Банк заданий
ЕГЭ по английскому языку

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

9. Jack says, “Nothing is impossible” in relation to

1) his biggest dream.

2) climate change.

3) the success of future generations.

Установите соответствие между текстами A–G и заголовками 1–8. Используйте каждую цифру только один раз. В задании один заголовок лишний. 

Пример ответа: 1234567

1. Perfect for a quiet holiday
2. Land of nature wonders
3. Bad for animals
4. A visit to the zoo
5. Perfect for an active holiday
6. Difficult start
7. New perspectives
8. New rules to follow

A. The mountains of Scotland (we call them the Highlands) are а wild and beautiful part of Europe. A golden eagle flies over the mountains. A deer walks through the silence of the forest. Salmon and trout swim in the clean, pure water of the rivers. Some say that not only fish swim in the deep water of Loch Ness. Speak to the people living by the Loch. Each person has a story of the monster, and some have photographs.

B. Tresco is a beautiful island with no cars, crowds or noise – just flowers, birds, long sandy beaches and the Tresco Abbey Garden. John and Wendy Pyatt welcome you to the Island Hotel, famous for delicious food, comfort and brilliant service. You will appreciate superb accommodation, free saunas and the indoor swimming pool.

C. The Camel and Wildlife Safari is a unique mixture of the traditional and modern. Kenya’s countryside suits the Safari purposes exceptionally well. Tourists will have a chance to explore the bush country near Samburu, to travel on a camel back or to sleep out under the stars. Modern safari vehicles are always available for those who prefer comfort.

D. Arrival can be the hardest part of a trip. It is late, you are road-weary, and everything is new and strange. You need an affordable place to sleep, something to eat and drink, and probably a way to get around. But in general, it’s a wonderful trip, full of wonderful and unusual places. Whether it is the first stop on a trip or the fifth city visited, every traveller feels a little overwhelmed stepping onto a new street in a new city.

E. No zoo has enough money to provide basic habitats or environments for all the species they keep. Most animals are put in a totally artificial environment, isolated from everything they would meet in their natural habitat. Many will agree that this isolation is harmful to the most of zoo inhabitants, it can even amount to cruelty.

F. A new London Zoo Project is a ten year project to secure the future for the Zoo and for many endangered animals. The plan has been devised by both animal and business experts to provide world-leading accommodation for all our animals, to more fully engage and inform people about conservation issues, to redesign certain aspects of Zoo layout.

G. Leave-no-trace camping is an increasingly popular approach to travel in wilderness areas. As the term suggests, the goal is for the camper to leave as little impact as possible on the place he is visiting. One of its mottos is “Take nothing but pictures. Leave nothing but footprints.” Its simplest and most fundamental rule is: pack it in, pack it out, but it goes beyond that.

Прочитайте текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7. Одна из частей в списке 1–7 лишняя. 

Пример ответа: 1234567

Harry Potter course for university students

Students of Durham University are being given the chance to sign up to what is thought to be the UK's first course focusing on the world of Harry Potter. Although every English-speaking person in the world knows about Harry Potter books and films, few have thought of using them as a guide to … modern life.

The Durham University module uses the works of JK Rowling A   __________modern society. “Harry Potter and the Age of Illusion” will be available for study next year. So far about 80 undergraduates have signed B                           a BA degree in Education Studies. Future educationalists will analyse JK Rowling’s fanfiction from various points of view.

A university spokesman said: “This module places the Harry Potter novels in a wider social and cultural context.” He added that a number of themes would be explored, C                         the classroom, bullying, friendship and solidarity and the ideals of and good citizenship.

The module was created by the head of the Department of Education at Durham University. He said the idea for the new module had appeared in response D                        body: “It seeks to place the series in its wider social and cultural context and will explore some fundamental issues E _____________. You just need to read the academic writing which started F                           that Harry Potter is worthy of serious study.”

1. up for the optional module, part of
2. such as the moral universe of the school
3. to examine prejudice, citizenship and bullying in
4. including the world of rituals, prejudice and intolerance in
5. to emerge four or five years ago to see
6. such as the response of the writer
7. to growing demand from the student

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 volunteering taught me

Today I am member of the UN Global Education First Youth Advocacy Group. Many young people have come to me to ask how I got to be in such an initiative. It has always been a pleasure for me to share my volunteer experiences, and it is because of these experiences that I was selected out of 500 applications to serve in this group. It all started when I was in secondary school. I was engaged in student affairs as the president of the UNESCO club, a school platform that brings students together to discuss school matters and the pressing current issues concerning them.     

After secondary school, I started volunteering within non-governmental organizations. It was at this moment that I began to understand a lot about community development. I was involved in projects and activities relating to peace, human rights and the environment. It was a great pleasure for me to contribute to the development of my community through volunteering because the impact was visible.

