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POCCHHCKAH AKAJ(El\'IIDI HAYK IIHCTIITYT .sI3hIK03HAHIDI KA<I>E~PA HHOCTPAHHhIX j\3bIKOB" O.B. CunoJlc TEST YOUR GRAMMAR, VOCABULARY AND READING COMPREHENSION YqefiHOe nocofiHe TpeTbe H3~amle MOCKBA2010 POCCIIHCKMI AKA)l;EMIUI HAYK HHCTHTYT ~3hIK03HAHIDI KA<I>E,lI,PA I1.HOCTPAHHhIX j\3bIKOB O.B. CunoJlc TEST YOUR GRAMMAR, VOCABULARY AND READING COMPREHENSION KOMIIJIEKCHhIE TECThI: rp AMMAT HKA, JIEKCHKA, TEKCT YqeOHOe nOCOOHe TpeTbe H3.n;aHHe MOCKBA2010 3 nPE,l(HCJlOBHE HaCTOlllI\ee yqe6Hoe noc06He npellHa3Ha'ieHO MlI aCnHpaHTOB KaHJlllJlaT CKOro CeMeCTPa H HayqRLIX COTPYI\HHKOB P AH BCeX CnellHaJlbHocreil, H3yqaKl lI\HX aHrJTHilcKHiI lI3bJK. Ero Ue.JlbJO lIBlllleTCli 3aKpermeHHe lIeKcmco-rpaMMarn- 4ecKHX HaBblKOB H HaBbiKOB '1TeHHll 061I\eHayqHblx TeKCTOB. B pa60Te IICnOllb- 30BaJlIICb MHOrO'IHClIeHHble noc06Hl1 no TecrnpOBaHHJO, OPlIJ'IIHaJlbHal! Hayq Hal! H CTPaHOBe.ll'leCKal! JJHTeparypa. Ooc0611e COCTOIIT 113 )leCliTIl TeCTOB, KIDK)IbJi! 113 KOTOPblX CO)leplKlIT TPH TeCTOBbIX 3a)1aHHl!: 1. Test your grammar and usage. 2. Test your vocabulary. 3. Test your reading comprebension. TecToBbJe 3a)1aHHlI Ha rpaMMaTHKY B KIDK)lOM TeCTe npellHa3HaQeHbJ MlI 3a KpermeHHll OT)le.JlbHblX rpaMMaTH'leCKHX HaBblXOB, TaK 'ITO BeCb KOMITJJeKC re CTOB )laeT B03MOlKHOCTb nOBToplITb npaKTII'IeCKil Bce rpaMMaTII'IeCKile II CIIH TaKClI'leCKile TPY)lHOCTII, xapanepHbJe )\JJlI HayqHoH 1Il1Teparypbl. Vocabulary tests cnoc06CTBYJOT pacwllpeHHJO 3anaca 061I\eHayqHoil lIeKCIIKII. TeKCThl B pa3)1e.Jle Reading comprehension - HayqHo-nonyJJllpHoro xapanepa, npH lKe.Jla HHH IIX MOlKHO lICnOllb30BaTb TaKlKe MlI nHCbMeHHoro nepeBO)la: Bce APyrne TeKCTbl, lIBlllIJOllllIeCli QaCTblO TeCTOBblX 3a)1aHHiI, OXBaTbmaKlT WllpOKni! TeMa TH'teCKHH cneKTp; MHorHe H3 HHX MOiKHO HCn01lb30SaTb J],JUI COCTaBlleHHJI TeM Ii 6eCe)lbl no 3TIIM TeMaM (XOTli Ue.Jlb pa3BIITHli HaBblKOB YCTHOil pe'lH B )laHHOM noc0611H He npeClle)lyeTClI). Ooc06He lIMeeT Ue.JlOCTHb~ xapanep, n03ToMY pe KOMeHJIYeTCli lICn0llb30BaTb BeCL KOMrmeKC npe)lcTaBJJeHHbIX B HeM reCTOB B npe)\JJOlKeHHoil aBTOPOM nOClIe)lOBaTe.JlbHOCTH. OOCKOllbKY MeTO)lmca COCTaBJJeHHll reCTOB npe)lyCMaTPHBaeT IICn0llb30Ba lIMe MaKClIMaJlbHOro KOllll'leCTBa CaMblX pa3H006pa3HblX TeCTOBblX 3a)1aHHH, B noc0611H HCnOllb3YJOTCli TaKlKe ynpIDKHeHlIJI, Ha3blBaeMble «TPaIlHUHOHHblMH» (HanplIMep, Ha TPaH<jl0PMauHIO). XO'leTCli Bblpa3HTb Ha)lelK)Iy, 'ITO noc06HeM BOCnOllb3YJOTCli Bce MOll KOllllern MlI pa60Tbl B CBOIIX rpynnax, II 'ITO MaTe P"aJIbl, npe)lCTaBJJeHHble B HeM, nOKIDKYTCli n03HaBaTe.JlbHblMH H lI1ITepeCHblMH. 4 PRACfICE TEST 1 I. Test your grammar and usage. I) Fill each of the numbered blanks in the following passage with one suitable word or phrase. The British spend _L-time talking about the weather that it is _L surprising to flOd that many people take _1_ weather forecasting as a hobby. The Meteorological Office, _~4 _ is responsible _"_ ~ people Q the next day, is 1 receiving suggestions from amateur fore- casters, offering _.8._, Some of _2_ people base their forecasts on the movement of the planets, others on past weather records, and 10 few who use their observation of conditions in the countryside. Of course the Met eorological Office's computers _11_ to be more accurate than one person working 12 , but the computers certainly 13 of mistakes. The small daily variations in British weather are part of more complex patterns that are _14_ not clearly understood. An example of this is the monthly long- range weather forecast the Meteorological Office 15 1963 without much success. The Office began these forecasts 16 an experiment and would not have published them if the Government _11_ on it. The trouble is that 18 the Office doesn't make strong claims for these forecasts, people can't help 12. notice of them. «They're just a nuisance», say many correspond- ents after a wet _2!l_ holiday. 1) A so long B such long C so many D so much 2) A even B quite C rather D hardly 3) A up B out C round D over 4) A it B that C what D which 5) A to tell B to say C for telling D for saying 6) A how will be me weather B how will be me weather will be C what will be like the weather D what the weather will be like 7) A sometimes B often C always D ever 8) A it advice B it advices C to it advice D to it advices 9) A this B that C these D those 10) A there are a B there are C they are a D they are 11) A ought B must C should D might 12) A by his own B by himself C lonely D solely 13) A do full B do plenty C make full D make plenty 5 14) A already B no longer C still 0 yet 15) A has been publishing for B has been publishing since C is publishing for 0 is publishing since 16)Atobe B being C as 0 like 17) A had not insisted B did not insist C was not insisting 0 would not have insisted 18) A in spite of B although C however 0 nevertheless 19) A paying B taking C to pay 0 to take 20) A week's B week C weeks' 0 weeks 2) Rewrite tbe sentences so tbat tbey end witb tbe word underlined. Example: Another company has taken over our company. =. Our company has been taken a) They are dealing with your papers right now. b) Nobody could have accounted fur this phenomenon. c) We are looking inlQ this matter. d) In your next report you should refer !Q these articles. e) At last they have arrived ~ the proper decision. f) I must insist that you keep to the rules. 