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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.

Пример ответа: 1

Stress at college

Stress among college students can negatively affect academic performance, personal relationships, and overall well-being. However, stress can have positive effects if managed properly.

We all encounter the stresses of daily life, and college students in particular struggle with the adjustment to busy schedules and deadlines related to overwhelming courses and exams. The continuous pressure to achieve quick results during our early years of adulthood leads to college student stress, anxiety, and mental health challenges.

Many college students ignore signs of stress and as a result experience a range of physical, emotional, and behavioral symptoms. Increased heart rate or blood pressure, headaches, or fatigue, for example, commonly strain our physical states. The psychological perception of pressure, on the other hand, influences our emotional reactions to unexpected situations.

Significant life events often lead to increased stress levels. However, among college students the causes are often much more subtle. A heavy workload, public speaking, or long work or study hours can lead to hostile behavior and tense reactions to unexpected situations.

By understanding the individual causes of stress, students can better prepare themselves for the academic challenges that lay ahead. College students should consider these tips in effort to reduce stress.

Improve your time management. Instead of focusing on your to-do list each day, focus on the free hour you have before your next class, or the time you can gain from completing a task ahead of schedule. We often push things off until the last minute under the perception that our busy schedules don’t leave us enough time. However, what you can do to counter this procrastination is to make things bite size, break up tasks into more manageable sections. Make a designated space for work that isn’t your bed. Use a planner to block sections of time throughout your day, but make sure to leave time for yourself to socialize and relax.

Try to think positively. What if you actually scored an A on the exam you thought you failed? Just as easily as your mind imagines the worst-case scenario, it can be trained to imagine the positive. When we experience stress, we tend to interpret situations negatively. Pay attention to these reactions and avoid the unexpected by getting an early start to your day. If you still notice yourself thinking negatively, pause for a second, and try not to engage in those thoughts.

Daily or weekly exercise routines will help balance your mental and physical reactions to life’s stresses. According to one study, 85% of college students reported feeling overwhelmed at some point in the previous year by everything they had to do; and 41.6% stated anxiety as the most pressing concern among college students. Regular exercise can mitigate those concerns by promoting better sleep, improving your mood, and boosting your energy. Try 60 minutes of light walking, or 30 minutes of high intensity exercise. Sign up for yoga, join a gym, go climbing. Keep the routines interesting by combining different variations of cardio with muscle-building throughout the week. Take good care of your body each day. Eating right, exercising and getting enough sleep help your body handle stress much better.

By understanding the symptoms of stress we can learn to detect when the stress is a positive boost and when it is weighing us down. Managing your stress and your health will prepare you for the unknown situations and reward you with an exciting and engaging college experience!

18. The main goal of the article is to …

1) differentiate positive and negative kinds of stress.

2) explain stress symptoms and ways to cope with them.

3) describe the unknown situations causing stress.

4) share the author’s experience of managing stress.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

12. What should people consider to cut in relation to the climate change, according to the author?

1) Use of refillable bottles.

2) Meat production.

3) Level of environmental consciousness.

4) Development of eco-industry.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

13. The author thinks that the university’s environmental efforts are …

1) incomplete.

2) irregular.

3) naive.

4) too specific.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

14. The author thinks that her university can affect the environmental campaign by …

1) reducing meat options in menus on campus.

2) creating and offering new vegetarian dishes.

3) educating students about ecological problems.

4) increasing awareness of the harm the meat industry may incur.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

15. The study conducted by Lean and Green showed that the students …

1) initiate environmental campaigns on campus.

2) are ready to change their eating habits.

3) prefer environmentally friendly food options.

4) are unaware of dangerous effects of a meat diet.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

16. The author used the Greenpeace data to show that …

1) the animal industry harms the environment greatly.

2) transport is the main source of greenhouse gases production.

3) hybrid cars can reduce greenhouse gas emissions.

4) vegetarian food is much healthier for a person.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

17. “It” in “… why they should want it” (paragraph 7) refers to …

1) ecological action.

2) vegetarian food.

3) informed choice.

4) dietary change.

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

Change your food choice

While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.

When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.

If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.

Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.

The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.

And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.

With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want –– which is more diverse plant-based options –– but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.

In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.

The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

18. What does the author say in the last paragraph?

1) The university should become environmentally friendly.

2) Environmentally conscious people should stop eating meat.

3) The university should educate its students about meat industry.

4) Ecological education can improve the university’s reputation.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

12. According to the text, soft skills are the …

1) skills you get when in professional education.

2) individual traits that influence your job performance.

3) skills that allow you to work with technology.

4) only skills employers look for in the employees.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

13. Why are proper soft skills necessary?

1) They make you an interesting personality.

2) They help establish contact with bosses.

3) They allow you to do tasks quickly.

4) They may give you an advantage over others.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

14. The expression on a par with in “If your technical skill is on a par with other candidates ...” (paragraph 4) means …

1) similar to.

2) different from.

3) superior to.

4) secondary to.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

15. Which of the following, according to the text, is one of communication skills?

1) Brief and logical argumentation.

2) Clear and reasoned writing.

3) Non-verbal communication.