I had many obstacles while volunteering because people don’t value volunteer work. In Cameroon and especially in my community, people consider volunteering as waste of time and resources. They cannot conceive the fact that someone can work without remuneration or a salary. My friends and family advised me on several occasions to stop volunteering. I felt very discouraged at some point, but I could not stop because I loved doing it. Volunteering was the top priority in my life. I decided not to pay attention to their advice but to concentrate on my work.

By spending time with host families in various regions I got used to cultural differences, which was really helpful during the projects. I learned a lot about what belonged to the norms and values of the local people. For example, how to dress appropriately, eat and even how to shower and go to the bathroom the local way. Most of the things are totally different than in my area, so it took some time to adapt.

In Nigeria I taught English conversation, 3 times a day. I had the opportunity to come up with my own ideas for the classes and tried to be as creative as possible making my lessons not only informative, but also fun. Apart from having conversations, we also cooked food, listened to English music and painted. Having a lot of conversations in English on different topics, I understood how to look at things from a different perspective. It also made me think in a more creative way, out of the box, one can say. I think this will help me in the future, looking at things through different glasses.

One day, a group of young people came to me and said they had something to say. I was very surprised. They said they were all grateful for the changes I brought into their lives through peer education. I was so happy to hear this that it aroused joy in my heart. This experience made me understand that only volunteer work can have such a profound impact on people’s lives.

There are three elements that permitted me to succeed in a life dedicated to volunteering: passion, determination and patience. Volunteering helped me become a job creator, not a job seeker.

My advice to my peers is that we cannot succeed in life overnight. We have to work hard to enjoy the fruits of our labor. Even if you have a diploma from the best school in the world, it is not enough because what matters most is your skills, your talent. The best way to discover who you are in order to integrate yourself into society is to volunteer. Volunteering not only allows you to offer your services, but to learn and discover new things and improve your skills. One secret in volunteer work is to avoid thinking about money because that is where the problem is. Young people expect to be paid as they are volunteering.

12. The author was chosen for her current position because of …

1) her passion for volunteering.

2) the advice she gave others.

3) her volunteering background.

4) her leadership skills.

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 volunteering taught me

Today I am member of the UN Global Education First Youth Advocacy Group. Many young people have come to me to ask how I got to be in such an initiative. It has always been a pleasure for me to share my volunteer experiences, and it is because of these experiences that I was selected out of 500 applications to serve in this group. It all started when I was in secondary school. I was engaged in student affairs as the president of the UNESCO club, a school platform that brings students together to discuss school matters and the pressing current issues concerning them.     

After secondary school, I started volunteering within non-governmental organizations. It was at this moment that I began to understand a lot about community development. I was involved in projects and activities relating to peace, human rights and the environment. It was a great pleasure for me to contribute to the development of my community through volunteering because the impact was visible.

I had many obstacles while volunteering because people don’t value volunteer work. In Cameroon and especially in my community, people consider volunteering as waste of time and resources. They cannot conceive the fact that someone can work without remuneration or a salary. My friends and family advised me on several occasions to stop volunteering. I felt very discouraged at some point, but I could not stop because I loved doing it. Volunteering was the top priority in my life. I decided not to pay attention to their advice but to concentrate on my work.

By spending time with host families in various regions I got used to cultural differences, which was really helpful during the projects. I learned a lot about what belonged to the norms and values of the local people. For example, how to dress appropriately, eat and even how to shower and go to the bathroom the local way. Most of the things are totally different than in my area, so it took some time to adapt.

In Nigeria I taught English conversation, 3 times a day. I had the opportunity to come up with my own ideas for the classes and tried to be as creative as possible making my lessons not only informative, but also fun. Apart from having conversations, we also cooked food, listened to English music and painted. Having a lot of conversations in English on different topics, I understood how to look at things from a different perspective. It also made me think in a more creative way, out of the box, one can say. I think this will help me in the future, looking at things through different glasses.

One day, a group of young people came to me and said they had something to say. I was very surprised. They said they were all grateful for the changes I brought into their lives through peer education. I was so happy to hear this that it aroused joy in my heart. This experience made me understand that only volunteer work can have such a profound impact on people’s lives.

There are three elements that permitted me to succeed in a life dedicated to volunteering: passion, determination and patience. Volunteering helped me become a job creator, not a job seeker.

My advice to my peers is that we cannot succeed in life overnight. We have to work hard to enjoy the fruits of our labor. Even if you have a diploma from the best school in the world, it is not enough because what matters most is your skills, your talent. The best way to discover who you are in order to integrate yourself into society is to volunteer. Volunteering not only allows you to offer your services, but to learn and discover new things and improve your skills. One secret in volunteer work is to avoid thinking about money because that is where the problem is. Young people expect to be paid as they are volunteering.

