Тексты для аудирования
к тренировочным заданиям
ПЕРВОЕ ЗАДАНИЕ (В1)
(Multiple matching)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Вы услышите 6 Высказываний. Установите соответствие между высказываниями каждого говорящего A-F И утверждениями, данными в списке 1-7. Используйте каждую цифру, обозначающую утверждение, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
Now we are ready to start
Speaker A
I really regret going to university straight from school. I wasn’t really old or mature enough to understand what a huge opportunity I had. Basically I went because I couldn’t decide on a profession. I studied English because it was my favourite subject and simply kept my options open. Truthfully I made a mess of it. I wish now that Γd waited, got a few years work experience and then gone to university to study something practical to help my career.
Speaker B
Taking a degree in the UK is now a major enterprise. Until about 10 years ago you could get a government grant to pay for tuition fees and accommodation. Now you have to get a student loan. This means that you can finish your university education owing a lot of money. When you start working you begin to repay but it can take years to pay it all back. This makes it almost impossible to be able to buy a house or treat yourself to decent holidays until the debt is paid off. But then again, you can limit your job opportunity by not going to university. It’s very hard.
Speaker C
Speaker D
Tomorrow I am starting work. I can hardly believe my luck. As of tomorrow ITl be working in a studio helping to make animated films. I did my work experience with the company and they are all really friendly. And apparently they are going to give me intensive training in all the computer design programmes I will need to master. If I had gone to university with my friends from the Arts Foundation course, I’d probably get the same training. But instead I’ll be getting a salary and real experience rather than borrowing loads of money from the government.
Speaker E
Our A Level results are due on August 30th. I need 2 A’s and a B to have a reasonable chance of studying mathematics at Christ’s College Cambridge — the university attended by John Milton and Charles Darwin among others. I have to say that I am feeling positive. I think the exams went pretty well. There was only one question that I found quite difficult. So — who knows? Maybe I will be listed among the famous graduates of, arguably, the most famous university in the world. Only ten more days until I find out. It’s too early to celebrate but
Speaker F
Today is my last day at school. I should remember how I feel now for the rest of my life. I will never be a school pupil again! But somehow it feels rather ordinary and natural to me. I will say goodbye today to some people I may never meet again. But on the other hand I will stay in touch with my close friends and I do plan to attend school reunions when I get a chance in the future. But still it probably should feel special today and sad. Certainly I have seen a few friends in tears today. But for me, it’s just another day. The future lies ahead and I am ready to meet it. Nothing more.
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Вы услышите 6 Высказываний. Установите соответствие между высказываниями каждого говорящего A-F И утверждениями, данными в списке 1-7. Используйте каждую цифру, обозначающую утверждение, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
Now we are ready to start
Speaker A
The pay is terrible and the hours are long but at least I have a job. I must admit that I hadn’t planned to work in a factory making cardboard boxes and other packaging. But on the positive side I am a management trainee. I will only have to work on the factory machines for six months to get experience but then ITl go to the design department, the sales department, accounting and so on — 120
Until I understand every aspect of the business. The owner says that if I work hard I stand a good chance of being a departmental manager within three years.
Speaker B
We are enjoying our gap year. Just three girls on a big year long round-the-world adventure. Luckily we managed to find jobs in most places we travelled to. We’ve been waitresses, farm workers, cleaners and once wore costumes advertising a toy shop! We feel quite proud actually. But we did hit some problems — particularly in South America — where there was a lot of disapproval about what we were doing. Probably they thought we should be married and keeping home for clever and successful husbands!
Speaker C
When I started modern literature at Sussex University I somehow managed to fall out with my tutor on the “Modern European Mind” module. I am not sure how it happened but the early tutorials were frosty to say the least. Then, mid-term, I presented a paper on Thomas Mann. He loved it! After he returned my paper he asked to meet me and we spent two happy, animated hours discussing the short stories and novellas. We are hardly best friends but the atmosphere in tutorials is 100% better.
Speaker D
I can’t say I enjoyed my school days very much. In my opinion it was far too strict. I also felt that I was forced to study too many subjects and ended up taking several GCSEs in subjects of little interest to me. But I am off to university now and I am not looking back over my shoulder. No more noisy classrooms and compulsory PE, no more memorising the rainfall graphs for Venezuela and the fascinating (yawn) politics of Jacobean England. I am off to make a new start and will begin learning what I need to know, to be the person I want to be.
