Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A—F и утверждениями, данными в списке 1—7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Прослушайте запись дважды. Пример ответа: 123456 1. I really wanted to work but my parents talked me out of it. 2. Having a weekend job is useful in several ways. 3. Combining work and studies is too much for teenagers. 4. Working hours influence your attitude to a job. 5. It's parents' duty to provide for their children's needs. 6. Teenagers should discuss with parents if they need a job. 7. You can get ready for adult life even without work.

Now we are ready to start. Speaker A: I think that the situation when parents are forcing teenagers to get a job is just terrible. High school hours are mostly from six to three or from seven to four or somewhere in that range. It varies throughout the world. And you're trying to tell your child to go to work for five to ten hours right after school. That is poor parenting. The struggles of school and the weight of what comes with it whether it is the workload, the tests or depression from it all are already enough. → Ключевая идея: совмещать учёбу в школе и работу после неё слишком тяжело для подростков, потому что школьных нагрузок и без того достаточно. Это прямо соответствует утверждению 3. Combining work and studies is too much for teenagers. (Speaker A – 3) Speaker B: My parents had a rule that school always came first. No job because school was my job. In the summers I had to do something though. It was either more school or some type of volunteer activities. I didn't have a job until my third year university summer and felt prepared for adulthood just fine. I know parents do it to prepare for adulthood but let your children enjoy their final years of childhood while they get ready for college if they're going. It's no good to apply extra stress onto them. → Ключевая идея: говорящий не работал в школьные годы, но при этом чувствовал себя вполне готовым к взрослой жизни. Это соответствует утверждению 7. You can get ready for adult life even without work. (Speaker B – 7) Speaker C: When I was in high school I needed money for college and we didn't have a lot of money to go around. I was super eager to get a job but my dad actually said to me wait as long as you can before getting a job. Once you start working you don't stop until you retire. All my friends started getting jobs at fourteen or sixteen. I was eighteen when I got my first real job. Granted I also worked for my mom's store and my dad's business and had summer jobs. I can't thank him enough for telling me it was okay. → Ключевая идея: говорящий очень хотел работать, но отец отговорил его, и в итоге он благодарен за это. Это полностью совпадает с утверждением 1. I really wanted to work but my parents talked me out of it. (Speaker C – 1) Speaker D: I agree that making your children work from the time they get out of class until the end of the day is a little too much. I see no problem with a weekend job though. It does give some good experience in the work world as well as giving kids some financial freedom. I had a weekend job in high school so it felt amazing not to have to ask my mom to use her card whenever my friends wanted to get something to eat or whenever I needed a new oil change for my car. I could just do it. → Ключевая идея: работа по выходным даёт полезный опыт и финансовую независимость, то есть полезна в нескольких отношениях. Это соответствует утверждению 2. Having a weekend job is useful in several ways. (Speaker D – 2) Speaker E: I worked at a hairdressers and in a burger van in high school. The first experience at the hairdressers in the mornings and in the summer was useful I would say to get experience and get me up in the mornings. I still had my summer afternoons and evenings to hang out with my friends and enjoy life. So during that time I didn't miss out on much because my friends would be sleeping in while I was at work. But the night job at the burger van was quite hard. → Ключевая идея: утренняя работа воспринималась нормально, а ночная — как тяжёлая, то есть впечатление от работы зависит от того, в какое время она происходит. Это соответствует утверждению 4. Working hours influence your attitude to a job. (Speaker E – 4) Speaker F: I worked in high school and was used to having my own money while all my friends got pocket money. So without a job I'd miss out on the cinema, ice skating, fast food, bowling and so on. But because I had to go to work I missed out on loads anyway. Looking back all the jobs I did in school paid very little. So in an ideal world teens should only do some jobs for experience and their parents should give them pocket money. Financial support is part of their responsibility as parents. → Ключевая идея: в идеале родители должны давать детям карманные деньги на развлечения, потому что это часть их родительской обязанности. Это соответствует утверждению 5. It's parents' duty to provide for their children's needs. (Speaker F – 5)

Вы услышите диалог. Определите, какие из приведённых утверждений А–G соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Прослушайте запись дважды. Пример ответа: 1231231 A. Mike's administrative work was very well paid. B. Mary did not do well at University because she had to earn her living. C. Mary was younger than the other students at her university. D. Mary thinks that regular classes are rather time-consuming. E. Mary thinks that she can't study better than when she was younger. F. Distance learning seems to be very convenient for Mary. G. Mike does not feel disappointed about going to University.

