Приклад аудіо розбору тесту CELPIP reading Part 3 and Part 4

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Аудіо розбір тесту CELPIP reading Part 3 and Part 4

CELPIP reading Part 3

Read the following message.

From: <s.sychov@email.com>
To: <pam.wilkes@dfsb.ca>
Subject: Requesting Extra Help for French

Dear Ms. Wilkes,

My name is Sergiy Sychov, and I am Nadia’s father. Although I have driven from work to the school to get Nadia a few times, we have not yet had a chance to formally meet.

Nadia has spoken very highly of you since the first day of school. Every evening at dinner, she tells us “a Ms. Wilkes story.” The stories are usually about something funny you told the class or an interesting way you teach, such as having the students sing a song in order to learn one of your math lessons. I think she is your biggest fan!

The reason I am writing to you is that I am worried about Nadia keeping up in French class. Our family immigrated to Canada from the Ukraine just last year. Nadia has done very well with learning English since we arrived, but we are concerned about her French. You know what they say—kids are like sponges when it comes to learning languages! But, as French is her third language, I wonder if she is struggling more than the other kids. When we ask her about French class, she usually lowers her head and says she doesn’t want to talk about it.

I have called the school’s main office and spoken with someone, but, since I don’t know the French teacher’s name, I’m hoping you can tell me how to get in touch with her. Also, since you are clearly a passionate educator, I would be very grateful if you had any suggestions for us to make sure Nadia doesn’t fall behind. I know that the school year is just getting started, but I don’t want to wait until it is too late for her to catch up. I have heard that some families hire private tutors or sign their kids up for after-school lessons. Would you be able to recommend either a class or a tutor? She could use some help in science as well.

Thank you for any help you can give us. If you think it would be a good idea, I would be happy to meet with you or the French teacher sometime this week to talk about Nadia.

Sincerely,

Sergiy Sychov

Using the drop-down menu (  ), choose the best option according to the information given in the message.

1. Sergiy and Ms. Wilkes

• both speak highly of each other.
• do not personally know each other.
• have an appointment to meet soon.
• know the girl's other teachers.

2. We know for sure that Ms. Wilkes teaches

• math.
• English.
• French.
• science.

3. The email indicates that Nadia

• is good at learning mathematics.
• pays attention in Ms. Wilkes' class.
• can sing funny songs in French.
• wants Ms. Wilkes as a private tutor.

4. Sergiy is likely writing this emai

• during the summer holidays.
• at the end of the school year.
• near the December holiday.
• near the start of the school year.

Nadia seems to

• look forward to French class.
• be uncomfortable about French class.
• participate often in French class.
• talk often about French class.

• 6. Sergiy’s main purpose for writing the email is to
• ask what work Nadia has missed.
• compliment an effective teacher.
• find out why Nadia dislikes French.
• obtain information and advice.

Here is a response to the message. Complete the response by filling in the blanks. Select the best choice for each blank from the drop-down
menu (  ).

From:<pam.wilkes@dfsb.ca>
To:<s.sychov@email.com>
Subject: Re: Requesting Extra Help for French

Hello Mr. Sychov,

I did not realize that Nadia is such 7.

• a recent
• a reluctant
• an unhappy
• an anxious

newcomer! As you say, her English is 8.

• challenging
• fluent
• intermediate
• native

. With regard to Nadia’s French, I appreciate that you are willing to 9.

• change schools
• spend money
• drive some distance
• take time off work

to get her some extra help, but that may not be necessary. Let’s explore other options first. I’m surprised our main office has 10.

•  not been very helpful
• been closed when you called
• given you the wrong information
• discouraged a meeting

• Our French teacher’s name is Sylvie Gagnon, and she can be reached at sylvie.gagnon@dfsb.ca. If I can be of any assistance, let me know.
  
