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2009	ПРОГРАММА вступительного экзамена

АНГЛИЙСКИЙ ЯЗЫК

(письменно)

ПОЯСНИТЕЛЬНАЯ ЗАПИСКА

Абитуриент, выполняющий лексико-грамматический тест на экзамене по английскому языку должен владеть:

1. В области словообразования:

- суффиксами существительных (- ity; - ing, - tion, - ness, - ist, - ism), прилагательных (- ish, - ous, -ic,- al, - less, - y, ful, able), наречий (- ly), глаголов (- en), числительных (- teen, - ty) и префиксами un, im, in, il, ir, re, а также знать типы словосложения и явление конверсии.

2. В области грамматики абитуриент должен владеть:

- речевыми образцами с глаголами to be, to have в настоящем, прошедшем и будущем времени;

- речевыми образцами со знаменательными глаголами в Present Simple, Past Simple, Future Simple, Present Progressive, Present Perfect, Past Progressive, Past Perfect, Present Perfect Progressive, Рast Perfect Progressive, Future Progressive, Future Perfect;

- речевыми образцами с модальными глаголами can, may, must и их эквивалентами;

- речевыми образцами с глаголами в повелительном наклонении в утвердительной и отрицательной формах;

- образцами безличных предложений типа: It is Monday; It is five o’clock; It is cold in winter; оборотами there is (there are).

3. Абитуриент должен уметь употреблять существительные в единственном и множественном числе, определенный, неопределенный и нулевой артикли, выражать принадлежность с помощью притяжательной формы существительных, употреблять личные, указательные, притяжательные, неопределенные (some, any, no) и вопросительные местоимения.

4. Абитуриент должен употреблять качественные прилагательные в положительной, сравнительной и превосходной степенях, знать количественные и порядковые числительные до 100; абитуриент должен владеть предлогами места, направления, союзами и наречиями.

5. Абитуриент должен владеть знанием структур сложноподчиненных предложений с придаточными времени, причины, условия, определительными и дополнительными;

- владеть знанием структур условных предложений, относящимся к настоящему и прошедшему времени (нереальными и реальными);

- знать формы причастия, герундия, причастные и герундиальные обороты;

- правила согласования времен в английском языке.

6. Абитуриент должен знать вводные конструкции, с помощью которых выражается собственная оценка говорящего к фактам (I think …., I suppose …, I hope и т. д.)

7. Общее количество баллов за выполнение всего лексико-грамматического теста на письменном экзамене равняется 100.

I.  Содержание письменного теста по английскому языку.

I.  Reading Comprehension.

1.  Choose the most suitable heading for each text.

2.  Read and choose the answer (A, B,C, D) for some questions after the text.

II.  Use of English.

1.  Use the word given in capitals at the end of a line to form a word that fits in the space in the same line. (Word – Formation)

2.  Read the lines of the text, some of the lines are correct and some have a word which shouldn’t be there Underline this word !

3.  Open the brackets in the text using the appropriate verb-forms in the Active or Passive Voice.

4.  Read the text and circle the word or phrase, (A, B,C or D), which best fits each space. (Multiple Choice – Lexics)

5.  Choose the best variant of the answers (A, B,C, or D) (Multiple Choice – Grammar)

Образец письменного теста.

1)  Чтение – с подбором заголовков.

You are going to read a newspaper article about distance learning. Choose the most suitable heading from the list A-I for each part of the article (1-7). There is one extra heading that you do not need to use.

There is an example at the beginning (0).

A. You will need to work alone a lot

B. Being away is not a problem

C. You might give up

D. Courses are not all of the same standard

E. Your commitment really shows

bine your work and study

G. You don't have to stop working

H. Be realistic about the length of courses I. Design your own course

Distance learning — Make sure you weigh up the pros and cons

0

Flexibility means that individual students can orga­nise their learning experiences to meet their personal needs and circumstances.

1

Transportability is extremely important for people on the move. Those whose jobs move from country to country over relatively short periods of time can take their programme with them.

2

Because distance students are often studying while they are working, they can immediately integrate their studies with their work activities. Indeed, many of the assignments and projects undertaken as part of distance learning programmes, require application to work.

3

Unlike attendance at traditional full-time pro­grammes, participation in a distance learning course means that employment is not interrupted by extended study leave.

