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УТВЕРЖДАЮ

И.о.р
ектор
а

РЭШ

________________
Ш. Вебер

16

ноября 2015

г.

с изменениями от 01 февраля 2016 г.


Негосударственное образовательное учреждение

высшего профессионального образования

«Российская экономи
ческая

школа
» (институт)
















ПРОГРАМ
МА


ВСТУПИТЕЛЬНЫХ ИСПЫТАНИЙ ПРИ ПРИЕМЕ ДЛЯ ОБУЧЕНИЯ

ПО НАПРАВЛЕНИЮ

38.04.01

«Экономика»

КВАЛИФИКАЦИЯ: МАГИСТР

СРОК ОБУЧЕНИЯ: 2 года


(АНГЛИЙСКИЙ ЯЗЫК)










Москва


2015






Программа вступительных испытаний при

приеме для обучения по направлению
38
.04.01

Экономика; Квалификация: Магистр (срок обучения: 2 года).

Составитель
программы


Кафедра английского языка РЭШ.

Программа «
Английский язык
»

составлена в соответствии с требованиями Федерального
г
осударственного образова
-
тельного стандарта высшего п
рофессионального образования. Программа экзамена
включает основные требования, являющиеся наиболее важными для дальнейшего
обучения в Российской экономической школе.


1.

Форма проведения вступительного испытания


Формой вступительного испытания по иностранном
у языку (английскому) является
тест для лиц, поступающих на первый курс:

1) имеющих высшее профессиональное образование соответствующего профиля;

2) имеющих высшее образование, полученное в образовательных учреждениях
иностранных государств.


Для абитуриен
тов, не имеющих сертификата о сдаче
IELTS
,
TOEFL

или
кембриджских сертификатов, РЭШ проводит
внутренний
экзамен.


2.

Цель вступительного испытания

по ино
странному языку (английскому)



проверить уровень знаний, умений и навыков абитуриентов по иностранному я
зыку
(английскому) и выяснить, в какой степени они готовы продолжить изучение
иностранного языка
(английского
) в Российской экономической школе и усвоить
программ
-
мы, соответствующие требованиям Федерального государственного образовательного
стандарта по н
аправлению подготовки
38.04.01

Экономика, квалификация


Магистр.


3.

Правила проведения вступительных испытаний




На вступительных испытаниях, дополнит
ельных вступительных испытаниях,

а также
на аттестационных испытаниях должна

быть обеспечена спокойная и
доб
рожелательная обстановка, предоставлена возможность поступающим наиболее
полно проявить уровень своих знаний и умений.



Во время проведения вступительных испытаний, дополнительных вступительных
испытаний, участникам указанных мероприятий и лицам, привлекае
мым к их
проведению, запрещается иметь при себе и использовать средства связи и
электронно
-
вычислительной техники (в том числе электронные словари), за
исключением случаев, установленных нормативными правовыми актами Российской
Федерации.



Запрещается засч
итывать в качестве вступительных испытаний, дополнительных
вступительных испытаний выпускные экзамены на подготовительных отделениях,
курсах (школах) при вузах.



При несоблюдении порядка проведения вступительных испытаний, проводимых
вузом самостоятельно, д
ополнительных вступительных испытаний члены приемной
комиссии, экзаменационной комиссии, проводящие вступительное испытание, вправе
удалить поступающего с места проведения вступительного испытания,
дополнительного вступительного испытания с составлением ак
та об удалении. В
случае удаления поступающего с вступительного испытания, дополнительного
вступительного испытания вуз возвращает поступающему принятые документы
.



Во время вступительного испытания не допускается использование абитуриентами
своей бумаги, к
орректирующей жидкости и др.



Во время вступительного испытания запрещается использовать словари и любую
справочную литературу.





При входе в аудиторию, где проводятся испытания, абитуриент предъявляет паспорт
и экзаменационный лист абитуриента.



На вступител
ьных испытаниях абитуриенту выдаются титульный лист и тестовые
задания.



На вступительном испытании необходимо использовать ручки темно
-
синего или
черного цвета.



