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Вариант 12

Раздел 1. Аудирование

Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A—F и утверждениями, данными в списке 1—7. Используйте каждую букву, обозначающую утверждение, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды. Занесите свои ответы в поле справа.

Нажмите , чтобы прослушать запись

1. It is useful to do workouts without the gym.

2. Making this change gives new skills and emotions.

3. This sport is great for your body.

4. Walking or sightseeing with your family and friends is an ideal workout.

5. Travelling in winter can be dangerous.

6. Enjoying winter weather has a lot of benefits.

7. Holiday shopping is another great opportunity to become fit.

Вы услышите диалог. Определите, какие из приведенных утверждений A—G соответствуют содержанию текста (1 — True), какие не соответствуют (2 — False) и о чем в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 — Not stated). Вы услышите запись дважды.

Нажмите , чтобы прослушать запись

A. Laura is upset because she has some financial problems.

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B. Laura likes all the clothes she’s bought on sales.

C. Laura spent all her money on the Christmas sales.

D. James has never bought anything on sales.

E. According to James, shopping may attract boys as much as girls.

F. James can’t give Laura any advice.

G. Laura and James will go to the coffee shop on High Street.

Вы услышите интервью. В заданиях 3—9 выберите цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Вы услышите запись дважды.

Нажмите , чтобы прослушать запись

Which of the following does Diane NOT mention about musical training?

1. It helps children with special needs.

2. It makes the human brain develop quickly.

3. It enhances communication skills.

What does musical training do to help education

1. It helps to develop lots of various senses.

2. It provides students with extra information.

3. It teaches children how to speak.

What did Diane learn from the experiment about the brain stem activity?

1. Music may affect it.

2. It can’t be changed.

3. It is not important for learning.

What people were involved in the experiment?

1. People with learning disabilities.

2. People who could play the cello.

3. People regardless of their musical abilities.

People with musical training experience did better in .

3. both sciences and humanities.

With the help of musical training children with learning disabilities begin to .

1. produce longer sentences.

2. use body language.

3. understand miming better.

Where is Diane’s discovery being used?

1. In all comprehensive schools.

2. In some experimental schools.

3. In music schools all over the country.

Раздел 2. Чтение

1. The invention of a highlighter

2. For drawing angles

3. Three-ring binder

4. Shaped like breadbaskets

5. An ancient writing tool

6. Important properties

7. Regional differences

8. For carrying textbooks

A. An ancient Roman writing instrument, the stylus, gave rise to the modem pencil. Some early styluses were made of lead. When graphite was documented in Borrowdale, England, in 1564, the mineral replaced the heavy metal. Graphite left a darker mark on papyrus, but it was so soft that it crumbled easily. To protect the graphite, a holder had to be fashioned for it. The first holders were nothing more than string wound around graphite sticks. Later, hollow wooden sticks replaced the string.

B. In the United States and Canada, it’s an eraser. But in the United Kingdom, India, Ireland, South Africa, Australia, and New Zealand, the object used to eradicate pencil or ink marks is known as a rubber. Before 1770, when erasers first appeared, many people used small rubber or wax slabs to rub out their penciled mistakes. To eradicate errors in ink, they employed sandstone or pumice. Japanese writers used soft bread to erase pencil marks.

C. Starting in 1888, when American tanner John Loud patented his version of a ballpoint pen to mark hides, over 350 other inventors began patenting additional designs for a ballpoint pen, but none of them saw production. The viscosity, or thickness, of the ink had to be just right: too thin, and it leaked; too thick, and it clogged. The ink’s viscosity was often at the mercy of the temperature. In 1935, Ladislas and Greg Biro set out to invent a better pen and made their Biro pen.

D. Before the 1960s, when Japanese inventor Yukio Horie invented a felt-tip pen that used water-based ink, students kept track of important textbook information by making marginal notes and underlining key words and passages. In 1963, Carter’s Ink produced the Hi-Liter, a marker similar to Horie’s pen. Both instruments rely on capillary action to draw ink into their tips. Fluorescent colours were introduced in 1978. Since then, polyethylene beads molded into porous heads have replaced felt tips, and there are retractable and scented models.