4

A distance learning programme can take longer than other methods of study, often double the amount of time.

5

Given the greater requirement for personal motiva­tion and time management, and possible changes in the individual's circumstances over the course of study, there is often a higher drop-out rate on distance learn­ing programmes than on other courses.

6

Despite the increasing number of workshops, tutori­als and seminars offered, there is a smaller degree of face-to-face contact in a distance learning programme.

7

The success of some top distance learning programmes has encouraged others to start up. One disad­vantage of this is that there can be inconsistency in the quality of course materials between various programmes. Potential students are advised to investigate carefully the nature of programmes, their materials and accreditation.

2)  Чтение – ответы на вопросы (множественный выбор)

Multiple choice

You are going to read an extract about a train. For questions 1-7, choose the answer (А, В, С or D) which you think fits best according to the text.

Across the great divide

The mighty Indian-Pacific sped swiftly out of Syd­ney and headed westward. Thirty years had passed since I last took the train across this island continent to Perth in Western Australia. In those primitive days, the jour­ney was a bone-shaking, sleepless test of stamina and patience. Looking around my spacious, luxurious cabin with its double bed, television set and video, and fully stocked bar fridge, I happily thought that this trip would be a welcome improvement on its awful predeces­sor. The one thing that had not changed was the great sense of adventure.

The Indian-Pad fie resembles a fully self-contained, miniature city on wheels and relies on little outside as­sistance as it makes its huge journey across an ancient and mysterious land. Approaching the foothills of the Blue Mountains, I set out to explore this stream-lined, long city that would be my home for the next 65 hours.

The first transcontinental crossing by the Indian-Pacific on the new standard gauge rail system from Syd­ney to Perth was completed on February 27th, 1970 and endecl more than a century of chaos and confusion over a ridiculous tangle of three different rail gauges. This crazy situation haunted the nation and frustrated its train travellers until the advent of the Indian-Pacific in 1970.

My lazy walk through the great train came to a sud­den end when I entered the luxurious lounge car. A hap­py, merry crowd was chatting excitedly, people from different backgrounds and cultural origins had appar­ently left formality behind on the platform, and seemed full of cheerful expectation, delight and friendliness.

The scenery was spectacular as the Indian-Pacific climbed its way through the Blue Mountains. The moun­tains are so named because of the blue haze caused by the eucalyptus trees. This uniquely Australian phenom­enon set against the view of steep mountainsides and deep valleys inspired our lively group to become even more talkative.

That night I slept without interruption for six splendid hours. Waking refreshed, I drew the blind and saw a different world. A vast, empty panorama raced past my window. This was the Australian outback; red sandy plains, low vegetation and a few shady trees.

We had travelled 1,000 kilometres almost due west from Sydney on our way to the first stop, the 'Silver City' of Broken Hill. The mines of Broken Hill produce about two million tonnes of lead, zinc and silver per year.

By mid-afternoon, we were passing through wide, waving fields of golden wheat as the great train drew closer to Adelaide, the capital city of South Australia. The engines are changed in Adelaide so there is a two-hour stop, during which a coach tour of the city is ar­ranged for those wishing to take a closer look at this ele­gant and gracious town.

1. How does the writer feel about making this jour­ney?

A. patient

B. pleased

C. worried

D. nostalgic

2. According to the writer, compared with his previous train journey, this trip was

A. much more comfortable.

B. less adventurous.

C. much friendlier.

D. too fast.

3. The Indian-Pacific

A. crosses Australia from Sydney to Adelaide.

B. is fully self-contained.

C. uses three different railway gauges.

D. has been running for three decades.

4. According to the writer, the people on the train were

A. frightened by the mountain scenery.

B. all gathered in the lounge car.

pletely different from one another.

D. getting on well with one another.

5. During the journey the scenery

A. was mountainous throughout.

B. turned silver in parts.

C. changed a lot.

D. was rather strange.

6. When they got to Adelaide

A. everyone went on a coach tour.

B. it was mid-afternoon.

C. they saw an elegant and gracious city.

D. they wasted time changing the engines.

7. This extract

A. tells us a lot about the writer's character.

es from an advertising brochure.

C. is part of a novel about travelling.

D. tries to make the train: trip seem attractive.

3)  Открыть скобки в тексте, употребив верные видо-временные формы глаголов.