Перед началом экзамена абитуриент заполняет титульный лист, проставляет время
начала экзамена

и подписывает титульный лист.



Консультации с членами предметной комиссии во время проведения вступительных
испытаний допускаются только в части уточнения формулировки вопроса.



Абитуриент имеет право покинуть (в т.ч. досрочно) аудиторию только с разрешения

дежурного по аудитории.



Абитуриент, не явившийся или опоздавший на экзамен без уважительной причины, к
дальнейшим экзаменам не допускается.



В случае несогласия с выставленной экзаменационной оценкой, абитуриент имеет
право подать апелляцию. Апелляция пода
ётся председателю (или заместителю)
экзаменационной комиссии в день объявления результатов экзамена. Поданная позже
апелляция не принимается. Рассмотрение апелляции заключается в выявлении
объективности выставления оценки, основанием для этого служат запис
и в тестовых
заданиях.


4.

Структура теста



Продолжительность теста


60 минут
.

Тест
проверяет следующие компетенции
:

Structure

and

Written

Expression


Абитуриент демонстрирует способность узнавать грамматически правильные формы
высказывания на английском
языке. Экзаменуемым предлагаются задания
множественного выбора, в которых необходимо выбрать правильный вариант окончания
высказывания, найти ошибки в предложении, выбрать нужный синоним из
предложенных.

Listening

Comprehension


Абитуриент демонстрирует с
пособность понимать устную речь на английском языке. Для
прослушивания предлага
ю
тся две записи диалогов и отрывков академического текста на
английском языке. Экзаменуемый отвечает на вопросы по содержанию аудиозаписей в
тесте множественного выбора, заполне
ния пропусков, нахождения соответствий.

Reading

Comprehension

Для того, чтобы продемонстрировать навыки понимания письменного текста на
английском языке, абитуриенты должны ответить на вопросы по содержанию
предложенных текстовых отрывков в тесте множестве
нного выбора.



5.

Требования к владению материалом




Аудирование:

абитуриент должен понимать основные положения четко
произнесенных высказываний в пределах литературной нормы на известные темы,
а также основное содержание радио
-

и телепередач о текущих событи
ях и на
темы, связанные с личными и профессиональными интересами абитуриента.





Чтение:

абитуриент должен понимать тексты, построенные на частотном
языковом материале повседневно
го и профессионального общения; описание
событий, чувств, намерений.




Говорени
е
:

абитуриент должен уметь общаться в большинстве ситуаций, может
без предварительной подготовки участвовать в диалогах на знакомую тему.
Абитуриент также должен быть в состоянии строить простые связные
высказывания о себе и интересующих его темах, кратко
обосновывать и
объяснять свои взгляды и намерения, выражать свое отношение к текущим
событиям.




Письмо
:

абитуриент должен уметь написать простой связный текст на
знакомые и интересующие его темы, составлять письма личного характера и
простые тексты делово
й переписки.



6.

Образцы

тестов

STRUCTURE AND WRITTEN EXPRESSION

I

Choose the answer which best answers the question or fits the space.

Only one answer is correct.

1

-

What would you like, Sue?

-

I’d like the same __________ Michael please.

A


that

B


as

C

for

D


had


2

__________ people know the answer to that question.

A


Few

B


Little

C

Least

D


A little


3

It’s not __________ to walk home by yourself in the dark.

A


sure

B


certain

C

sa
f
e

D


problem


4

__________ sure all the windows are lock
ed.


A


Take

B


Have

C

Wa
it

D


Mak
e


5

I’ll go and __________ if I can find him.


A


see

B


look

C

try

D


t
e
ll


6

What’s the difference __________ football and rugby?



A


from

B


with

C

for

D


b
e
tween


7

My car needs __________ .

A


repairing

B


to repair

C

to be repair

D


repair


8

Tim was too ______
____ to ask Monika for a danc
e.

A


worri
e
d

B


shy

C

selfish

D


poli
t
e






9

I haven’t had so much fun __________ I was a young boy!

A


when

B


for

C

during

D


since


10

Sorry, I don’t kn
ow __________ you’re talking about.

