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ЕГЭ по английскому языку

Прочитайте текст и выполните задания 12–18. В каждом задании запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

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Learning environment

When you think of education, you likely picture a classroom setting with a teacher upfront by the board and students watching the lecture or lesson. The typical picture of in-person learning has shifted greatly, however, with the advent of online learning and the power of technology. But is it really so powerful?   

For anyone who is questioning whether online learning or in-person instruction is better, I am going to share the advantages and disadvantages of each learning environment.   

Let’s consider some of the benefits of in-person learning. Some people look forward to the academic experience they have when they are in-person with their peers and instructor. For some, it’s because it allows for hands-on learning and collaboration with peers at the same time and in the same place. For others, they may feel more comfortable asking questions in-person. When it comes to college, some students want the experience of living in a dorm, sitting in lecture halls, partaking in labs, and engaging in social activities.   

In-person learning is aimed to provide a distraction-free environment. Entering a classroom comes along with fewer distractions. The space is designed and intended for learning and since a teacher is there, you may feel more inclined to focus. It can be harder to be distracted by cell phones or anything else inside a classroom.   

On the other hand, when it comes to learning within an institution’s walls, students have no say as to when or where the class is offered. You simply receive a schedule and have to be there at that time. This can clash with one’s existing responsibilities. Moreover, since you have to be in a designated space at a certain time for traditional in-person learning, you have to factor in commuting time (and costs).   

Online learning is much more flexible. Since education takes place online, you have more flexibility in setting your own schedule. This is especially the case with pre-recorded lectures. Even without pre-recorded lectures, you have more flexibility in your schedule because you don’t have to commute anymore to a location to learn. For students in many countries, obtaining an education seems like a dream when there are no physical school locations or geographical barriers to making it to a specific place. With online learning, access to education has been maximized, allowing people from all over the world to join. As such, you can learn alongside students from different countries and connect to people from every corner of the globe, and when it comes to doing so in an educational setting, students benefit from diverse perspectives. Additionally, you could connect with someone in another location that might become your next business partner or employer.   

Next, compare the price. In the case of college, in-person learning tends to be much more expensive than online alternatives. That’s mostly because schools have high overhead costs, but they also can charge the tuition and fees that they want to, especially when they are privately owned. Given less overhead costs, online education tends to be much more cost-effective than in-person learning. In some cases, online learning can be totally free, such as from online platforms.

When comparing in-person learning to online learning, it’s hard to say that one is better than the other. That’s because it typically comes down to a student’s preference. As you can see, there are advantages and disadvantages to both styles of learning. Depending on your unique situation, you can determine which environment feels more fitting for you and your goals.

16. Which does the author NOT mention when discussing flexibility of online learning?

1) Choosing the time to study.

2) Choosing the content of classes.

3) Overcoming geographical borders.

4) Being able to hear different views.

Прочитайте текст и выполните задания 12–18. В каждом задании запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

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Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question –– is the futuristic dream of  high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

16. The word “relish” in paragraph 8 “… younger pupils relish the opportunity …” means ...

1) enjoy.

2) ignore.

3) envy.

4) inspire.

Прочитайте текст и выполните задания 12–18. В каждом задании запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

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Punctuality

There are few habits as infuriating as someone making us wait. But, despite what may be running through your mind as you’re kept waiting again, it’s unlikely your friends and colleagues are just being selfish or do not care about the time. A look into the causes of lateness (or tardiness) offers a glimpse into a mind that may be malfunctioning.

Perceptions of unpunctual people are almost always negative. “It is easy to perceive them as disorganised, chaotic, rude and lacking in consideration for others,” says Harriet Mellotte, a behavioural therapist in London. “Outside of my clinical practice, others being late can particularly get under my skin!”

But, many late people are at least somewhat organised and want to keep friends, family and bosses happy. The punctually-challenged are often excruciatingly aware and ashamed of the damage their lateness could do to their relationships, reputations and careers. Some excuses are fairly universally accepted — an accident or ailment, for example. But others aren’t so easy to swallow. Some late people will pass it off as a symptom of being concerned with loftier matters than time-keeping or having the body clock of a night owl rather than a lark.