The Changing City

When Nelly returned to her native city after four years at the University she (understand)1 that many things (change).2 The first night at home she (go)3 for a walk (accompany)4 by a friend of hers. The girls (see)5 many people (have)6 walks with their children. "(Look)7!" Nelly suddenly (cry).8 "A new bridge (appear)9 here! When it (build)10?" Nelly's friend (not expect)11 her (be)12 so excited. "You (see),13" she said. "It (be)14 our new MP's policy. They (build)15 a lot of new things at the moment. You (remember)16 Mr Perking's old barn? A new garage (build)17 in its place. It (not finish)18 yet, but I think when they (finish)19 it, it (be)20 the biggest garage in the city." Nelly (shake)21 her head in disbelief. "It always (be)22 so difficult (make)23 the City Council (do)24 anything in the field of construction," she said. She (remember) how old-fashioned her city (be)26 before and (realize)27 she (like)28 the changes she (see).29 She hoped she (see)30 more attractive changes in the near future.

4)  Найти лишнее слово в строке и выписать его.

Задание: Read the sentences below. Some of them are correct, and some have a word which should not be there. If a sentence is correct put a tick (V). If a sentence has a word which should not be there, write the word.

I enjoy going to shopping. Despite of her sever disability, she fulfilled her foals in life. He spends money as like if there was no tomorrow. He works hard so as that to be promoted. His latest novel, which is 500 pages long, it is a best-seller. The news he told me was shocking. Susan is used to be happier than she is now. He explained to us the best ways of self - defence. When one trying hard, people are more likely to succeed in life.

5)  Задание на словообразование.

Change the words given in brackets so that they fit the sentence. Use lither a prefix or a suffix from the list below.

1-ment 2-(at) on 3-or 4-un 5-dis 6-under

The lorries were (loaded) mechanically. If you don’t speak good English, you’ll be a big (advantage) when you try to get a job. The (continue) of the experiment is rather difficult because of lack of money. What kind of (govern) should and be to make people happy? I’m afraid the potatoes are (weight) by a kilo. Let’s check. Usually we (cover) our swimming pool in spring. Don’t praise me. I need real (assess) of my work. What means of (communicate) exist in the modern world? He is (fit) for such a job. After my (charge) from the army I went into business.

6)  Множественный выбор (на лексическую сочетаемость).

For questions 1-15, read the text below and decide ''which answer А, В, С or D best fits each space.

Red River rising

As the sun turned its warming on the frigid , it set in motion a deadly chain of The snow and ice of the long, cold winter into wa­ter that fed and swelled the Red River, which forms on the North Dakota — Minnesota The river grew and spread swallowing everything in its

The water rose with such speed that some people their vehicles in the street and escaped city dump trucks. Hospitals and nursing homes were Family members were scattered, (refuge in shel­ters (North Dakota and Minnesota.

(downtown Grand Forks under five feet of water and more than 40,000 people (, there (to be but one mild consolation: things could not possibly (15)... any worse.

1.	A lights	C sunsets
	B rays	D lines
2.	A landscape	C space
	B view	D scenery
3.	A causes	C events
	B effects	D occasions
4.	A heated	C melted
	B dripped	D washed
5.	A valley	C region
	B countryside	D border
6.	A path	C route
	B passage	D slope
7.	A neglected	C abanoned
	B ignored	D forgot
8.	A boarding	C boarded
	B aboard	D abroad
9.	A disapeared	C emptied
	B departed	D exited
10.	A having	C finding
	B knowing	D waiting
11.	A through	C among
	B across	D together
12.	A As	C With
	B Like	D From
13.	A lonely	C deserted
	B survived	D homeless
14.	A used	C had
	B seemed	D found
15.	A turn	C get
	B develop	D come

7)  Множественный выбор (на грамматические явления).

Choose the correct answer: A, B, C от D

1. Mississippi is one of … longest rivers in the world.

A. a C. an

B. the D. -

2. They are... asleep.

A. yet С. still

B. just D. else

3. He... the farm since 1947.

A. has owned C. own

B. have been owning D. owned

4. The man is old and he can't... well.

A. heard C. to hear

B. hear D. listen to

5. They arrived... the airport on time.

A. - C. to

B. in D. at

6. We can't agree... you on the problem.

A. to C. without

B. with D. —