E. The protractor has been measuring angles for 500 years. Mapma- ker Thomas Blundeville first described the instrument in his 1589 monograph. By the early 17th century, protractors were commonly used by maritime navigators. By the 20th century, their use among students in elementary and intermediate schools became prevalent. The variety of uses for protractors dictates their range of shapes. Protractors made of brass, steel, ivory, and plastic appear in the forms of circles, rectangles, squares, semicircles and quarter-circles.

F. German inventor and office supplier Friedrich Soennecken invented the ring binder in 1886. Later, two holes in the side of the binder were added, 80 millimeters apart from one another, setting the standard distance between these openings. When loose-leaf paper appeared in 1854, Henry T. Sisson invented the two- and three- ring binders, but they weren’t mass-produced until 1899, when the Chicago Binder and File Company began to sell the product. The three-ring version remains the most favoured by today’s students.

G. Backpacks haven’t been around for very long. Before their advent, students strapped stacks of books together and carried them at the end of leather or cloth thongs. Alternatively, they carried them by hand, boys slung under their arms, girls cradling them as though they were babes in arms. In 1938, outdoor clothing and gear retailer Gerry Outdoors invented the first zippered backpack, but students weren’t interested in them at the time. They sold mostly to campers, hikers, and skiers. Students stuck with straps or used small briefcases called satchels.

Прочитайте текст и заполните пропуски A-F частями предложений, обозначенными цифрами 1-7. Одна из частей в списке лишняя.

1. naming the peak bloom date

2. the period when 20 percent of the blossoms are open

3. that are designed to please all ages and interests

4. friendship between the U.S. and Japan

5. that is provided by DC’s talented and creative guides

6. which is a celebration of contemporary art and music

7. which are popular for eating outdoors

When Washington DC’s signature cherry trees bloom, it is a sure sign that spring has arrived. The National Cherry Blossom Festival runs over three weekends annually, marking each anniversary of the gift of the trees and celebrating the A _______ .

The Festival is always packed with special events В _______. Families flock to the National Building Museum for Family Day and the Open Ceremony and to the southwest waterfront for impressive fireworks. DC’s hip and artistic crowd even has a place on the Festival calendar with Cherry Blast, C _______ . Visitors can catch free cultural showcases every day by nearly 100 performance groups at the Sylvan Theatre on the Washington Monument grounds.

It is also a prime time to check out a specialty tour D _______. You will learn about the history of the trees and brush up on your photography skills as you capture the Tidal Basin at its finest.

Although the Festival is planned to coincide with the blooming of the trees, the actual bloom dates depend on weather conditions and vary from year to year. The National Park Service monitors the blossoms throughout the year and releases its prediction, E _______, in early March. The peak bloom date is defined as the day on which 70 percent of the blossoms of the Yoshino cherry trees that surround the Tidal Basin are open. The Blooming Period is defined as F _______ until the petals fall and leaves appear. The blooming period can last as long as two weeks.

Прочитайте текст и выполните задания 12—18, обводя цифру 1, 2, 3 или 4, соответствующую номеру выбранного вами варианта ответа.

For almost every person there will be a time in their life when they decide that they want to volunteer. There could be numerous reasons why you want to start doing volunteering work – from retirement to plain old fashioned good will. Different people may find different arguments in favour of doing this kind of work or service, if I can put it this way. But how do you get into the world of volunteering?

First of all, you need to make the time to volunteer and before you can start approaching organizations and enquiring about volunteering opportunities, you need to first figure out how much of your time you can dedicate to volunteering. If you are working, then ask your employer if you can have consistent weekdays off, so you can then have regular time to volunteer each week. When you can promise a set amount of time to an organization, then they are much more likely to offer you a volunteering position. So think twice whether you can allocate enough time to this work before you start, otherwise it can be very disappointing for both sides. Next, it is time to think about why you want to volunteer. This may sound obvious, but have a good long think about the reasons why you are volunteering. Is it because you’re passionate about helping others? Is it because you want to meet and spend time with new people? Or is it because you want to gain further experience and qualifications? Knowing your motives can help you decide which organizations and roles are best suited to your wants. Mind there are more opportunities for volunteering than you might know about or imagine.

The next step is to find an organization to volunteer with. You can volunteer at a local homeless shelter or at a charity shop. Maybe you like working with children, in which case the local youth center would be an ideal place to start with. Perhaps animals are more your thing, so you could ask a local animal shelter if they need a hand. As it was mentioned before, there are plenty of places you could volunteer to work with. Simply do your research, find the place that suits you and get in touch. Many organizations don’t advertise that they’re looking for volunteers, so it may be up to you to make the first move and contact them.