13. Why did the author enjoy her work in community development?

1) She took part in interesting events.

2) She became part of the community.

3) She developed her skills.

4) She saw the results of her work.

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 volunteering taught me

Today I am member of the UN Global Education First Youth Advocacy Group. Many young people have come to me to ask how I got to be in such an initiative. It has always been a pleasure for me to share my volunteer experiences, and it is because of these experiences that I was selected out of 500 applications to serve in this group. It all started when I was in secondary school. I was engaged in student affairs as the president of the UNESCO club, a school platform that brings students together to discuss school matters and the pressing current issues concerning them.     

After secondary school, I started volunteering within non-governmental organizations. It was at this moment that I began to understand a lot about community development. I was involved in projects and activities relating to peace, human rights and the environment. It was a great pleasure for me to contribute to the development of my community through volunteering because the impact was visible.

I had many obstacles while volunteering because people don’t value volunteer work. In Cameroon and especially in my community, people consider volunteering as waste of time and resources. They cannot conceive the fact that someone can work without remuneration or a salary. My friends and family advised me on several occasions to stop volunteering. I felt very discouraged at some point, but I could not stop because I loved doing it. Volunteering was the top priority in my life. I decided not to pay attention to their advice but to concentrate on my work.

By spending time with host families in various regions I got used to cultural differences, which was really helpful during the projects. I learned a lot about what belonged to the norms and values of the local people. For example, how to dress appropriately, eat and even how to shower and go to the bathroom the local way. Most of the things are totally different than in my area, so it took some time to adapt.

In Nigeria I taught English conversation, 3 times a day. I had the opportunity to come up with my own ideas for the classes and tried to be as creative as possible making my lessons not only informative, but also fun. Apart from having conversations, we also cooked food, listened to English music and painted. Having a lot of conversations in English on different topics, I understood how to look at things from a different perspective. It also made me think in a more creative way, out of the box, one can say. I think this will help me in the future, looking at things through different glasses.

One day, a group of young people came to me and said they had something to say. I was very surprised. They said they were all grateful for the changes I brought into their lives through peer education. I was so happy to hear this that it aroused joy in my heart. This experience made me understand that only volunteer work can have such a profound impact on people’s lives.

There are three elements that permitted me to succeed in a life dedicated to volunteering: passion, determination and patience. Volunteering helped me become a job creator, not a job seeker.

My advice to my peers is that we cannot succeed in life overnight. We have to work hard to enjoy the fruits of our labor. Even if you have a diploma from the best school in the world, it is not enough because what matters most is your skills, your talent. The best way to discover who you are in order to integrate yourself into society is to volunteer. Volunteering not only allows you to offer your services, but to learn and discover new things and improve your skills. One secret in volunteer work is to avoid thinking about money because that is where the problem is. Young people expect to be paid as they are volunteering.

14. Why did the author have difficulties when volunteering?

1) People did not understand the purpose of volunteering.

2) Employers did not want to pay volunteers.

3) She spent too much time volunteering.

4) Her family did not approve of her work.

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 volunteering taught me

Today I am member of the UN Global Education First Youth Advocacy Group. Many young people have come to me to ask how I got to be in such an initiative. It has always been a pleasure for me to share my volunteer experiences, and it is because of these experiences that I was selected out of 500 applications to serve in this group. It all started when I was in secondary school. I was engaged in student affairs as the president of the UNESCO club, a school platform that brings students together to discuss school matters and the pressing current issues concerning them.     

After secondary school, I started volunteering within non-governmental organizations. It was at this moment that I began to understand a lot about community development. I was involved in projects and activities relating to peace, human rights and the environment. It was a great pleasure for me to contribute to the development of my community through volunteering because the impact was visible.

I had many obstacles while volunteering because people don’t value volunteer work. In Cameroon and especially in my community, people consider volunteering as waste of time and resources. They cannot conceive the fact that someone can work without remuneration or a salary. My friends and family advised me on several occasions to stop volunteering. I felt very discouraged at some point, but I could not stop because I loved doing it. Volunteering was the top priority in my life. I decided not to pay attention to their advice but to concentrate on my work.

By spending time with host families in various regions I got used to cultural differences, which was really helpful during the projects. I learned a lot about what belonged to the norms and values of the local people. For example, how to dress appropriately, eat and even how to shower and go to the bathroom the local way. Most of the things are totally different than in my area, so it took some time to adapt.

