Банк заданий
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.

Пример ответа: 1

How teaching English on my year abroad improved my French

I began my year abroad in Paris as an intern at a publishing house, earning €2.70 an hour for menial work. I’d hoped to be able to soak up French in a real-life setting, but was constantly writing emails and making calls in English, with little free time for learning my second language. I soon realised the only thing I’d really learned was how to use a document-binding machine. Luckily, I’d taken an intensive English-teaching course in London the previous summer, which helped me find a new job with a language school.

Students planning their years abroad might worry about teaching English. It seems counterintuitive – you go to another country to learn the language and end up speaking your mother tongue. But in my experience, it can be a rewarding job and is perhaps even the best way to immerse yourself in another culture and learn the language. Ellen Rothnie, a student at the University of Glasgow, who has recently returned from two years in Spain, agrees. She says: “The feeling of integrating is so special. I wanted to improve my Spanish and was astounded by how much I did. I noticed a difference within a month.”

So, what struck me most about teaching English, was the potential for improving my French. Teaching your own language gives you a broader insight into language-learning – you see what works and what doesn’t. Among my students, I encountered a full range of abilities – speakers of near-native fluency and those who could barely string together a simple English phrase. I noticed what held my weakest students back – too much focus on writing down notes, crippling shyness and fear of making mistakes, and the other extreme – overconfidence, speaking at length and carelessly repeating the same errors. I saw how my best students learned – by being chatty and enthusiastic, and by watching hours of Anglo-American TV and films in their spare time. Trying to follow their example, I studied French thrillers and reality shows, picking up slang and colloquialisms, which helped me get by in everyday conversations.

Rothnie also found that teaching English helped with her Spanish. “My students often didn’t know what I considered to be basic expressions involving prepositions, such as ‘run out’, or ‘left over’,” she says. “Then I realised that in Spanish there is usually a separate, single equivalent verb which, before my year abroad, I probably didn’t know either.” At university, language teachers often tell students to avoid directly translating English phrases word-for-word, but it’s only when you’re interacting with native speakers in another country that you grasp the common expressions and idioms. This knowledge allows you to become more fluent in a language.

Teaching English can also give you the chance to socialise with native speakers, as Amy Stewart, a student at the University of Strathclyde, found on her year abroad in Tenerife. As a British Council assistant, she became friendly with her fellow teachers and even went to stay at the family home of a Spanish colleague. Despite her concerns about living in a hotspot for Anglophone tourists, Stewart improved her Spanish by taking part in language exchanges with locals. You need to be proactive too, she says: “If you go looking for areas that aren’t quite as touristy, then you’ll find them.”

Ultimately, the success of your year abroad is down to your own efforts – but maybe there’s something about teaching that gives you a certain motivation. After all, when you’ve been telling your students to knuckle down and practise vocabulary in their spare time, you feel like a hypocrite if you don’t do the same.

16. This knowledge in Paragraph 4 (“This knowledge allows you to become more fluent in a language”) refers to the knowledge of …

1) Spanish equivalents of English verbs.

2) translation techniques and strategies.

3) words and phrases used in everyday speech.

4) communicative strategies native speakers use.

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.

Пример ответа: 1

How teaching English on my year abroad improved my French

I began my year abroad in Paris as an intern at a publishing house, earning €2.70 an hour for menial work. I’d hoped to be able to soak up French in a real-life setting, but was constantly writing emails and making calls in English, with little free time for learning my second language. I soon realised the only thing I’d really learned was how to use a document-binding machine. Luckily, I’d taken an intensive English-teaching course in London the previous summer, which helped me find a new job with a language school.

Students planning their years abroad might worry about teaching English. It seems counterintuitive – you go to another country to learn the language and end up speaking your mother tongue. But in my experience, it can be a rewarding job and is perhaps even the best way to immerse yourself in another culture and learn the language. Ellen Rothnie, a student at the University of Glasgow, who has recently returned from two years in Spain, agrees. She says: “The feeling of integrating is so special. I wanted to improve my Spanish and was astounded by how much I did. I noticed a difference within a month.”