Speaker E
Living in a hall of residence is not too bad. The people who live on our corridor have become a little community. We often cook and socialise together. It’s pretty comfortable in my bedroom, if a bit small. The woods at the back are beautiful, especially now that it is autumn, and make up for horrid green paint with which the walls are painted. Of course the walls are thin and it can be a bit noisy studying there. But I prefer to work in the library so it is not a problem.
Speaker F
I thought I had been robbed. My wallet was gone with just about all the money I currently have. I reported it of course to the Campus administrator and Dad kindly offered to send some money to help me out until the end of term. I was even briefly jealous of my friends who are now earning a salary rather than going to university. But the great news is that I have found my wallet and truth be told, my room is so untidy that I wasn’t entirely surprised. I wonder if I should give my Dad a call….
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Вы услышите 6 Высказываний. Установите соответствие между высказываниями каждого говорящего A-F И утверждениями, данными в списке 1-7. Используйте каждую цифру, обозначающую утверждение, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в таблицу.
Now we Аге ready to start
Speaker A
At the end of June, a week after my 16th birthday, my compulsory education finished. I was free to go off and find a job or continue with academic or vocational learning. Because I am still undecided about a career and Γm not even sure if I will want to eventually go to university, I chose to go to Brighton, Hove and Sussex 6th form College. So far it is OK. I have chosen A Levels in English, French and History for no better reason than these were my favourite subjects at school.
Speaker B
I got a letter from the College today offering me the chance to take Spanish as well. It will be a lot more work of course but I did a GCSE in Spanish at school and quite enjoyed it. It’s also a useful language for me potentially as it is spoken widely throughout the American continent. Even in the USA, where I wouldn’t mind working one day in the future, almost 40 million people speak Spanish as a first language. I think I’ll at least start the course and see how it goes.
Speaker C
I downloaded my college term planner today. It is not as overcrowded as I feared it might be. Actually Tuesdays and Fridays are horrid as I have lessons at the beginning and end of each day with a 3 hour gap in the middle. I’ll just have to get use to working in the library I suppose but I get easily distracted there.
Speaker D
I go by bus to College but the bus timetable is awkward. I either arrive very early or bang on time if the bus is on schedule. But the bus is often a few minutes late. Unfortunately for me, the college is really tough about being on time. If you are late regularly you run the risk of being told to leave. Their policy is more or less that there are no excuses for being late or missing a class unless you are sick and can prove it with a doctor’s certificate. So I arrive very early…
Speaker E
I must admit that I am really enjoying my college atmosphere. I think the main difference between college and school is that all the kids want to be here as opposed to being forced to be there. There is a lot of co-operation between the students, and the teaching staff at college speak to you and treat you like an adult. The Spanish is coming on well but the work load is hard. I might take the A level in June then drop Spanish next year. Γd rather do one language well than two badly.
Speaker F
I got an A for my end-of-term test in French and hooray! I am going to Paris next week on an exchange program. I’ll be staying with Anne-Marie and her family for a week and then she’ll come and live with my family for a week. I haven’t met her yet but I saw and spoke to her on the Skype webcam. It was great. We understood each other perfectly well, my French professor can be proud of me! But, strange enough, Ann — Marie finds my name hard to pronounce (I don’t know why — I am Virginia!) We already agreed that we’ll have a girl’s night out in Paris!
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ВТОРОЕ ЗАДАНИЕ
(True/ False/ No information)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Вы услышите разговор двух студентов о выборе курса истории. Определите, какие из приведённых утверждений (А1-А7) соответствуют содержанию meκcmα(l), какие не соот — βemcmβyκ>m(2) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного omβema(3). Обведите номер выбранного вами варианта ответа. Вы услышите запись дважды.
Now we are ready to start
Victor. Hi, Anna. Have you registered yet?
Anna. Yes, I’ve just seen my adviser and I’m through. It’s easy now we register by computer. How about you?
Victor. Almost, but I don’t know who to take for history. Γm thinking about Dr. Smith. I hear he’s easy. Who’d you have for history?
Anna. Oh, Victor, take Dr. Jones. She’s terrific! I used to hate history, but I loved her course.
Victor. I hear she’s hard.
Anna. She knows that’s what students think. She told us She’s not hard, it’s Understanding history that’s hard.
Victor. So what’s her course like?
Anna. Well, it’s not memorizing names and dates! She wants you to understand the processes that shape human communities so we can understand how the world got to be the way it is today.
Victor. Good Lord! What are her tests like?
Anna. There’s a test at the end of each unit, but before she begins a unit she hands out a review sheet with everything she might test on. She won’t ask any question on the test that’s not covered on the review sheet.
Victor. Hey, piece of cake!
Anna. Think so? One of the questions was “Explain how the process of industrialization differed in any two of the following countries: England, the United States, Germany, Russia.”
