Career counseling in schools егэ ответы

Career counseling in schools

Career counseling has always been important but only recently got the recognition it deserves. People used to seek out career counselors for a change in careers, only after they had been unhappy in the job for years. Now the society has come to consider why people change careers, first place. That inevitably results in a different role of career counseling as such.

Someone who at one point in their lives starts rethinking their career choice may have never been convinced of what career they should take. The wrong decision usually stems from school. School leavers more often than not get influenced by the career choice of their friends and without giving it a proper thought take up the career. In the same fashion, many make career choices based on the most picked job among their peers, whose interest and abilities may differ greatly from their own ones. They do not for once consider what they themselves would like to do until it is too late.

Likewise, teens tend to listen to anyone respectful and experienced enough to give their opinion on the matter, which can turn against them. The path followed by their elder friends or relatives might not help the students reach the same destination, their model adults must have gone through failures themselves and their parents might be unaware of the latest industry demands.

Career counseling in schools ensures professional help to school-leavers who are making their career minds. Primarily, an established career counselor will offer the students to take a psychometric test. The latter will basically outline the strengths and weaknesses of the students and will highlight their abilities and interests. However, as the test often suggests, their aptitudes and interests do not necessarily have to match; a student can be good at Math but have an interest in Arts.

It is the career counselor who is to be able to explain the entire report and make clear to the student the pros and cons of pursuing both their interests and aptitudes. A student might want to get into architecture as soon as the psychometric test confirms he or she is good at math. In reality, there is much more to architecture than that, and to burst such dreams is part and parcel of the counselor’s competence. This kind of anti-propaganda is much needed, especially when students are prone to taking advice from unreliable sources.

Decisions made in High School often make or break a student’s future career. To find the right career there needs to be an understanding of what course to take. Experienced career counselors are trained to understand students’ thinking and their potential. Once a student’s potential is thoroughly analyzed, the counselor is able to guide the student to the best career suitable to him/her and help them make the decisions that ensure career success.

Students want to be successful and they don’t mind getting help. They may feel shy at first or think it is weak to take help, but all in all, having a career counseling cell in schools is the first step in giving a helping hand to them. That is why the standard requirement today is that career counselors be made available for students at all times while they are in high school to receive the right and latest advice.

Career counseling is believed to bridge a gap between ‘absolute knowledge’ provided by schools and the world of ‘real jobs’ that all school-leavers will have to enter sooner or later.

ВОПРОС 1: Which of the following statements is TRUE?
1) Career counseling is reviving after a period of neglect.
2) Career counseling is becoming more available.
3) Career counseling is taking up a new social function.
4) Career counseling is becoming less popular.

ВОПРОС 2: Peer-pressure, as described by the author, is …
1) a strong factor which can predetermine a student’s career choice.
2) a fashion with teens who are choosing a career path.
3) a temporary phenomenon which ends with school without any further effect.
4) a serious problem when a student suffers bullying from their peers.

ВОПРОС 3: The author warns students against …
1) having role-models.
2) relying on themselves.
3) being demanding to their parents.
4) blindly following authoritative advice.

ВОПРОС 4: The aim of a psychometric test is …
1) to suggest a range of interests for the student to choose from.
2) to give a general psychological portrait of the student.
3) to match the student’s abilities and interests.
4) to place the student into the right kind of job.

ВОПРОС 5: By ‘anti-propaganda’ the author means that a career counselor has the right
1) to label some jobs as less preferable.
2) to show the downside of the students’ hasty decisions.
3) to point to ill-advised choices.
4) to forbid the students to dream about a certain job.

ВОПРОС 6: The major role of a career counselor in schools is …
1) to test students.
2) to raise the students’ potential.
3) to navigate the students’ search for a dream career.
4) to encourage students in their career choices.

ВОПРОС 7: At the stage of accommodation, the students may treat career counseling as
1) humiliating.
2) odd.
3) annoying.
4) unnecessary.

ВОПРОС 1: – 3
ВОПРОС 2: – 1
ВОПРОС 3: – 4
ВОПРОС 4: – 2
ВОПРОС 5: – 2
ВОПРОС 6: – 3
ВОПРОС 7: – 1

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Новый пробный тренировочный вариант №7 КИМ №211129 в форме решу ЕГЭ 2022 по английскому языку 11 класс для подготовки на 100 баллов от 29 ноября 2021 года. Данный тренировочный тест составлен по новой демоверсии ФИПИ экзамена ЕГЭ 2022 года, к тренировочным заданиям прилагаются правильные ответы и решения.

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Решу ЕГЭ 2022 по английскому языку 11 класс вариант №211129:

Задания и ответы для варианта ЕГЭ 2022:

1)Peer-pressure, as described by the author, is … 1) a strong factor which can predetermine a student’s career choice. 2) a fashion with teens who are choosing a career path. 3) a temporary phenomenon which ends with school without any further effect. 4) a serious problem when a student suffers bullying from their peers.

2)The author warns students against … 1) having role-models. 2) relying on themselves. 3) being demanding to their parents. 4) blindly following authoritative advice

3)The aim of a psychometric test is … 1) to suggest a range of interests for the student to choose from. 2) to give a general psychological portrait of the student. 3) to match the student’s abilities and interests. 4) to place the student into the right kind of job.

4)By ‘anti-propaganda’ the author means that a career counselor has the right … 1) to label some jobs as less preferable. 2) to show the downside of the students’ hasty decisions. 3) to point to ill-advised choices. 4) to forbid the students to dream about a certain job.

5)The major role of a career counselor in schools is … 1) to test students. 2) to raise the students’ potential. 3) to navigate the students’ search for a dream career. 4) to encourage students in their career choices.

6)At the stage of accommodation, the students may treat career counseling as … 1) humiliating. 2) odd. 3) annoying. 4) unnecessary.

7)They came for me. Ungraciously and ungently, with blow and curse, they ____________ me forth, and I faced Captain Jamie and Warden Atherton, themselves arrayed with the strength of half a dozen state-bought, tax-paid brutes of guards who lingered in the room to do any bidding. (HALE)

8)But they ___________________. “Sit down,” said Warden Atherton, indicating a stout armchair. (NOT NEED)

9)I, beaten and sore, without water for a night long and a day long, faint with hunger, weak from a beating that ____________ to five days in the dungeon and eighty hours in the jacket, oppressed by the calamity of human fate, apprehensive of what was to happen to me from what I had seen happen to the others— (ADD)

10)I, a wavering waif of a human man and an erstwhile professor of agronomy in a quiet college town, I ________ to accept the invitation to sit down. (HESITATE)

11)Warden Atherton __________ a large man and a very powerful man. (BE)

12)His hands flashed out to a grip on my shoulders. I was a straw in his strength. He lifted me clear of the floor and crashed me down in the chair. “Now,” he said, while I ______ and swallowed my pain, “tell me all about it, Standing. Spit it out—all of it if you know what’s healthy for you.” (GASP)

13)“I don’t know anything about what ___________________ . . .”, I began. That was as far as I got. With a growl and a leap he was upon me. Again he lifted me in the air and crashed me down into the chair. (HAPPEN)

14)Why, toward the last I would have given a large portion of my ______________ soul for a few pounds of dynamite to which I could confess. (MORTAL)

15)I do not know how many chairs were broken by my body. I fainted times without number, and toward the last the whole thing became _________ (NIGHTMARE)

16)I was half-carried, half-shoved and dragged back to the dark. There, when I became _____________, I found a stool in my dungeon. He was a pallid-faced, little dope-fiend of a short-timer who would do anything to obtain the drug. (CONSCIENCE)

17)The outburst of imprecations that went up would have shaken the fortitude of a __________ man than Ignatius Irvine. (BRAVE)

Другие пробные варианты ЕГЭ 2022 по английскому языку 11 класс:

Тренировочные варианты ЕГЭ по английскому языку 11 класс задания с ответами

ПОДЕЛИТЬСЯ МАТЕРИАЛОМ

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Задание №6869.
Чтение. ЕГЭ по английскому

Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

At the stage of accommodation, the students may treat career counseling as…
1) humiliating.
2) odd.
3) annoying.
4) unnecessary.

Решение:
At the stage of accommodation, the students may treat career counseling as humiliating.
На начальном этапе студенты могут относиться к профориентации как к унизительному занятию.

«They may feel shy at first or think it is weak to take help…»

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Источник: Английский язык: 10 вариантов ЕГЭ. К. А. Громова, О. В. Вострикова, О. А. Ильина и др.

