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 2019-11-19 |
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Education
Listening
(1,3)
Прослушайте шесть высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Занесите свои ответы в таблицу.
1. A diary in your mobile may be a good idea.
2. This way to remember things doesn’t go well with hygiene.
3. One should keep used diaries and daily planners.
4. This technique is not good for remembering things.
5. Good memory may be a question of genetics.
6. Writing things on pieces of paper is convenient.
7. Keeping a diary can help not to forget things.
| A | B | C | D | E | F |
1,9 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. Some countries offer good career opportunities for beginning teachers.
2. Don’t hesitate to write to the employer if you need the job.
3. Teaching as a way to change your life.
4. Relatives are happy when you decide not to teach abroad.
5. Teaching abroad doesn’t seem nice to some people.
6. My relative is a role model for me in terms of working abroad.
7. My relative is a role model for me in terms of working abroad.
| A | B | C | D | E | F |
2,3 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Toni informs Bill on what marks she has just given.
2. Bill thinks reports are easier to write than narrative texts.
3. Bill has never had enough imagination to write narrative texts.
4. Some students make mistakes not paying attention to the exam questions.
5. Toni thinks some students don’t write a plan for their report.
6. Toni’s students normally check each other’s reports.
7. It’s not a good idea to include your spelling mistakes to your checklists.
| A | B | C | D | E | F | G |
2,4 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Students in Claire’s class have been using diaries for 2 years.
2. Claire is satisfied with the way Peter’s worked with his diary.
3. Peter thinks diaries are useful if you have a bad memory.
4. Making comments in the diary helps Peter learn better.
5. Peter thinks that writing a diary is easy.
6. Peter wants Claire to mark his English mistakes in his diary
7. Claire thinks that Peter doesn’t like writing a diary
| A | B | C | D | E | F | G |
2,8 Прослушайте шесть высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Занесите свои ответы в таблицу.
a.
1. Tom and Alice used to go to the same school a few years ago.
2. Tom has no homework at school.
3. Alice thinks the Arabic language is rather fashionable.
4. Tom’s been studying French at his father’s request.
5. Alice is wondering what leisure activities Tom has.
6. Tom is planning to start writing poetry.
7. Tom takes a train to visit his parents on holidays.
| A | B | C | D | E | F |
3,5 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы
в таблицу.
1. There are pluses and minuses about any school.
2. I was able to learn a lot while studying at school.
3. I wish I had more to remember about school.
4. You can be the school’s pride without high grades.
5. School has much to offer besides lessons.
6. School can’t offer anything to remember it by.
7. Now I regret not doing well enough at school.
| A | B | C | D | E | F |
4,5 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. With a uniform it is easier to get ready for school in the morning.
2. The discussion about school uniforms has a long his
3. There are too many disadvantages about a school uniform.
4. School uniforms are a way to save your family’s money.
5. The importance of the uniform may be realized after leaving school.
6. You can always find a way to look innovative.
7. University students never get worried about uniforms.
4,7 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. Getting used to uniforms is good for a future career.
2. A uniform makes the school a better organized place.
3. Uniforms make students focus more on their learning.
4. Uniforms help improve the discipline at schools.
5. Uniforms will not make life at school better.
6. Uniforms can teach students how to behave professionally.
7. Uniforms can help prevent crimes at school.
| A | B | C | D | E | F |
5,3 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Jake succeeded in his school-leaving exams.
2. Jake has an elder brother.
3. Jake wants to teach the subject Miss Clark teaches.
4. Miss Clark is surprised with Jake’s career choice.
5. Jake doesn’t believe in the abilities of every student.
6. Miss Clark thinks Jake’s made the right choice.
7. Miss Clark isn’t happy to hear Jake’s words.
| A | B | C | D | E | F | G |
6,7 Прослушайте аудиозапись. Определите, какие из приведённых утверждений А1–А7 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Укажите номер выбранного вами варианта ответа.
Начало формы
Конец формы
Начало формы
Конец формы
1. Lucy wasn’t at school for several days.
2. Lucy felt bad because of overeating.
3. Lucy’s mother is a doctor.
4. Peter did exercises with the map at the blackboard.
5. Peter is not afraid of the test.
6. Peter offers his notes to Lucy.
7. Lucy and Peter are going to review for the test later.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
6,9 Прослушайте диалог. Определите, какие из приведённых утверждений А1–А7 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Укажите номер выбранного Вами варианта ответа.