So, what struck me most about teaching English, was the potential for improving my French. Teaching your own language gives you a broader insight into language-learning – you see what works and what doesn’t. Among my students, I encountered a full range of abilities – speakers of near-native fluency and those who could barely string together a simple English phrase. I noticed what held my weakest students back – too much focus on writing down notes, crippling shyness and fear of making mistakes, and the other extreme – overconfidence, speaking at length and carelessly repeating the same errors. I saw how my best students learned – by being chatty and enthusiastic, and by watching hours of Anglo-American TV and films in their spare time. Trying to follow their example, I studied French thrillers and reality shows, picking up slang and colloquialisms, which helped me get by in everyday conversations.

Rothnie also found that teaching English helped with her Spanish. “My students often didn’t know what I considered to be basic expressions involving prepositions, such as ‘run out’, or ‘left over’,” she says. “Then I realised that in Spanish there is usually a separate, single equivalent verb which, before my year abroad, I probably didn’t know either.” At university, language teachers often tell students to avoid directly translating English phrases word-for-word, but it’s only when you’re interacting with native speakers in another country that you grasp the common expressions and idioms. This knowledge allows you to become more fluent in a language.

Teaching English can also give you the chance to socialise with native speakers, as Amy Stewart, a student at the University of Strathclyde, found on her year abroad in Tenerife. As a British Council assistant, she became friendly with her fellow teachers and even went to stay at the family home of a Spanish colleague. Despite her concerns about living in a hotspot for Anglophone tourists, Stewart improved her Spanish by taking part in language exchanges with locals. You need to be proactive too, she says: “If you go looking for areas that aren’t quite as touristy, then you’ll find them.”

Ultimately, the success of your year abroad is down to your own efforts – but maybe there’s something about teaching that gives you a certain motivation. After all, when you’ve been telling your students to knuckle down and practise vocabulary in their spare time, you feel like a hypocrite if you don’t do the same.

17. Which proverb summarises the main idea of Paragraph 5?

1) Where there is a will, there is a way.

2) Actions speak louder than words.

3) Better late than never.

4) Don’t put off until tomorrow what you can do today.

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.

Пример ответа: 1

How teaching English on my year abroad improved my French

I began my year abroad in Paris as an intern at a publishing house, earning €2.70 an hour for menial work. I’d hoped to be able to soak up French in a real-life setting, but was constantly writing emails and making calls in English, with little free time for learning my second language. I soon realised the only thing I’d really learned was how to use a document-binding machine. Luckily, I’d taken an intensive English-teaching course in London the previous summer, which helped me find a new job with a language school.

Students planning their years abroad might worry about teaching English. It seems counterintuitive – you go to another country to learn the language and end up speaking your mother tongue. But in my experience, it can be a rewarding job and is perhaps even the best way to immerse yourself in another culture and learn the language. Ellen Rothnie, a student at the University of Glasgow, who has recently returned from two years in Spain, agrees. She says: “The feeling of integrating is so special. I wanted to improve my Spanish and was astounded by how much I did. I noticed a difference within a month.”

So, what struck me most about teaching English, was the potential for improving my French. Teaching your own language gives you a broader insight into language-learning – you see what works and what doesn’t. Among my students, I encountered a full range of abilities – speakers of near-native fluency and those who could barely string together a simple English phrase. I noticed what held my weakest students back – too much focus on writing down notes, crippling shyness and fear of making mistakes, and the other extreme – overconfidence, speaking at length and carelessly repeating the same errors. I saw how my best students learned – by being chatty and enthusiastic, and by watching hours of Anglo-American TV and films in their spare time. Trying to follow their example, I studied French thrillers and reality shows, picking up slang and colloquialisms, which helped me get by in everyday conversations.