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Вербицкая М. В. Forward. Английский язык для 10 класса. ЕГЭ

ЕГЭ Раздел 1. Аудирование

1. 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. Вы услышите запись дважды. Занесите свои ответы в таблицу.

C-1. I like having the best of both worlds. — Мне нравится иметь лучшее из обоих миров.
E-2. Life in the countryside is good for my health. — Жизнь в сельской местности хороша для моего здоровья.
B-3. I love the countryside, because life there is very peaceful. — Я люблю деревню, потому что жизнь там очень спокойная.
F-4. The beauty of nature makes living in the country enjoyable. — Красота природы делает жизнь в сельской местности приятной.
Extra-5. I love the countryside, because life there is good for my children. — Я люблю деревню, потому что жизнь там хороша для моих детей.
A-6. I enjoyed moving to a town where life is more comfortable. – Мне нравится ездить в город, где жизнь более комфортная.
D-7. I dislike living in the country, because I need human company. — Я не люблю жить в деревне, потому что мне нужна человеческая компания.

2. 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 положительный, ни отрицательный ответ (3 — Not stated). Занесите номер выбранного Вами варианта ответа в таблицу. Вы услышите запись дважды.

3-A John usually spends Christmas at his parents’ house. — Джон обычно проводит Рождество в доме своих родителей.
1-B Angela is rather pessimistic about her chances to get the job. — Анжела довольно пессимистична по поводу ее шансов получить работу.
2-C John considers Angela a workaholic. — Джон считает Анжелу трудоголиком.
2-D John is enthusiastic about Angela moving to Russia. — Джон с энтузиазмом относится к переезду Анжелы в Россию.
3-E Angela worked in an international company in Canada. — Анжела работала в международной компании в Канаде.
1-F John is more optimistic than Angela about her chances to get the job. — Джон более оптимистичен, чем Анжела о ее шансах получить работу.
3-G John is going to leave at 2 PM. — Джон собирается ехать в 2 часа дня.

Вы услышите интервью. В заданиях 3-9 запишите в поле ответа цифру 7, 2 или 3, соответствующую выбранному Вами варианту ответа. Вы услышите запись дважды.

3. Tony Stevens 2) watches his films once. — Тони Стивенс смотрел свои фильмы один раз.

4. What is the most important thing about writing for Tony Stevens? – Какая наиболее важная вещь о писательстве для Тони Стивенса?
1) Writing is NOT a team work like acting. – Писательство НЕ является командной работой как игра актеров (актерство).

5. Tony Stevens says that if, as a child, you are fascinated by a literary character, 2) you want to become that character. — Тони Стивенс говорит, что если, будучи ребенком, вы очарованы литературным персонажем, то вы хотите стать этим персонажем.

6. Tony Stevens wished he had had on the school curriculum 1) “Pickwick Papers” by Charles Dickens. — Тони Стивенсу хотелось, чтобы в его школьной программе было произведение «Записки Пиквикского клуба» Чарльза Диккенса.

7. What advice does he give to beginning writers? — Какой совет он дает начинающим писателям?
3) Go by your experience and write clearly. – Следовать своему опыту и писать ясно.

8. What is his present attitude to critical reviews? — Каково его настоящее отношение к критическим отзывам?
3) He pays no attention to them. — Он не обращает на них никакого внимания.

9. What made his career as an actor successful? — Что сделало его карьеру как актера успешной?
2) Determination and decisiveness. – Целеустремленность и решительность.

ЕГЭ Раздел 2. Чтение

10. Установите соответствие между текстами А-G и заголовками 1-8. Занесите свои ответы в таблицу. Используйте каждую цифру только один раз. В задании один заголовок лишний.

F-1. Beware of rabbits — Остерегайтесь кроликов
A-2. Exotic pets — Экзотические домашние животные
B-3. Saving animals – Спасение животных
G-4. Teaching and entertaining – Обучение и развлечение
Extra-5. Protecting pets — Защита домашних животных
D-6. Tender pets — Нежные домашние животные
C-7. What’s in a name? — Что в имени?
E-8. Contribution to science — Вклад в науку

A. Little is known for certain about how guinea pigs were first introduced to Europe and North America as a domestic pet, but they most probably came during the 16th century. Holland, Portugal and Spain had colonies in South America, and the explorers brought to Europe gold and precious gems, along with other unusual and exciting finds. Colourful parrots became very popular status symbols in the homes of the wealthy, and with them came the guinea pig and other animals previously unknown in Europe.

Мало что наверняка известно о том, как морские свинки впервые были ввезены в Европу и Северную Америку в качестве домашнего питомца, но они, скорее всего, появились в 16-м веке. Голландия, Португалия и Испания были колониями в Южной Америке, и исследователи привезли в Европу золото и драгоценные камни, наряду с другими необычными и захватывающими находками. Красочные попугаи стали очень популярными символами статуса в домах богатых, а вместе с ними привезли морскую свинку и других животных, ранее неизвестных в Европе.

B. Many species of wild animals are in danger of complete extinction. This is usually due to loss of habitat as a result of human expansion, or it could be due to excessive hunting. A good, modern zoo has a valuable role to play in assisting with the protection of endangered species. This is both through education of the general public in the importance of conservation in general, and through breeding programmes to increase the population of endangered species in captivity and then reintroduce them into the wild.

Многие виды диких животных находятся под угрозой полного исчезновения. Это, как правило, из-за потери среды обитания в результате человеческой экспансии, или это может быть из-за чрезмерной охоты. Хороший, современный зоопарк играет ценную роль в оказании помощи в защите исчезающих видов. Это происходит как за счет образования широкой общественности в важности сохранения в целом, а также посредством программ разведения для увеличения популяции исчезающих видов в неволе, а затем вновь выпускать их в дикую природу.

C. The guinea pig is today one of the world’s most popular pets, ranking only a little way behind the rabbit. Though called guinea pigs, these animals are not pigs, nor do they come from Guinea. Why Guinea, then? Some say they could have originally changed hands at the cost of a guinea (twenty-one shillings — very expensive!). As for the “pig”, an explanation is much easier to guess — they run and squeal much as little piglets do!

Морская свинка сегодня является одним из самых популярных домашних животных в мире, лишь немного отстает от кролика. Хотя они и называются морскими свинками, эти животные не являются свиньями, и они не из Гвинеи. Почему тогда Гвинея? Некоторые говорят, что они первоначально были названы по стоимости «guinea» (двадцать один шиллинг — очень дорого). Что касается «свинка», объяснение гораздо проще угадать — они бегают и визжат как маленькие поросята!

D. Rabbits are among the most popular pets to keep due to their affectionate nature and love of cuddles. To show they are happy, they often grind their teeth softly when being petted, similar to cats purring. In general, rabbits are timid, non-aggressive and sociable with each other. With gentle handling they are generally quite tame. They are playful and entertaining to watch, but they need a great deal of interaction with their owners. Their cage should be relatively big, but they need some playtime outside it as well.

Кролики являются одними из самых популярных домашних животных, которых держат из-за их ласковой природы и любви объятий. Чтобы показать, что они счастливы, они часто скрипят зубами, когда их мягко поглаживаешь, похожие на кошачье мурлыканье. В общем, кролики пугливые, неагрессивные и общительные друг с другом. При бережном обращении они, как правило, совсем ручные. Они игривы и за ними интересно наблюдать, но они нуждаются во взаимодействии с их владельцами. Их клетка должна быть относительно большой, но им также нужно играть и за ее пределами.

E. For a long time guinea pigs were used as experimental animals. In 1890, the antitoxin for diphtheria was discovered using guinea pigs in the research, and as a result the lives of millions of children have been saved. In 1907 vitamin С was discovered due to guinea pigs. Like humans they cannot produce the vitamin and need it supplied in their diet. The guinea pig’s wide variety of hair types and colours has also made them a prime choice for studies of genetics and heredity. Later they were replaced by rats and mice.

Долгое время морских свинок использовали в качестве экспериментальных животных. В 1890 году антитоксин дифтерии был обнаружен с использованием морских свинок в исследованиях, и в результате жизни миллионов детей были спасены. В 1907 Витамин С был обнаружен из-за морских свинок. Как и люди, они не могут производить витамин и нужно, чтобы он присутствовал в их рационе. Широкое разнообразие морских свинок по типу шерсти и цвету также сделало их основным выбором для изучения генетики и наследственности. Позже они были заменены на крыс и мышей.