A


that

B


what

C

which

D


why


11

I’m afraid you __________ smoke in here.


A


c
ould no
t

B


don’t have to

C

are not allowed to

D


can’t be


12

Everyone wanted to go out __________ John.

A


apart

B


unless

C

ho
wever

D


except



13

Honestly! I saw a ghost! I’m not __________ it up!

A


having

B


l
aughing

C

making

D


joking


14

Eat everything up! I don’t want to see anything __________ on your plate!

A


left

B


missing

C

put

D


staying


15

Take the
A
20 _______
___ the roundabout, then turn left.

A


r
igh
t

B


a
s

far as

C

along

D

h
e
ading north




16

I really hope you can find a __________ to this problem.

A


r
esul
t

B


way

C

c
o
nclusion

D


solution


17

C
ould you watch my bag while I go and get a cup of tea?

A


O
f course

B


Never mind

C

If you don’t mind

D


it doesn’t matter.


18

In my country, it is __________ the law to watch an X
-
rated film if you are under
eighteen.

A


under

B


against

C

over

D


beyond


19

Rebecca had to __________ the invitation, as she
was busy studying for her exams.

A


tak
e

off

B


pu
t

back

C

tu
r
n down

D


g
e
t away


20

Police __________ that a terrorist group might be behind the kidnapping.


A


suppose

B


fancy

C

s
u
spect

D


accuse


21

When
C
hristopher smiles, he __________ me of hi
s grandfather.


A


remembers

B


recalls

C

rethinks

D


reminds


22

The wonderful smell of freshly __________ coffee hit us as we entered the store.

A


crushed

B


smashed

C

ground

D


pr
essed


23

Mike’s
d
ad wouldn’t __________ him go to school with a re
d streak in his hair.

A


allow

B


permit

C

accept

D




24

If only I __________ made that phone call!

A


wasn’t

B


didn’t

C

hadn’t

D


haven’t


25

I like Mary for her friendly smile and her __________ of humour.

A


sense

B


manner

C

way

D


impr
ession




26

These shoes are very __________ for walking in the mountains.

A


practical

B


functional

C

realistic

D


active

27

__________ of the credit for our success has to go to the
C
hairman, Peter Lewis.

A


Several

B


Much

C

Enough

D


Sufficient


28

We were surprised that over 500 people __________ for the job.

A


wrote

B


applied

C


enquired

D

requested

29

The children watched in excitement as she __________ a match and lit the candles.

A


scratched

B


struck

C


rubbed

D

scraped

30

Sorry about Kate’s strange behaviour, but she’s just not used

to __________ lots of people around her.

A


had

B


have

C


having

D


has

31

Ivan kept running very hard __________ no
ne of the other runners

could possibly catch him.

A


even though

B


however

C


despit
e
D

as

32

‘I did this painting all __________ my own,
D
ad,’ said Milly.

A


by

B


with

C


for

D


on

33

Y
ou __________ better check all the details are correct before we send it off.

A


would

B


had

C


should

D


did

34

This game is __________ to be for five year
-
olds, but I think a two year
-
old

could do it!

A


expected


B


required

C


obliged

D


supposed

35

Just put this powder down, and it should __________ any more ants from getting in.

A


prevent

B


avoid

C


refuse

D


forbid

36

When Jonie __________ to do s
omething, you can be sure she’ll do it, and do it well.

A


gets on

B


takes up

C


sets ou
t
D



brings about



37

__________ we get to the top of this hill, the path gets much easier.

A


A
t the time

B


Eventually


C


Once

D


Finally

38

Fifty
-
seven? No, that __________ be the right answer!

A


can’t

B


mustn’t

C


wouldn’t

D


needn’t

39

__________ happens, I’ll always be there for you!

A


However

B


W
hat

C


Whatever

D


No matter

40

C
an you __________ to it that no one uses this entrance?

A


see

B


deal

C


ensure

D


get

41

A

__________ debate ensued, with neither side prepared to give way to the ot
her.

A


warm

B


heated

C


hot

D


boiling

42

I’ve drunk milk every __________ day of my life, and it’s never done me any harm!

A


particular

B



individual

C


single

D


one

43

The version of

the film I saw had been __________ censored.

A


strongly

B


deeply

C


great

D


heavily

44

He promised to phone me at nine o’clock exactly, and he was

as __________ as his word.

A


true

B


good

C


right

D


honest

45

There has been so much media __________ of the wedding


that I’m completely fed up with it.

A


circulation

B


attention

C


broadcasting

D


coverage

46

If I were you I would __________ clear of
the area around the station late at night.

A


stick

B


steer

C


stop

D


stand

47

Turning back now is out of the __________ .

A


agenda

B


matter

C


question

D


possibility

48

Joe’s fear of

enclosed spaces __________ from a bad experience



he had when he was a child.

A


stems

B


leads

C


starts

D


flows

Answers:

1.


B

17
.

A

33
.

B

2.


A

18
.

B

34.

D

3.


C

19.

C

35.

A

4.


D

20.

C

36.

C

5.


A

21.

D

37.

C

6.


D

22.

C

38.

A

7.


A

23.

D

39. C

8.


B

24.

C

40.

A

9.


D

25.

A

41.

B

10.


B

26.

A

42.

C

11.


C

27.

B

43.

D

12.


D

28.

B

44.

B

13.


C

29.

B

45.


D

14.


A

30.

C

46.

B

15.


B

31.

A

47.

C

16.


D

32.

D

48.

A




STRUCTURE AND WRITTEN EXPRESSION II

Read the text and then select the correct answer, A, B, C or D. There is an example at the
beginning:

EXAMPLE:
(0)



A with



B
fo
r



C at




D in

No More Classes

The use of computers has meant students can study language programmes
(0)
... their own speed
when and for how long they want. What's more, in the virtual classrooms of the future the
student will
(1)

... on their heads
et, and be transported into an imaginary school, choose their
class, take the books they need off the shelf and

(2)

... conversations with other computerised
students.

They might
(3)

... choose to pay a visit to the supermarket or the train station, the ba
nk or the
restaurant. At the
(4)

... of a button they would be transported to

(5)

... realistic settings where
they could practice their English, maybe getting a hand from a virtual English companion. All
this perhaps, at the computer, from the comfort of
their home: no
(6)

... to catch the bus to
college, or a plane to England.

Exciting? Certainly, and an interesting alternative to traditional classroom lessons. But would it
ever
(7)

... the classroom? Hopefully not. Surely the need to relate to real peopl
e talking about
real issues and generally learning a little more about others will always lead language learners to
(8)

... at least a little of their time with real people.


1
.

A
.


place

B.


put

C.


set

D.


get

2.

A
.


take

B
.

do

C.


catch

D.


ho
ld

3.

A.


although

B
.

preferably

C.


instead

D.


contrary

4.

A.


force

B.


hit

C.


depress

D.


push

5.

A.


so

B
.

such

C.


like

D.


alike

6.

A.


role

B.


duty

C.


obligation

D.


need

7.

A.


replace

B.


restore

C.


succeed

D.


reco
ver

8.

A.

spend

B.


make

C.


have

D.


do


Answers:


1.

B

2.

D

3.

C

4.

D

5.

B

6.

D

7.

A

8.

A

11


LISTENING I

Questions 1
-
4



Write
NO MORE THAN THREE WORDS AND/OR A NUMBER

for each answer.


Welcome to City Archives


The following pe
ople may use the archives:


• University students with a valid
1

________________

• City residents with payment of
2

________________

• All others: Special permission from the director is required.


Hours:

Days:
3

_____________ through _____________

Hour
s:
4

9:30 A.M. until _____________ P.M.



Questions 5
-
10

What can be found on each floor of the archives building?

Write the correct letter,
A

G
next to questions 5

10.


CITY ARCHIVES

A

-
century documents

B

maps

C

personal papers

D

photographs

E

books about the city

F

newspapers

G

information about the woolen mill



Floor of the building


5

basement ________________

6

ground floor ______________

7

second floor ______________

8

third floor ________________

9

fourth floor _______________

10

fifth floor ________________


12


LISTENING II

Questions 1
-
7



Type of writing

Notes

Tips

Short stories

3 basic styles

start with a 1.
_________________

Non
-
fiction

biographies often popular

tell publishers about your


2. ___
______________

Articles

advice articles work well

Write for a

3. __________________

Poetry

meaning shouldn’t be too

4.___________________________

read your poems aloud

Plays

movements usually decided by the

5.___________________________

learn about ac
ting

Radio

BBC publishes Handbook

try 6.__________________ first

Children’s
literature

Illustrations important

decide on an 7.______________


Questions 8
-
10

Choose the correct letter, A, B or C.


8
. What is a disadvantage of first person narration in no
vels?

A It makes it harder for the main character to be interesting.

B It is difficult for beginners to do well.

C It limits what can be described


9
. What is a mistake when writing novels?

A Failing to conclude enough detail

B Trying to explain ironic
effects

C Including too many characters


10.

In order to make dialogue seem natural, writers should

A make recordings of real conversations.

B include unfinished sentences.

C break up long speeches.











13


SCRIPT I


university student and a librarian about using the City Archives.

First, you have some time to look at Questions 1 to 4.

As you listen to the first part of the conversation, answer Questions 1 to 4.


Questions 1 to 4

Student: Hello. I was wondering if you

could give me some information about using the archives.

Librarian: I’d be happy to. Are you a resident of the city?

Student: Actually, I live just outside the city, but I study at the university downtown.

Librarian: That’s fine. All you need to do is sho
w your university identification card and you can use the
archives at no charge, as long as your ID card is current, of course.

Student: Yes, it’s valid. So I don’t have to pay anything?

Librarian: No. City residents pay an annual fee, but students can use

the archives for free. Everyone else
needs to get special permission from the director, but that doesn’t apply to you, of course.

Student: Oh, good. I was also wondering about the schedule. I have classes every day, Monday through
Friday, and I also have
a part
-
time job, so I could really only use the archives on weekends.

Librarian. That’s not a problem at all. We’re open all weekend; actually the only day we’re closed is
Monday. So you can come any day, Tuesday through Sunday.

Student: Are you open in th
e evenings?

Librarian: Yes, we’re open from 9:30 in the morning until 8:30 in the evening.

Student: That will fit my schedule well.

Before you hear the rest of the conversation, you have some time to look at Questions 5 to 10. Now
listen and answer Questio
ns 5 to 10.


Questions 5 to 10

Librarian: Is there something else I can help you with?

Student: Yes. One thing I’ll be needing to see for one of my class projects is old photographs. Do you
d look at?

Librarian: Yes, we store all the photographs in the basement. Those stairs over there will take you down
to the photography collection. Just tell the librarian there what you’re interested in, and he’ll help you.

Student: Those would be nineteen
th
-
century photographs?

Librarian: Yes, the entire collection is there. Now, if you’re interested in seeing documents from the

Student: I would like to see some of those documents. Does that col
lection include newspapers, too?

Librarian: No, all the newspapers from the earliest ones, in the eighteenth century, up to the current
time, are on the second floor. Here, let me just give you this map of the archives, and you’ll be able to
find whatever
it is you need.

Student: Thank you. Oh, I see you have a whole room devoted to maps.

Librarian: Yes, on the third floor.

Student: That’s great because one thing I need to do is look at how the city has developed over time.

Librarian: I’m sure you’ll find a

lot of helpful information there. Of course, some of the maps are
several centuries old, so generally visitors are only allowed to see photographic reproductions of them.

Student: That shouldn’t be a problem. What’s this on the fourth floor
-

Ogden’s Wool
en Mill?

Librarian: As I’m sure you know, Ogden’s Woolen Mill was the major entity responsible for the growth
floor to information about the history of
the mill.

Student: Will I be able to find information about the Ogden family there
-

photographs, personal papers,
things like that?

Librarian: Probably the family photographs are stored downstairs in the photography collection. The
personal papers would b
e on the fifth floor, where we keep all the personal papers of famous residents
of our city.

Student: Thank you so much for your help. I’ll be able to do a lot of my research here.

14


SCRIPT 2

Lecturer:

So, I’m now going to say a few words about the various d
ifferent kinds of writing you may
want to consider. Each has its own challenges and reward, and it’s really a question of seeing what suits
you best. There are no rights and wrongs here. Let’s start by considering the short story. Remember that
a short sto
ry isn’t just a very concise novel. There are three basic styles, the story itself, the slice of life
section and the surprise type, and all of them are equally valid as treatments of the genre.

When producing a short story, you don’t have time for a slow

build up of interest, do you need to get in
there straight away and begin a
crisis
. Then there’s no fiction, which can sell very well, with biographies
in particular frequently hitting the best
-
seller lists. It’s important, however, to be sure your chosen

topic
is genuinely interesting to people and you know enough about it to do it justice, so when you’re
submitting your idea to a publisher, it’s worthwhile to give them details of
specialist knowledge

you
have.

What about articles? Now this is a very wid
e area, of course, going from the very learned and obscure to
the populist gossip type. Articles based on giving advice are a proven area, and to give them a sufficient
focus, you should produce your article for a
definite market



that will help to define

your purpose.
Turning to something different, there’s the question of poetry. It’s often hard to define what poetry is
exactly


maybe it’s easier to say what isn’t! But it should be subtle, so the message of a poem oughtn’t
be overly
obvious
. True poems
sound good, like singing, so I recommend reading what you write aloud to yourself, to check the
melody.

Well, then there’s plays, which are basically novels but told only through conve
rsations. A playwright
includes minimal instructions for actions


but not for every small action the actors will perform


things such as “moves towards sofa” and so on are for the
director

to come up with. If you are thinking
of trying your hand at a pla
y, a good starting point would be to educate yourself a little in the art of
acting, so that you know what the people who deliver your work can and can’t do with it.

What’s next? There’s radio, of course. Radio uses an enormous range of material, and the
BBC Writing
for Radio Handbook contains information about all of this. To begin with, I suggest
regional stations

for
sending your stuff to


children’s literature. Now, ve
ry few, if any, children’s books are published without pictures, but this
doesn’t mean that you, as writer, have to draw them


that’s for the illustrator. What you do need to do
is to be clear who you want to write for, so fix on one
age group

and then ai
m your stories at that.

Right, I’ve
saved what I consider to be the best


and the hardest


till last. The novel. Very long and
very difficult to do well. But certainly not impossible, as any bookshop’s shelves will confirm. One of
the first things to decide is from what point of view you w
ill tell your story. A popular choice is the first
person, and this technique certainly gives a sense of immediacy for the reader while many new writers
find it easier to project themselves into their main character if they can write in his or her name. Bu
t that
assumes, of course, that the main character is somehow like the writer, which may or may not be the
case. Meanwhile, if your book is all narrated by ‘I’, you
can only put into your story things which are
experienced by that character, which may prov
e to be rather restricting
.

Now, there are all sorts of pitfalls for the novelist, and many of them relate to the issue of providing a
balanced narrative. Every time you introduce a character into the story, you have decisions to make. Of
course you want
to populate your landscape with a variety if people to maintain interest, but don’t feel
that you have to decorate every one of them in elaborate detail. The same goes for irony. All too often,
an experienced writer will
create a strong ironic situation, a
nd then spoil it by spelling out what they
mean by it
, as if readers were too stupid to understand. A few contrasting details should serve to make
conversation

as people really speak and as it is in novels? Well, it depends. If you recorded actual
conversations and copied them straight into your narrative, readers would get confused and bored


all
those unfinished sentences going nowhere. On the other hand, you

don’t want to write out
page
-
long
utterances by characters
, as these will seem unrealistic to an extreme


but you can
insert minor
descriptions and actions

to vary the pace and add interest. Well, I hope what I’m saying is encouraging
and not too off
-
put
ting about the various difficulties. Are there any questions at this point?

15




READING COMPREHENSION


In this section you will read one passage which is followed by a number of questions about it. You
are to choose the
one

best answer, A, B, C, or D, to ea
ch question. Then, on your answer sheet,
you have chosen. Answer all questions about the information in a passage on the basis of what is
stated or implied i
n that passage.


Questions 1
-
10


Line

According to the controversial sunspot theory, great storms on the surface of the sun hurl streams of
solar particles into the atmosphere, causing a shift in the weather on earth.


A typical sunspot consists of a dark
central umbra surrounded by a lighter

4

penumbra of light and dark threads extending out from the center like the spokes of a wheel.
Actually, the sunspots are cooler than the rest of the photosphere, which may account for their color.
Typically, the tempe
rature in a sunspot umbra is about 4000 K, whereas the temperature in a
penumbra registers 5500 K, and the granules outside the spot are 6000 K.

8

Sunspots range in size from tiny granules to complex structures with areas stretching for billions of
square
miles. About 5 percent of the spots are large enough so that they can be seen without
instruments; consequently, observations of sunspots have been recorded for several thousand years.

11

Sunspots have been observed in arrangements of one to more than one
hundred


spots, but they tend to occur in pairs. There is also a marked tendency for the two spots of a pair to
have opposite magnetic polarities. Furthermore, the strength of the magnetic field associated with
any given sunspot is closely related to the s
pot’s size.

15

Although there is no theory that completely explains the nature and function of


sunspots, several models attempt to relate the phenomenon to magnetic fields along the lines of
longitude from the north and south poles of the sun.


1.

The pur
pose of the passage is to

(A)


propose a theory to explain sunspots

(B)


describe the nature of sunspots

(C)


compare the umbra and the penumbra in sunspots

(D)


argue for the existence of magnetic fields in sunspots


2.

The word “controversial” in line 1 is cl
osest in meaning to

(A) widely accepted

(B) open to debate

(C) just introduced

(D) very complicated


3. Solar particles are hurled into space by

(A)


undetermined causes

(B)


disturbances of wind

(C)


small rivers on the surface of the sun

(D)


changes in th
e earth’s atmosphere


4. The word “particles” in line 2 refers to

(A)


gas explosions in the atmosphere

(B)


light rays from the sun

(C)


liquid streams on the sun

(D)


small pieces of matter from the sun

16



5. How can we describe matter from the sun that enters the

earth’s atmosphere?

(A)


Very small

(B)


Very hot

(C)


Very bright

(D)


Very hard


6. The sunspot theory is

(A)


not considered very important

(B)


widely accepted

(C)


subject to disagreement

(D)


relatively new


7. The word “they” in line 9

refers to

(A)


structures

(B)


spots

(C)


miles

(D)


granules


8. Th
e word “consequently” in line 10

could be best replaced by

(A)


as a result

(B)


nevertheless

(C)


without doubt

(D)


in this way


9. In which configuration do sunspots usually occur?

(A)


In one spot of varying size

(B)


In a configuration of two s
pots

(C)


In arrangements of one hundred or more spots

(D)


In groups of several thousand spots


10. How are sunspots explained?


(A) Sunspots appear to be related to magnetic fields on the earth.

(B) Sunspots may be related to magnetic fields that foll
ow longitudinal


lines on the sun.

(C) Sunspots are explained by storms that occur on the earth.

(D) Sunspots have no theory or model to explain them.



Keys. Reading Comprehension

1.

B

6.
C

2.

B

7. B

3.

B

8. A

4.

D

9. B

5.

A

10. B


17





СПИСОК

РЕКОМЕНДОВАННОЙ

ЛИТЕРАТУРЫ

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A Practical English Grammar: Exercises 2

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The Complete Guide to the TOEFL Tes
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Longman Complete Course for the TOEFL Test: Preparation for the Computer and Paper
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(New York: Pearson Education, 2001)

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Longman Complete Course for the TOEFL Test: the Paper

Test (New York: Pearson
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English Vocabulary In Use. Upper intermediate.

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Academic Vocabulary in Use with Answers

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Language Practice

for

Adva
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4
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edition
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Grammar and Vocabulary for Cambridge Advanced and Proficiency: W
ith Key

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S
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B
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(
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