So, now you know how much time you can dedicate to volunteering, as well as why you want to volunteer and where you want to do it. The next step is to secure your position working within that organization by writing a CV. This may not be a paid position, but that doesn’t mean you should be less ambitious than you normally would be when approaching a potential employer. In your CV you should outline any experience you’ve had that is relevant to your voluntary position, explain why you want to volunteer and how you would benefit the company. State clearly how much free time you have to dedicate and how long you would be comfortable to work for the organization in terms of days, weeks, and months.

Laying out these clear ground rules will prevent you from being taken advantage of and overworked, and will also help your potential employer understand your needs. Apart from being rewarding in many ways (though not in the financial one), volunteering is often envisaged as an important part of social and personal maturing. No wonder there are so many volunteers among the young people in many countries of the world.

According to the author, people mostly become interested in volunteering because it is .

D. Complete the text with Past tenses.

I ____ (buy) (1) a new alarm clock the other day in Taylor’s the jewelers, when I ____ (see) (2) an elderly woman shoplifting. I _____ (just/finish) (3) paying for my clock and as I turned round, she ____ (slowly/put) (4) a silver plate into her bag. When she _____ (think) (5) that nobody _____ (look) (6), she dropped an expensive-looking watch into the bag. Before I had a chance to tell the staff in the shop, she ____ (notice) (7) that I _____ (watch) (8) her and _____ (hurry) (9) out. Unfortunately for her, two police officers _____ (walk) (10) past just and she ran straight into them.

E. Choose the correct words in italics.

Steve Fossett (1) was always looking/had always looked for adventure, even as a boy in the 1950s. After some years in business he (2) began/was beginning his well-known adventures, from swimming the English Channel to sailing round the world. But Fossett is best known for his adventures in the air in hot air balloons, gliders and light aircraft. In 2005 he (3) broke/was breaking the record for non-stop flying when he (4) had flown/flew round the world in 67 hours without stopping for fuel. A year later, as he (5) attempted/was attempting to break the record for the longest flight, he had to stop because part of his engine (6) was failing/had failed – but he (7) was breaking/broke the record anyway. Fossett’s adventures often (8) were putting/put him in danger – in 1998, while he (9) travelled/was travelling around the world in a balloon, he almost died (10) while/when the balloon fell from the sky. In the end, it was a routine flight that (11) took /was taking his life – he (12) had flown/was flying a small plane across the Nevada Desert in September 2007 when he (13) disappeared /was disappearing. No one could find him. Then, some months later, a hiker (14) walked/was walking through the mountains in southern California when he (15) noticed /was noticing some personal items which (16) belonged/were belonging to the adventurer, and soon afterwards a search party (17) found /was finding the wreckage of the plane. Some time later, Fossett’s body was found. His adventures (18) was/were over.

F. Complete the text with verbs in Past Simple or Past Perfect:

Leyton stared at the expanse of the Atlantic Ocean in front of him. He (1) ____ (finally/come) to the end of his journey. Several months ago he (2) _____ (not/know) whether the journey would really be possible. After all, he (3) _____ (recover) from his illness only weeks before he (4) _____ (make) the decision – well, it was because of the illness that he (5) ______ (decide) to do this, to prove it was possible. Then, after a few weeks of planning and worrying, he (6) _____ (set out), starting from the northernmost point of the country and walking, on his own, to the southernmost point. And here he was, at the end of his journey – he (7) _____ (achieve) his aim. And he (8) _____ (realize) now that it was the most exciting thing he (9) _____ (ever/do) – and probably ever would do – in his life.

G. Choose the correct words in italics:

a) Her mother had/had had a beautiful voice, both when she sang/had sung and when she talked/had talked.

b) The girls were still there, standing where he saw/had seen them earlier.

c) Liesel’s treat was a ride on a car. She was never/had never been in one before.

d) The man was very pleasant, reminding him that they met/had met at Adam’s wedding.

e) As Joe walked away, he felt/had felt that he said/had said goodbye to his youth.

f) She stepped out of the bath, reached/had reached for the towel the maid left/had left for her and wrapped/had wrapped it around her.

