Факультет иностранных языков. ВСТУПИТЕЛЬНЫЙ ЭКЗАМЕН В МАГИСТРАТУРУ (с ответами) - 2014 год
Министерство образования и науки Российской Федерации
ВСТУПИТЕЛЬНЫЙ ЭКЗАМЕН
МАГИСТРАТУРА
Направление: Филологическое образование
Проф.-образ. программа: Языковое образование
Факультет: иностранных языков
Task 1. You are going to read three extracts which are all concerned in some way with
scientific research. For questions 1-6, choose the answer (A, B, C or D) which you
think fits best according to the text.
1. YOUNG ENVIRONMENTAL JOURNALIST COMPETITION
HOW TO ENTER:
• If you’re aged 16-25, we’re looking for original articles of 1,000 words (or less)
with an environmental or conservation theme. The closing date for entries is 30 December
2006.
• Your article should show proof of investigative research, rather than relying solely
on information from the internet and phone interviews. You don’t have to go far; a report
on pollution in a local stream would be as valid as a piece about the remotest rainforest.
• Your article should show you are passionate and knowledgeable about
environmental issues. It should also be objective and accurate, while being creative
enough to hold the reader’s interest. We are not looking for ‘think pieces’ or opinion
columns.
• Your aim should be to advance understanding and awareness of environmental
issues. You should be able to convey complex ideas to readers of this general interest
magazine in an engaging and authoritative manner.
• Facts or information contained in shortlisted articles will be checked.
• Read the rules carefully.
1. Before entering for the competition, young people must have
A conducted some relevant research in their local area
B gained a qualification in environmental research.
C uncovered some of the evidence in their research themselves.
D consulted a number of specialists on the subject under research.
2. The articles submitted must
A focus on straightforward concepts.
B include a range of views.
C be accessible to non-specialists
D reveal the writer’s standpoint.
2. EXTRACT FROM A NOVEL
Chapter One
The landing cupboard is stacked high with what Glyn calls low-use material:
conference papers and research papers including, he hopes, a paper that he needs right
now for the article on which he is working. All of these go back to his postgraduate days,
in no convenient sequential order but all jumbled up. A crisp column of Past and Present
magazine is wedged against a heap of tattered files. Forgotten students drift to his feet as
he rummages, and lie reproachful on the floor: ‘Susan Cochrane’s contributions to my
seminar have been perfunctory’
… labelled boxes of aerial photographs showing
archaeological sites are squeezed against a further row of files. To remove one will bring
the lot crashing down, like an ill-judged move in that game involving a tower of balanced
blocks. But he has glimpsed behind them a further cache which may well include what
he is looking for.
On the shelf above he spots the gold-lettered spine of his own doctoral thesis, its
green cloth blotched brown with age. On top of it sits a 1985 run of the Archaeological
Journal. Come to think of it, the contents of the landing cupboard are a nice reflection of
his profession
- it is a landscape in which everything co-exists requiring expert
deconstruction. But he does not dwell on that, intent instead on this increasingly irritating
search.
3. The writer mentions a game in the underlines sentence in order to emphasise
A the difficulty in accessing some material stored in the cupboard.
B the poor condition of much of the contents of the cupboard.
C Glyn’s approach to locating items stored in the cupboard.
D Glyn’s skill in manoeuvring the material in the cupboard.
4. In the second paragraph, the writer makes a comparison between the cupboard and
A the development of Glyn’s academic career.
B Glyn’s particular area of work.
C Glyn’s way of life.
D the current state of Glyn’s research.
3. THE THEORY OF EVERYTHING
Time was when physicists dreamed of a final theory of fundamental physics, a
perfect set of equations that would describe every force and particle in nature. Today that
dream is being overtaken by the suspicion that there is no such thing. Some even fear that
all attempts at a deeper understanding of nature are dead ends. This will lend support to
those who have long claimed that research into fundamental physics is a waste of time
and money; that at best it provides answers to obscure questions which few people
understand or care about.
So do these reservations undermine pure physics as a scientific pursuit? Surely, it
makes no difference if the truths that physicists seek turn out to be more complex and
messy than they once hoped. It could even make the search more intriguing. There are as
many profound questions out there as there have ever been, and to answer them physicists
need the kind of hard experimental evidence that can only come from pure research.
Can we, therefore, justify spending the huge sums of money that such research demands?
What it boils down to is whether we think the search for fundamental truths is important.
This quest for knowledge is a defining human quality, but it’s hard to quantify how our
lives have been ‘improved’ by it. There have been plenty of technological spinoffs from
the space race and other experiments. But the spin-offs are not the point. In showing us
how the universe works, fundamental physics could also tell us something profound about
ourselves. And for that, a few billion dollars would be a small price to pay.