Victor. I’m not believing this! How’d she expect you to answer a question like that?
Anna. She spent a week talking about the process of industrialization in general. Then we spent a week in class applying that to the process of industrialization in England. After that she expected the class to take the initiative in analyzing the process in the other countries. By the time we’d gone through that, we could have explained what the Fiji Islands had to do in order to industrialize! And notice, Victor, whichever country we chose to write about on the exam, we had to pick the important names and dates from that country’s history.
Victor. Seems to me that’s expecting a lot.
Anna. Well, she said once, I don’t expect you to know everything; but I Do expect you to know something.
Victor. Were the tests objective or essay?
Anna. The unit tests were mixed. There were some names, dates, and geographical locations tested with objective questions, but every unit exam had an essay question.
Victor. Did she count spelling and grammar and all that in the grade?
Anna. Yes, she said this is higher education and we’re expected to know how to write and spell.
Victor. Well, Anna, you’ve convinced me. Γm taking Dr. Smith for history.
Anna. Victor!
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Вы услышите разговор студентов о семестровом экзамене по истории. Определите, какие из приведённых утверждений (А1-А7) соответствуют содержанию meκcma( 1), какие не соответствуют^2) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного omβema(3). Обведите номер выбранного вами варианта ответа. Вы услышите запись дважды.
Now we are ready to start
Anna. Hi, Victor. I just finished my last exam and Γm on my way home. How about you?
Victor. One more. Dr. Smith’s history exam.
Anna. Oh, how was his class? Did you like it?
Victor. Not much. He just read from his notes the whole semester. You had Dr. Jones, didn’t you? What was her final exam like?
Anna. It was fun. She called it a multiple-choice essay exam. There were six essay questions and we could choose any two to answer.
Victor. Just two?
Anna. She said she wanted to find out what we knew, not what we didn’t.
Victor. What kind of questions were they?
Anna. Remember, I told you she didn’t expect us to remember a lot of names and dates. She called that “the one-damn-thing-after-another" school of history. She wanted us to learn the processes that shape communities.
Victor. Like what?
Anna. Well, in the Civilization course you took, it would be the processes that broke down medieval institutions, or the processes of forming a national state, or the process of industrialization in Europe. Things like that.
Victor. How do you write an essay about a process?
Anna. Well, one of the things I wrote about was imperialism. We learned to look for what was happening inside a country to make it want to expand, to look at geography to see why it expanded in the direction it did, to look for the goals of expansion and the methods of controlling new territory, and finally to look at the ways colonial people tried to defend themselves. That’s the process. Then in the exam we applied that to an example, like Spanish imperialism in America, or British imperialism in Africa, or whatever. That’s where we used names and dates…giving details for a specific case of imperialism.
Victor. I think you may have learned something. That sounds easier than trying to guess what’s in Dr. Smith’s head. I have no idea what to study for.
Anna. Well, good luck, Victor. See you next semester.
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Вы услышите разговор двух американских учеников о школьной программе обменов. Определите, какие из приведённых утверждений (А1-А7) соответствуют содержанию тек — cma(l), какие не соответствуют^) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа(З). Обведите номер выбранного вами варианта ответа. Вы услышите запись дважды.
Now we are ready to start
Rosalind: David, listen to this! We’re going to host an exchange student this year! Her name’s Elena Yakunina. She’s from Bulgaria.
David: Elena Yakunina? That sounds Russian. I once had a pen-pal from Russia with the same last name!
Rosalind: Her family was Russian. Her grandfather’s parents went to Bulgaria during the Russian Civil War. They were Ukrainian. Oh, this is all so exciting!
David: I Hope she speaks English. It will be a long year if she doesn’t.
Rosalind: She probably speaks it better than we do. Her dad’s a chemist, but her mom teaches English.
David: I’ll bet she’s read a lot about America. What do you know about Bulgaria?
Rosalind: Not much. But Γm on my way to the library to check out some books. Dad’s even ordered some language books. We’re going to practice at home.
David: That should be a riot!
Rosalind: And mom’s learning to cook some Bulgarian dishes.
David: Won’t that be a nice cultural experience! Feeding Bulgarian food to a Bulgarian! Where’d you find out about the program?
Rosalind: Mrs. Young, our French teacher, invited a lady from American Field Services to talk to our language class. She told us we could get more information from the Student Exchange Resource Center on the internet.
David: How’d your parents feel about hosting a foreign student?
Rosalind: They had to think about it for awhile, but then they got excited, too. The AFS lady came by to talk to us, and then we made arrangements for the new student at school.
