Task II. Read the text and answer the questions A-G with one right variant 1-4.
Listening
Task I: Listen to four dialogs A, B, C, D and set up a correspondence between the dialogs and the places where they happened. Each place numbered from 1 to 5 can be used only once. There is one extra place .
| 1. | In a street |
| 2. | At home |
| 3. | On a beach |
| 4. | At a stadium |
| 5. | At the zoo |
Task II : Listen to five statements A , B , C , D , E set up a correspondence between the statements and the point they refer to . Each point numbered from 1 to 6 can be used only once. There is one extra point .
The speaker talks about
1. shopping for a present.
2. how to arrange a birthday party.
3. making a birthday cake.
4. his/her favourite café.
5. his/her childhood dream.
6. a family birthday celebration.
Task III. Listen to a talk of two friends. For each beginning of the statement A-F choose the right ending and write its number into the table.
A. Nora lives close to
1) the zoo.
2) the park.
3) the stadium.
B. Nora is interested in
1) sports.
2) theatre.
3) science.
C. To enter the zoo Simon and Nora
1) paid the full ticket price.
2) paid a discount ticket price.
3) had free tickets.
D. Nora and Simon are going to have lunch
1) before visiting the zoo.
2) while visiting the zoo.
3) after visiting the zoo.
E. In the cafe Nora and Simon are going to have
1) a meat salad.
2) a fish soup.
3) a vegetarian pizza.
F. Out of the wild animals, Nora is most fond of
1) monkeys.
2) tigers.
3) dolphins.
Reading
Task I. Read the text and define, if each of the statements A-H is true (1), false (2) or not stated (3).
Lewis Carroll
Lewis Carroll was the pen-name of Charles Dodgson, an English writer and the author of two of the best loved children's books in English Literature – 'Alice's Adventures in Wonderland' and 'Through the Looking Glass'. The characters and phrases from these books have entered and become part of the English culture, so if someone calls you 'Mad as a Hatter', you know whom to thank.
Charles Dodgson was talented in many ways. Apart from being a creative writer, he was also a Mathematics Don (professor) at Oxford and a well-known logician. He was interested in photography and music. He sang very well, played chess and enjoyed creating and solving puzzles.
Charles Dodgson was born on 27 January 1832 and spent the first eleven years of his life at Warrington, Cheshire where his father was the priest. His family was large; his parents had 11 children, 4 boys and 7 girls.
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Charles was educated first by home-schooling, then at two boarding schools, and finally at Christ Church College, Oxford. Later in life, he remembered his boarding school experience without any warm feelings. Still, he was an excellent student and studied very well in all his subjects.
In 1854 Charles Dodgson got a 1st class degree in Mathematics and one year later he became a lecturer in Mathematics at Christ Church College. It was then that he started his literary career and took his pen-name, Lewis Carroll. While his creative books and poetry were published under his pen-name, he also wrote books on Mathematics under his own name.
When a new Headmaster arrived at Christ Church College, he brought with him his family. Dodgson became the family’s close friend. The Headmaster’s little daughters, the youngest of which was called Alice, enjoyed his company very much. Charles often entertained the girls by telling them stories about imaginary worlds with fantastic creatures.
The story about the adventures of little Alice became popular all over the world. ‘Alice in Wonderland’ is primarily a children’s story, but adults have enjoyed the novel for over a century together with children.
Many elements of ‘Alice’ were not completely new. Talking animals, for instance, or the story idea in which a child or children are carried away from reality into a fantasy world. However, it was Carroll who established a new motif that would be used again and again in children’s literature: Peter Pan, The Wonderful Wizard of Oz, the Narnia books, and the Harry Potter books. That is the possibility for the main characters to travel back and forth between the real world and wonderland.
Though his characters travelled a lot between one world and another, Charles Dodgson himself didn’t like being away from home. The only occasion on which (as far as it is known) he went abroad was a trip to Russia in 1867.
He died of pneumonia on 14 January 1898 at his sisters' home. He was 2 weeks away from turning 66.
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A. Charles Dodgson was a brother of the famous English writer Lewis Carroll.
1) True
2) False
3) Not stated
B. Charles Dodgson had different hobbies.
1) True
2) False
3) Not stated
C. Charles Dodgson was the oldest child in the family.
1) True
2) False
3) Not stated
D. Charles Dodgson enjoyed his years in the boarding schools very much.
1) True
2) False
3) Not stated
E. Charles Dodgson was a good mathematician.
1) True
2) False
3) Not stated
F. Charles Dodgson invented fantastic stories for his friend’s daughters.
1) True
2) False
3) Not stated
G. Charles Dodgson’s children enjoyed reading his books about Alice.
1) True
2) False
3) Not stated
H. Charles Dodgson travelled a lot around the world.
1) True
2) False
3) Not stated
Task II. Read the text and answer the questions A-G with one right variant 1-4.
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.
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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.
A. Dr. Gijbert Stoet claims that women do worse than men at maths because they …
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1) are not encouraged to do the subject.
2) do not believe in their own competence.
3) use improper methods in problem-solving.
4) employ wrong stereotypical techniques.
B. Last year’s A-levels maths results show that …
1) more girls take the subject.
2) girls do better than boys.
3) boys get more A grades.
4) boys are more likely to fail.
C. Which of the following statements is NOT true, according to paragraphs 5 and 6?
1) The author has worked in engineering for over 20 years.
2) The prospects for women in science are best in Sweden.
3) The author’s expectations about women in science have not come true.
4) Britain has fewer women engineers than other European countries.
D. According to the author, social conditioning taking place in Britain implies that …
1) boys are smarter than girls.
2) science could be interesting.
3) science is for boys.
4) math is an optional skill.
E. “They” in “to talk to schoolchildren about what they do” (paragraph 7) may refer
to …
1) scientists.
2) schoolchildren.
3) careers.
4) experiments.
F. According to the final paragraphs, which of the factors discouraging girls from careers in science appears to be most important?
1) Lack of opportunities in career growth.
2) Academic underachievement.
3) Social stereotypes.
4) Lack of encouragement.
G. The author’s attitude to the problem may be called …
1) impartial.
2) biased.
3) negative.
4) interested.
Grammar
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