Rothnie also found that teaching English helped with her Spanish. “My students often didn’t know what I considered to be basic expressions involving prepositions, such as ‘run out’, or ‘left over’,” she says. “Then I realised that in Spanish there is usually a separate, single equivalent verb which, before my year abroad, I probably didn’t know either.” At university, language teachers often tell students to avoid directly translating English phrases word-for-word, but it’s only when you’re interacting with native speakers in another country that you grasp the common expressions and idioms. This knowledge allows you to become more fluent in a language.

Teaching English can also give you the chance to socialise with native speakers, as Amy Stewart, a student at the University of Strathclyde, found on her year abroad in Tenerife. As a British Council assistant, she became friendly with her fellow teachers and even went to stay at the family home of a Spanish colleague. Despite her concerns about living in a hotspot for Anglophone tourists, Stewart improved her Spanish by taking part in language exchanges with locals. You need to be proactive too, she says: “If you go looking for areas that aren’t quite as touristy, then you’ll find them.”

Ultimately, the success of your year abroad is down to your own efforts – but maybe there’s something about teaching that gives you a certain motivation. After all, when you’ve been telling your students to knuckle down and practise vocabulary in their spare time, you feel like a hypocrite if you don’t do the same.

18. Which idea is expressed in Paragraph 6?

1) Teaching is not effective without motivation.

2) The teacher should have a learning experience similar to their students’.

3) One understands a language better when they teach it.

4) Vocabulary exercises are central to language teaching.

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.

Пример ответа: 1

Agatha Christie’s secret life as an archaeologist

            She is one of the best-known crime writers of all time, but few know the extent of Agatha Christie’s archaeological pedigree. What can we discover if we dig into her past?

            Married in 1930 to Max Mallowan, an eminent archaeologist, Christie spent two decades living on excavation sites in the Middle East, writing her crime novels and helping out with her husband’s work. Travel by boat and on the Orient Express to Cairo, Damascus and Baghdad provided ideas for some of Christie’s best-known works of detective fiction, including “Murder on the Orient Express”, “Death on the Nile”, and “Murder in Mesopotamia”.

         Now, 3,000-year-old ivory artifacts recovered by Mallowan between 1949 and 1963 from the ancient city of Nimrud, in what is now Iraq, and likely cleaned by his famous wife using cotton wool buds and face cream, are currently on display at the British Museum in London. “Face cream in fact is quite a good thing to clean (artifacts) with. Obviously conservators now wouldn’t use that, but I don’t think it has done (the pieces) any harm,” he claimed, adding that in fact it was quite resourceful of Christie to think of applying her Innoxa face cream to the fragile, dirty pieces. “Agatha, who was very conscious of being fifteen years older than her husband, travelled everywhere with her moisturiser and it was just the right consistency for cleaning artifacts,” said Henrietta McCall, the author of “The Life of Max Mallowan: Archaeology and Agatha Christie.”

           Christie’s interest in archaeology, according to McCall, went deeper than support for her husband’s work and even formed the backdrop to works such as “Murder in Mesopotamia”, in which the culprit turns out to be an archaeologist. Several of the characters in the book can be traced to the people Christie knew from a dig in Ur in what is modern Iraq, including the murder victim, which McCall believes is based on the wife of archaeologist Leonard Woolley. “She made a wonderful quote on archaeology and crime detection, that they are very similar because you have to clear away the debris to reveal the shining truth,” said McCall. And Christie’s elaborate plotting and clue building came in handy when piecing together broken artifacts.

          According to the archaeologist Charlotte Trumpler, “Christie was of course fascinated by puzzles, using little archaeological fragments, and she had a gift for piecing them together very patiently.” Trumpler co-curated a 2001-2 travelling exhibition “Agatha Christie and Archaeology: Mystery in Mesopotamia” alongside Henrietta McCall.

        Although Christie played an important role in her husband’s work, even financing many of his expeditions, she was, according to McCall, very modest about her contributions. She was fiercely proud of Mallowan, who is often referred to as one of the best-known archaeologists of the post-WWII period. However, Trumpler believes that though Christie never publically mentioned it, her contribution to archaeology was larger than she imagined. Her notes and black and white photographs of excavation sites are used by archaeologists and researchers even today, she said.