F. Security at Denver International Airport tries to protect cars from vandalism and theft, but there’s a new threat at its expansive parking lot. Ravenous rabbits. The animals are causing hundreds and sometimes thousands of dollars in damage to cars by devouring the wires under the hood. At least 100 rabbits are removed every month, but the problem persists. The airport is surrounded by prairie, and the rabbits are seeking warmth and food in the parked vehicles.

Служба безопасности в международном аэропорту Денвера пытается защитить автомобили от вандализма и кражи, но есть новая угроза на открытой стоянке. Прожорливые кролики. Животные наносят ущерб в сотни, а иногда и тысячи долларов, в виде повреждения автомобилей, пожирая провода под капотом. По крайней мере, 100 кроликов, удаляются каждый месяц, но проблема не решена. Аэропорт окружен прерией, и кролики ищут тепло и еду в припаркованных транспортных средствах.

G. Our mission at Wild Adventures Zoo is to bring family entertainment back to Las Vegas, in an educational manner. Teaching respect for animals through hands-on applications, workshops and conservation efforts, as well as helping injured and abandoned wildlife and exotic pets, is the reason Wild Adventures Zoo was created. Our focus is on educating the public through fun and exciting activities that allow them to interact with the animals.

Наша миссия в зоопарке Уайлд Эдвенчерс принести развлечение для всей семьи обратно в Лас-Вегас, в образовательной манере. Обучение уважению к животным через практическое применение, мастерские и семинары по сохранению, а также помощь раненым и брошенным диким и экзотическим животным, это и есть причины создания зоопарка Уайлд Эдвенчерс. Наше внимание сосредоточено на просвещение общественности с помощью увлекательных и интересных мероприятий, которые позволяют им взаимодействовать с животными.

11. Прочитайте текст и заполните пропуски А-F частями предложений, обозначенными цифрами 1-7. Одна из частей в списке 1-7 лишняя. Занесите цифры, обозначающие соответствующие части предложений, в таблицу.

Father’s Day
Father’s Day has been celebrated for over 100 years. It is also an event celebrated in many countries around the world, A 3. although at different times of the year. In North America and the United Kingdom, Father’s Day is celebrated on the third Sunday in June. Here are some tips to help you В 7. celebrate Father’s Day in a special way. Use this opportunity to get everyone in the family together for a day of fun. You don’t have to stay at home; you could go to the beach, a local park, one of dad’s favourite places!
Having a picnic during the summer months can be entertaining and a blast for the entire family. It’s a great boredom buster, but it also helps the family to get together and С 2. eat some delicious food and play fun games. It doesn’t take more than a picnic basket and a few food items. Among the healthier items good for a picnic there are apples, a watermelon, celery, and raisins, to name a few. Ask other members of the family to D5. help you choose some of their favourite food items that they’d like to have. You need to realize that it acts as glue for family bonds.
When it comes to making gifts for Father’s Day, perhaps steer clear of the E 6. traditional store-bought gifts of tie and socks. He has probably still got last year’s socks stuffed at the back of a drawer. Expensive gifts are not necessary, but the time and F 1. effort you put in to create a personalized present will be deeply appreciated.

Extra — 4. give advice on the best spot for the picnic – дать совет о лучшем месте для пикника

День отца
День отца отмечается уже более 100 лет. Кроме того, это событие отмечается во многих странах по всему миру, хотя в разное время года. В Северной Америке и Соединенном Королевстве, День отца празднуется в третье воскресенье июня. Вот несколько советов, которые помогут вам отметить День отца особым образом. Используйте эту возможность, чтобы собраться вместе всей семьей и повеселиться. Вы не должны оставаться дома; вы могли бы пойти на пляж, местный парк, в одно из самых любимых мест папы!
Устроить пикник в летние месяцы может быть интересным и является глотком свежего воздуха для всей семьи. Это отличный способ борьбы со скукой, но также помогает семье собраться вместе и поесть вкусной еды и поиграть в веселые игры. Не потребуется ничего больше, чем корзина для пикника и несколько продуктов питания. Среди здоровых продуктов хороших для пикника есть яблоки, арбуз, сельдерей, и изюм, вот всего несколько. Попросите у других членов семьи помочь вам выбрать некоторые из их любимых продуктов питания, которые они хотели бы иметь. Вы должны понимать, что оно действует как клей для семейных уз.
Когда дело доходит до дарения подарков на День отца, возможно, лучше держаться подальше от традиционных купленных в магазине подарков, таких как галстук и носки. У него, вероятно, все еще есть носки, подаренные в прошлом году в задней части ящика. Дорогие подарки не нужны, но время и усилия, которые вы приложили для создания персонального подарка, будут высоко оценены.

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.

Have you ever thought about cities of the future? Clean streets, flying cars and robots doing all the work? Almost half of the world’s population currently lives in cities, and by 2050 that is predicted to increase to 75%, but what kind of city will they be living in? Today, most city dwellers are dissatisfied because they have to live in overcrowded and polluted surroundings. Traffic jams are getting worse, queues longer, power cuts more common, bad air quality more threatening to human health.
There are various ideas about how a future city should look. Some of these revolve around the idea that better means greener. Experts predict carbon-neutral cities full of electric vehicles and bike-sharing schemes, with air quality so much improved that office workers can actually open their windows for the first time. Visions of a green city often include skyscrapers where living and office space comprises high-rise green-houses and vegetables growing on the roofs. Behind such greenification of cities lies a very pressing need.
Technology companies such as IBM believe that the best cities will become networks. In Rio de Janeiro, for example, IBM has already built an operations centre, which it describes as the “nerve centre” of the city. (отрывок из текста)

Вы когда-нибудь думали о городах будущего? Чистые улицы, летающие автомобили и роботы делают всю работу? Почти половина населения земного шара в настоящее время живет в городах, и по прогнозам к 2050 году увеличится до 75%, но, в каком городе они будут жить? В настоящее время большинство городских жителей недовольны, потому что они должны жить в перенаселенной и загрязненной среде. Пробки на дорогах становятся все хуже, очереди больше, отключения электроэнергии чаще, плохое качество воздуха представляет более серьезную угрозу для здоровья человека.
Есть различные идеи о том, как будущий город должен выглядеть. Некоторые из них вращаются вокруг идеи о том, что лучшее означает зеленее. Эксперты прогнозируют углерод-нейтральные города, полные электрических транспортных средств и схем движения велосипедистов, с качеством воздуха настолько улучшенным, что офисные работники могут фактически открыть свои окна в первый раз. Видения зеленого города часто включают в себя небоскребы, где жилые и офисные помещения включает в себя многоэтажные парники и теплицы, расположенные на крышах. За таким озеленением городов лежит очень острая необходимость.
Технологические компании, такие как IBM считают, что лучшие города станут электронными сообществами. В Рио-де-Жанейро, например, IBM уже построила центр управления, который она описывает как «нервный центр» города. Построенный изначально, чтобы помочь справиться с наводнениями, которые регулярно ставят под угрозу город, теперь он координирует 30 правительственных учреждений. Каждый человек с мобильным телефоном соединен с операционным центром. Оперативный центр отправляет сообщения на мобильные телефоны граждан и предоставляет информацию о потенциальных авариях, пробках и других обновлениях города.
Тот факт, что крупные корпорации стали настолько активно участвовать в проектировании городской инфраструктуры натолкнул критиков на вопрос, как быстро такой город может, как компьютерные системы, на которые они полагаются, стать устаревшими. Компьютеры и другие гаджеты обновляются все время, новые модели появляются два раза в год. Параллель также можно провести с офисными зданиями шестидесятых годов, которые могут быть описаны как места с низкими потолками стоящие грустные и пустые, так как передовые технологии посчитали их бесполезными.
Большинство проектов IBM обязуется привлекать сбор данных. Компания работает в тесном контакте с общественными группами, а также городскими советами. В штате Айова корпорация завершила проект, где домашним хозяйствам была предоставлена информация об их потреблении воды. Большинство быстро отреагировали и сэкономили воду при столкновении с данными. Интересно, что те, кто получил информацию о потреблении воды своих соседей, в два раза чаще вносили изменения.
Города имеют возможность предоставления чего-то для всех, только потому, и только тогда, когда они созданы всеми. Тем, кто строит города будущего, следует обратить внимание на эти советы.