David: I wonder what my parents would think about hosting a foreign student.
Rosalind: Who knows? They might prefer to send you off to some far-away country.
David: Timbuktu would be fun.
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ТРЕТЬЕ ЗАДАНИЕ
(Multiple choice)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Задание №1
Вы услышите рассказ о роли языка в судьбе одного человека. В заданиях А8-А14 обведите цифру 1, 2 Или 3, Соответствующую выбранному вами варианту ответа. Вы Услышите ЗаПись Дважды.
Now we are ready to start
Language and Me
Language has always been a struggle. When I was a very young child, my father was working on his dissertation at Yale University. My mother worked to earn a living while he climbed the academic ladder. That left me with a Negro maid for a companion. Everyone was too busy to talk, so I grew up largely without language or, at most, its very basics: an angry rebuke here, a grunt there. My brother, two years older, might have made an effort, but he was in elementary school and thought I was too dumb to spend time with. I grew to be five years old, talking very little and very badly. These are the years in which the cells that wire the brain for language are most active, and less so thereafter.
Boys develop language later than girls, so that added another burden as I struggled through primary school. By the time I was beginning to make progress, the family moved to another part of the country that had a very different dialect, as well as some odd social customs that led me to avoid conversation. I remember trying to speak like they did by saying. ‘Yes, sir’ and ‘Yes, ma-am,, when before Γd answered adults with a polite ‘Yes’ and ‘No’. Then in my effort to use the new tongue I made a fatal mistake. I violated regional customs by saying ‘Yes, ma-am’ to a black woman, bringing ridicule and contempt on myself by unforgiving classmates. Thereafter I decided to remain mostly mute.
In secondary school, I was a good enough student, but lazy and satisfied with B grades. I didn’t have the language skills, nor did I come from the right part of the country to feel comfortable talking to girls. Instead I drew attention to myself in sports and mathematics. I could work math problems faster than the instructor, which brought me certain fame; and I played basketball better than most at that school.
As I approached my senior year, my parents decided to do something about my verbal poverty, neglected for so long, by insisting that I enroll in a course in Latin. By that time I was old enough to rebel, so I enrolled like a good son and failed without a second thought.
Skill in math, athletic ability, and the fact that my father was a professor who passed on to me and my brother good, textbook English, earned me an appointment to the US Naval Academy. At that time the course of study was the same for everyone, Electrical Engineering, with one exception: foreign language. We could choose the language we wanted to study. But a problem remained: how would I, with my lack of verbal skill, compete against those who had studied three years of French in high school, four years of Spanish, or two of German? The solution became obvious when I saw the list of choices. I would take Russian and be assured of a level playing field. Had there been Chinese or Swahili on the list, the choice might have taken longer.
Russian language studies at the Naval Academy opened new worlds. Little need be said about the quality of instruction, which was designed solely to produce junior naval officers with useful skills. Instruction consisted of memorizing pages of technical vocabulary that might be used in talking to a Russian pilot who boarded to guide the ship to port, ordering supplies from Russian merchants, joining Russian officers on maneuvers, etc. I left the language program not knowing the Russian words for horse, or grass, or even green.
But it wasn’t fatal. For studying the language led to a study of Russian history and literature which immediately became a passion. What a world Pushkin and Tolstoy, Dostoevsky and Chekhov, and many, many others opened to an American student who had been fed nothing but anti-Soviet propaganda since the end of World War II (the Great Patriotic War)! In time, the fragile balance between studying naval boilers and Russian life couldn’t last. I left the Naval Academy in the third year of study to begin an academic career that focused on Russian History and World Civilization.
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Вы услышите рассказ о первом годе работы молодого учителя. В заданиях А8—А14 обведите цифру 1, 2 Или 3, Соответствующую выбранному вами варианту ответа. Вы Услышите Запись Дважды.
Now we are ready to start
First year teacher
In the last semester of college, I married. I was poor and had no car; so I rode a bicycle and carried my wife on the handlebars. By the end of college, it was clear we were going to have a baby, so I needed to find a job soon and postpone my graduate program at the University for better times. I took a job in another state in a town Γd never seen or heard of, because it paid more than any other teaching position I could find.
It turned out to be a tiny village of 1300 that once was a lumber town with the largest sawmill in the world. Now there was not a tree in sight, the low wet lands had been drained, and the region produced soybeans and cotton. The school where I would teach had only sixteen teachers for grades one through twelve. That meant we had to teach many courses. My college degree was in history, but they already had a history teacher, so I taught geography, general math, algebra I, algebra II, trigonometry, and physics. That was a challenge! Thank Lord Γve been keen on maths since junior high school and later had a chance of getting more training in this area while temporarily studying Electrical Engineering at the US Naval Academy.