CONCLUSION

This is a book devoted to the conversational and grammar practice of first-year students of Saint-Petersburg Institute of Cinema and Television, combining effective up-to-date exercises with intelligible, easy-to-understand explanation of grammar aspects (Present, Continuous, Perfect and Future). This is a book which places students’ needs and interests first and foremost and uses popular actual texts like «Before They Were Stars», «Why Learn English with Movies and Films?», «On Advertising in Movies» «Filmmaking Business In the Making» adapted from modern Internet sources and literature. For everyone who opens its carefully arranged pages it will offer a close acquaintance with the most popular and influential medium of culture.

Detailed study of its tasks will enable students with practical skills of everyday communication. In its section aimed at developing public speaking skills it deals with such burning contemporary topics as: Should an all-expense paid gap year become obligatory for Russian school leavers? (Unit 2) Do you agree that great talkers are little doers? (Unit 4) Will people live without money in the future? (Unit 6). The book helps to transform students into sophisticated urban individuals, able to get themselves across in any situation.

The book is well-designed and expertly illustrated by a group of talented lecturers of Saint-Petersburg Institute of Cinema and Television S. Pankratova and K. Vyalyak. This book is well-structured – it is divided into six thematic parts – personality, travel, work, language, advertising, business and six sup-parts dealing with actual grammar aspects, followed by a conclusion, summarizing main achievements, keys to exercises and a bibliography. Exercises develop lexical awareness, practice collocations, question formation, synonymic choice, word-formation and many aspects of grammar. Authors hope that learners of English will become more competent and knowledgeable in the field of cinematograph with the help of this interesting edition.

KEYS TO EXERCISES

PART I

UNIT 1. READING

Task F.

1.d, 2.c, 3.b, 4.e, 5.a, 6.g, 7.f, 8.i, 9.h, 10.j

Task G.

a) legend, b) indulgent, c) cynical, d) ferocious, e) receptive, f) tough, g) innovative, h) gentle, i) passionately, j) carefully

Task H.

1) on, 2) to, 3) in, 4) for, 5) about / for, 6) to, 7) among, 8) to, 9) at, 10) for

Task I.

1. get through to smb.; 2. get on well with smb.; 3. feel uneasy about smb.; 4. be fed up with smb.; 5. be fascinated by smb.; 6. be very fond of smb.; 7. feel indifferent to smb.; 8. have great respect for smb; 9. have a lot in common with smb.; 10. have love-hate relationship with smb.

Task K.

a) dream, b) fun, c) ideas, d) doing, e) unique, f) forever, g) books, h) dare, i) grow, j) learn

UNIT 1. GRAMMAR

Task A.

1) dream, 2) has, 3) don’t understand, 4) are falling, 5) am planning, 6) wants, 7) find, 8) are looking, 9) are not growing, 10) feel.

Task D.

(1) feel, (2) have, (3) don’t, (4) enjoy, (5) Is, (6) cheer, (7) is going, (8) appear, (9) visit, (10) am seeing, (11) leave, (12) doesn’t like, (13) are always arguing, (like) (14)

Task E.

1) never forgets, 2) isn’t working, 3) smell, 4) am finding, 5) are going up, 6) do you believe, 7) is feeling, 8) meet, 9) don’t understand

Task F.

(1) am watching, (2) are you doing, (3) am phoning, (4) are you cooking, (5) am working, (6) am not cooking, (7) am finding, (8) are always complaining, (9) am not spending, (10) am planning, (11) are always saying

UNIT 2. READING

Task F.

a) travel, b) trip, c) journey, d) travel, e) journey, f) trip, g) journey, h) travel, i) travel, j) trip

Task G.

verb noun (person) noun (thing, concept) adjective
1 entertain entertainer entertainment entertaining
2 expect expectation expecting
3 forget forgetfulness forgetful
4 mean meaning meaningful
5 offer offer offering
6 reduce reduction reducing
7 reflect reflection reflective
8 survive survivor survivor surviving
9 translate translator translation translating
10 vary variation various

Task H.

1) entertaining, 2) expectation, 3) forgetful, 4) meaning, 5) offer, 6) reduction, 7) reflection, 8) surviving, 9) translates, 10) variation

Task I.