12. Which of these problems of modern cities are NOT mentioned in paragraph 1? — Какие из этих проблем современных городов не упоминаются в пункте 1?
3) Water pollution — Загрязнение воды

13. The word “greenification” in paragraph 2 means… — Слово «озеленение» в пункте 2 означает
3) gardens on top of buildings — сады на крышах зданий

14. The pronoun “it” in sentence 3 of paragraph 3 refers to… — Местоимение «она» в предложении 3 пункта 3 относится к
1) the IBM company. — компания IBM.

15. What is the purpose of Rio de Janeiro’s operations centre? — Какова цель оперативного центра Рио-де-Жанейро?
1) To inform citizens on traffic density and emergency situations. — информировать граждан о плотности дорожного движения и чрезвычайных ситуациях.

16. Why does the author draw a parallel between the offices of the 60s and the cities of tomorrow? — Почему автор проводит параллель между офисами 60-х и городами завтрашнего дня?
2) To demonstrate the speed of progress. — Для того, чтобы продемонстрировать скорость прогресса.

17. How can access to information influence the behaviour of citizens? — Каким образом может доступ к информации влиять на поведение граждан?
3) They change their habits. — Они меняют свои привычки.

18. Choose the best title for the text. — Выберите лучший заголовок для текста.
2) A City of the Future — Город будущего

ЕГЭ Раздел 3. Грамматика и лексика

Прочитайте приведённые ниже тексты. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19-25, так, чтобы они грамматически соответствовали содер¬жанию текстов. Заполните пропуски полученными словами. Каждый про¬пуск соответствует отдельному заданию из группы 19-25.

Around the world: the Seychelles
Welcome to the Seychelles! This is an archipelago of 115 islands in the Indian Ocean. It’s not difficult to find a good tourist spot in the Seychelles. It’s difficult to say which of them is the 19) best.
As the Seychelles islands have a year-long warm, tropical climate, it’s always a good time to visit, although different times of year may be better suited to your particular interests. People interested in 20) diving can make a visit to Denis Island.
Families with 21) children should visit St Anne National Marine Park and the famous beaches.

По всему миру: Сейшельские острова
Добро пожаловать на Сейшелы! Это архипелаг из 115 островов в Индийском океане. Не трудно найти хорошее туристическое место в Сейшельских островах. Трудно сказать, какое из них является лучшим.
Поскольку Сейшельские острова имеют круглый год теплый, тропический климат, то это всегда хорошее время для посещения, хотя разные времена года могут лучше всего подходить для ваших конкретных интересов. Люди, заинтересованные дайвингом могут посетить Денис Айлэнд.
Семьи с детьми должны посетить Национальный морской парк Санкт-Энн и знаменитые пляжи.

Happy New Year
It was an exam before Christmas. One of the students 22) didn’t know how to answer the question.
He was trying hard, but couldn’t remember a single word from the textbook. So he 23) wrote, “God knows! I don’t. Merry Christmas!”
Some time 24) later, just before the New Year, the examination papers came back.
The student saw that the professor 25) had written on his paper, “God gets 100, you get 0. Happy New Year!”

С новым годом
Это был экзамен перед Рождеством. Один из студентов не знал, как ответить на вопрос.
Он изо всех сил старался, но не мог вспомнить ни одного слова из учебника. Таким образом, он написал: «Бог знает! Я нет. Счастливого Рождества!»
Через некоторое время, незадолго до Нового года, пришли экзаменационные работы.
Студент увидел, что профессор написал на его работе, «Бог получает 100, вы получаете 0. С Новым годом!»

Прочитайте приведённый ниже текст. Образуйте от слов, напечатанных заглавными буквами в конце строк, обозначенных номерами 26-31, однокоренные слова так, чтобы они грамматически и лексически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 26-31.

The history of radio
Radio started with the discovery of “radio waves”. Radio waves are electromagnetic waves that can transmit music, speech, pictures and other data 26) invisibly through the air.
Many devices work by using electromagnetic waves, including radio, microwaves, cordless phones, remote controlled toys, television broadcasts, and more.
During the 1860s, Scottish physicist, J.C. Maxwell predicted the 27) existence of radio waves.
In 1886, German 28) scientist, H.R. Hertz demonstrated that rapid variations of electric current could be projected into space in the form of radio waves.
G. Marconi, an Italian 29) inventor, sent and received his first radio signal in Italy in 1895.
By 1899 he flashed the first 30) wireless signal across the English Channel and two years later received the letter “S”, telegraphed from England to Newfoundland.
This was the first 31) successful transatlantic radiotelegraph message.

История радио
Радио началось с открытия «радиоволн». Радиоволны представляют собой электромагнитные волны, которые могут передавать музыку, речь, изображения и другие данные незримо через воздух.
Многие устройства работают с помощью электромагнитных волн, в том числе радио, микроволновые печи, беспроводные телефоны, игрушки с дистанционным управлением, телевизионные передачи и многое другое.
В течение 1860-х годов, шотландский физик, Дж. К. Максвелл предсказал существование радиоволн.
В 1886 году, немецкий ученый, Г. Р. Герц показал, что быстрые изменения электрического тока могут быть спроецированы в космическое пространство в виде радиоволн.
Г. Маркони, итальянский изобретатель, послал и получил свой первый радиосигнал в Италии в 1895 году.
К 1899 году он отправил первый беспроводной сигнал через Ла-Манш и два года спустя получил букву «S», телеграфированную из Англии в Ньюфаундленд.
Это было первое успешное трансатлантическое радиотелеграфное сообщение.

Прочитайте текст с пропусками, обозначенными номерами 32-38. Эти номера соответствуют заданиям 32-38, в которых представлены возможные варианты ответов. Обведите номер выбранного Вами варианта ответа.

Tests and test-takers
You don’t have to be a psychologist to guess how students are feeling during a test or an exam. Just by observing their body language you can tell whether they will pass or 32) fail.
Just before the test starts, they will often 33) tell silly things and try nervously to hide their nervousness. A little tension or stress before and during a test is normal. When the examinees get their papers, some of them will 34) smile to themselves — a sure sign they know the answers. 35) However, if they feel the exam is hard, you may hear how disappointed they are or see how annoyed they are when they frown. Some will try to glance quickly at their neighbours’ tests, and some will yawn to pretend that they are bored or tired, while, in fact, they are just waiting for the teacher to turn 36) away so that one of their mates can quietly 37) whisper the answers to them. When they finish, some will immediately dash out as if they were desperate to check their answers in their course book, while others will 38) stroll out slowly, relaxed and sure they have passed.

Тесты и тестируемые
Вам не нужно быть психологом, чтобы догадаться, как студенты чувствуют себя во время теста или экзамена. Просто наблюдая за языком их тела, вы можете сказать, сдадут они, или по терпят неудачу.
Как раз перед началом теста, они часто говорят глупые вещи и пытаются нервно скрыть свою нервозность. Небольшое напряжение или стресс до и во время теста нормально. Когда испытуемые получают свои задания, некоторые из них будут улыбаться себе — верный признак того, что они знают ответы. Тем не менее, если они чувствуют, что экзамен трудный, вы можете услышать, как они разочарованы или увидеть, как они раздражены, когда они хмурятся. Некоторые из них будут пытаться заглянуть быстро в тест своих соседей, а некоторые будут зевать, делая вид, что им скучно или они устали, в то время как, на самом деле, они просто ждут, когда учитель отвернется, чтобы один из их товарищей смог спокойно прошептать им ответы. Когда они заканчивают, некоторые из них немедленно выскакивают, словно они спешат проверить свои ответы в учебнике, в то время как другие выходят неторопливо, спокойные и уверенные, что они сдали.

ЕГЭ Раздел 4. Письмо

Для ответов на задания 39 и 40 используйте бланк ответов № 2. Черновые пометки могут делаться прямо на листе с заданиями, или можно использовать отдельный черновик. При выполнении заданий 39 и 40 особое внимание обратите на то, что Ваши ответы будут оцениваться только по записям, сделанным в бланке ответов № 2. Никакие записи черновика не будут учитываться экспертом. Обратите внимание также на необходимость соблюдения указанного объёма текста. Тексты недостаточного объёма, а также часть текста, превышающая требуемый объём, не оцениваются. Запишите сначала номер задания (39, 40), а затем ответ на него. Если одной стороны бланка недостаточно, Вы можете использовать другую его сторону.