1. David hasn’t been to school for some time.
2. Paula knew David felt much better.
3. Doctors think David needs a month to recover.
4. David has to read 78 pages from the history book.
5. David thinks the essay task is very hard.
6. Paula will e-mail the article for the biology task to David.
7. Paula agreed to visit David the next day.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
7,6 Вы услышите интервью. В заданиях 3 – 9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Вы услышите запись дважды.
As a child, Jack was …
1. very focused on his schoolwork.
2. unable to concentrate in class.
3. eager to learn from his teachers.
According to Jack, curiosity means studying the world and …
1. attractive objects.
2. unusual subjects.
3. people themselves.
Jack went to an underwater lab because he knew …
1. he had to study the ocean there.
2. it was his last chance to work at this lab.
3. he had never been to the bottom of the ocean before.
In 31 days Jack and his team were able to …
1. do several years of scientific studies in a short time.
2. count the number of white sharks.
3. save some endangered species of fish.
According to Jack, the most valuable underwater opportunity was his
1. engagement in animal behaviour studies.
2. ability to share his finding with the help of technology.
3. chance to test a small underwater lab.
In Jack’s opinion, the goal of any adventure is to …
1. acquire knowledge and experience.
2. test one’s limits.
3. share one’s knowledge with others.
Jack says, “Nothing is impossible” in relation to …
1. his biggest dream.
2. climate change.
3. the success of future generations.
Reading
Прочитайте текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7. Одна из частей в списке 1–7 лишняя. Занесите цифру, обозначающую соответствующую часть предложения, в таблицу.
| Harry Potter course for university students Students of Durham University are being given the chance to sign up to what is thought to be the UK's first course focusing on the world of Harry Potter. Although every English-speaking person in the world knows about Harry Potter books and films, few have thought of using them as a guide to … modern life. The Durham University module uses the works of JK Rowling A __________ modern society. “Harry Potter and the Age of Illusion” will be available for study next year. So far about 80 undergraduates have signed B __________ a BA degree in Education Studies. Future educationalists will analyse JK Rowling’s fanfiction from various points of view. A university spokesman said: “This module places the Harry Potter novels in a wider social and cultural context.” He added that a number of themes would be explored, C __________ the classroom, bullying, friendship and solidarity and the ideals of and good citizenship. The module was created by the head of the Department of Education at Durham University. He said the idea for the new module had appeared in response D __________ body: “It seeks to place the series in its wider social and cultural context and will explore some fundamental issues E __________. You just need to read the academic writing which started F __________ that Harry Potter is worthy of serious study.” |
|
Установите соответствие междузаголовками A – F и текстами писем 1 – 5, опубликованных в журнале для изучающих английский язык. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании один заголовок лишний.
А. PROBLEMS WITH TEACHING METHODS
B. MAKING IT EASIER TO UNDERSTAND
C. STUDYING WITH OR WITHOUT A TEACHER
D. COMMUNICATION PROBLEMS
E. EXAMINATION RESULTS
F. ENGLISH PEOPLE'S MISTAKES
1. I'm a 24-year-old business student from Malaysia and I've been going to English classes at night school for the past 5 years. Up to now I've thought that I'm a good student. Last month I went to Britain. Nobody could understand me and I couldn't understand them. What went wrong? My English teacher is very good and I always get the highest mark for my grammar test.
2. I'm writing to ask your opinion on my problem. My English teacher never corrects my mistakes when I'm speaking. Isn't that her job? How am I going to learn to speak better? Also she's always telling me that I should forget all the rules of grammar that I learnt when I was younger.
3. I am looking after two small English children. I love my job but the way that English people speak is a little surprising. For example, I often hear them say things like 'more friendlier', and I thought it should be 'more friendly'. Many of them say 'we was' instead of 'we were'. Can you explain this? Would it be impolite of me to correct them?
4. I have been studying English for three years. I'm quite good at reading and writing but listening is very difficult for me. My teacher suggested that I listen to the BBC World Service every day in order to understand English better. The problem is that it's hard for me to understand every word. Do you have any ideas about how to make listening to the radio less difficult? I like to listen to news very much.
5. I have studied English for five years at school but for the past six months I have been using the Internet and books to learn. There are lots of materials to choose but I'm not sure what is best for me and how I should use them. I really would like to take some international examination but don't know how to study without help. Should I take a course in my local school – which is a little expensive for me now – or is it possible to prepare for the exam on my own?
| 1 | 2 | 3 | 4 | 5 |
Установите соответствие между темами A–Н и текстами 1–7. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.
