peoples work los
26、t all connection with their home lives and the place in which they lived. Meanwhile, employment put women at a disadvantage. In pre-industrial time, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to be paid emplo
27、yment, leaving the unpaid work of the home and family to his wife. Tax and benefit regulations still assume this norm today and restrict more flexible sharing of work roles between the sexes. It was not only women whose work status suffered. As employment became the dominant form of work, young peop
28、le and old people were excluded a problem now, as more teenagers become frustrated at school and more retired people want to live active lives. All this may now have to change. The time has certainly come to switch some effort and resources away from the idealist goal of creating jobs for all, to th
29、e urgent practical task of helping many people to manage without full time jobs. 51 Research carried out in the recent opinion polls shows that （ A） available employment should be restricted to a small percentage of the population. （ B） new jobs must be created in order to rectify high unemployment
30、figures. （ C） available employment must be more widely distributed among the unemployed. （ D） the nowaday high unemployment figures are a truth of life. 52 The arrival of the industrial age in our historical evolution meant that （ A） universal employment virtually guaranteed prosperity. （ B） economi
31、c freedom came within everyones control. （ C） patterns of work were fundamentally changed. （ D） peoples attitudes to work had to be reversed. 53 The enclosures of the 17th and 18th centuries meant that （ A） people were no longer legally entitled to own land. （ B） people were driven to look elsewhere
32、 for means of supporting themselves. （ C） people were not adequately compensated for the loss of their land. （ D） people were badly paid for the work they managed to find. 54 The effects of almost universal employment were overwhelming in that （ A） the household and village community disappeared com
33、pletely. （ B） men now travelled enormous distances to their places of work. （ C） young and old people became superfluous components of society. （ D） the work status of those not in paid employment suffered. 55 The article concludes that （ A） the creation of jobs for all is an impossibility. （ B） our
34、 efforts and resources in terms of tackling unemployment are insufficient. （ C） people should begin supporting themselves by learning a practical skill. （ D） we should help those whose jobs are only part-time. 56 Throughout history there have been many unusual taxes levied on such things as hats, be
35、ds, baths, marriages, and funerals. At one time England levied a tax on sunlight by collection from every household with six or more windows. And according to legend, there was a Turkish ruler who collected a tax each time he dined with one of his subjects. Why? To pay for the wear and tear on his t
36、eeth! Different kinds of taxes help to spread the tax burden. Anyone who pays a tax is said to “bear the burden“ of the tax. The burden of a tax may fall more heavily on some persons than on others. That is why the three levels of government in this country use several kinds of taxes. This spreads t
37、he burden of taxes among more people. From the standpoint of their use, the most important taxes are income taxes, property taxes, sales taxes, and estate, inheritance, and gift taxes. Some are used by only one level of government; others by or even all three levels. Together these different taxes m
38、ake up what is called our tax system. Income taxes are the main source of federal revenues. The federal government gets more than three-fourths of its revenue from income taxes. As its name indicated, an income tax is a tax on earnings. Both individuals and business corporations pay a federal income
39、 tax. The oldest tax in the United States today is the property tax. It provides most of the income for local governments. It provides at least a part of the income for all but a few states. It is not used by the federal government. A sales tax is a tax levied on purchases. Most people living in the
40、 United States know about sales taxes since they are used in all but four states. Actually there are several kinds of sales taxes, but only three of them are important. They are general sales taxes, excise taxes, and import taxes. Other three closely related taxes are estate, inheritance, and gift t
41、axes. Everything a person owns, including both real and personal property, makes up his or her estate. When someone dies, ownership of his or her property or estate passes on to one or more individuals or organizations. Before the property is transferred, however, it is subject to an estate tax if i
42、ts value exceeds a certain amount. 56 The reason that the Turkish ruler collected a dining tax is to pay for （ A） the inconvenience for him to put on and take off clothes. （ B） the damage that eating did to his teeth. （ C） his efforts to cut the food into pieces. （ D） the decay of his teeth because
43、of sugar. 57 The government levies different kinds of taxes so that （ A） the rich have to pay more and the poor less. （ B） a wider range of taxpayers can be included. （ C） each of three levels of government could get tax money. （ D） the burden of taxes falls evenly on everybody. 58 The federal gover
44、nment get most of their income from （ A） property tax. （ B） income tax. （ C） sales tax. （ D） estate tax. 59 How many states levy import taxes in the U.S.A.? （ A） 4 （ B） 50 （ C） 46 （ D） 54 60 Which of the following statements is NOT true? （ A） Any form of property is subject to an estate tax when tra
45、nsferred. （ B） Property tax provides a part of income for local government. （ C） There are a few kinds of sales taxes. （ D） Individuals and corporations both pay income taxes. 61 World leaders met recently at United Nations headquarters in New York City to discuss the environmental issues raised at
46、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 Earths 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
47、 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 real changes in the attitude of ordinary people in the Third World toward family size and a dawning realisation that
48、 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 it didnt accomplish. One item on the agenda at Rio, for example, was a renewed effort to save tropical forests
49、. (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 immunizing 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