4) Active and supportive listening.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

16. The pronoun it in “share how you handled it” (paragraph 7) refers to …

1)

resolving a disagreement in teamwork.

2)

speaking about your skills at an interview.

3)

inability to demonstrate your skills.

4)

having an opinion different from others.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

17. Which of the following is NOT mentioned as an example of how soft skills could be demonstrated?

1) Taking everyone’s opinion into account.

2) Encouraging people to come to an agreement.

3) Setting a goal and reaching it.

4) Backing an undervalued suggestion.

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

What are soft skills?

 Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.

Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.

Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.

Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.

You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.

Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled –– working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.

Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.

Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.

When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

18. The general advice the author’s gives in the last paragraph is …

1) “take quick decisions when applying for a job”.

2) “include the list of your soft skills in your résumé”.

3) “try to impress the employer at the interview”.

4) “in an interview provide examples of your soft skills in 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.

12. What kind of work had the author been doing before she started teaching?

1) Exciting.

2) Skilled.

3) Routine.

4) Unusual.

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.

13. Counterintuitive in Paragraph 2 most probably means …

1) illogical.

2) worrying.

3) unproductive.

4) easy.

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.

14. Ellen Rothnie was surprised by how …

1) fast she became part of Spanish culture.

2) deep her experience was.

3) many classes she had to teach.

4) far she progressed in learning Spanish.

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.

15. Which habit of less successful students is NOT mentioned in the text?

1) They do not monitor their speech.

2) They are too dependent on what they write down.

3) They refuse to speak out of fear of errors.

4) They do not practise outside the classroom.

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

Surviving an avalanche

Surviving an avalanche was not on Thomas’s list of things to do in life. A thrill-seeker of epic proportions, he had jumped from a helicopter to ski remote mountain slopes and traversed half of Antarctica on a cross-country skiing adventure. If only his wisdom of doing things in packs hadn’t failed him on the day of his accident.

He had ventured out alone before, and in any case, most of the ski ranges around his mountain home were littered with forest rangers whose job was to help stranded hikers. So a solo trip by an experienced skier wasn’t the most dangerous of adventures.

Every seasoned skier is aware of both the risks and the joys involved with skiing off-piste. It’s a different experience from the snow that’s been packed down into hard ice by the hundreds of other skiers who have already crossed over it. Movements occur almost in slow-motion as the skier glides in and out of the piles of powder. It’s an exhausting challenge that requires effort from the skier’s whole body, but a unique one that hooks a skier after just one run.

Thomas even had special equipment for this particular type of skiing. His well-worn pair of traditional skis wouldn’t be sufficient, so he’d expended an extra two hundred pounds on a wider set of blades especially made for skiing in powder.

And it wasn’t as if safety was the last thing on his mind. He’d brought his avalanche kit in case of emergencies. He wore an airbag that would help to keep him near the surface if he pulled the cord in time, and another device which would assist him with breathing under snow. The rescue service’s number was programmed into his mobile phone, and his avalanche transceiver – which emits an emergency signal – was equipped with fully-charged batteries.

Thomas’s run that day was in familiar territory. He had always skied with a trusted ski buddy, with never an incident to report. Perhaps he had been lulled into a false sense of security. In fact, he had intended to ski with a friend that morning. When his friend couldn’t make it, Thomas considered not going himself, but the snow on the mountain had fallen just the night before, and the lure was too intense.

His run was a wide, bare track of slope nestled between two pine forests – a real skier’s delight, and quite popular with the locals as well.

They say an avalanche is like a sleeping giant, waiting to be woken up by even the slightest of nudges. Thomas gave this giant more than a nudge – he skied right over it and before he knew it, he was skiing on top of it as it slid down the mountain along with him. And if you ski on top of the giant’s mouth, it’s likely to swallow you whole.

As Thomas sank beneath powder, through his acute panic he managed to pull the cord on his airbag. The roar of the giant fell silent seconds later, and from beneath the snow it was as if morning had turned to night. Thomas tried to reach his phone, but his arm might as well have been cast in concrete. Lying still, his panic slowly shifting to an eerie peacefulness, he did his best to keep his chin up. He even began to enjoy the dark solitude, even though he knew he might never be found. Luckily for him, the giant had caught the attention of others, and the transceiver was doing the job it was designed to do.

12. What are the ‘packs’ that the author refers to in the first paragraph?

1) Types of snow.

2) Regions or areas.

3) Groups of people.

4) Ski manoeuvres.

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

Surviving an avalanche

Surviving an avalanche was not on Thomas’s list of things to do in life. A thrill-seeker of epic proportions, he had jumped from a helicopter to ski remote mountain slopes and traversed half of Antarctica on a cross-country skiing adventure. If only his wisdom of doing things in packs hadn’t failed him on the day of his accident.

He had ventured out alone before, and in any case, most of the ski ranges around his mountain home were littered with forest rangers whose job was to help stranded hikers. So a solo trip by an experienced skier wasn’t the most dangerous of adventures.