5. According to the writer, technological ‘spin-offs’ from scientific research
A do not justify the sums invested in it.
B reveal the true aims of those promoting it.
C should convince the public of the value of it.
D should not be the main reason for pursuing it.
6. In this piece, the writer is generally
A distrustful of those who doubt the value of pure research.
B supportive of those wishing to carry out pure research.
C sceptical about the long-term benefits of pure research.
D optimistic about the prospects of funding for pure research.
Task 2. You are going to read a newspaper article. For questions 7-13, choose the
answer (A, B, C or D) which you think fits best according to the text.
Groomed for TV
Martyn Harris looks back on his experience of being trained to appear on TV.
I am terrible on TV. I slouch, sneer, stammer, fidget, forget my lines and swallow
the ends of my words. It rankles, because I know inside I am scintillating, sensitive and
sincere. Television can make any fool look like an intellectual. Newsreaders can contrive
to look nice and even the worst presenters can seem sensible, but I come over as a shifty
subversive. The single television programme I have presented was so awful that even my
mother couldn’t find a good word for it. After a catastrophic radio show last year, when
I addressed the interviewer by the wrong name throughout, I swore I’d never do
broadcasting again.
Until now, that is. I have my first novel out next month, which is called Do It Again,
and the PR people inform me you just have to get out there and promote it. Scotland one
day, the south coast of England the next. It’s going to be hectic and I have to get my act
together. Which is how I find myself being scrutinised for televisual potential by two
svelte creatures from Public Image Ltd, while cameraman Alastair focuses on my
trembling upper lip. Public Image is the outfit which has been teaching MPs how to look
good on TV. They also groom executives from major companies in everything from
corporate presentations to handling broadcast interrogation, but as far as I’m concerned,
if they can make politicians look like real people, they are good enough for me.
‘He blinks a lot, doesn’t he?’ says Diana, the speech specialist, studying my image
on a video monitor. ‘And the crossed legs look defensive. But the voice isn’t bad.’
Jeannie, who is introduced to me as Public Image’s ‘charisma consultant’, takes a step
backwards to study the general posture. ‘Needs to get his bottom back in the sofa. And
the jacket makes him look a bit deformed. Where does he get his clothes from?’
‘Honesty is the most important thing,’ says Diana. ‘We don’t want to turn people
into actors. We want to bring out the personality. And of course speech is most important
too. Lots of politicians don’t breathe properly, so they have to shout. They give
themselves sore throats and polyps on the vocal chords. Breathe from the diaphragm and
you can speak quite loudly and for quite a long time without strain. Then most
importantly, there are the three E’s: Energy, Enthusiasm and Enjoyment. And do try to
stop blinking.’
And so, as I breathe from the diaphragm, clench my eyelids apart and desperately
try to project honesty as well as the three Es at once, the camera rolls. ‘Today we are
visiting the home of Martyn Harris,’ says Diana dishonestly, ‘a journalist who has
recently published his first novel Do It Again. So, what can you tell us about the plot,
Martyn?’ ‘Umm …’ A long pause. ‘Errr … ‘ A longer pause. ‘Tee hee, hargh … ’ An
asinine giggle. ‘All right Alastair,’ says Diana patiently, ‘we’ll try that again.’
We try it again, many, many times, each time chipping away at another tic and
mannerism and gaucherie. On the second run-through, my crossed legs keep bobbing up
and down, which makes me look as if I want to run away (I do, I do). On the third run
they are uncrossed, but my hands are clenched in my lap. On the fourth I have wrenched
my hands from my lap, but now they are fiddling with my ears. On the fifth, I’m throwing
away the ends of my sentences, which sounds as if I think my audience is thick (I don’t
really).
Television does curious things to your face, dragging it towards the edges of the
screen. If you have a long face, as I have, it makes you look like a cadaverous mule. It
emphasises the darkness of lipstick and eyeshadow, so make-up should be minimal, and
used mainly to soften facial shadows. Does Diana think it is wicked, I wonder, to mould
politicians in this way? ‘As soon as anyone gets on telly these days, we expect them to be
as good as the professionals, because that’s where we get our standards from. It’s unfair,
but that’s the way of the world. As for the ethics, I leave that to others and get on with
my job.’
And it’s a job she does very well, because on the final run-through, after three hours
or so, I really don’t look too bad. Steady gaze, breathing from the diaphragm, no twitches,
no blinking. Not a consummate professional in the business, but not bad.
I’m brimming with honesty, energy, enthusiasm and enjoyment and I’m talking a lot
of twaddle, but you’d hardly notice. When you watch politicians on TV, you’ll see a lot
more just like me.