1) diary/dairy, 2) desert/dessert, 3) immigrants/emigrant, 4) literal/literate, 5) personnel/personal, 6) sensitive/sensible, 7) shadow/shade, 8) surgeon/sergeant, 9) vacation/vocation, 10) wandered/wonder

all, found, sky, speak, wrong, found

UNIT 2. GRAMMAR

Task A.

1) hasn’t snowed, 2) have given up, 3) got up, 4) worked, 5) have done, 6) laid, 3) worked, 4) didn’t pass, didn’t study, 5) haven’t read, 6) wrote

(1) haven’t done, (2) have already chosen, (3) haven’t you, (4) haven’t seen, (5) Have you been, (6) haven’t been, (7) ’ve never bought, (8) have just sent, (9) Have you ever tried, (10) don’t really know, (11) ’ve never bought

Task E.

1. have you known Caroline; 2. I’ve known her; 3. since March; 4. ten lessons so far; 5. I failed it twice before; 6. I’ve had proper lessons; 7. for several days

(1) has just announced, (2) made, (3) have not been able, (4) have been, (5) have overcome, (6) recharges, (7) has not given, (8) have already tested, (9) first designed, (10) have adapted, (11) invited, (12) were

(1) have just fallen, (2) have you done, (3) has been, (4) has given, (5) happened, (6) has decided, (7) have got, (8) told, (9) was, (10) have used

UNIT 3. READING

Task F.

1. d, 2. c, 3. e, 4. a, 5. b, 6. g, 7. f, 8. j, 9. h, 10. i

a) firefighter, b) lifeguard, c) janitor, d) delivery boy, e) bouncer, f) fitness instructor, g) hotel receptionist, h) gas station attendant, i) rent collector, j) flight attendant

sell badly, pretend not to notice, hire by telephone, develop slowly, find fault with, test on animals, work hard, be famous as smb., be immune to smth., get on one’s nerves

1) selling, 2) pretended to be, 3) hired on, 4) developed, 5) finding, 6) tested, 7) works on, 8) be famous, 9) immune to, 10) get the meaning

man – human being, mankind – human race, spaceman – astronaut, chairman – chairperson, waiter/waitress – waitperson, barman – bartender, fireman – firefighter, stewardess – flight attendant, policeman – police officer, girl/boyfriend – partner

1) gender unknown / masculine; 2) feminine / gender unknown; 3) gender unknown / masculine; 4) masculine / gender unknown; 5) masculine / gender unknown

blood, strong; Chorus: debt, store; mine, soul; Chorus: died, will; name, line;

a blue-collar job

UNIT 3. GRAMMAR

1) haven’t smoked, 2) has been blowing, 3) has been accumulating, 4) have been swimming, 5) have known, 6) have been trying, 7) have been stopping, 8) has won, 9) has spent, 10) has just gone

Task D.

a) have been, have you been, b) has been watching, has he been doing, c) hasn’t been working, d) have not been feeling well, e) have you been studying, f) have you been using

(1) ’ve been learning, (2) ’ve really been enjoying, (3)’ve been having, (4) ’ve had, (5) ’ve been going, (6) ’ve already spent, (7) took, (8) ’ve been trying, (9) ’ve been suffering, (10) ’ve been taking, (11) ’ve never driven

(1) have you been working, (2) ’ve been doing, (3) ’ve been trying, (4) haven’t seen, (5) ’ve just got, (6) has been living, (7) ’ve looked, (8) haven’t found, (9) have you tried, (10) ’ve already looked, (11) ’ve been waiting, (12) ’ve heard

1) has always lived, 2) ’ve called, 3) ’ve been waiting, 4) ’s been living, 5) ’ve been decorating, 6) j’s just turned, 7) l’s been studying, 8) ’ve known, 9) j’ve marked, 10) haven’t tried, 11) ’ve never liked

UNIT 4. READING

Task F.

1. b, 2. d, 3. a, 4. e, 5. c, 6. h, 7. f, 8. g, 9. j, 10. i

Task G.

1) fluently, 2) native, 3) silly, 4) authentic, 5) hilarious, 6) mental, 7) complicated, 8) sad, 9) valuable, 10) literally

Task H.

«Hope to see you at the party later. Jo. Lots of kisses.»

«Had a great time. Thanks for your present. See you tomorrow.»

«In the beginning God created heavens and the Earth.»