In Nigeria I taught English conversation, 3 times a day. I had the opportunity to come up with my own ideas for the classes and tried to be as creative as possible making my lessons not only informative, but also fun. Apart from having conversations, we also cooked food, listened to English music and painted. Having a lot of conversations in English on different topics, I understood how to look at things from a different perspective. It also made me think in a more creative way, out of the box, one can say. I think this will help me in the future, looking at things through different glasses.

One day, a group of young people came to me and said they had something to say. I was very surprised. They said they were all grateful for the changes I brought into their lives through peer education. I was so happy to hear this that it aroused joy in my heart. This experience made me understand that only volunteer work can have such a profound impact on people’s lives.

There are three elements that permitted me to succeed in a life dedicated to volunteering: passion, determination and patience. Volunteering helped me become a job creator, not a job seeker.

My advice to my peers is that we cannot succeed in life overnight. We have to work hard to enjoy the fruits of our labor. Even if you have a diploma from the best school in the world, it is not enough because what matters most is your skills, your talent. The best way to discover who you are in order to integrate yourself into society is to volunteer. Volunteering not only allows you to offer your services, but to learn and discover new things and improve your skills. One secret in volunteer work is to avoid thinking about money because that is where the problem is. Young people expect to be paid as they are volunteering.

15. The main idea expressed in paragraphs 4 and 5 is that volunteering …

1) develops creativity and talent.

2) becomes more adaptive and flexible.

3) helps build closer relations with locals.

4) helps understand other cultures and lifestyles.

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

Tablets out, imagination in

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

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

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

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

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

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

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

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

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

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

1) enjoy.

2) ignore.

3) envy.

4) inspire.

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

Пример ответа: 1

Tablets out, imagination in

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

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

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

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

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

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

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

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

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

17. The word “they” in paragraph 8 “… admit they are happier” refers to ...

1) younger pupils.

2) restrictions.

3) teenagers.

4) teachers.

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

Tablets out, imagination in

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

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

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

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

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

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

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

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

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

18. Ian Young believes that the 21st century demands that a teacher becomes more …

1) creative.

2) hardworking.

3) entertaining.

4) informative.

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

Punctuality

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

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

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

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

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

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

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

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

1) make the excuses more correct.

2) explain more clearly why they were late.

3) make them try harder coping with their problems.

4) help them appear less rude.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him tо have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions. But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

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

Punctuality

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

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

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

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

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

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

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

17. According to Dr Linda Sapadin, if people are unable to meet deadlines you should …

1) explain to them what the consequences will be.

2) do their part of the project yourself.

3) stop communicating with them altogether.

4) tell them how disappointed you are.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him to have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions.But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

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

Punctuality

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

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

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

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

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

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

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

18. What is the main idea expressed in the last paragraph?

1) To keep friends one should work on one’s problems.

2) People must have friendship.

3) It is hard to have unpunctual friends.

4) Always tell your friend the truth.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him to have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions.But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: did not do

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him to have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions.But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him to have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions.But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: did not do

Street Styles

Many people, especially young people, wear things which express their ideas and feelings about life. If a boy (19) _________ (HAVE) very short, almost shaven hair, people expect him to have right wing politics. But boys with very long hair (20) _________ (THINK) to have left wing politics. A boy who wears a leather jacket (21) _________ (COVER) in bits of metal will probably ride a motorbike. The rules of fashion are not as rigid as they once were and today’s teenagers (22) _________ (NOT FOLLOW) any particular trend at all. But teens are very influenced by (23) _________ (CELEBRITY) and they have a desire to buy more luxurious items. Street styles (24) _________ (NOT CREATE) by the big fashion designers. In fact, the fashion designers often use ideas from street fashions.But some leaders of British fashion have enough ideas of their own. One of them is Jean Muir, whose designs made her one of the best designers.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.

Прочитайте приведённый ниже текст / приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19–24, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19–24.

Пример ответа: was built

Headphones

"Orlando, are you hungry yet?" Mom asked my older brother again. He always wears headphones on road trips, and we have to repeat whatever we say to him because he never (19)______________(HEAR) it the first time. 

It is so annoying. When I try to tell him stuff, he can't wait to put his headphones back on. So I chat with my parents, my dog and even (20) __________________(I). 

I shouldn't be expected to stay silent, should I? I couldn't be silent even if I (21) __________________(TRY).

The First Airplane Flight

Wilbur and Orville Wright read everything they could find about flying machines. They began building their own airplane in 1900. They carefully made and tested every part of the airplane. Finally, the airplane (22) _________________(BUILD). On a cold, windy day in December 1903, they

(23) ______________(FLY) their plane for the first time. Orville was the pilot as the plane lifted into the air. It stayed in the air for only 12 seconds and travelled just 120 feet the first time.

After three more tries that same day, the plane’s (24) __________(LONG) trip was almost a full minute and more than 850 feet.