7. The writer believes that one reason he is terrible on TV is that
A he doesn’t make enough effort to perform well.
B he can’t help being rude to interviewers.
C his personality seems unappealing to viewers.
D his personality differs from that of newsreaders and presenters.
8. The writer has become involved with Public Image Ltd because
A he wants to find out what such companies do.
B he has been told that it is in his interests to do so.
C he is intrigued by the work they do for politicians.
D he has been told that the company is good at promoting novels.
9. Diana and Jeannie both say that one of the writer’s problems when appearing on TV
concerns
A the way he sits.
B the clothes he wears.
C the way his eyes move.
D the way he moves.
10. What does Diana tell the writer about politicians?
A They are usually reluctant to tell the truth.
B They often fail to realise that they are shouting.
C They are frequently nervous when they appear on TV.
D They frequently speak in a way that is harmful to them.
11. The writer believes that his response to Diana’s first question sounds
A insincere.
B silly.
C rude.
D predictable.
12. When the writer asks Diana about her job, she
A says that she is only interested in doing it well.
B admits that sometimes it results in people looking foolish.
C says that it frequently involves frustrations.
D agrees that it is hard to justify it.
13. In the final paragraph, the writer concludes that
A he has underestimated how challenging appearing on TV can be for politicians.
B he has learnt how to sound convincing without saying anything meaningful.
C some people can be trained to do absolutely anything.
D viewers are more perceptive than is generally believed.
Task 3. For questions 14-, read the text below and decide which answer (A, B, C or D)
best fits each gap. There is an example at the beginning (0).
0 A expressed
B directed
C indicated
D guided
What we know about music and the brain
Work on the human brain has (0) … how different parts are centres of activity for
different skills, feelings, perceptions and so on. It has also been shown that the left and
right halves, or hemispheres, of the brain are (14) … for different functions. While
language is processed in the left, or analytical hemisphere, music is processed in the right,
or emotional hemisphere. (15) … of music like tone, pitch and melody are all probably
processed in different parts of the brain. Some features of musical experience are
processed not just in the auditory parts of the brain, but in the visual ones. We don’t yet
fully understand the (16) … of this.
The tempo of music seems to be (17) … related to its emotional impact, with fast
music often (18) … as happier and slower music as sadder. It is the same with the major
biological rhythm of the body: our heart (19) … quickens when we’re happy, but slows
when we’re sad. Military music may have (20) … from attempts to get us ready for (21)
… by using fast drumming to (22) … our hearts into beating faster. Music is perhaps one
of the most complex experiences the brain (23) … with and it has become an absolutely
(24) … part of our rituals and ceremonies. It has power beyond language to (25) … mood
and co-ordinate our emotional states.
14 A amenable
B dependable
C responsible
D reliable
15 A Views
B Aspects
C Factors
D Pieces
16 A expectations
B implications
C assumptions
D propositions
17 A surely
B plainly
C evidently
D directly
18 A felt
B endured
C encountered
D touched
19 A pulse
B speed
C pace
D rate
20 A evolved
B extended
C advanced
D elevated
21 A battle
B fight
C quarrel
D struggle
22 A activate
B motivate
C stimulate
D animate
23 A manages
B copes
C bears
D holds
24 A vital
B important
C compulsory
D dominant
25 A notify
B report
C associate
D communicate
Task 4. For questions 26-40, read the text below and think of the word which best fits
each gap. Use only one word in each gap. There is an example at the beginning (0).
Mosquitoes
According to the World Health Organisation, malaria, a disease spread (0) by
mosquitoes, affects millions of people every year. Everyone knows how irritating the
noise made by a mosquito, (26) … by a painful reaction to its bite, can be. It is astonishing
that so (27) … is known about why mosquitoes are drawn to or driven away from people,
given (28) … level of distress and disease caused by these insects. We know that the most
effective chemical (29) … protecting people against mosquitoes is diethyltoluamide,
commonly shortened (30) … deet. (31) … deet works well, it has some serious
drawbacks: it can damage clothes and some people are allergic to it.
Scientists know that mosquitoes find some people more attractive than others, but
they do not know (32) … this should be. They also know that people vary in (33) …
reactions to mosquito bites. One person has a painful swelling while (34) …. who is bitten
by the same mosquito (35) … hardly notice. Scientists have (36) … discovered the reason
for this, but they have carried (37) … experiments to show that mosquitoes are attracted
to, or put (38) … by, certain smells. In the future, scientists hope to develop a smell that
mosquitoes cannot resist. This could be used in a trap (39) … that, instead of attacking
people, mosquitoes would fly into the trap and be destroyed. For the time (40) …
however, we have to continue spraying ourselves with unpleasant liquids if we want to
avoid getting bitten.