Personality differences could also dictate how we experience the passing of time. Jeff Conte, a psychology professor at San Diego State University, ran a study in which he separated participants into Type A people (ambitious, competitive) and Type B (creative, reflective, explorative). He asked them to judge, without clocks, how long it took for one minute to elapse. Type A people felt a minute had gone by when roughly 58 seconds had passed. Type B participants felt a minute had gone by after 77 seconds. “Being consistently late might not be your fault. It could be your type. The punctually-challenged often share personality characteristics such as optimism, low levels of self-control, anxiety”, he says.

Dr Linda Sapadin, a psychologist from New York, says some persistent lateness comes from “an obsessive thinking problem”. The procrastinator focuses on a fear attached to the event or deadline for which they are running late. Rather than figuring out how to get beyond the fear, the fear becomes the excuse — usually expressed with a ‘but’ statement. For instance, you might tell yourself, “I wanted to be on time for that event but I couldn’t decide what to wear; I started to write an article but I was afraid my colleagues would find it not good enough,” she explains. “Whatever comes after the ‘but’ is what counts,” says Sapadin. She suggests changing the word ‘but’ to ‘and’. ‘But’ denotes opposition and blockage; ‘And’ denotes connection and resolution, she explains, so “the task becomes less frightening.”

Dr. Sapadin started on her path to punctuality by identifying and adapting the very thing that seemed to always make her late. “Instead of getting angry or upset because a friend or a loved one is always late, you can take a stand and set boundaries,” she says. “Talk about what you will do if the other person isn’t on time. Tell your late friend you’ll go into the movie without them if they’re more than ten minutes late. Tell that colleague who never turns his part of the project in on time that it just won’t be included next time –– and the boss will know about it.”

For me, a turning point came when a good friend drew her line in the sand. I was an hour late for a run in our local park. “That was it,” she said. “The truth is, I’m not going to make any more plans with you.” And so she set in motion the best thing for me: she put an end to my perpetual lateness.

16. Dr Linda Sapadin suggests that changing the word ‘but’ to ‘and’ in people’s excuses for being late will …

1) make the excuses more correct.

2) explain more clearly why they were late.

3) make them try harder coping with their problems.

4) help them appear less rude.

Прочитайте текст и выполните задания 12–18. В каждом задании запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

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How a Paris abbey became a science museum

A trip to Europe without visiting museums would be like a trip to Fiji without visiting a beach. It just seems wrong to ignore such an embarrassment of riches. So when I was in France last year, I dutifully walked through museums, but I soon noticed a strange phenomenon. Every time I think about going to a museum, it seems like a fascinating way to spend an afternoon, but once I get there, I almost always find myself getting very sleepy by the time I get to the second gallery. I try to be enthusiastic … but usually I’m no match for the long halls of display cases.

There is an exception to this rule, though: science museums. I love inventions and gadgets, getting to know how things work and how people went about solving very difficult problems. I can stay awake in a good science museum indefinitely. So while in Paris, I visited the Conservatory of Arts and Trades. Part of this centuries-old institution is a museum that’s open to the public, and it contains a fascinating variety of objects and exhibits including the original Foucault’s Pendulum.

The Conservatory is off the beaten path; most English guidebooks don’t even mention it. It does, however, attract a certain number of pilgrims who were fascinated by Umberto Eco’s novel Foucault’s Pendulum, part of which takes place there. In the novel, a secret passage under the floor of the nave connects with the Paris sewers. That isn’t the case in reality, but truth is perhaps more interesting than fiction. There is something under the floor of the nave, a curious part of the building’s long and strange history.

The foundation for the abbey church of St. Martin of the Fields was laid around 1059, about the time of the Norman conquest. Over the next centuries, numerous additions and renovations were undertaken. All that changed in the French Revolution when under the name of Conservatory of Arts and Trades, it became a depository for machines, models, tools, drawings, descriptions and books in all the areas of the arts and trades. It officially opened in 1802.

