Чтение и понимание английских текстов. Учебно-методическое пособие
.pdf13 b. Each sentence explains a negative effect that the shopping mall will have on the residents and the negativity of this passage is heightened by the word “dire” and the phrase “avoided at all costs.” Though the shopping mall itself might be described as threatening, (choice c), the writer is not “threatening” anybody.
Unit 4
1 b. The idea that employees will become more valuable if they take courses is stated in the fourth paragraph: “Thus… the employer will have a more sophisticated, more intelligent, and therefore more valuable and productive employee.”
2 a. The idea that employees will become more loyal is stated in the third paragraph: “Acompany that puts out funds to pay for the education of its employees will get its money back by having employees stay with the company longer. It will reduce employee turnover because even employees who don’t take advantage of the tuition reimbursement program will be more loyal…”
3 a. The sentence is a fact; you could verify it by surveying companies to find out about their tuition reimbursement policies.
4 b. The sentence is an opinion; it shows how the author feels about the policy.
5 b, c. The author lists the ways companies would benefit by having unconditional tuition reimbursement in order of importance from least to most important. The author also shows the positive effects unconditional reimbursement would have on the company.
6 c. There is no I or you here; the writer doesn’t refer directly to herself or to the reader. Instead, everything is spoken of in the third person.
7 c. The writer most likely uses the third-person point of view because it is objective, and her argument is more likely to be taken seriously. If she used the first person, readers might think she was an employee who wanted her employer to pay for her tuition, and she wouldn’t be taken seriously.
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8 a. By using a word associated with education, the writer stresses the importance of education for the company.
9 b. The passage describes only positive effects of unconditional reimbursement; there is scarcely a negative word.
10 a. If employees of companies that offer unconditional tuition reimbursement are more loyal to their companies (see the second and third paragraphs), it follows that other employees will be less loyal because their company isn’t showing enough dedication to their betterment.
11 c. Your best clue that expendable means replaceable is that the writeruses theword immediatelyaftersaying thatjob securityis a thing of the past, so that workers don’t feel they are important or valuable to a company that can fire them on a moment’s notice.
12 b. There is common sense or reason behind each of the writer’s arguments. Indeed, there are few, if any, emotional appeals in this passage.
13 b. This main idea is explicitly stated in the last sentence of the first paragraph (a good place to look for the main idea of a longer passage like
Unit 5
1 c |
14 d |
27 a |
40 c |
|
2 b |
15 a |
28 a |
41 a |
|
3 b |
16 b |
29 c |
42 b |
|
4 c |
17 c |
30 b |
||
43 c |
||||
5 a |
18 b |
31 c |
||
44 b |
||||
6 c |
19 a |
32 d |
||
7 d |
20 d |
33 d |
45 c |
|
8 a |
21 a |
34 c |
46 d |
|
9 b |
22 d |
35 c |
47 a |
|
10 c |
23 d |
36 a |
||
48 b |
||||
11 c |
24 b |
37 b |
||
49 b |
||||
12 d |
25 b |
38 d |
||
13 c |
26 d |
39 a |
50 a |
Bibliography
Beech L. Point of View & Fact and Opinion: 35 Reading Passages for Comprehension / L. W. Beech. [S. l.] : Teaching Resources, 2006.
Beers K. NoticeandNote:StrategiesforCloseReading/K. Beers,R. E. Probst. L. : Heinemann, 2013.
Bonesteel L. Real Reading: Creating an Authentic Reading Experience / L. Bonesteel, D. Wiese,A. Savage. New Jersey : Pearson, 2011.
Chesla E. Reading comprehension success in 20 minutes a day / E. L. Chesla. N. Y. : Learning Express, 2005.
Dole I. Activate: College Reading / I. Dole, L. Taggart. United Kingdom : Cengage Learning, 2011.
Driscoll L. Cambridge English Skills Real Reading 3 with Answers / L. Driscoll. Cambridge : Camb. Univ. Press, 2008.
Flemming L. Reading for Results / L. Flemming. United Kingdom : Cengage Learning, 2010.
Gallagher K. Deeper Reading / K. Gallagher. L. : Stenhouse Publishers, 2004. Grellet F. Developing reading skills / F. Grellet. Cambridge : Cambr. Univ.
Press, 2004.
Gunning T. Comprehension Boosters / T. G. Gunning. N. Y. : Wiley, John & Sons, Incorporated, 2010.
Harvey S. Strategies That Work: Teaching Comprehension to Enhance Understanding / S. Harvey, A. Goudvis, D. Graves. L. : Stenhouse Publishers, 2000.
McGregor T. Comprehension Connections: Bridges to Strategic Reading / T. McGregor. L. : Heinemann, 2007.
Mikulecky B. Advanced reading power / B. Mikulecky, L. Jeffries. New Jersey : Pearson Education ESL, 2007.
Nattall C. Teaching reading skills in a foreign language / C. Nattall. Oxford : MACMILLAN, 2005.
Tarbell S. 501 reading comprehension questions / S.Tarbell. N. Y. : Learning Express, 2006.
Tovani C. Do I Really Have to Teach Reading? / C. Tovani. L. : Stenhouse Publishers, 2004.
Учебное издание
ЧТЕНИЕ И ПОНИМАНИЕ АНГЛИЙСКИХ ТЕКСТОВ
Учебно-методическое пособие
Составители Вальковская Наталья Валерьевна
Илюшкина Мария Юрьевна
Заведующий редакцией М. А. Овечкина
Редактор В. И. Первухина Корректор В. И. Первухина
Компьютерная верстка Н. Ю. Михайлов
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