  In the meantime, I thank you for 11.
• bringing to my attention Nadia's love for music theory
• your kind words about my efforts to engage the class
• sharing Nadia's recent language test results with me
• your suggestions about teaching through storytelling

 Yours truly,

Ms. Pam Wilkes

Read the following passage.

A. The Royal Ontario Museum (ROM), established in 1912 in Toronto, is the largest museum in Canada. Each year, over a million people visit its galleries and participate in its many programs, which include lectures, films, demonstrations, concerts, and dramatic performances. The museum is also Canada's largest field-research institution, conducting worldwide research and conservation activities. Initially administered by the nearby University of Toronto, the museum is now an independent corporation of the Government of Ontario.

B. The museum came to exist largely due to the efforts of Charles Currelly, a minister-turned-archaeologist, and Edmund Walker, a banker with philanthropic interests. The former wanted to establish an archaeological museum in Ontario; the latter wanted to establish an institution in Canada similar to the impressive galleries and museums in New York. Although Walker was initially interested in the natural world—he collected fossils and arranged funding for dinosaur digs in Alberta—he eventually became interested in the cultural world as well. Thus, on his death, he donated a collection of Japanese woodblock prints to the museum. To this day, the museum explores both worlds and is, for that reason, one of a kind among the world's museums.

C. The museum's Natural History department holdings include amphibians, reptiles, mammals, birds, and one of the best bat collections on the continent. It also includes world-class collections of minerals, gems, rocks, and meteorites, and a world-renowned collection of dinosaur skeletons. The World Cultures department contains ethnological collections featuring artifacts from the Canadian Northwest Coast, Plains, Inuit, and Woodlands cultures. It also features artifacts from Near Eastern and Asian collections, which include tomb figurines from the Tang dynasty; Canada's largest textile and costume collection; Greek, Roman, and Byzantine collections; and several European and early Canadian decorative arts collections.

D. Another unique feature of the museum is the Michael Lee-Chin Crystal, which consists of five interlocking prismatic structures at the entrance of the museum. The Crystal's angled walls do not actually touch the museum's original building and provide a stark contrast with its Neo-Romanesque architecture. Both harshly criticized and enthusiastically celebrated, the Crystal was but one aspect of the highly successful "Renaissance" project, started in 2002 to boost the museum's ticket sales and capacity. The project also resulted in new and renovated gallery spaces allowing twice as many artifacts and specimens to be displayed, a digital gallery enabling an interactive multimedia experience, and additional restaurant and retail space.

E. Not given in any of the above paragraphs.

Decide which paragraph, A to D, has the information given in each statement below. Select E if the information is not given in any of the paragraphs.

1. The museum's specific collections are very diverse.

 - 2. The museum's collection of assembled dinosaur bones is internationally famous.

 - 3. The “Renaissance” project was meant to increase museum attendance.

 - 4. Musical performances are sometimes presented at the museum.

 - 5. The Royal Ontario Museum was at first envisioned as one that would emulate certain American museums.

 - 6. The ROM uniquely brings together the cultural and scientific realms.

 - 7. Nowadays, university scholars from Ontario, Alberta, and China collaborate on some ROM research projects.

 - 8. A controversial architectural configuration was erected near the ROM's front door.

 - 9. Before becoming a scientist, Currelly served the church.

Read the following article from a website.

On social media and blogs, many people throw caution to the wind when it comes to privacy—not just their own but that of their family members as well. Social media sites do have community standards, but, except in extreme cases, there’s little consensus on what’s socially appropriate to post and what isn’t. For this reason, many believe that parents should exercise some restraint in order to protect their children from future shame or ridicule stemming from online postings of their toddler pictures.

During the last decade, a growing number of proud parents have shared details about their babies and young children on blogs. Amy Smith, a Toronto stay-at-home mother of two-year-old twins, says she blogs because it’s “a way of sharing my worries and getting advice. It’s lonely and scary being a new mom.” She values the virtual connection with moms all over the world in similar situations. Edmontonian Jenn Oakley, a software developer on maternity leave, admits that blogging serves as a familiar activity that offsets the intense challenges of parenthood. “I feel competent doing anything on the computer,” she says, “but I feel like a struggling newbie being a mother.”