Every seasoned skier is aware of both the risks and the joys involved with skiing off-piste. It’s a different experience from the snow that’s been packed down into hard ice by the hundreds of other skiers who have already crossed over it. Movements occur almost in slow-motion as the skier glides in and out of the piles of powder. It’s an exhausting challenge that requires effort from the skier’s whole body, but a unique one that hooks a skier after just one run.

Thomas even had special equipment for this particular type of skiing. His well-worn pair of traditional skis wouldn’t be sufficient, so he’d expended an extra two hundred pounds on a wider set of blades especially made for skiing in powder.

And it wasn’t as if safety was the last thing on his mind. He’d brought his avalanche kit in case of emergencies. He wore an airbag that would help to keep him near the surface if he pulled the cord in time, and another device which would assist him with breathing under snow. The rescue service’s number was programmed into his mobile phone, and his avalanche transceiver – which emits an emergency signal – was equipped with fully-charged batteries.

Thomas’s run that day was in familiar territory. He had always skied with a trusted ski buddy, with never an incident to report. Perhaps he had been lulled into a false sense of security. In fact, he had intended to ski with a friend that morning. When his friend couldn’t make it, Thomas considered not going himself, but the snow on the mountain had fallen just the night before, and the lure was too intense.

His run was a wide, bare track of slope nestled between two pine forests – a real skier’s delight, and quite popular with the locals as well.

They say an avalanche is like a sleeping giant, waiting to be woken up by even the slightest of nudges. Thomas gave this giant more than a nudge – he skied right over it and before he knew it, he was skiing on top of it as it slid down the mountain along with him. And if you ski on top of the giant’s mouth, it’s likely to swallow you whole.

As Thomas sank beneath powder, through his acute panic he managed to pull the cord on his airbag. The roar of the giant fell silent seconds later, and from beneath the snow it was as if morning had turned to night. Thomas tried to reach his phone, but his arm might as well have been cast in concrete. Lying still, his panic slowly shifting to an eerie peacefulness, he did his best to keep his chin up. He even began to enjoy the dark solitude, even though he knew he might never be found. Luckily for him, the giant had caught the attention of others, and the transceiver was doing the job it was designed to do.

13. Why didn’t Thomas think his solo ski run would be very risky?

1) There were personnel to help in case of trouble.

2) He wasn’t aware of the potential dangers.

3) He had been on more dangerous ski adventures.

4) He believed powder to be easier to ski on than packed ice.

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

Surviving an avalanche

Surviving an avalanche was not on Thomas’s list of things to do in life. A thrill-seeker of epic proportions, he had jumped from a helicopter to ski remote mountain slopes and traversed half of Antarctica on a cross-country skiing adventure. If only his wisdom of doing things in packs hadn’t failed him on the day of his accident.

He had ventured out alone before, and in any case, most of the ski ranges around his mountain home were littered with forest rangers whose job was to help stranded hikers. So a solo trip by an experienced skier wasn’t the most dangerous of adventures.

Every seasoned skier is aware of both the risks and the joys involved with skiing off-piste. It’s a different experience from the snow that’s been packed down into hard ice by the hundreds of other skiers who have already crossed over it. Movements occur almost in slow-motion as the skier glides in and out of the piles of powder. It’s an exhausting challenge that requires effort from the skier’s whole body, but a unique one that hooks a skier after just one run.

Thomas even had special equipment for this particular type of skiing. His well-worn pair of traditional skis wouldn’t be sufficient, so he’d expended an extra two hundred pounds on a wider set of blades especially made for skiing in powder.

And it wasn’t as if safety was the last thing on his mind. He’d brought his avalanche kit in case of emergencies. He wore an airbag that would help to keep him near the surface if he pulled the cord in time, and another device which would assist him with breathing under snow. The rescue service’s number was programmed into his mobile phone, and his avalanche transceiver – which emits an emergency signal – was equipped with fully-charged batteries.

Thomas’s run that day was in familiar territory. He had always skied with a trusted ski buddy, with never an incident to report. Perhaps he had been lulled into a false sense of security. In fact, he had intended to ski with a friend that morning. When his friend couldn’t make it, Thomas considered not going himself, but the snow on the mountain had fallen just the night before, and the lure was too intense.

His run was a wide, bare track of slope nestled between two pine forests – a real skier’s delight, and quite popular with the locals as well.

They say an avalanche is like a sleeping giant, waiting to be woken up by even the slightest of nudges. Thomas gave this giant more than a nudge – he skied right over it and before he knew it, he was skiing on top of it as it slid down the mountain along with him. And if you ski on top of the giant’s mouth, it’s likely to swallow you whole.

As Thomas sank beneath powder, through his acute panic he managed to pull the cord on his airbag. The roar of the giant fell silent seconds later, and from beneath the snow it was as if morning had turned to night. Thomas tried to reach his phone, but his arm might as well have been cast in concrete. Lying still, his panic slowly shifting to an eerie peacefulness, he did his best to keep his chin up. He even began to enjoy the dark solitude, even though he knew he might never be found. Luckily for him, the giant had caught the attention of others, and the transceiver was doing the job it was designed to do.

14. Skiers who ski on powder for the first time …

1) often never do it again.

2) find it to be relaxing.

3) fall in love with the experience.

4) often get stuck in the snow.