3) Convert tbe following sentences into tbe Passive Voice tbrougbout. In most cases tbe agent needn't be stated. Keep to tbe corresponding tense. a) They have installed an extra large refrigerator so that they can keep fresh the additional supplies of food. b) When the residents realized that the authorities were constructing a new motorway through the housing estate, they sent a petition against it to the Min istry of Transport. 6 c) They have decided on a fmal date by which they expect that everyone will have taken advantage of the council's offer and have installed the necessary equipment in his house. d) I understood that I could not rely upon her to get a job done. e) If students have given sufficient time and attention to their work, they should have increased considerably their command of English. II. Test vour vocabulary. 1) Choose the word or phrase which best completes each sentence. a) The ...... between the rich and poor countries of the world is increasing daily. A space B gap C distance D interval b) We are going to miss this train ........ we hurry up. A provided B in spite of C unless D despite c) When you buy shares, your investment is always at ....... since share prices can go down as well as go up. A danger B trouble C gamble D risk d) He went to live in France for a year ...... he could pick up the language. A because of B in order C so that D therefore e) To what extent will future scientific discoveries make possible the ....... . of the human life span? A increase B prolongation C expansion D growth 1) Medieval travelers' tales of fantastic creatures were often fascinating but not always ...... . A credible B creditable C conceivable D imaginable 7 2) Cboose tbe correct word for eacb space. continuously! continually a) The firemen worked ...... through the night to put out the flames. b) I'm afraid you ....... make the same mistakes in your work. hardlhardly a) I was so tired I could ....... speak. b) To get better results you should work ...... . quite/quiet a) He hadn't ...... fmished when I came in. b) It's noisy here. Let's fmd a ....... place. principal! principle(s) a) Oxford Street is one of the ...... shopping streets in London. b) Telling lies is against his ..... . econom ic ! economical a) Because of the recent strikes, the ...... situation in the country is very bad. b) This is a very ...... little car. It uses very little petro\. affect/effect a) The medicine had an immediate ...... I felt better at once. b) The new taxes will ...... the rich, they'll have to pay more. c) The payment was ...... with great delay. historic! histQrical a) Today we have gained Qur independence and liberty. It's a ...... day fQr Qur country. b) She likes ...... novels, especially rQmances set in the 16'" and 17'" centur- ies. enqui!)l/inquirv a) We have received a number of ...... about our new product since putting an advertisement in the newspaper. b) It was never discQvered where the missing mQney went, in spite Qf a searching ...... by the bank. 8 exhaustine t exhaustive a) ...... tests carried out to discover the course of the plane's engine failure. b) He never stops talking. He is an ....... person to be with. first tat first a) ...... I phoned my boss, then I made a list of those who had been invited, then I made myself a cup of coffee. b) He found the job difficult ...... , but soon got used to it. at least/at last a) The police questioned him for three hours untiL .... he confessed. b) Working in a bank is not the most exciting job in the world, perhaps, but.. .... it pays the rent. 3) Put each of the following words or phrases in its correct place helow. beneficial misleading blatant brainwash implicit catchy jingles exploit ubiquitous bombard watchdog subtle informative Modem advertisements contain hidden messages. _1_ in the advertise ment showing the pretty girl in the new car or the smiling children round the packet of washing powder is the message that if we buy the product, we also achieve success and happiness. It is a _~ approach since it seeks to 3 our secret dreams, and it is inescapable since advertising is 4 Giant street hoardings and _2_ on television _ 2_ us from all sides. They _~ us into believing that we can realise our ambitions quickly and easily. On the other hand, defenders of advertising say that it is 8 . Ad vertising is _2_. Advertisements tell us about useful new products. They brighten our lives with color and music. They increase demand, stimulate in dustry and so keep prices down. Whether for or against advertising, most people would agree that some kind of_~ body, appointed by the government or by the advertising industry itself, is necessary to maintain standards of honesty and to discourage the more II types of 12 advertisements. 