Task 5. For questions 41-50, read the text below. Use the word given in capitals at the
end of some of the lines to form a word that fits in the gap in the same line. There is an
example at the beginning (0).
(0) - COMPARISON
An Ancient Tree
In Totteridge, in north London, there is a yew tree estimated to be
between 1,000 and 2,000 years old. This tree, however, is a mere
youngster in (0) … with others of the species. The record in the UK is
COMPARE
held by a yew in Scotland that is thought to be between 4,000 and
5,000years old. However, such trees are becoming (41) … rare and
INCREASE
the Totteridge specimen was considered of (42) … importance to be
SUFFICE
named in 1999 as one of the 41 ‘great trees’ in London. Like many
yews, the Totteridge tree (43) … predates the buildings around it and
DOUBT
its exact age is unknown. The Totteridge tree needs little (44) … .
MAINTAIN
Some of its outer branches hang down so low that they have taken
root. But this is part of the tree’s natural architecture and contributes
to its (45) …in high winds. With the best of
STABLE
(46) … , ancient yew sites are often tidied up with no benefit to the
INTEND
tree. Dead branches are not (47) … shed by the tree and their wood
READY
harbours a multitude of insects, an inseparable part of the old tree’s
natural (48) … . Something of the tree’s history is lost with
DIVERSE
the (49) … of dead wood. After all, the decaying, twisted and
REMOVE
(50) … parts give the tree character.
ATTRACT
Task 6. Some of the sentences (51-60) contain an unnecessary word. Write it out. If the
sentence is correct, put a tick (;
). There is an example at the beginning (0).
0. A high school in England has been initiated a new policy to allow students to
been
sleep longer in the mornings.
51. The private, $25,000-a-year Hampton Court House school is introducing a
1.30 to 7 pm timetable in the September.
52. It will become the only school in Britain that starts lessons in the afternoon.
53. Head teacher Guy Holloway said the altered hours should be help students
get higher grades.
54. He said research on neuroscience shows student productivity increases if
they can sleep more longer in the mornings.
55. Mr Holloway said: “We want to get students into an environment where they
can get quality sleep and their bodies are functioning well.”
56. The afternoon start is based on research by Oxford University.
57. Researcher Dr Paul Kelley said: “You can’t train your system to get up at a
practical time, we are not in the control of choosing the best time to work
because it’s biological, just like we have no control over our heartbeat and liver
function.”
58. Dr Kelley added: “Anything you do to change the rhythmic systems of your
body means your organs have become desynchronised with each other and this
is where people get ill.”
59. “There is no fixing it by giving a someone an alarm clock.”
60. A student at the school, Gabriel Purcell-Davis, 15, is in the favour of the
idea, because students are tired all day, “but as soon as 10 o’clock hits, that’s
when we do all our work”.
Министерство образования и науки Российской Федерации
ФБГОУ ВПО «ТГПУ им. Л.Н. Толстогоª
ВСТУПИТЕЛЬНЫЙ ЭКЗАМЕН
МАГИСТРАТУРА
Направление: Филологическое образование
Проф.-образ. программа: Языковое образование
Факультет: иностранных языков
TASK 1
1
2
3
4
5
6
___/ 6
TASK 2
7
8
9
10
11
12
13
___/ 7
TASK 3
14
16
18
20
22
24
15
17
19
21
23
25
___/ 12
TASK 4
26
31
36
27
32
37
28
33
38
29
34
39
30
35
40
___/ 15
TASK 5
41
46
42
47
43
48
44
49
45
50
___ / 10
TASK 6
51
56
52
57
53
58
54
59
55
60
___ / 10
TOTAL ___/ 60
KEY
TASK 1
1
C
2
C
3
A
4
B
5
D
6
B
6
TASK 2
7
C
8
B
9
A
10
D
11
B
12
A
13
B
7
TASK 3
14
C
16
B
18
A
20
A
22
C
24
A
15
B
17
D
19
D
21
A
23
B
25
D
12
TASK 4
26
followed
31
Thought/Although/ while/whilst
36
not/never
27
little
32
why
37
out
28
the
33
their
38
off
29
for
34
another
39
so
30
to
35
may/might/will
40
being
15
TASK 5
41
increasingly
46
intentions
42
sufficient
47
readily
43
undoubtedly / doubtlessly
48
diversity
44
maintenance
49
removal
45
stability
50
unattractive
10
TASK 6
51
the
56
;
52
;
57
the
53
be
58
have
54
more
59
a
55
;
60
the
10
TOTAL 60