B. From Agony to Love
C. Teaching to Learn
E. Things Worth Learning
G. What My Father Taught Me
H. The Power of Numbers
1. Education has the power to transform a person’s life. I am the living example of this. When I was on the streets, I thought I was not good at anything but I wrote a poem, and it got published. I went back to school to learn. I have learned the benefit of research and reading, of debate and listening. One day soon a group of fresh-faced college students will call me professor.
2. Language has the capacity to change the world and the way we live in it. People are often afraid to call things by their direct names, use taboos not to notice dangerous tendencies. Freedom begins with naming things. This has to happen in spite of political climates, careers being won or lost, and the fear of being criticized. After Helen Caldicott used the word ‘nuclear arms race’ an anti-nuclear movement appeared.
3. I never wanted to be a teacher. Yet years later, I find myself teaching high school English. I consider my job to be one of the most important aspects of my life, still I do not teach for the love of teaching. I am a teacher because I love to learn, and I have come to realize that the best way to learn is to teach.
4. One day my sister and I got one and the same homework. My sister finished the task in 2 minutes and went off to play. But I could not do it, so I went into my sister's room and quickly copied her work. But there was one small problem: my father caught me. He didn’t punish me, but explained that cheating makes people feel helpless. And then I was left feeling guilty for cheating.
5. Lifelong learning does not mean spending all my time reading. It is equally important to get the habit of asking such questions as “what don’t I know about this topic, or subject?”, “what can I learn from this moment or person?”, and “what more do I need to learn?” regardless of where I am, who I am talking to, or what I am doing.
6. Math has always been something that I am good at. Mathematics attracts me because of its stability. It has logic; it is dependable and never changes. There might be some additions to the area of mathematics, but once mathematics is created, it is set in stone. We would not be able to check emails or play videogames without the computer solving complex algorithms.
7. When my high school English teacher asked us to read Shakespeare, I thought it was boring and too difficult. I agonized over the syntax – I had never read anything like this. But now I am a Shakespeare professor, and enjoy teaching Hamlet every semester. Each time I re-read the play, I find and learn something new for myself.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Прочитайте рассказ и выполните задания 1–7. В каждом задании обведите букву A, B, C или D, соответствующую выбранному вами варианту ответа.
A School Story
It happened at my private school thirty odd years ago, and I still can't explain it. I came to that school in September and among the boys who arrived on the same day was one whom I took to. I will call him McLeod. The school was a large one: there must have been from 120 to 130 boys there as a rule, and so a considerable staff of masters was required. One term a new master made his appearance. His name was Sampson. He was a tall, well-built, pale, black-bearded man. I think we liked him. He had travelled a good deal, and had stories which amused us on our school walks, so that there was some competition among us to get a chance to listen to him.
Well, the first odd thing that happened was this. Sampson was doing Latin grammar with us. One of his favourite methods was to make us construct sentences out of our own heads to illustrate the rules he was trying to teach us. Now, on this occasion he ordered us each to make a sentence bringing in the verb memini, 'I remember.' Well, most of us made up some ordinary sentence such as 'I remember my father,' but the boy I mentioned - McLeod - was evidently thinking of something more interesting than that. Finally, very quickly he wrote a couple of lines on his paper, and showed it up with the rest. The phrase was "Remember the lake among the four oaks." Later McLeod told me that it had just come into his head. When Sampson read it he got up and went to the mantel-piece and stopped quite a long time without saying anything looking really embarrassed. Then he wanted to know why McLeod had put it down, and where his family lived, and if there was such a lake there, and things like that.
There was one other incident of the same kind. We were told to make a conditional sentence, expressing a future consequence. We did it and showed up our bits of paper, and Sampson began looking through them. All at once he got up, made some odd sort of noise in his throat, and rushed out. I noticed that he hadn't taken any of the papers with him, so we went to look at them on his desk. The top paper on the desk was written in red ink - which no one used - and it wasn't in anyone's handwriting who was in the class. I questioned everyone myself! Then I thought of counting the bits of paper: there were seventeen of them on the desk, and sixteen boys in the form. I put the extra paper in my bag and kept it. The phrase on it was simple and harmless enough: 'If you don't come to me, I'll come to you.' That same afternoon I took it out of my bag - I know for certain it was the same bit of paper, for I made a finger-mark on it - and there was no single piece of writing on it!