Now we are ready to start. Mike: I'm thirty-nine now, and I resumed my studies when my son started grade one. Now I'm very happy that I made up my mind to do this. I'll be graduating in April, and hopefully start teaching high-school English in September. Mary: What had you been doing before you went to university? Mike: I had been doing administrative work for thirteen years straight out of high school. I had got very tired and fed up with the low pay and the monotonous nature of the work. So I started university. Mary: That's a right decision indeed. As for me, I went to university at more or less the normal age. I was actually twenty-one at the time. But I did so miserably that the university suggested that I not return. Since then I've been basically wasting my time. Mike: And what are your plans? Mary: You see, one day I was fiddling around on the web and found some information about distance learning. It's fabulous if you can't take the time out to go to people-filled classes because you can work it around your own schedule. Mike: Yes, I think the fact that you can do the work in your own space and your own time is really helping. Mary: Of course, I will have deadlines to meet, but they're not the same as the in-class sort. Handing things in doesn't depend on anyone else's office hours or class times, which is really handy. I will only have to contact my tutors when I want to or need to, or when I'm required to do an oral quiz or exam. Mike: I think it's a very good idea. Going to university was the best thing I have ever done. I found it was more fun than I expected, and the benefits outweighed the disadvantages. I learnt so much about myself, and I'm very proud of my accomplishments. Mary: And I expect my ability to study to be much better than it used to be, and things come much more easily. Well, I still see doing some of the work as a chore, at least this time around I'm actually enjoying it. A. Mike's administrative work was very well paid. Ключевая фраза: "I had got very tired and fed up with the low pay" – Майк говорит, что его административная работа была низкооплачиваемой. Утверждение "very well paid" противоречит тексту. → 2 (False) B. Mary did not do well at University because she had to earn her living. Ключевая фраза: "I did so miserably that the university suggested that I not return." – Мэри говорит, что училась плохо, но причина её неуспеваемости в тексте не указана. → 3 (Not stated) C. Mary was younger than the other students at her university. Ключевая фраза: "I went to university at more or less the normal age. I was actually twenty-one at the time." – Мэри говорит, что поступила в обычном возрасте, но не сравнивает себя с другими студентами. → 2 (False) D. Mary thinks that regular classes are rather time-consuming. Ключевая фраза: "It's fabulous if you can't take the time out to go to people-filled classes because you can work it around your own schedule." – Мэри говорит, что дистанционное обучение удобно, если у вас нет времени посещать обычные занятия. Однако она не утверждает прямо, что регулярные занятия времязатратны. → 3 (Not stated) E. Mary thinks that she can't study better than when she was younger. Ключевая фраза: "I expect my ability to study to be much better than it used to be, and things come much more easily." – Мэри ожидает, что её способность учиться станет лучше, чем раньше. Утверждение противоречит тексту. → 2 (False) F. Distance learning seems to be very convenient for Mary. Ключевые фразы: "you can work it around your own schedule", "Handing things in doesn't depend on anyone else's office hours or class times, which is really handy" – Мэри перечисляет преимущества дистанционного обучения и называет его удобным. → 1 (True) G. Mike does not feel disappointed about going to University. Ключевая фраза: "Going to university was the best thing I have ever done. I found it was more fun than I expected, and the benefits outweighed the disadvantages. I learnt so much about myself, and I'm very proud of my accomplishments." – Майк говорит, что университет был лучшим решением, он гордится достижениями и не разочарован. → 1 (True)

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды. Пример ответа: 1 3. The progress in the development of the English language was connected with ... 1) Shakespeare's death. 2) discovering America. 3) settling in the New World.