39. You have received a letter from your English-speaking pen-friend Tom who writes — Вы получили письмо от англоговорящего друга по переписке Тома, который пишет:

…This summer we are again going to Brighton. I wish I could go abroad to France or Spain — I have never been abroad. How do you usually spend your summer holidays? If you won a trip abroad, what country would you like to visit and what would you like to see there? How would you like to get there?
By the way, my sister is getting married in the autumn…
Write a letter to Tom.
In your letter
— answer his questions
— ask 3 questions about his sister
Write 100-140 words.
Remember the rules of letter writing.

Этим летом мы снова собираемся в Брайтон. Я хотел бы поехать за границу во Францию или Испанию — я никогда не был за границей. Как ты обычно проводишь свой летний отпуск? Если бы ты выиграл поездку за границу, какую страну ты хотел бы посетить и что ты хотел бы увидеть там? Как бы ты хотел туда попасть?
Кстати, моя сестра выходит замуж осенью …
Напишите письмо Тому.
В своем письме
— ответьте на его вопросы
— задайте 3 вопроса о его сестре
Напишите 100-140 слов.
Помните правила письма.

40. Comment on the following statement. – Прокомментируйте следующее утверждение.

There are no bad students — there are bad teachers. — Нет плохих учеников — есть плохие учителя.

What is your opinion? Do you agree with this statement? — Каково ваше мнение? Согласны ли вы с этим утверждением?
Write 200-250 words. — Напишите 200-250 слов.

Use the following plan — Используйте следующий план:
— make an introduction (state the problem) — введение (постановка задачи)
— express your personal opinion and give 2-3 reasons for your opinion — выскажите свое личное мнение и дайте 2-3 причины за ваше мнение
— express an opposing opinion and give 1-2 reasons for this opposing opinion – выразите противоположное мнение и дайте 1-2 причины для этого мнения
— explain why you don’t agree with the opposing opinion — Объясните, почему вы не согласны с противоположным мнением
— make a conclusion restating your position – сделайте вывод подтверждающий вашу позицию

Career counseling in schools

Career counseling is believed to bridge a gap between ‘absolute knowledge’ provided by schools and the world of ‘real jobs’ that all school-leavers will have to enter sooner or later.

ВОПРОС 3: The author warns students against …
1) having role-models.
2) relying on themselves.
3) being demanding to their parents.
4) blindly following authoritative advice.

ВОПРОС 7: At the stage of accommodation, the students may treat career counseling as
1) humiliating.
2) odd.
3) annoying.
4) unnecessary.

ВОПРОС 1: – 3
ВОПРОС 2: – 1
ВОПРОС 3: – 4
ВОПРОС 4: – 2
ВОПРОС 5: – 2
ВОПРОС 6: – 3
ВОПРОС 7: – 1

Career counseling in schools exists at the intersection of the career education program and the provision of personal counseling. It potentially draws from and contributes to both individual pupils’ career development and individual counseling. Career counseling has been a core activity of the school counseling movement from the time of Frank Parsons, and although its nature has changed in response to theoretical and societal developments, it remains a central part of the work of the counselor. This aspect of the counselor’s work enables contributions to be made to young people’s future planning and may provide evidence of a more visible role that school counselors can play.

Defining Characteristics

Career counseling in schools needs to be differentiated from the broader category of school-based career interventions due to its more personalized nature characterized by career-focused face-to-face interaction and focused on occupational selection and decision making in relation to the individual’s view of self in relation to life and future work roles. In contrast to other forms of counseling, the use of some form of assessment may contribute to the discussion and planning process. While career education promotes career development through its focus on knowledge and skills, career counseling enables the individual to refine the process through consultation and discussion. In the literature, there has been an extensive debate about interaction between personal counseling and career counseling with many authors acknowledging not only their complementarity, but also the distinctive sets of specialized skills needed by counselors in both aspects of the work.

Impact of Developmental Stages

Career education begins (whether explicitly a part of the curriculum or not) in elementary school, but career counseling is more likely at particular phases of secondary school. Career choices are among the most important decisions any young person has to make. Young people today have greater awareness of the world of work as they experience the impact of parents’ occupations, with more mothers working, and may see friends and older siblings struggling to find employment or experiencing work as stressful. They also develop ideas about the working world through television viewing. In adolescence, the learner is developing a sense of personal identity and refining ideas about the self.

Career counselors are likely to see youth at various stages of the career development process with varying levels of readiness for planning and decision making being evident through the course of adolescence, and differences across a cohort will be evident at key decision points. Some studies have shown that as young people approach school-leaving, it may be the parents rather than the individual who show more concern or express anxieties about the future.

In adolescence, individuals are located within the exploration stage (as first identified by Donald Super), and young people will have developed different levels of competencies in the different tasks required to progress in this stage (self- and occupational awareness, crystallization, and specification). James Marcia expanded on Erik Erikson’s work related to adolescent identity development and identified four identity statuses: foreclosure (where the young person tends to conform to expectations), diffusion (where the young person has not yet committed to a direction), moratorium (where active exploration of alternatives is occurring), and achievement (good progress has been made toward a sense of identity). It is very important for career counselors to be sensitive to these variables because they have a substantial impact on the young person’s readiness for engagement in the process and because different individuals will have different needs at any point. Some measures of career maturity or readiness for career decision making have been developed; for example, the Career Decision Scale (developed by Super and his colleagues) and the Career Maturity Inventory (see Crites, John O.).

Through the provision of career education, young people should be exploring four aspects of the career choice process:

self-awareness of capacities, interests, and skills and social-personal development;
knowledge of the diversity of careers and developing the skills of accessing information of relevance;
building awareness of the opportunities open to them; and
decision-making skills.

The role of career counseling is to personalize this process for the individual, especially at key decision-making points, such as when selecting subjects and courses of study and especially as the person approaches school-leaving and the related transition period.

Information and Its Application

Since the time of Parsons, the occupational world has grown tremendously both in size and complexity. This growth has made the skills of accessing and understanding career information an essential aspect of career counseling. The complexity of accessing up-to-date career information is challenging because there is only one constant—that of ongoing change. It is therefore necessary for providers of career information to use systems that are capable of being expanded and are sufficiently flexible to provide adequate assistance to support the counseling process.

Contextual Considerations

The rapidly changing world of work at the beginning of the 21st century poses great challenges for school-based career counselors. Accelerating technological change, the influence of globalization, and the impact of economic events have resulted in people needing to adapt to changes in the world of work in unprecedented ways. Careers are evolving, moving away from job stability and security in the hierarchies of government and big corporations of the industrial era toward the following:

labor-intensive, low-tech, and competitive informal groupings where people are expected to multitask and where there is little security;
flatter hierarchies, teamwork, and contract work characterized by job mobility;
entrepreneurial careers not dependent on structures, but dependent on individual skills, adaptability, and the willingness to take risks; and
the use of agencies to provide services and the employment of part-time and piecework workers requiring greater individual flexibility.

The new career realities are therefore unpredictability, uncertainty, and insecurity with the likelihood that individuals will move away from initial choices. The skills of adaptation, lifelong learning, compromise, and adjustment will all be required; potentially increasing levels of stress for many may be sources of marginalization and exclusion for those who are ill prepared. This change requires the counselor to be sensitive to both contextual and personal variables and risks when jointly exploring possibilities with young people.

Counselor Knowledge, Roles, and Competencies

The school counselor will require knowledge and competencies in generic counseling skills-process and specific career-related aspects, which may be more directed and information driven. It is important to make links to other forms of individual counseling in order to assess where the two might intersect and inform the other, as well as seeking links to the counselor’s preferred theoretical orientation to promote active listening and problem solving within the chosen framework. Alternatives to individual face-to-face counseling may also need to be sought, for example, e-mail communication, and there is great potential for small group counseling sessions to optimize available time. Further considerations relate to parental engagement and involvement (in contrast to some other aspects of personal counseling). There is great value in utilizing forms of career assessment to promote self-understanding and assess progress in terms of career development, but it is important that the chosen instruments are as free of gender and cultural bias as possible.

The roles of the counselor may therefore expand on those of traditional counseling, including information provision, group assessment (to then feed into individual understandings), consultation (e.g., in career education program development and related to pupils’ developmental processes), and facilitation of linkages, in particular those related to school-to-work schemes. It is also important for the counselor to be sensitive to issues related to disability (of various kinds) and diversity (such as race and minority group).