9 m. Test your reading comprehension I) Read the text and choose one answer only to each question. When it comes to explaining complicated ideas, it is certainly not the case that the most efficient researcher is always the best communicator - although the best are frequently the most enthusiastic and clearly deeply in love with their subject. Enthusiasm is regarded by some as a suspect, emotional involvement with no place in an academic environment. But it is a simple fact that genuine enthusiasm is highly infectious and is one of the most easily caught of commu nicable diseases. Undisguised love of the subject does more to bring fresh minds into science than all the text-books ever written and, once that spark of life has been lit, students go away and teach themselves. The vast majority of practitioners of any art or science seem to construct a barrier around themselves lest others should steal the trick. In the sciences this takes the form of a carefully constructed and standardised nomenclature which is supposed to be a short-hand way of addressing complicated concepts and avoid ing confusion. This generally works well but sometimes achieves just the oppos ite. The short-hand becomes a sort of pretentious verbal diarrhoea, intended to impress the uninitiated, demonstrate how adept the operator is, and build the barrier between the practitioner and the common man. There is clearly room for this sort of professional jargon in the research laboratory, but it is not the appro priate medium for popular or introductory instruction. This is a plea for the use of everyday English and common sense. The folk who are involved in pushing back the frontiers are often the only ones who can explain their work to the intelligent public. They are forced to ac cept the role of interpreter in spreading news of advances to the people who ac tually pay for them, but they are often reluctant or iII-equipped to undertake this role. There is clearly the need for professional interpreters who are equally at home on both sides of the fence. Such intermediaries are rare and are more ne cessary today than ever before. The unbelievably arrogant attitude of what is often regarded as 'descending to the level of the public' is merely an excuse for laziness. It may be difficult, irksome and tedious to rephrase one's ideas, without distorting them but the ef fort can be rewarding. Anyone who has worked in a complicated and involved area of research knows how difficult it is to explain one's thoughts to interested laymen. But there is a hidden benefit. One soon realises that it is the best way of detecting errors in arguments and faults in theories before they are given prema ture publicity. It is also a fact that the fresh approach offered by a sympathetic 10 listener can often bring out an error of interpretation which could become an em barrassing stumbling block later. We need better communicators to catch the attention of fresh young minds and to present the advances of modem research in a digestible form. We do not need self-important egos that hide behind terminological barriers - we need the humility of the true amateur whose transparent enthusiasm can stimulate and in fluence while using the vocabulary of common senses. Surely this is what makes science such an attractive and living pursuit. All of us can learn from each other if we are prepared hoth to listen and to take the trouble to explain our own be liefs and prejudices. I) What is the writer's view of enthusiasts? A They make the best researchers. B They are unlikely to communicate well. e They are a threat to the subjects they love. D They are important to the future development of their subjects. 2) What paradox surrounds the adoption of the standardised nomenclature in the sciences? A It is intended to be impressive. B It can make communication impossible. e Experts like to show off. D Ordinary people are unwilling to learn scientific terms. 3) What is the writer's view of scientific jargon? A It can be useful in its place. B It should be avoided at all costs. e It is beyond the competence of ordinary people. D It can lead to inaccuracy. 4) Those who make exciting scientific discoveries should be: A allowed to work in privacy. B conscious of their responsibility to society. e involved in training presenters. D shown tolerance by the general public.