«Text you later» a poem by Aislinn O’Loughlin:

“The great thing about text messaging conversations

Is that you can use these abbreviations.

You stop spelling words the way they ought to

And drop some vowels too, if that makes the word shorter.

But what if you’re so busy being so clever

You forget how to spell normal words altogether?

Because with all that letters and strife we’re losing

Don’t you think reading this poem was confusing?”

Task J.

(1) being interrupted, (2) hinted, (3) debating, (4) express, (5) announced, (6) confess, (7) phrasing, (8) recite, (9) preach, (10) comments, (11) lecture, (12) dictate, (13) chatting, (14) gossiping, (15) message, (16) declare, (17) claim, (18) refer, (19) quote, (20) suspect, (21) mention, (22) recount, (23) tell, (24) dry up, (25) blurt out, (26) arguing, (27) contradicting, (28) rambling, (29) sticking, (30) spit, (31) explanation, (32) illustration, (33) account, (34) descriptions, (35) recommendations

UNIT 4. GRAMMAR

Task A.

1) am meeting, 2) ’ll show, 3) is, 4) am leaving, 5) don’t eat, 6) will go, 7) will burn, 8) will return, 9) are going to, starts, 10) ’ll have

Task D.

(1) ’m, (2) ’ll go, (3) ’m taking, (4) ’re going to see, (5) ’ll come

Task E.

(1) are you leaving, (2) ’re getting,(3) Are you staying, (4) are flying, (5) ’re staying, (6) won’t, (7) ’re, (8) ’re having, (9) see, (10) ’re going to, (11) going to get, (12) probably, (13) Shall, (14) ’ll get

Task F.

1) book, provide, 2) take, will add, 3) sounds, leave, 4) eat, ’ll give, 5) require, can, 6) require, can, 7) check out, don’t forget

Task G.

(1) gets,(2) will steal, (3) don’t, (4) might, (5) might confuse, (6) allow, (7) will be able to, (8) don’t have, (9) buy, (10) doesn’t, (11) won’t, (12) tell, (13) is, (14) might not

Task H.

a) come, b) see, won’t, c) will you be, am, d) is, e) will wait, are, f) will be, gets

UNIT 5. READING

1. c, 2. d, 3. a, 4. e, 5. b, 6. j, 7. f, 8. g, 9. h, 10. i

Task G.

a) frank, b) props, c) insufferable, d) commercial, e) revenue, f) pervasive, g) smorgasbord, h) stirring, i) woven, j) signature

1) marketing, 2) advertising, 3) advertising, 4) advertise, 5) marketing, 6) advertising, 7) advertising, 8) marketed, 9) advertising, 10) advertised

UNIT 5. GRAMMAR

Task A.

1) spoke, could get, 2) would get on, didn’t live with, 3) wouldn’t, paid, 4) would, met, 5) would not, loved, 6) would look, painted, 7) would be, wore, 8) had no, would travel, 9) would, were, 10) stopped, would feel

a) move, would go, b) was, would, c) wouldn’t, were, d) were no, wouldn’t, e) wouldn’t, was, f) asked, would, g) could, would

(1) took, could, (2) wouldn’t, didn’t, (3) would, were, (4) wouldn’t, treat, (5) were, wouldn’t, (6) would, spoke, might, (7) speak, will be able

1) had applied, might’ve got, 2) hadn’t spent, could’ve afforded, 3) had noticed, wouldn’t have got, 4) hadn’t broken, could’ve become, 5) hadn’t eaten, wouldn’t have been

(1) hadn’t been rude, (2) wouldn’t have fired, (3) wouldn’t have got, (4) hadn’t bought, (5) hadn’t been, (6) wouldn’t have taken, (7) hadn’t gone, (8) wouldn’t have recognized, (9) had admitted, (10) might not have called, (11) had asked, (12) wouldn’t have happened

a) hadn’t left, b) would you do, c) had cancelled, d) wouldn’t have bought, e) wouldn’t have married, f) hadn’t got married, couldn’t enjoy

UNIT 6. READING

Task F.

1. e, 2. c, 3. d, 4. b, 5. a, 6. g, 7. i, 8. f, 9. j, 10. h

Task G.

a) government funding, b) fall into, c) dolly grip, d) cinematographer, e) to track down, f) tax advantages, g) crowd funding, h) target audience, i) envision, j) subscribers

1. g. 2. e. 3. b. 4. f. 5. c. 6. d. 7. h. 8. a. 9. i. 10. k.