The National Career Development Association (NCDA) of the United States has developed a list of competencies in 11 designated areas: career development theory, individual and group counseling skills, individual/group assessment, information/resources, program management and implementation, consultation, diverse populations, supervision, ethical/legal issues, research/evaluation, and technology. To explore these areas, descriptions of these competencies may be accessed from the NCDA Web site.

Theoretical Developments

Traditionally, trait-factor approaches, material related to John Holland’s theory and Super’s models, have formed the basis of career counseling. These approaches have been complimented by psychological inventories that have aided the process of information gathering and counseling. Career information processing has gained ground in the past decade and has acknowledged the importance of thinking and decision-making skills as well as higher-order metacognitive contributions to career development and adaptation. Each of the aforementioned theories and approaches to counseling emphasizes the individual as a processor of information and has been critiqued for making assumptions about the self (as something relatively fixed and self-contained) and the relationship between the individual and the environment that may not be appropriate in non-Western contexts.

Alternative ways of approaching career counseling include constructivist and hermeneutic approaches and the use of a developmental-contextual framework (such as that developed by Fred Vondracek and colleagues). Such approaches are focused on gaining a shared understanding of the perspective of the young person and the many influences (social, cultural, educational, historical, and political) to which he or she has been exposed. Reality is viewed as a collective construction through language and social discourse, leading to the individual incorporating many perspectives. These are subject to negotiation and reinvention over time as the person takes on different roles and responsibilities, depending on changes in the situation. These approaches employ more qualitative data gathering techniques; an example is My System of Career Influences developed by Mary McMahon and associates.

Middle-class counselors need to be particularly sensitive to the limitations on choices and challenges experienced by learners from disadvantaged backgrounds. It is important to constantly consider the need to be inclusive in order to reach out to minority groups and to be more responsive to learners’ contexts.

Time constraints often affect school counselors’ capacities to offer comprehensive career counseling. While it is ideal to be able to spend a number of sessions with one individual, to cover the complexities of the personal and situational variables in a developmental way, this may be limited to briefer interactions and sessions. It is thus necessary to work in close collaboration with broader career education programs in order to optimize available time. The competent counselor has an important role to play in the school’s efforts to promote the career development of youth and to prepare young people for the challenges they face.

References:

Brott, P. E. (2001). The storied approach: A postmodern perspective for career counseling. Career Development Quarterly, 49, 304-313.
Brown, D. (2006). Career information, career counseling, and career development (9th ed.). Boston: Allyn & Bacon.
Gibson, R. L., & Mitchell, M. H. (2005). Introduction to career counseling for the 21st century. Upper Saddle River, NJ: Prentice Hall.
Kidd, J. M. (2006). Understanding career counseling: Theory, research and practice. London: Sage.
Sharf, R. S. (2006). Applying career development theory to counseling. Belmont, CA: Thomson.

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. Вы услышите запись дважды. Занесите свои ответы в таблицу.

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). Занесите номер выбранного вами варианта ответа в таблицу. Вы услышите запись дважды.

A Mary’s new job takes up a lot of time and energy.

B Mary has no time to go to parties.

C Peter felt his salary in the company was too low.

D Peter left his job because he had no promotion prospects.

E Peter sent out his resume to nearly twenty companies.

F Peter wouldn’t mind working in another city.

G Mary advises Peter to speak to people with the same problems.

Утверждение

Соответствие диалогу

Вы услышите рассказ писателя о своём увлечении музыкой. В заданиях 3—9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Вы услышите запись дважды.

The narrator says that his musical career
1) changed its direction at the age of 11.
2) started roughly 30 years ago.
3) began after he had sung a song with his father.
Ответ: .

When the narrator was almost 40,
1) he was already performing in public.
2) he had learned to sing the parts of ‘Bohemian Rhapsody’.
3) he felt a desire to start playing music.
Ответ: .

When the narrator got a mandolin, he

1) didn’t feel surprised.

2) felt a bit nervous.

3) felt relieved.

Ответ: .

The narrator enjoyed playing the mandolin because
1) he was able to master difficult chords.
2) he was composing music.
3) he was able to relax after his everyday work.
Ответ: .

The narrator went to the jam camp because
1) he wanted to perform in public.
2) he would like to speak to Dr. Banjo.
3) he was offered the easiest way to improve his skills.
Ответ: .

In the camp the narrator learned that
1) to play songs he should know forty basic chords.
2) to grow as a musician he should possess certain qualities and abilities.
3) he could become a perfect mandolin player if he practises a lot.
Ответ: .

When the narrator came back home last week, he was pleased because
1) Ruth had started taking music lessons.
2) his friends and relatives showed their interest in music.
3) Los Angeles was a different place.
Ответ: .

Раздел 2. ЧТЕНИЕ

Установите соответствие между заголовками 1—8 и текстами A—G. Занесите свои ответы в таблицу. Используйте каждую цифру только один раз. В задании один заголовок лишний.

1. Use Silence
2. Gestures and Posture
3. Audience Awareness
4. Sensible Dress

5. Distinct and Audible Speech
6. Consider Context
7. Speaking Through Eyes
8. Strategic Listening

A. The first thing that a good speaker does is looks at the audience and takes a pause before beginning his speech. This helps to create a good impression on the audience. Throughout the speech, the speaker should maintain eye contact with the listeners, otherwise they will feel that they are being ignored and it is quite likely that they also ignore whatever he is trying to convey.

B. Proper variation in emotion and tempo of the voice improves the quality of performance. Accurate pronunciation of words with due stresses wherever required must be done. One more important thing while communicating is that your voice must be clear and loud enough for the audience to hear it. A loud voice can be a strong point for being an effective speaker.

C. Concentrate on your ideas and do not get distracted by the activities performed by the audience, for example, smiling or whispering. To make your communication successful get the clue about the listeners and their interests. Think over the age, sex and background of the people. See whether the audience is patient enough to handle you for hours. Check out if they are friendly or hostile.

D. Facial expressions reveal what thoughts are running through a person’s mind. So while communicating, make sure that your facial expressions reveal your interest for the subject on which you are communicating. The body movements while speaking must coordinate with your convincing power. They must add to the things which are more effectively caught visually than verbally.

E. If you are trying to improve your own communication, concentrate on ways to make your nonverbal signals match the level of formality necessitated by the situation. Some situations require more formal behaviour that might be interpreted very differently in any other setting. So when you are communicating with others, always take into account the situation in which the communication occurs.

F. Don’t be afraid to pause and breathe. Listeners need time to reflect on what you are saying. Just like we need ‘white space’ and punctuation on the written page, we need pauses when we speak. Talking non-stop is a huge drawback. Having the confidence to pause for a few seconds in between sentences commands attention rather than diverts it.

G. The appearance plays an important role in presenting ourselves to society. The people who wear clothes suitable to their body structure look attractive. A person’s physical appearance creates a definite impact on the communication process. Our clothes should not be too modern for the people whom we are interacting with. However, they should be able to create a positive impression on them.

Прочитайте текст и заполните пропуски A—F частями предложений, обозначенными цифрами 1—7. Одна из частей в списке 1—7 лишняя. Занесите цифру, обозначающую соответствующую часть предложения, в таблицу.

Ever wonder A ____________? There’s actually quite a bit of science going on behind the scenes, with several components working together to bring you that digital-quality signal.

Your channel selection begins with the programming sources themselves. Companies like Showtime, HBO or Cinemax create their programming. Channel providers then purchase rights to this programming B ____________. Once a provider has their programming in place, they turn their attention to the broadcast centre to compress and convert the programming for satellite broadcast.

Your Dish Network Programming originally arrives as a digital stream of video, which is then compressed and converted through an encoder, typically using the MPEG2 format. This format reduces the overall size of the video, C ____________.

Once encoded, the video is then encrypted D ____________. After the video has been encrypted, it is sent to the provider’s satellite, strategically positioned in the sky.

The satellite itself uses a dish similar to your own satellite dish, to receive the video and send it back down to Earth. When the satellite sends the signal back down to Earth, it is picked up by your satellite dish, a small round antenna that receives the satellite’s broadcast and sends the video on to your satellite TV receiver.