Now we are ready to start. Presenter: Welcome to our weekly program Fun with Language. As always, we have Sally Smith here. Sally: Good afternoon. Presenter: So today you're going to tell us about the development of the English language after William Shakespeare's time? Sally: Exactly. The development of the English language took a giant step just nine years before the death of Shakespeare. A great event in its development was when three small British ships crossed the Atlantic Ocean in 1607. They landed in an area that would later become the Southern American state of Virginia, and they began the first of several British colonies. The name of the first small colony was Jamestown. Presenter: I'm afraid I don't see the connection, Sally. Sally: Just a little patience. From the very beginning, the colonists began to use words borrowed from the native people where they lived—which made a lot of sense because it was simple and convenient to do. For example, the names of many of the great rivers in the United States are taken from Native American words—the Mississippi, the Tennessee… Presenter: Any other words apart from geographical names? Sally: Sure. Other Native American words include moccasin—the kind of shoe made from animal skin that Indians wore on their feet. This borrowing or adding of foreign words to English was a way of expanding the language. And don't forget that Britain had other colonies all around the world. English also became part of these colonies. Of course, today these former colonies are independent states, but in many of them English is still one of the languages spoken. Over the centuries, the English language grew as words were added from all these native languages. Presenter: Can you give us a few more examples? Sally: Well let's see…the word shampoo meaning soap for the hair came from India. Banana is believed to be from Africa. At the same time, there are quite a few English words whose origin we just don't understand. For hundreds of years, a dog was called a hound. Hound is still used, but not as commonly as the word dog. Yet experts truly don't know where the word dog came from or when. English speakers just started using it. Other words whose origins are unknown include fun, bad and big. Presenter: When did English stop producing new words? Sally: It has never stopped. English speakers continue to invent new words by linking existing words—for example—is how the words motor and hotel were linked to become the word motel—a small hotel near a road where people traveling in cars can stay for the night. Presenter: What about acronyms? It seems new ones appear every day. Sally: True, but not all of them become widely known. And sometimes we forget that a word actually began as an acronym. Everyone knows what radar is—a device to find objects that cannot be seen—but few people know that radar is an acronym for radio detecting and ranging. Presenter: I'm going to ask a question several people may already have asked you: how many words are there in the English language? Sally: Well, no one really knows. The Oxford English Dictionary lists about six hundred fifteen thousand words, yet many scientific words not in the dictionary could increase the number to almost a million. What makes it more difficult is that experts are never sure how to count English words. For example, the word mouse—a mouse is a small creature from the rodent family, but also a hand-held device used to help control a computer. If you are counting words, do you count mouse twice? Presenter: Thank you, Sally. 3. The progress in the development of the English language was connected with ... Ключевая фраза: "A great event in its development was when three small British ships crossed the Atlantic Ocean in 1607. They landed in an area that would later become the Southern American state of Virginia, and they began the first of several British colonies." → Прогресс был связан с основанием колоний в Новом Свете. → 3. settling in the New World.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды. Пример ответа: 1 4. Why did American colonists borrow words from natives for geographical names? They were easy to pronounce. It helped to communicate with natives. They found it handy and useful.

Now we are ready to start. Presenter: Welcome to our weekly program Fun with Language. As always, we have Sally Smith here. Sally: Good afternoon. Presenter: So today you're going to tell us about the development of the English language after William Shakespeare's time? Sally: Exactly. The development of the English language took a giant step just nine years before the death of Shakespeare. A great event in its development was when three small British ships crossed the Atlantic Ocean in 1607. They landed in an area that would later become the Southern American state of Virginia, and they began the first of several British colonies. The name of the first small colony was Jamestown. Presenter: I'm afraid I don't see the connection, Sally. Sally: Just a little patience. From the very beginning, the colonists began to use words borrowed from the native people where they lived—which made a lot of sense because it was simple and convenient to do. For example, the names of many of the great rivers in the United States are taken from Native American words—the Mississippi, the Tennessee… Presenter: Any other words apart from geographical names? Sally: Sure. Other Native American words include moccasin—the kind of shoe made from animal skin that Indians wore on their feet. This borrowing or adding of foreign words to English was a way of expanding the language. And don't forget that Britain had other colonies all around the world. English also became part of these colonies. Of course, today these former colonies are independent states, but in many of them English is still one of the languages spoken. Over the centuries, the English language grew as words were added from all these native languages. Presenter: Can you give us a few more examples? Sally: Well let's see…the word shampoo meaning soap for the hair came from India. Banana is believed to be from Africa. At the same time, there are quite a few English words whose origin we just don't understand. For hundreds of years, a dog was called a hound. Hound is still used, but not as commonly as the word dog. Yet experts truly don't know where the word dog came from or when. English speakers just started using it. Other words whose origins are unknown include fun, bad and big. Presenter: When did English stop producing new words? Sally: It has never stopped. English speakers continue to invent new words by linking existing words—for example—is how the words motor and hotel were linked to become the word motel—a small hotel near a road where people traveling in cars can stay for the night. Presenter: What about acronyms? It seems new ones appear every day. Sally: True, but not all of them become widely known. And sometimes we forget that a word actually began as an acronym. Everyone knows what radar is—a device to find objects that cannot be seen—but few people know that radar is an acronym for radio detecting and ranging. Presenter: I'm going to ask a question several people may already have asked you: how many words are there in the English language? Sally: Well, no one really knows. The Oxford English Dictionary lists about six hundred fifteen thousand words, yet many scientific words not in the dictionary could increase the number to almost a million. What makes it more difficult is that experts are never sure how to count English words. For example, the word mouse—a mouse is a small creature from the rodent family, but also a hand-held device used to help control a computer. If you are counting words, do you count mouse twice? Presenter: Thank you, Sally. 4. Why did American colonists borrow words from natives for geographical names? Ключевая фраза: "the colonists began to use words borrowed from the native people where they lived—which made a lot of sense because it was simple and convenient to do." → Они находили это простым и удобным. → 3. They found it handy and useful.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды. Пример ответа: 1 5. How did the English language grow in colonial times? 1) It spread among natives. 2) It gained words from local languages. 3) It became the mother tongue for colonies.