The next day Sampson was in school again, much as usual. That night the third and last incident in my story happened. We - McLeod and I - slept in a bedroom the windows of which looked out at the main building of the school. Sampson slept in the main building on the first floor. At an hour which I can't remember exactly, but some time between one and two, I was woken up by somebody shaking me. I saw McLeod in the light of the moon which was looking right into our windows. 'Come,' he said, - 'come, there's someone getting in through Sampson's window. About five minutes before I woke you, I found myself looking out of this window here, and there was a man sitting on Sampson's window-sill, and looking in.' 'What sort of man? Is anyone from the senior class going to play a trick on him? Or was it a burglar?!' McLeod seemed unwilling to answer. 'I don't know,' he said, 'but I can tell you one thing - he was as thin as a rail: and water was running down his hair and clothing and,' he said, looking round and whispering as if he hardly liked to hear himself, 'I'm not at all sure that he was alive.' Naturally I came and looked, and naturally there was no one there.
And next day Mr. Sampson was gone: not to be found, and I believe no trace of him has ever come to light since. Neither McLeod nor I ever mentioned what we had seen to anyone. We seemed unable to speak about it. We both felt strange horror which neither could explain.
1. Why did schoolchildren like the new teacher, Mr. Sampson?
А) They liked his appearance.
B) He often went for a walk with them.
C) He organized competitions for them.
D) They enjoyed listening to his stories.
2. How did Mr. Sampson teach Latin grammar?
А) He told the pupils to learn the rules by heart.
B) He asked the pupils to make up example sentences.
C) He illustrated the rules with pictures.
D) He made up interesting sentences to illustrate the rules.
3. Why did McLeod write the phrase "Remember the lake among the four oaks?"
А) There was a place like that in his native town.
B) He wanted to show his knowledge of Latin grammar.
C) The phrase suddenly came to his mind.
D) He wanted to embarrass the teacher.
4. What did Mr. Sampson do after reading the examples of conditional sentences?
А) He left the classroom immediately.
B) He put the papers with the examples into his bag.
C) He asked who had written the example in red ink.
D) He gave marks to the pupils.
5. What was wrong with the paper written in red ink?
А) It didn’t illustrate the rule that was studied.
B) It had finger-marks on it.
C) It didn’t belong to anyone in the class.
D) It had many grammar mistakes.
6. Who did McLeod see on Mr. Sampson’s window-sill?
А) Nobody.
B) A stranger.
C) One of his schoolmates.
D) Mr. Sampson.
7. Why did the boys never tell anyone about the incident at night?
А) They were not asked about it.
B) Mr. Sampson asked them not to tell anyone.
C) They agreed to keep it secret.
D) They were afraid to speak about it.
Прочитайте текст и выполните задания А15–А21. В каждом задании укажите номер выбранного Вами варианта ответа.
Women and the maths problem
Women's underachievement in maths may not be due to their poor self-image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-called "stereotype threat" theory – which holds that women perform worse than men because they expect to do badly – "does not stand up to scrutiny".
Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.
According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-levels in the subject are taken by boys, who achieve 60% of grade As.
I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-roads had been made.
But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?
One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains – that science subjects "aren't really for girls" – has led to a double-whammy effect, reducing female entrants even further.
Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.
I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.
But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and mid-levels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.
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Прочитайте текст и выполните задания А15–А21. В каждом задании укажите номер выбранного Вами варианта ответа.
The First Day at School
Do you remember your first day at school? It was probably 1 ____ confusing. Now, to 2 ____ this confusion, many primary schools in England have a special teacher who welcomes new pupils. She is 3 ____ a reception class teacher. The children are 4 ____ with the idea of school and if they have been good, they can’t understand why they have to go to school. They imagine that school isoptional. When the child goes to school on his first day and watches his mother leaving he thinks that she is deserting him. The teacher must 5 ____ him that at the end of the day his mother will be back and take him home. The children are not the only people that are disturbed by going to school. The teacher sometimes has as much difficulty in 6 ____ with the mothers. They hang around and dislike leaving the child without their protection.
The best way to 7 ____ with the situation is to get the child used to the idea of school. Before the beginning of term, the mother should take her child to see the teacher and to look 8 ____ the school. The first day should be something to emphasize the regularityof school.