UNIT 6. GRAMMAR

Task A.

1) was getting, went, 2) arrived, had broken, 3) took, had finished, 4) got, had sent, had never replied, 5) started, was checking, 6) came, was showing, 7) realized, had met, 8) reported, had found, 9) guessed, cheated (had cheated is OK too), 10) went, was feeling

(1) was buying, (2) saw, (3) had just finished, (4) was slowly putting, (5) thought, (6) was looking, (7) noticed, (8) was watching, (9) hurried, (10) were walking

(1) was always looking, (2) began, (3) broke, (4) flew, (5) was attempting, (6) had failed, (7) broke, (8) put, (9) was travelling, (10) when, (11) took, (12) was flying, (13) disappeared, (14) was walking, (15) noticed, (16) belonged, (17) found, (18) were

(1) had finally come, (2) didn’t know, (3) had recovered, (4) made, (5) had decided, (6) had set out, (7) had achieved, (8) realized, (9) had ever done

a) had had, sang, talked, b) had seen, c) had never been, d) had met, e) felt, had said, f) reached, had left, wrapped

BIBLIOGRAPHY

1 Bangs David H. Practical Marketing. A Step-by-Step Guide to Effective planning. Hampshire 2007. – 56 р.

2 Collins Cobild English Grammar. Harper publishers. Fulham, London 1990. – 486 p.

3 Cutting Edge Intermediate. Cunningham S., Moor P. Pearson Education Limited. Edinburgh Gate, Harlow, Essex, England, 2005. – 175 p.

4 Eckler A.Ross, Names and games. Onomastics and recreational language. An anthology of 99 articles. London, 1986.

5 Goddard A. The language of advertising. London, New York, 2002.

6 Heineman ELT English. Macmillan Heinemann English Language Teaching. Oxford, Macmillan Publishers Limited, 20011. – 266p.

7 Heilman R.M. Creativity and the brain. – New York and Hove, Psychology press, 2005. – 203 p.

8 Longman Dictionary of Contemporary English. Pearson Education limited. – Harlow, England, 2001.

9 Longman Essential Activator. Addison Wesley Longman Limited, Hadley, Essex. 1997. – 997 p.

10 Macmillan English Dictionary for advanced learners. Oxford, 2007. – 1748 p.

11 Oxford Advanced Learner’s Dictionary of current English by A.S. Hornby. Oxford university press, 2020. – 1780 p.

12 Webster’s Encyclopedic Unabridged Dictionary of the English language. Portland house, New York, 1989. – 2078p.

В данном задании следует заполнить пропуски словами, образованными с помощью
глаголов из списка, и использовать их в правильной грамматической форме.

conform, catch, hold up, identify, kid, throw away, page, wear, spot
1. A ________ is a thing or idea that stops you from doing something or makes it impossible.
2. Young people have a hard time ________ because they want to be different.
3. A ________ in the mail can make problems for a company.
4. __________ with somebody is to feel close to them.
5. Some people who have been in business for a long time are good at ________ swindlers.
6. When you are at the airport and don’t see the person you are waiting for you can ________.
7. The hippies used to ________ about their long hair.
8. By the time you’re middle-aged you would ________to the established principles and values.
9. You should try to respect all people around you, and not think them a group of hopeless
________.
10. National ________ comes out in people’s customs and lifestyles.

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Sergeykrutikov 10.11.2020

Ответ

conform, catch, hold up, identify, kid, throw away, page, wear, spot

1. A _hold up_ is a thing or idea that stops you from doing something or makes it impossible.

2. Young people have a hard time _conforming_ because they want to be different.

3. A _hold up_ in the mail can make problems for a company.

4. _To identify_ with somebody is to feel close to them.

5. Some people who have been in business for a long time are good at _catching_ swindlers.

6. When you are at the airport and don’t see the person you are waiting for you can _page__.

7. The hippies used to _wear_ about their long hair.

8. By the time you’re middle-aged you would _conform_to the established principles and values.

9. You should try to respect all people around you, and not think them a group of hopeless _kids_.

10. National _identity_ comes out in people’s customs and lifestyles.

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