The satellite TV receiver is that little black box that sits inside your home and allows you to choose E ____________. The receiver actually performs several important functions in the satellite viewing process, including the decryption of the signal itself. If you remember, the satellite signal was scrambled by the provider to protect it from un-paying consumers. Your receiver ‘de-scrambles’ that signal and converts the signal into a format F ____________. Together these amazing components create a vividly clear digital picture for over 200 satellite channels.

which channel you want to watch
including a power source and a computer system
so that the broadcast can only be viewed by paying subscribers
so that they can broadcast the shows via satellite
how your satellite TV system works
making it possible for a satellite to broadcast hundreds of channels at the same time
that your television can handle

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.

Jonte faced playtime with mixed feelings. When the bell rang, the others would rush into the open air, laughing and chattering. He felt left out. Yet these were also times he enjoyed. He could daydream about how things might have been.

Sometimes, though, he would watch the play not directly, that would have been impossible but on the big screen in one of the classrooms. Cheering on his friends made him feel part of the action. Even through the screens, however, watching for long often made his eyes hurt. Sunlight reflected strongly off the silvery turf, and even more from the trees around the ground. Players in motion trailed flashes of light which left black spots in his vision.

It was during a tense game that the summons came through. The shelter Principal, no less, wanted him at once in his office. Jonte uttered a mild swearword, though realising that he had already been watching too long — his head was aching. He made his way to the admin sector, signalled his arrival and went in. The Principal was behind his desk directly opposite the door. He was a small man, with metallic black hair cut short, silver-grey hands in constant fidgety motion and an expression of perpetual irritation. He waved in the direction of a chair placed in front of the desk.

But to Jonte’s surprise, there were several other people in the office. It was difficult at first to see them all clearly: not only had the effects of watching the match still to wear off, but the lighting was poor. Perhaps the Principal had only remembered at the last minute to close the heavy shutters and switch on a lamp.

As his vision returned, Jonte’s surprise grew. The six men and two women, who sat in a half circle to one side, judging by their job tags, were senior… very senior. Four were from the administration. The two women and the other two men seemed to be scientists from different research bodies.

Jonte was used to the fact that other people were inscrutable. He would have been able to tell from gazing in a mirror into his own eyes, with their blue irises surrounding dark pupils, how he was feeling, even if he hadn’t known yet. But other people’s eyes were silver discs, giving away nothing. He could sometimes see from the rest of their faces whether they were happy or sad, smiling or frowning; but their skin reflected the light, so that he could never be quite sure. From the way they were sitting, he thought, the visitors seemed anxious.

‘Jonte’, the Principal said, ‘these people have a favour to ask, and I hope you can help them. Please sit down.’ Jonte’s surprise grew. What possible favour could these people want from someone like him? ‘I’ll help if I can’, he said.

‘You know,’ the Principal went on, ‘that you have had to grow up here because going outside would be dangerous. Your body wouldn’t be able to withstand the radiation, even at night-time. Ordinary people are born with protection; but in your case…’

‘So you see’, one of the women interjected quickly, ‘you are really a very interesting young man. We want you to let us get to know you better.’

‘The people here,’ the Principal resumed, ‘are from the government’s science and research council. They would like to take you to one of their centres in the south, where the facilities are supposed to be better than we can provide. ’

‘But I’m quite happy here,’ Jonte felt he should say. ‘My friends…’

‘… and in any case,’ the Principal insisted a trifle sourly, ‘you wouldn’t be able to stay much longer. The shelter is being closed down.’

Jonte took this in. ‘So when do I have to go?’ he asked.

‘If you can pack your things together quickly,’ one of the men replied, ‘we should like to move you this evening … say in an hour. Is that all right?’

An hour! The suddenness of it all puzzled Jonte. His condition had been known from the moment he had been born when his parents so he had been told had handed him over for special care. But it also excited him. Apart from a short journey when he had been much younger to a medical centre, he could not remember ever having left the shelter. He didn’t really have much to pack anyway.

(Adapted from ‘Fear No More’ by George Anthony)

When his friends rushed into the open air during playtime, Jonte felt

1) embarrased.

2) annoyed.

3) lonely.

4) bored.

Ответ: .

When the summons came through, Jonte was
1) glad that he was able to have a rest.
2) annoyed that he had to stop watching the game.
3) eager to know what had happened.
4) in a hurry.
Ответ: .

The people in the Principal’s office were all

1) of high rank.

2) very old.

3) researchers.

4) from the administration.

Ответ: .

In paragraph 6 the word ‘inscrutable’ means

1) not wishing to talk.
2) unhappy.

3) pretending to be kind.
4) showing no emotion or reaction.

Ответ: .

Jonte had to grow up in the shelter because
1) he was an orphan.
2) the world outside the shelter was dangerous.
3) his body was unable to withstand high temperature.
4) he would not manage to survive in the open air.
Ответ: .

The people offered to take Jonte to one of their centres because
1) Jonte was not quite happy here.
2) it was well equipped.
3) the Principal didn’t want Jonte to stay in the shelter.
4) the shelter could not provide good education for Jonte.
Ответ: .

Jonte was surprised because

1) he had not known about his condition.
2) he had never left the shelter before.

3) he had to leave the shelter urgently.
4) he didn’t have much to pack.

Ответ: .

Раздел 3. ГРАММАТИКА И ЛЕКСИКА

Прочитайте приведённый ниже текст. Преобразуйте, если необходимо, слова, напечатанные заглавными буквами в конце строк, обозначенных номерами 19—25, так, чтобы они грамматически соответствовали содержанию текстов. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 19—25.

Обратите внимание, что по правилам ЕГЭ ответы нужно писать без пробелов и других знаков, например, правильный ответ ‘have done’ нужно будет записать как ‘havedone’, иначе ваш ответ не засчитается.

Choosing a Career

Jane had always wanted to be a nurse and help in need. Her father, however, thought that nursing was not a suitable profession for her.

PERSON

When she left school, she a job as a doctor’s receptionist.

OFFER

Jane to take the job, so she decided to talk to her friend Ann about what she should do.

NOT WANT

When Jane came to Ann’s house, Ann met her in the garden. ‘Hello, Jane! You look so unhappy! What (you) about?’

THINK

While Jane’s her problem, Ann’s mother shouted to the girls to come over.

EXPLAIN

She said that Jane’s father an accident and he was in hospital.

HAVE

When they arrived at the hospital, Jane was amazed to see her father on the bed in a very good mood. ‘Oh, Jane, the nurses here are really wonderful. And I think …’ Jane smiled. She knew what her father was going to tell her.

SIT

Прочитайте приведённый ниже текст. Образуйте от слов, напечатанных заглавными буквами в конце строк, обозначенных номерами 26—31, однокоренные слова так, чтобы они грамматически и лексически соответствовали содержанию текста. Заполните пропуски полученными словами. Каждый пропуск соответствует отдельному заданию из группы 26—31.

Edinburgh

Edinburgh is one of the most written-about cities on earth. Built on ancient volcanoes and first established because of its secure and

position, the capital of Scotland has become a crossroads.

DEFENCE

everyone who comes to Scotland today spends some time in this city.

PRACTICAL

Edinburgh is the second most popular tourist destination in Great Britain and it’s not hard to see why. Its midsummer festival is one of the biggest in the world.

NATION

Edinburgh is a delight to explore on foot: most of its are contained within a compact central area.

ATTRACT

With streets steeped in history and a thriving scene, Edinburgh offers the perfect balance between traditional and contemporary things.

CULTURE

The area around the city has many towns and scenic villages, which are also great for exploring.

HISTORY

Прочитайте текст с пропусками, обозначенными номерами 32—38. Эти номера соответствуют заданиям 32—38, в которых представлены возможные варианты ответов. Запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

The Archipelago

In the remote southern seas there is a cluster of islands. Each island is inhabited by a different race of people. Although physically they look alike, you can tell them 32____ by their styles of dress and their distinctive dialects. Each island has its own unique form of architecture. The only similarity between them is that each race builds in a manner that is 33____ odds with the environment. On rocky hillsides there are wooden huts and in wooded valleys you can see towns of brick. Arid uplands are irrigated and planted with leafy gardens, whereas, on fertile plains, the parks are paved with stone. 34____ their differences, the islanders coexist peacefully. There is rivalry over certain fishing waters but it rarely 35____ to more than a few heated exchanges.

At the centre of the archipelago, perhaps in the most favoured spot of all, lies an island that has been deserted for many generations. It looks very different from the rest: darker, taller, silent. There is no obvious reason 36____ its abandonment as it has good soil and plenty of freshwater.