1. А) enough; Б) rarely; В) rather; Г) equally
2. A) escape; Б) defeat; В) beat; Г) avoid
3. A) named; Б) called; В) said; Г) told
4. A) afraid; Б) threatened; В) endangered; Г) risked
5. A) convince; Б) prove; В) explain; Г) announce
6. A) managing; Б) guiding; В) coping; Г) handling
7. A) face; Б) deal; В) touch; Г) consider
8. A) through; Б) about; В) after; Г) round
What a story!
Daniel, aged 4, returned from Sunday school with a new amusing Christmas story about the Three Wise Men of the East. They _________ BRING _________ gifts to the baby Jesus.
Daniel was so excited he just had to tell his parents, “I learned in Sunday School all about the very _________ ONE _________ Christmas. There wasn’t a Santa Claus then, so these three wise men on camels had to deliver all the toys.
And Rudolph the Red-nosed Reindeer with his nose so bright ________ NOT LEAD __________ the sleigh, so they had to follow the big star in the sky to find their way around”.
He was too clever
Some people want to show how clever they are and that may lead to trouble. Once a professor _________ TRAVEL _________ by boat. On his way he asked the sailor: “Do you know biology, ecology, zoology, geography?”
The sailor said no to all his questions. The professor said: “What on Earth do you know? You _________ DIE _________ of illiteracy.”
After a while, the boat started _________ SINK _________. The sailor asked the professor: “Do you know swiminology and escapology from sharkology?” The professor said no. The sailor said, “Well, sharkology and crocodilogy will eat your headology and bodyology and you will dielogy because of your mouthology.”
The purpose of education
A famous professor greeted the first year undergraduates at the beginning of the academic year. He _________ TELL _________ them in his opening remarks:
“Nothing you learn here at the university will be of slightest use to you _________ LATE _________, but one thing.
If you work hard, if you train your brain, you should be able to understand when a man ________ TALK __________ nonsense. And that, in my view, is the main, if not the sole, purpose of education.”
Education for everyone
Thomas Jefferson made a considerable contribution to the development of education. He hoped that one day all young people on our planet ________ HAVE __________ the right to education.
Today, his dream _________ COME _________ true. At the global level, the United Nations recognises the right of everyone to education.
Although education is compulsory in most places, school attendance is optional, therefore some parents choose home-schooling for their _______ CHILD ___________.
Boston Public Library
Dating from 1852, Boston Public Library contributes much to Boston’s reputation as the “Athens of America”. The old building is notable for its magnificent facade and interior art. ___ VISIT ____ can pick up a free brochure. The brochure will be ___ HELP ___ to visitors. _____ ALTERNATIVE ___, free guided tours depart from the entrance hall at various times. This ___ ORIGIN ____ building, inspired by Italian Renaissance, can boast of enormous bronze doorways, iron gates and lanterns. From there a marble staircase leads the guests inside. Besides this _____ AMAZE ___ artistry, the library holds untold treasures in its special collections, including John Adams’ personal library. If you visit this place once, it will be ___ POSSIBLE ____ for you to forget it.
You have received a letter from your English-speaking pen-friend Jack who writes:
… I’ve enrolled to a university in Denver. They have a good business school. What do you plan to do after school? By the way, what’s your graduation party going to be like? What are you going to wear? …
My younger sister has started taking swimming lessons …
Write a letter to Jack.
You have received a letter from your English-speaking pen-friend Mary who writes:
… I hope everything is fine at school. What’s your regular school day this year like? What is your favourite school subject, and why? What afterschool clubs do you plan to join this year, if any at all?
I’ve got a new pet …
Write a letter to Mary.
You have received a letter from your English-speaking pen-friend Dave who writes:
… Our PE teacher is super! He lets us play different ball games and sports during the lessons. Do you like your PE classes, and why? What sports and games can you play at school? What after-class activities are most popular in your school?
Last week my Dad organized a picnic for all our family …
Write a letter to Dave.
Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:
· give a brief description of the photos (action, location)
· say what the pictures have in common
· say in what way the pictures are different
· say which way of preparing for classes presented in the pictures you prefer
· explain why
You will speak for not more than 2 minutes (12 – 15 sentences). You have to talk continuously.
Photo 1.
| Photo 2.
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Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:
· give a brief description of the photos (action, location)
· say what the pictures have in common
· say in what way the pictures are different
· say which of the ways of reading a book presented in the pictures you’d prefer
· explain why
Education
Listening
(1,3)
Прослушайте шесть высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Занесите свои ответы в таблицу.