      Christie’s readiness to muck in and help her husband, says Trumpler, stemmed from her desire to be a devoted wife but also from a fascination with the Middle East that stayed with her for many years. “Everyone thinks Agatha Christie was a bit like the character Miss Marple, that she lived in England and was into knitting and looking after the garden,” said Trumpler. “Actually, she wasn’t … she had such a fascinating life apart from being an author.”

12. The word pedigree (“... the extent of Agatha Chistie’s pedigree”) in Paragraph 1 is synonymous to …

1) education.

2) background.

3) discovery.

4) development.

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.

Пример ответа: 1

Agatha Christie’s secret life as an archaeologist

            She is one of the best-known crime writers of all time, but few know the extent of Agatha Christie’s archaeological pedigree. What can we discover if we dig into her past?

            Married in 1930 to Max Mallowan, an eminent archaeologist, Christie spent two decades living on excavation sites in the Middle East, writing her crime novels and helping out with her husband’s work. Travel by boat and on the Orient Express to Cairo, Damascus and Baghdad provided ideas for some of Christie’s best-known works of detective fiction, including “Murder on the Orient Express”, “Death on the Nile”, and “Murder in Mesopotamia”.

         Now, 3,000-year-old ivory artifacts recovered by Mallowan between 1949 and 1963 from the ancient city of Nimrud, in what is now Iraq, and likely cleaned by his famous wife using cotton wool buds and face cream, are currently on display at the British Museum in London. “Face cream in fact is quite a good thing to clean (artifacts) with. Obviously conservators now wouldn’t use that, but I don’t think it has done (the pieces) any harm,” he claimed, adding that in fact it was quite resourceful of Christie to think of applying her Innoxa face cream to the fragile, dirty pieces. “Agatha, who was very conscious of being fifteen years older than her husband, travelled everywhere with her moisturiser and it was just the right consistency for cleaning artifacts,” said Henrietta McCall, the author of “The Life of Max Mallowan: Archaeology and Agatha Christie.”

           Christie’s interest in archaeology, according to McCall, went deeper than support for her husband’s work and even formed the backdrop to works such as “Murder in Mesopotamia”, in which the culprit turns out to be an archaeologist. Several of the characters in the book can be traced to the people Christie knew from a dig in Ur in what is modern Iraq, including the murder victim, which McCall believes is based on the wife of archaeologist Leonard Woolley. “She made a wonderful quote on archaeology and crime detection, that they are very similar because you have to clear away the debris to reveal the shining truth,” said McCall. And Christie’s elaborate plotting and clue building came in handy when piecing together broken artifacts.

          According to the archaeologist Charlotte Trumpler, “Christie was of course fascinated by puzzles, using little archaeological fragments, and she had a gift for piecing them together very patiently.” Trumpler co-curated a 2001-2 travelling exhibition “Agatha Christie and Archaeology: Mystery in Mesopotamia” alongside Henrietta McCall.

        Although Christie played an important role in her husband’s work, even financing many of his expeditions, she was, according to McCall, very modest about her contributions. She was fiercely proud of Mallowan, who is often referred to as one of the best-known archaeologists of the post-WWII period. However, Trumpler believes that though Christie never publically mentioned it, her contribution to archaeology was larger than she imagined. Her notes and black and white photographs of excavation sites are used by archaeologists and researchers even today, she said.

      Christie’s readiness to muck in and help her husband, says Trumpler, stemmed from her desire to be a devoted wife but also from a fascination with the Middle East that stayed with her for many years. “Everyone thinks Agatha Christie was a bit like the character Miss Marple, that she lived in England and was into knitting and looking after the garden,” said Trumpler. “Actually, she wasn’t … she had such a fascinating life apart from being an author.”

13. What do we learn about Agatha Christie from the second paragraph?

1) She was responsible for the excavation work.

2) Her husband’s work put her off writing novels.

3) Her husband discussed his discoveries with her.

4) Some of her voyages and journeys inspired her.