Now we are ready to start. Presenter: Welcome to our weekly program Fun with Language. As always, we have Sally Smith here. Sally: Good afternoon. Presenter: So today you're going to tell us about the development of the English language after William Shakespeare's time? Sally: Exactly. The development of the English language took a giant step just nine years before the death of Shakespeare. A great event in its development was when three small British ships crossed the Atlantic Ocean in 1607. They landed in an area that would later become the Southern American state of Virginia, and they began the first of several British colonies. The name of the first small colony was Jamestown. Presenter: I'm afraid I don't see the connection, Sally. Sally: Just a little patience. From the very beginning, the colonists began to use words borrowed from the native people where they lived—which made a lot of sense because it was simple and convenient to do. For example, the names of many of the great rivers in the United States are taken from Native American words—the Mississippi, the Tennessee… Presenter: Any other words apart from geographical names? Sally: Sure. Other Native American words include moccasin—the kind of shoe made from animal skin that Indians wore on their feet. This borrowing or adding of foreign words to English was a way of expanding the language. And don't forget that Britain had other colonies all around the world. English also became part of these colonies. Of course, today these former colonies are independent states, but in many of them English is still one of the languages spoken. Over the centuries, the English language grew as words were added from all these native languages. Presenter: Can you give us a few more examples? Sally: Well let's see…the word shampoo meaning soap for the hair came from India. Banana is believed to be from Africa. At the same time, there are quite a few English words whose origin we just don't understand. For hundreds of years, a dog was called a hound. Hound is still used, but not as commonly as the word dog. Yet experts truly don't know where the word dog came from or when. English speakers just started using it. Other words whose origins are unknown include fun, bad and big. Presenter: When did English stop producing new words? Sally: It has never stopped. English speakers continue to invent new words by linking existing words—for example—is how the words motor and hotel were linked to become the word motel—a small hotel near a road where people traveling in cars can stay for the night. Presenter: What about acronyms? It seems new ones appear every day. Sally: True, but not all of them become widely known. And sometimes we forget that a word actually began as an acronym. Everyone knows what radar is—a device to find objects that cannot be seen—but few people know that radar is an acronym for radio detecting and ranging. Presenter: I'm going to ask a question several people may already have asked you: how many words are there in the English language? Sally: Well, no one really knows. The Oxford English Dictionary lists about six hundred fifteen thousand words, yet many scientific words not in the dictionary could increase the number to almost a million. What makes it more difficult is that experts are never sure how to count English words. For example, the word mouse—a mouse is a small creature from the rodent family, but also a hand-held device used to help control a computer. If you are counting words, do you count mouse twice? Presenter: Thank you, Sally. 5. How did the English language grow in colonial times? Ключевая фраза: "Over the centuries, the English language grew as words were added from all these native languages." → Английский пополнялся словами из местных языков. → 2. It gained words from local languages.