The museum closed for a renovation in 1993, and as part of the process, archaeological excavations were undertaken beneath the floor of the nave. For the entire history of the church, there had been stories that the site on which it stood was once a Merovingian funerary basilica, but this had never been proven. What archaeologists discovered was a large necropolis dating from the 6th or 7th century with about 100 plaster coffins inside. The tales were indeed true.

When the museum reopened a few years later, it was a typical shiny and   up-to-date science museum. But it was decided that their thousands of additional articles should be made available to scholars even when they’re not on exhibit. So they opened a satellite facility in the nearby town of Saint-Denis, where by appointment only qualified researchers can go to examine the rest of the museum’s collection.

I’ve been to the Conservatory in 2000 and in 2003. As a science museum I found it a sheer delight. The former abbey is only a portion of the museum, and the museum is only a portion of the Conservatory. But all the history of the building and the institution seems to be concentrated in the large nave with its bones beneath and gadgets above. The odd contrast of centuries of monastic simplicity with centuries of technological progress tickles me in a way I can’t easily describe. Perhaps the Pendulum says it best: as a scientific wonder that’s also meditatively simple, it symbolically bridges the illusory divide between technology and spirituality.

16. The reason the archaeological excavations started was the need to …

1) find Merovingian treasures.

2) solve some construction problems.

3) strengthen the basement.

4) prove the story of the site.

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Philanthropy

Philanthropy is defined as the love of humanity. A modern definition is “private initiatives, for the public good, focusing on quality of life”, which combines an original humanistic tradition with a social aspect developed in the 20th century.

Growing up in this state, I dreamed of attending a college one day. On fall Saturdays at the stadium, I caught a glimpse of the brick buildings and tree-lined walkways. I knew they led to information, knowledge, and a whole tribe of new minds to connect with. When the day finally came to unpack my few belongings in the residence hall, I knew I was finally where I had always wanted to be. My years on campus certainly lived up to the anticipation. The classes, professors, friends, and opportunities created a life-changing experience.     

Philanthropy is a critical part of the life and success of the whole local community, and college in particular. As a board member of the Center for Advancement, I have seen firsthand the joy of our alumni and friends as they make a difference in the life of this institution. They are delighted to pay it forward as they understand what college means to them. As a student, one does not always value how much the path was paved by those who have gone before, those who have an ability to give back. Now that my friend and I have made this community our family’s home, we have a much better understanding of how vital the long-term success of the college is for our entire state.

Through my involvement with the Center for Advancement, I truly witness the breadth of areas one can support. This institution is doing incredible researching, educating, and programming in so many areas. And our donors can discover their passion and connect in a meaningful way that goes beyond the dollars given. Whether it is the joy of the written word, the connection to first-generation college students, the atmosphere of a football Saturday, or a desire to support the cure for a hereditary medical condition, our donors become a part of the life of the college.

I have also seen philanthropy directly affect the life of the college from my experience in the Department of Finance. I work with students who have the opportunity to attend college because of the financial assistance they receive from our donors. Continued support has fostered the enhanced facility we work in today which has been reconfigured to remain relevant to today’s needs. The educational experience is much richer because of the generosity of others. Our new auditorium is one shining example that we are proud to support. Not only is this facility a marvel of world-class architecture and programming, it also strives to make the arts accessible to all citizens. These experiences spark curiosity and imagination in audiences, young and old, to remind us what it means to be alive in this era of technology and separation.

Different funds provide a real-life working experience that is as relevant as any internship. Through philanthropy, students and faculty are able to use technology that could not be supported with tuition dollars. Private gifts also allow us to assist our faculty, who are the life of the institution, and provide our students a top-notch education.

Every dollar of support to the university today replays itself over and over as successive generations of learners have an opportunity to develop the skills they need to save lives, shape minds, and transform our future. One of the values we hope to instill in our children is the understanding of the value of giving back.

16. It is implied that the new auditorium supports an education program in …

1) programming.

2) architecture.

3) arts.

4) technology.