Blogging may be a refreshing relief from changing diapers and laundering bibs, but Vancouver psychologist Janice Kimmel warns that parents need to stop and think before publicly sharing the details of their children’s lives. “A blog is forever,” she says. “Once they’re adolescents, kids tend to be mortified if they find their baby pictures or toddler misadventure tales online.” Halifax event planner Doris Jones was shocked to learn from her ten-year-old that his friends were mocking him about a picture they’d found on her blog. “It was an innocent picture of my son and his sister in the bathtub when they were toddlers. There are millions of photos like this on the net, but still my son’s been the butt of jokes all year at school.” Janice Kimmel isn’t surprised. “We must respect our children’s privacy,” she cautions. “Before you post, think about your child’s future.”

Using the drop-down menu (  ), choose the best option according to the information given on the website.

1. Which statement would Smith and Oakley agree with?

•  Blogging about a baby is harder than raising a baby.
• Blogging helps reduces the stress of sudden lifestyle changes.
• Parents should accept some isolation as unavoidable.
• Parents should keep their parenting stories private.

2. What can we most reasonably conclude from the article?

• Bloggers should use a name that hides their true identity.
• Childcare skills do not come naturally to all women.
• Kids are safer if strangers don’t know about their lives.
• Parents should think before sharing some details online.

3. Which title best captures the MAIN idea?

• Blogs Comfort Moms but Risk Kids’ Privacy
• Newbie Parents Dispel Fears by Blogging
• Parental Blogging is a Fast Growing Trend
• Software Developer Turns Mommy Blogger

4. Who would be most interested in reading this article?

• high school students with younger siblings
• first-time stay-at-home mothers
• psychologists specializing in child abuse
• social media application developers

5. We can conclude that parenting blogs are a

• benefit to families.
• contentious issue.
• no-win situation.
• threat to toddlers.

▾

The following is a comment by a visitor to the website page. Complete the comment by choosing the best option to fill in each blank.

I wish parent blogs had been around when my kids were little. I totally agree that they 6.

• instruct moms in the proper way of
• provide easy entertainment when
• reduce the workload involved in
• relieve some of the stress of

caring for a baby. For the stay-at-home new moms you profile, 7.

• feeling capable in
• keeping busy with
• offering advice on
• posting photos of

at least one parent-related activity is clearly very important.
Like the author, I think that moms need to understand that blogs are 8.

• boring to readers
• public and everlasting
• far too time consuming
• too harmful to children

. Like Doris Jones' ten-year-old, I would certainly feel 9.

• amused
• embarrassed
• offended
• unsafe

if I found an online photo of myself as a fat little toddler splashing au naturel in the water. That would be my mother’s favourite picture, but she’d keep it in her wallet, for her eyes only. If bloggers remembered how and where their own moms displayed their baby pictures, maybe there’d be more 10.

• eagerness
• discretion
• modesty
• safety

 Блок CELPIP reading and listening складається з :

1. Аудіо розборів до 7-ми тестів CELPIP reading в текстовому форматі з поясненням та перекладом усіх 4-х частин;
2.  Списків слів до 4-х відео тестів CELPIP reading на Youtube
3. Списків слів до 3-х відео тестів CELPIP listening на Youtube

ВАРТІСТЬ блоку CELPIP reading and listening 40 евро

Доступ до матеріалів надається на gmail.

До 01.09.2024 ви можете придбати блок CELPIP reading and listening зі ЗНИЖКОЮ 30 %  за  25 евро

Щоб придбати блок CELPIP reading and listening напишіть мені таке повідомлення:

«  Доброго дня. Я бажаю придбати блок підготовки до CELPIP reading and listening за 25 евро. Моя пошта gmail ».

КОНТАКТИ

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Більше інформації:

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