1. A diary in your mobile may be a good idea.
2. This way to remember things doesn’t go well with hygiene.
3. One should keep used diaries and daily planners.
4. This technique is not good for remembering things.
5. Good memory may be a question of genetics.
6. Writing things on pieces of paper is convenient.
7. Keeping a diary can help not to forget things.
| A | B | C | D | E | F |
1,9 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. Some countries offer good career opportunities for beginning teachers.
2. Don’t hesitate to write to the employer if you need the job.
3. Teaching as a way to change your life.
4. Relatives are happy when you decide not to teach abroad.
5. Teaching abroad doesn’t seem nice to some people.
6. My relative is a role model for me in terms of working abroad.
7. My relative is a role model for me in terms of working abroad.
| A | B | C | D | E | F |
2,3 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Toni informs Bill on what marks she has just given.
2. Bill thinks reports are easier to write than narrative texts.
3. Bill has never had enough imagination to write narrative texts.
4. Some students make mistakes not paying attention to the exam questions.
5. Toni thinks some students don’t write a plan for their report.
6. Toni’s students normally check each other’s reports.
7. It’s not a good idea to include your spelling mistakes to your checklists.
| A | B | C | D | E | F | G |
2,4 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Students in Claire’s class have been using diaries for 2 years.
2. Claire is satisfied with the way Peter’s worked with his diary.
3. Peter thinks diaries are useful if you have a bad memory.
4. Making comments in the diary helps Peter learn better.
5. Peter thinks that writing a diary is easy.
6. Peter wants Claire to mark his English mistakes in his diary
7. Claire thinks that Peter doesn’t like writing a diary
| A | B | C | D | E | F | G |
2,8 Прослушайте шесть высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Занесите свои ответы в таблицу.
a.
1. Tom and Alice used to go to the same school a few years ago.
2. Tom has no homework at school.
3. Alice thinks the Arabic language is rather fashionable.
4. Tom’s been studying French at his father’s request.
5. Alice is wondering what leisure activities Tom has.
6. Tom is planning to start writing poetry.
7. Tom takes a train to visit his parents on holidays.
| A | B | C | D | E | F |
3,5 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы
в таблицу.
1. There are pluses and minuses about any school.
2. I was able to learn a lot while studying at school.
3. I wish I had more to remember about school.
4. You can be the school’s pride without high grades.
5. School has much to offer besides lessons.
6. School can’t offer anything to remember it by.
7. Now I regret not doing well enough at school.
| A | B | C | D | E | F |
4,5 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. With a uniform it is easier to get ready for school in the morning.
2. The discussion about school uniforms has a long his
3. There are too many disadvantages about a school uniform.
4. School uniforms are a way to save your family’s money.
5. The importance of the uniform may be realized after leaving school.
6. You can always find a way to look innovative.
7. University students never get worried about uniforms.
4,7 Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A – F и утверждениями, данными
в списке 1 – 7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
1. Getting used to uniforms is good for a future career.
2. A uniform makes the school a better organized place.
3. Uniforms make students focus more on their learning.
4. Uniforms help improve the discipline at schools.
5. Uniforms will not make life at school better.
6. Uniforms can teach students how to behave professionally.
7. Uniforms can help prevent crimes at school.
| A | B | C | D | E | F |
5,3 Вы услышите диалог. Определите, какие из приведённых утверждений А – G соответствуют содержанию текста (1 – True ), какие не соответствуют (2 – False ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated ). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.
1. Jake succeeded in his school-leaving exams.
2. Jake has an elder brother.
3. Jake wants to teach the subject Miss Clark teaches.
4. Miss Clark is surprised with Jake’s career choice.
5. Jake doesn’t believe in the abilities of every student.
6. Miss Clark thinks Jake’s made the right choice.
7. Miss Clark isn’t happy to hear Jake’s words.
| A | B | C | D | E | F | G |
6,7 Прослушайте аудиозапись. Определите, какие из приведённых утверждений А1–А7 соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Укажите номер выбранного вами варианта ответа.
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1. Lucy wasn’t at school for several days.
2. Lucy felt bad because of overeating.
3. Lucy’s mother is a doctor.
4. Peter did exercises with the map at the blackboard.
5. Peter is not afraid of the test.
6. Peter offers his notes to Lucy.
7. Lucy and Peter are going to review for the test later.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
6,9 Прослушайте диалог. Определите, какие из приведённых у
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