The arrival of virtual pocket money

PART I.

Directions: Mark the statements below as “true” or “false”.

On your answer sheet find the number of the problem

and write down your answers.

76. In class the boy was lovely and confident.

77. Sums were very difficult for him.

78. Pupils did sums on special paper.

79. Reading lessons were less difficult.

80. He learned to read after a few months at school.

81. It was not easy for the class to understand what the boy was reading about.

82. The boy felt like laughing after he had read the final word.

PART II.

Directions: Choose the appropriate Russian equivalents for the following English phrases and

sentences selected from the text. Then on your answer sheet find the number of the problem and mark the appropriate letter you have chosen.

83. Sums were a mystery to me.

А Примеры казались мне таинственными.

В Задачи были для меня загадкой.

С Суммы были неизвестны мне.

84. I didn’t mind books.

А Я не любил книги.

В Я любил книги.

С Я не обращал внимания на книги.

85. We did sums.

А Мы решали примеры и задачи.

В Мы придумывали примеры и задачи.

С Мы составляли суммы.

86. I was able to read fairly well.

А Я мог читать справедливо хорошо.

В Я был в состоянии сравнительно хорошо читать.

С Я мог неплохо читать.

87. For I had a very soft voice.

А Для того, чтобы мой голос стал мягче.

В Так как у меня был очень тихий голос.

С Из-за того, что у меня был очень высокий голос.

88. The sentence ran.

А В предложении было написано.

В Предложение пробежало перед глазами.

С Предложение промелькнуло передо мной.

Section II: Business English (12 points)

Note: This section of the test assesses your ability to read and comprehend written passages related to business topics which are similar to those that students deal with in the Academy of National Economy and Civil Service.

Directions: Read the passage carefully. Try to understand it properly and

follow the directions for parts I and II below the text.

The arrival of virtual pocket money

(1) ‘Financial services companies are rushing to provide teenagers with easier ways of spending their savings online,’ says John Willman.

(2) Teenagers like using the Internet. They have lots of money to spend. And they spend a higher proportion of it online than the rest of us. Teenagers are just the sort of people an Internet retailer wants to sell to, and the things they want to buy – games, CDs and clothing – are easily sold on the Web.

(3) But paying online is a tricky business for consumers who are too young to own credit cards. Most have to use a parent’s card. ‘Kids are frustrated with the Web,’ says Phil Bettison, European Managing Director of World Pay, an Internet payments company. ‘They want a facility that allows them to spend money.’

(4) That may come sooner than they think: new ways to take pocket money into cyberspace are springing up on both sides of the Atlantic. If successful, these products could provide an important stimulus to online sales.

(5) In general, teenagers spend enormous amounts: Visa calculates it totalled $153bn in the US last year, while the UK market is estimated at ₤20bn ($29.4bn) annually by the market research group. Most teenagers have access to the Internet at home or at school – 88 percent in the US, 69 percent in the UK.

(6) One in eight of those with Internet access has bought something online – mainly CDs and music. In the US, 12 – to 17-year-olds spend an average of six hours a month online, according to Jupiter Research. One in six buys things over the Internet, with CDs, books, games, videos and clothing the most popular items.

(7) In most cases parents pay for these purchases with credit cards, an arrangement that is often unsatisfactory for them and their children: ‘Pressing parents to spend online is less productive than pressing on the high street. A child who sees a pair of shoes in a shop can usually persuade the parent to buy them. They’re more likely to ask ‘Why?’ if you ask to spend some money online’, says Mike Young of Mondex, the electronic payments company.

(8) One way to help them convert notes and coins into cyber cash is through prepaid cards such as Internet Cash in the US and Smart cards in the UK. Similar to those for pay-as-you-go mobile phones, they are sold in amounts such as ₤20 or $50 with a concealed 14-digit number that can be used to load the cash into an online account. FINANCIAL TIME

PART I.

Directions: Mark the statements below as “true” or “false”, according to the article.

Then, on your answer sheet, find the number of the problem

and write down your answer.

89. Adults spend more money online, if compared with teenagers.

90. Most teenagers pay for goods online with their own credit cards.

91. More than 66% of teenagers in the US and the UK have access to the Internet.

92. Children find it easier to persuade parents to buy in a shop than online.

93. There are few teenagers in the US and the UK who have no access to the Internet.

94. One way to help teenagers convert notes and coins into cyber cash is through prepaid cards such as Internet Cash in the UK and Smart cards in the US.

PART II.

Directions: Find the words and phrases in the article which mean the following:

95. money that you have saved (paragraph 1)

96. controlled by or connected to the Internet (paragraph 2)

97. difficult work or task (paragraph 3)

98. people who buy goods or use services (paragraph 3)

99. something that you have bought (paragraph 7)

100. electronic money (paragraph 8)

Then, on your answer sheet, find the number of the problem

and write down your answer.

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