Teachers were also expected to sponsor student activities, and I was asked to sponsor the junior class. That class earned money by staging a school play, and it also organized and decorated the gymnasium for a junior-senior prom. I had no experience with drama, but that didn’t seem to matter. My colleague, a new biology teacher was asked to coach the junior basketball team though he had never played basketball. I had, and, after watching his misery during the first practice, I volunteered to take his job too…without pay as well. Sometimes, riding on the back roads with the team on a cold and crowded school bus, I wondered if Γd lost my mind.
Basketball was this tiny school’s only sport, so the boys played twelve months a year and produced one of the finest teams in the state. For some reason, these rustic country athletes decided to take my course in trigonometry. It was a delight. I sent them out in teams to see who could be the first to measure the height of a tree or building, with only a protractor and measuring tape. They loved competition and in the process they learned trigonometry.
On the day my first child was born, I passed cigars around this class to smoke in celebration. Unexpectedly, the school principal came to the door to see what was going on. Thinking quickly, I offered him a cigar and saved my job.
The play the juniors put on that year under my direction was a surprise success. The class selected a mystery that was intended to be scary, but their acting was so poor it became a comedy. The audience left the building with tears in their eyes from so much laughing. The young woman who had helped me with the play went home with a nervous breakdown.
In 1957, the Soviet Union launched Sputnik, the first spaceship to orbit the earth. The US Congress responded to Sputnik by financing the National Defense Education Act, intended to produce a corps of specialists who could help respond to what was thought to be a Soviet threat. Three of the first-year teachers in this tiny school received three-year grants for university graduate programs. I was one, and I’ve been grateful to the Soviet Union ever since for my graduate education.
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ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Вы услышите рассказ взрослого человека о том, как будучи школьниками, они зарабатывали деньги в летние каникулы. В заданиях А8-А14 обведите цифру 1, 2 Или 3, Соответствующую выбранному вами варианту ответа. Вы Услышите Запись Дважды.
Now we are ready to start
Summer work
When I grew up in the American South, summers were brutal, reaching 42-46 C. We found summer jobs at the cotton compress, the pickle plant, unloading railroad boxcars, painting houses, mowing lawns — anything to occupy ourselves and make a little money.
When I was fifteen, the employment office in town listed a job in a canning factory in Wisconsin, paying 85 cents an hour. That was more than we were making at home and Wisconsin was cooler than where we lived, so I and two of my school friends embarked on the great adventure.
То get to the canning factory, we rode 1400 km in an old school bus filled with hard-scrabble country farmers, who found they could make more money as itinerant workers in the North than farming their small bean patches in the South. Once there, we slept in a barn on canvas cots, and were assigned jobs in the factory or in the fields. The crop was peas; and when the peas were ripe they had to be harvested immediately or they’d rot. So we worked 16-18 hours a day for five weeks to bring in the harvest.
Field work was a delight in the cool Wisconsin summers. The pea vines were cut at the ground and loaded onto trucks with pitchforks. They were hauled several miles to a vinery that stripped the vines and husks from the peas, which were then sent to the cannery. The vines were stacked and let to rot for fertilizer; and every vinery smelled like a sewer that could be smelled miles away. In the cannery, the peas were sorted into sizes, sent down a conveyor belt where we picked out any dirt or weeds that remained, funneled into cans, cooked, and packed into cartons for shipping. Seeing the dirt that survived the process, we stopped eating peas for years after.
When the season was over, we hitchhiked home, rather than endure the ride on the school bus. We told friends about the work and beautiful weather, the money we’d made and the fun we’d had. So the next summer over twenty school mates hitchhiked north in teams of two, racing to get there first, catching rides on freight trains when cars weren’t stopping for us on the road. We learned to follow the harvest, working in the canneries farthest south where the peas came in first, then moving to those farther north to catch the next harvest.
The following summer, probably forty school mates made the pea harvest. Some took other paths and went to the cherry harvest in Michigan or the corn harvest in Illinois. Hitchhiking isn’t always safe and there were many of us on the road, but as far as I know only one team was robbed and left on the highway in their underwear. Other than lost dignity and bruised feelings they were not harmed. Through some process at our school, the pea-pickers became a breed apart from any group, to say nothing of the stay-at-homers. They were welcomed home by the girls at the end of the summer; and the tales they told — some of them true — inspired awe and admiration. They became a band of brothers, who, even when they meet years later, find themselves talking about little else.
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