Long ago, it was inhabited by farmers and fishermen much like everywhere else in the archipelago, but everything changed when they started building the first wall. As soon as it was finished a second circle of battlements began to rise from the centre, slightly narrower than the one before, so that from faraway the island 37____ an enormous wedding cake.

Nobody can explain why the wall was started but there are many theories as to why it was never finished. Some say that so many had perished during its construction, that no one dared halt the work and thereby admit that it had all been in vain. Others claim that the builders simply 38____ out of materials. But one thing is certain, the predicted threat never arrived and the people at the centre of the archipelago had, quite simply, bricked themselves in.

1) out

2) off

3) apart

4) aside

Ответ: .

1) over

2) at

3) against

4) on

Ответ: .

1) Despite

2) In spite

3) Besides

4) Although

Ответ: .

1) raises

2) attains

3) amounts

4) achieves

Ответ: .

1) with

2) to

3) of

4) for

Ответ: .

1) recollected

2) reminded

3) resembled

4) remembered

Ответ: .

1) went

2) ran

3) grew

4) came

Ответ: .

Ваш результат: пока 0.

Далее вы можете набрать еще 40 баллов. Автоматически это проверить нельзя, поэтому сделайте реалистичный прогноз о том, сколько бы вы смогли набрать баллов, и получите ваш итоговый результат ЕГЭ.

Если возник вопрос по ответу, в котором вы ошиблись, можете задать его в комментариях.

Раздел 4. ПИСЬМО

Для ответов на задания 39 и 40 используйте бланк ответов № 2. Черновые пометки можно делать прямо на листе с заданиями, или можно использовать отдельный черновик. При выполнении заданий 39 и 40 особое внимание обратите на то, что Ваши ответы будут оцениваться только по записям, сделанным в БЛАНКЕ ОТВЕТОВ № 2. Никакие записи черновика не будут учитываться экспертом. Обратите внимание также на необходимость соблюдения указанного объёма текста. Тексты недостаточного объёма, а также часть текста, превышающая требуемый объём, не оцениваются. Запишите сначала номер задания (39, 40), а затем ответ на него. Если одной стороны бланка недостаточно, Вы можете использовать другую его сторону.

You have received a letter from your English-speaking pen friend Mark who writes:

…Guess what! All my friends are going to ‘Waterland’ next week and I can’t swim! What shall I do? If I go with my friends, they will be teasing me all the time. I have wanted to learn to swim for a long time but I feel embarrassed to start learning at my age. What would you advise me to do? Is it difficult to learn how to swim? How many lessons will I need?

Well, I’d better go now as my mum’s calling me for dinner.

Write back to Mark.
In your letter
— answer his questions
— ask 3 questions about his favourite sports
Write 100 — 140 words.
Remember the rules of letter writing.

За это задание вы можете получить 6 баллов максимум.

Comment on the following statement.

Lots of teens believe that it’s important to look nice. However, adults often think that young people pay too much attention to their appearance and fashion.

Write 200 — 250 words.

— make an introduction (state the problem)
— express your personal opinion and give 2—3 reasons for your opinion
— express an opposing opinion and give 1—2 reasons for this opposing opinion
— explain why you don’t agree with the opposing opinion
— make a conclusion restating your position

За это задание вы можете получить 14 баллов максимум.

Раздел 5. ГОВОРЕНИЕ

— За 1,5 минуты нужно подготовиться и в следующие 1,5 минуты выразительно прочитать текст вслух — 1 балл.
— Составление 5 вопросов на основе ключевых слов. На подготовку отводится 1,5 минуты, затем каждый вопрос надо сформулировать в течение 20 секунд — 5 баллов.
— 3 фотографии. Нужно выбрать 1 и описать ее по предложенному тут же в задании плану за 3,5 минуты — 7 баллов.
— 2 картинки. Нужно сравнить их, описать сходства и различия, объяснить, почему выбранная тематика близка выпускнику, за 3,5 минуты — 7 баллов.

Источник

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Career Counselling has always been important but only recently, got the recognition it deserves. Earlier, people sought out career counselors, for a change in careers, only after they got a job and were unhappy with it. Now, people recognize that this isn’t ideal. What is noteworthy, is to consider why people change careers.

It doesn’t take much thinking to understand that someone who does that was never convinced of what career they should take. Such a decision usually stems from school. Many students make career choices based on the most picked career among their peers. They don’t, for once, consider what they like until it’s too late.

Picking a career usually, comes after picking a course. If a student doesn’t pick the right course, it would inadvertently affect their career choice. A recent study showed that 1 in 3 students are unhappy with the course that they picked. That is nearly half a million dissatisfied university students! Such figures only point to one clear truth — The importance of career guidance in schools.

To find the right career, there needs to be an understanding of what course to take and if capabilities match interests. A student might want to get into architecture thinking he’s good at math and that drawing a building isn’t too difficult. In reality, there is much more to architecture than that and there is a high possibility of him wanting to pursue another career at the end of the first year itself.

Career counseling in schools ensures the right kind of help to overcome such thinking and stop students from making such mistakes. Many students take a psychometric test in order to avoid making mistakes and their efforts are commendable, although the results of the test might leave them more confused than before. Why? The psychometric test basically outlines the strengths and weaknesses of students and highlights their aptitudes and interests. The catch is, their aptitudes and interests don’t necessary have to match. Meaning, they can be good at Math but have an interest in Arts. So which career option do they pick?

An established career counselor will firstly, be able to explain the entire report, tell them the perks and disadvantages of pursuing both their interests and aptitudes, and give them the clarity and understanding to make the right decisions. This is much needed, especially, when students are prone to taking advice from inexperienced sources.

Students tend to take advice from anyone they think has an experience. But it may not always be right or let alone be the best one. The path followed by their seemingly successful peers might not help them to reach the same destination, their model adults must have gone through failures themselves and their parents might be unaware of the latest industry demands. To make sure that students have clarity of thought, career counselors must be made available for students at all times while they are in high school to receive the right and latest advice.

Although CBSE has made it compulsory for schools to have counsellors, there still needs to be a distinction made as to what kind of counselors are required. Many of the counselors already present are life skill counselors and although life skills are important, the number of college advisors (counselors) are low. Ultimately, college advisors are what students need most to be successful. To highlight, the urgent requirement for career counselors recent stats show a whopping 92% of students who don’t get any career-related guidance from their schools.

Decisions made in High School often make or break a student’s career. Experienced career counselors are trained to understand students thinking and their potential. Once a student’s potential is understood, the counselor is able to guide the student to the best career suitable to him/her and help them make the decisions that ensure career success.

Students want to be successful and they don’t mind getting help. They may feel shy at first or think it’s weak to take help, but it is our responsibility to help them build strong careers. Having a career counseling cell in schools is the first step in doing that. It is a great first step indeed.

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Defining Characteristics

Impact of Developmental Stages

Through the provision of career education, young people should be exploring four aspects of the career choice process:

self-awareness of capacities, interests, and skills and social-personal development;
knowledge of the diversity of careers and developing the skills of accessing information of relevance;
building awareness of the opportunities open to them; and
decision-making skills.

Information and Its Application

Contextual Considerations

labor-intensive, low-tech, and competitive informal groupings where people are expected to multitask and where there is little security;
flatter hierarchies, teamwork, and contract work characterized by job mobility;
entrepreneurial careers not dependent on structures, but dependent on individual skills, adaptability, and the willingness to take risks; and
the use of agencies to provide services and the employment of part-time and piecework workers requiring greater individual flexibility.

Counselor Knowledge, Roles, and Competencies

Theoretical Developments

References:

Brott, P. E. (2001). The storied approach: A postmodern perspective for career counseling. Career Development Quarterly, 49, 304-313.
Brown, D. (2006). Career information, career counseling, and career development (9th ed.). Boston: Allyn & Bacon.
Gibson, R. L., & Mitchell, M. H. (2005). Introduction to career counseling for the 21st century. Upper Saddle River, NJ: Prentice Hall.
Kidd, J. M. (2006). Understanding career counseling: Theory, research and practice. London: Sage.
Sharf, R. S. (2006). Applying career development theory to counseling. Belmont, CA: Thomson.

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Defining Characteristics

Impact of Developmental Stages

Information and Its Application

Contextual Considerations

Counselor Knowledge, Roles, and Competencies

Theoretical Developments

References:

See also:

Defining Characteristics

Impact of Developmental Stages

Information and Its Application

Contextual Considerations

Counselor Knowledge, Roles, and Competencies

Theoretical Developments

References:

See also: