Lifespan is divided into three levels childhood midlife and retirement егэ ответы

Подробности: 41443

Essay Sample 5/3
Вербицкая М.В.	Comment on the following statement:
Childhood is the safest period of human life.
What is your opinion? Do you agree with this statement? Write 200-250 words. Use the following plan: — 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

pir 1

Some people say that childhood is the safest period of human life, whereas others consider that it is not safe at all.

I think that childhood is indeed the safest period of human life. First of all, parents protect children from all the troubles they can get into. For example, parents feed their children, watch them all the time to make sure nothing bad happens to them. Secondly, society gives children a lot of rights. For instance, if a child is being mistreated by the someone the society interferes and makes sure it does not happen again. Moreover, I also believe that it is a part of human nature to treat children with care and love.

At the same time there are people who think that childhood is not really safe. Children are physically weak and can get into a lot of troubles. They still know very little about life and can easily put their lives in danger because of lack of experience.

In my opinion yes children are weak compared with adults, nevertheless adults are there to protect them. Even if children do not have enough experience, society shares its experience with them.

In conclusion, I would like to say that if one looks at this question in terms of what the safest period of our lives is and investigates this question from various angles and only then adds up all the pros and cons, they will definitely see that it is childhood. A lot of grown-ups dream of coming back to where they were safe and protected, their childhood.

Read by Neil Geitz

Word

Источник

A generation gap or generational gap is a difference of opinions between one generation and another regarding beliefs, politics, or values. In today’s usage, generation gap often refers to a perceived gap between younger people and their parents or grandparents.^[1]

History

Early sociologists such as Karl Mannheim noted differences across generations in how the youth transits into adulthood,^[2] and studied the ways in which generations separate themselves from one another, in the home and in social situations and areas (such as churches, clubs, senior centers, and youth centers).

The sociological theory of a generation gap first came to light in the 1960s, when the younger generation (later known as baby boomers) seemed to go against everything their parents had previously believed in terms of music, values, governmental and political views as well as cultural tastes. Sociologists now refer to the «generation gap» as «institutional age segregation». Usually, when any of these age groups are engaged in its primary activity, the individual members are physically isolated from people of other generations, with little interaction across age barriers except at the nuclear family level.

Distinguishing generation gaps

There are several ways to make distinctions between generations. For example, names are given to major groups (Silent Generation, Baby boomers, Generation X, Millennials, Generation Z, and Generation Alpha) and each generation sets its own trends and has its own cultural impact.

Language use

It can be distinguished by the differences in their language use. The generation gap has created a parallel gap in language that can be difficult to communicate across. This issue is one visible throughout society, creating complications within a day to day communication at home, in the workplace, and within schools. As new generations seek to define themselves as something apart from the old, they adopt new lingo and slang, allowing a generation to create a sense of division from the previous one. This is a visible gap between generations we see every day. «Man’s most important symbol is his language and through this language, he defines his reality.»^[3]

Slang

Slang is an ever-changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness within a group or with a trend in society at large.^[4] As each successive generation of society struggles to establish its own unique identity among its predecessors it can be determined that generational gaps provide a large influence over the continual change and adaptation of slang. As slang is often regarded as an ephemeral dialect, a constant supply of new words is required to meet the demands of the rapid change in characteristics.^[4] And while most slang terms maintain a fairly brief duration of popularity, slang provides a quick and readily available vernacular screen to establish and maintain generational gaps in a societal context.

Technological influences

Every generation develops new slang, but with the development of technology, understanding gaps have widened between the older and younger generations. «The term ‘communication skills,’ for example, might mean formal writing and speaking abilities to an older worker. But it might mean e-mail and instant-messenger savvy to a twenty-something.»^[5] People often have private conversations in secret in a crowded room in today’s age due to the advances of mobile phones and text messaging. Among «texters» a form of slang or texting lingo has developed, often keeping those not as tech-savvy out of the loop. «Children increasingly rely on personal technological devices like cell phones to define themselves and create social circles apart from their families, changing the way they communicate with their parents. Cell phones, instant messaging, e-mail and the like have encouraged younger users to create their own inventive, quirky and very private written language. That has given them the opportunity to essentially hide in plain sight. They are more connected than ever, but also far more independent. Text messaging, in particular, has perhaps become this generation’s version of Pig Latin.»^[6]

While in the case of language skills such as shorthand, a system of stenography popular during the twentieth century, technological innovations occurring between generations have made these skills obsolete. Older generations used shorthand to be able to take notes and write faster using abbreviated symbols, rather than having to write each word. However, with new technology and the keyboard, newer generations no longer need these older communication skills, like Gregg shorthand. Although over 20 years ago, language skills such as shorthand classes were taught in many high schools, now students have rarely seen or even heard of forms like shorthand.^[7]

The transitions from each level of lifespan development have remained the same throughout history. They have all shared the same basic milestones in their travel from childhood, through midlife and into retirement. However, while the pathways remain the same—i.e. attending school, marriage, raising families, retiring—the actual journey varies not only with each individual, but with each new generation.^[8]

In 2011, the National Sleep Foundation conducted a poll that focused on sleep and the use of technology; 95% of those polled admitted to using some form of technology within the last hour before going to bed at night. The study compared the difference in sleep patterns in those who watched TV or listened to music prior to bedtime compared to those who used cell phones, video games and the Internet.^[9] The study looked at Baby Boomers (born 1946–1964), Generation Xers (born 1965–1980), Generation Yers (born 1981–1996), and Generation Zers (born 1997–2012). The research, as expected, showed generational gaps between the different forms of technology used. The largest gap was shown between texting and talking on the phone; 56% of Gen Zers and 42% of Gen Y’ers admitted to sending, receiving, reading text messages every night within one hour prior to bedtime, compared to only 15% of Gen Xers, and 5% of Baby Boomers. Baby Boomers were more likely to watch TV within the last hour prior to bedtime, 67%, compared to Millennials, who came in at 49%. When asked about computer/internet use within the last hour prior to bedtime, 70% of those polled admitted to using a computer «a few times a week», and from those, 55% of the Gen Z’ers said they «surf the web» every night before bed.^[9]

Language brokering

Another phenomenon within a language that works to define a generation gap occurs within families in which different generations speak different primary languages. In order to find a means to communicate within the household environment, many have taken up the practice of language brokering, which refers to the «interpretation and translation performed in everyday situations by bilinguals who have had no special training».^[10] In immigrant families where the first generation speaks primarily in their native tongue, the second generation primarily in the language of the country in which they now live while still retaining fluency in their parent’s dominant language, and the third generation primarily in the language of the country they were born in while retaining little to no conversational language in their grandparent’s native tongue, the second generation family members serve as interpreters not only to outside persons, but within the household, further propelling generational differences and divisions by means of linguistic communication.^[11]

In some immigrant families and communities, language brokering is also used to integrate children into family endeavors and into civil society. Child integration has become very important to form linkages between new immigrant communities and the predominant culture and new forms of bureaucratic systems.^[12] It also serves towards child development by learning and pitching in.

Workplace attitudes

USA Today reported that younger generations are «entering the workplace in the face of demographic change and an increasingly multi-generational workplace».^[13] Multiple engagement studies show that the interests shared across the generation gap by members of this increasingly multi-generational workplace can differ substantially.^[14]

A popular belief held by older generations is that the characteristics of Millennials can potentially complicate professional interactions. Some consider Millennials to be narcissistic and self-centered. When millennials first enter a new organization, they are often greeted with wary coworkers. Studies have found that millennials are usually exceptionally confident in their abilities and seek key roles in significant projects early on in their careers.^[15]

Most of these inflated expectations are direct results of the generation’s upbringing. During the Great Recession, millennials watched first-hand as their parents worked long hours, only to fall victim to downsizing and layoffs. Many families could not withstand these challenges, leading to high divorce rates and broken families. In fact, 59% of Millennials say the Great Recession negatively impacted their career plans, while only 35% of mature workers feel the same way.^[16] For these reasons, millennials are more likely to negotiate the terms of their work.^[17] Though some boomers view this as lazy behavior, others have actually been able to learn from millennials, reflecting on whether the sacrifices that they had made in their lives provided them with the happiness that they had hoped for.

Growing up, millennials looked to parents, teachers, and coaches as a source of praise and support. They were a part of an educational system with inflated grades and standardized tests, in which they were skilled at performing well. Millennials developed a strong need for frequent, positive feedback from supervisors. Today, managers find themselves assessing their subordinates’ productivity quite frequently, despite the fact that they often find it burdensome. Additionally, millennials’ salaries and employee benefits give this generation an idea of how well they are performing. Millennials crave success, and good-paying jobs have been proven to make them feel more successful.^[17]

Because group projects and presentations were commonplace during the schooling of millennials, this generation enjoys collaborating and even developing close friendships with colleagues. While working as part of a team enhances innovation, enhances productivity, and lowers personnel costs. Supervisors find that millennials avoid risk and independent responsibility by relying on team members when making decisions, which prevents them from showcasing their own abilities.^[15]

Perhaps the most commonly cited difference between older and younger generations is technological proficiency. Studies have shown that their reliance on technology has made millennials less comfortable with face-to-face interaction and deciphering verbal cues. However, technological proficiency also has its benefits; millennials are far more effective in multitasking, responding to visual stimulation, and filtering information than older generations.^[18]

However, according to the engagement studies, mature workers and the new generations of workers share similar thoughts on a number of topics across the generation gap. Their opinions overlap on flexible working hours/arrangements, promotions/bonuses, the importance of computer proficiency, and leadership. Additionally, the majority of Millennials and mature workers enjoy going to work every day and feel inspired to do their best.^[16]

Generational consciousness

Generational consciousness is another way of distinguishing among generations that was worked on by social scientist Karl Mannheim. Generational consciousness is when a group of people become mindful of their place in a distinct group identifiable by their shared interests and values. Social, economic, or political changes can bring awareness to these shared interests and values for similarly-aged people who experience these events together and thereby form a generational consciousness. These types of experiences can impact individuals’ development at a young age and enable them to begin making their own interpretations of the world based on personal encounters that set them apart from other generations.^[19]

Intergenerational living

«Both social isolation and loneliness in older men and women are associated with increased mortality, according to a 2012 Report by the National Academy of Sciences of the United States of America».^[20] Intergenerational living is one method being used worldwide as a means of combating such feelings. A nursing home in Deventer, The Netherlands, developed a program wherein students from a local university are provided small, rent-free apartments within the nursing home facility. In exchange, the students volunteer a minimum of 30 hours per month to spend time with the seniors. The students will watch sports with the seniors, celebrate birthdays, and simply keep them company during illnesses and times of distress.^[20] Programs similar to the Netherlands’ program were developed as far back as the mid-1990s in Barcelona, Spain. In Spain’s program, students were placed in seniors’ homes, with a similar goal of free or cheap housing in exchange for companionship for the elderly. That program quickly spread to 27 other cities throughout Spain, and similar programs can be found in Lyon, France, and Cleveland, Ohio.^[21]

Demographics

In order for sociologists to understand the transition into adulthood of children in different generation gaps, they compare the current generation to both older and earlier generations at the same time. Not only does each generation experience their own ways of mental and physical maturation, but they also create new aspects of attending school, forming new households, starting families and even creating new demographics. The difference in demographics regarding values, attitudes and behaviors between the two generations are used to create a profile for the emerging generation of young adults.^[8]

Following the thriving economic success that was a product of the Second World War, America’s population skyrocketed between the years 1940-1959, to which the new American generation was called the Baby Boomers. Today, as of 2017, many of these Baby Boomers have celebrated their 60th birthdays and in the next few years America’s senior citizen population will boost exponentially due to the population of people who were born during the years 1940 and 1959. The generation gap, however, between the Baby Boomers and earlier generations is growing due to the Boomers population post-war.

There is a large demographic difference between the Baby Boomer generation and earlier generations, where earlier generations are less racially and ethnically diverse than the Baby Boomers’ population. Where this drastic racial demographic difference occurs also holds to a continually growing cultural gap as well; baby boomers have had generally higher education, with a higher percentage of women in the labor force and more often occupying professional and managerial positions.^[22] These drastic culture and generation gaps create issues of community preferences as well as spending.

References

^ «the definition of generation gap». www.Dictionary.com. Retrieved 25 March 2019.
^ Furlong, A 2013
^ Ramaa Prasad (1 December 1992). Generation Gap, a Sociological Study of Inter-generational Conflicts. Mittal Publications. ISBN 978-81-7099-351-3. Retrieved 7 June 2012.
^ ^a ^b Slang and Sociability, Eble, Connie, Chapel Hill Press: the University of North Carolina, 1996
^ Kersten, Denise (15 November 2002). «Today’s Generations Face New Communication Gaps». USAToday.com. Retrieved 23 May 2012.
^ Holson, Laura M. (9 March 2008). «Text Generation Gap: U R 2 Old (JK)». The New York Times. Retrieved 23 May 2012.
^ Owen, Andrew. «Gregg Shorthand». Archived from the original on 16 September 2013. Retrieved 7 June 2012.
^ ^a ^b Settersten, Richard A., Furstenberg, Frank F., and Rumbaut, Rubén G., eds. On the Frontier of Adulthood: Theory, Research, and Public Policy. Chicago, IL, USA: University of Chicago Press, 2005. ProQuest ebrary. Web. 30 March 2015.
^ ^a ^b Rosenberg, Russell, et al. National Sleep Foundation 2011 «Sleep in America» Poll. (White Paper.) 2011.[1]
^ Tse, Lucy (1996). «Language brokering in linguistic minority communities: The case of Chinese- and Vietnamese-American students». The Bilingual Research Journal. 20 (3–4): 485–498. doi:10.1080/15235882.1996.10668640.
^ Del Torto, L.M. (2008). «Once a broker, always a broker: Non-professional interpreting as identity accomplishment in multigenerational Italian-English bilingual family interaction». Multilingua. 27 (1/2): 77–97. doi:10.1515/multi.2008.005. S2CID 201097043.
^ Bauer, Elaine (2010) «Language brokering: Practicing active citizenship», mediation 10, http://mediazioni.sitlec.unibo.it Archived 2014-06-06 at the Wayback Machine, ISSN 1974-4382
^ Armour, Stephanie (6 November 2005). «Generation Y: They’ve arrived at work with a new attitude». USA Today. Retrieved 8 May 2014.
^ «Winning the generation game». The Economist. 26 September 2013. Retrieved 1 December 2014.
^ ^a ^b Myers, Sadaghiani (2010). «Millennials in the Workplace: A Communication Perspective on Millennials’ Organizational Relationships and Performance». Journal of Business and Psychology. 25 (2): 225–238. doi:10.1007/s10869-010-9172-7. PMC 2868990. PMID 20502509.
^ ^a ^b «Millennial and mature workers attitudes align». Randstad USA. Randstad USA. Retrieved 1 December 2014.
^ ^a ^b Ng. «New Generation, Great Expectations: A Field Study of the Millennial Generation». Journal of Business and Psychology.
^ Hershatter. «Millennials and the World of Work: An Organization and Management Perspective». Journal of Business and Psychology.
^ Furlong, Andy (2013). Youth Studies: An Introduction. New York: Routledge. p. 12. ISBN 978-0-415-56479-3.
^ ^a ^b «Dutch nursing home offers rent-free housing to students». PBS NewsHour. 5 April 2015. Retrieved 25 March 2019.
^ International Association of Homes and Services for the Ageing (IAHSA) (2013). «Intergenerational Living». [2]. Web. 12 April 2015.
^ Frey, William H. Baby Boomers and the New Demographics of America’s Seniors. San Francisco: American Society on Aging, 2010. PDF. 1 April 2015

Выполните третье задание демоверсии по чтению, самое объемное. На все три текста отводится примерно 30 минут. Проверьте себя и на время. Если еще не выполняли первый и второй тест, перейдите по ссылкам. Правда, все эти задания остались прошлогодними.

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.

iGeneration: teenagers affected by phones
One day last summer, around noon, I called Athena, a 13-year-old who lives in Houston, Texas. She answered her phone – she has had an iPhone since she was 11 – sounding as if she’d just woken up. We chatted about her favorite songs and TV shows, and I asked her what she likes to do with her friends. “We go to the mall,” she said. “Do your parents drop you off?” I asked, recalling my own middleschool days, in the 1980s, when I’d enjoy a few parent-free hours shopping with my friends. “No – I go with my family,” she replied. “We’ll go with my mom and brothers and walk a little behind them. I just have to tell my mom where we are going. I have to check in every hour or every 30 minutes.”
Those mall trips are infrequent – about once a month. More often, Athena and her friends spend time together on their phones, unchaperoned. Unlike the teens of my generation, who might have spent an evening tying up the family landline with gossip, they talk on Snapchat, a smartphone app that allows users to send pictures and videos that quickly disappear. They make sure to keep up their Snapstreaks, which show how many days in a row they have Snapchatted with each other. She told me she had spent most of the summer hanging out alone in her room with her phone. That is just the way her generation is, she said. “We didn’t know any life other than with iPads or iPhones. I think we like our phones more than we like actual people.”
Some generational changes are positive, some are negative, and many are both. More comfortable in their bedrooms than in a car or at a party, today’s teens are physically safer than teens have ever been. They are markedly less likely to get into a car accident and, having less of a taste for alcohol than their predecessors, are less susceptible to drinking’s attendant ills.
Psychologically, however, they are more vulnerable than Millennials were: rates of teen depression and suicide have skyrocketed since 2011. It is not an exaggeration to describe iGen as being on the brink of the worst mental-health crisis in decades. Much of this deterioration can be traced to their phones.
However, in my conversations with teens, I saw hopeful signs that kids themselves are beginning to link some of their troubles to their ever-present phone. Athena told me that when she does spend time with her friends in person, they are often looking at their device instead of at her. “I’m trying to talk to them about something, and they don’t actually look at my face,” she said. “They’re looking at their phone, or they’re looking at their Apple Watch.” “What does that feel like, when you’re trying to talk to somebody face-to-face and they’re not looking at
you?” I asked. “It kind of hurts,” she said. “It hurts. I know my parents’ generation didn’t do that. I could be talking about something super important to me, and they wouldn’t even be listening.”
Once, she told me, she was hanging out with a friend who was texting her boyfriend. “I was trying to talk to her about my family, and what was going on, and she was like, ‘Uh-huh, yeah, whatever.’ So I took her phone out of her hands and I threw it at the wall.”
Though it is aggressive behavior that I don’t support, on the other hand – it is a step towards a life with limited phone use. So, if I were going to give advice for a happy adolescence, it would be straightforward: put down the phone, turn off the laptop, and do something – anything – that does not involve a screen.

12-18

Инструкция

Источник

The Twelve Stages of the Human Life Cycle

Which stage of life is the most important? Some might claim that infancy is the key stage, when a baby’s brain is wide open to new experiences that will influence all the rest of its later life. Others might argue that it’s adolescence or young adulthood, when physical health is at its peak. Many cultures around the world value late adulthood more than any other, arguing that it is at this stage that the human being has finally acquired the wisdom necessary to guide others. Who is right? The truth of the matter is that every stage of life is equally significant and necessary for the welfare of humanity. In my book The Human Odyssey: Navigating the Twelve Stages of Life I’ve written that each stage of life has its own unique “gift” to contribute to the world. We need to value each one of these gifts if we are to truly support the deepest needs of human life. Here are what I call the twelve gifts of the human life cycle:

Prebirth: Potential – The child who has not yet been born could become anything – a Michelangelo, a Shakespeare, a Martin Luther King – and thus holds for all of humanity the principle of what we all may yet become in our lives.
Birth: Hope – When a child is born, it instills in its parents and other caregivers a sense of optimism; a sense that this new life may bring something new and special into the world. Hence, the newborn represents the sense of hope that we all nourish inside of ourselves to make the world a better place.
Infancy (Ages 0-3): Vitality – The infant is a vibrant and seemingly unlimited source of energy. Babies thus represent the inner dynamo of humanity, ever fueling the fires of the human life cycle with new channels of psychic power.
Early Childhood (Ages 3-6): Playfulness – When young children play, they recreate the world anew. They take what is and combine it with the what is possible to fashion events that have never been seen before in the history of the world. As such, they embody the principle of innovation and transformation that underlies every single creative act that has occurred in the course of civilization.
Middle Childhood (Ages 6-8): Imagination – In middle childhoood, the sense of an inner subjective self develops for the first time, and this self is alive with images taken in from the outer world, and brought up from the depths of the unconscious. This imagination serves as a source of creative inspiration in later life for artists, writers, scientists, and anyone else who finds their days and nights enriched for having nurtured a deep inner life.
Late Childhood (Ages 9-11): Ingenuity – Older children have acquired a wide range of social and technical skills that enable them to come up with marvelous strategies and inventive solutions for dealing with the increasing pressures that society places on them. This principle of ingenuity lives on in that part of ourselves that ever seeks new ways to solve practical problems and cope with everyday responsibilities.
Adolescence (Ages 12-20): Passion – The biological event of puberty unleashes a powerful set of changes in the adolescent body that reflect themselves in a teenager’s sexual, emotional, cultural, and/or spiritual passion. Adolescence passion thus represents a significant touchstone for anyone who is seeking to reconnect with their deepest inner zeal for life.
Early Adulthood (Ages 20-35): Enterprise – It takes enterprise for young adults to accomplish their many responsibilities, including finding a home and mate, establishing a family or circle of friends, and/or getting a good job. This principle of enterprise thus serves us at any stage of life when we need to go out into the world and make our mark.
Midlife (Ages 35-50): Contemplation – After many years in young adulthood of following society’s scripts for creating a life, people in midlife often take a break from worldly responsibilities to reflect upon the deeper meaning of their lives, the better to forge ahead with new understanding. This element of contemplation represents an important resource that we can all draw upon to deepen and enrich our lives at any age.
Mature Adulthood (Ages 50-80): Benevolence – Those in mature adulthood have raised families, established themselves in their work life, and become contributors to the betterment of society through volunteerism, mentorships, and other forms of philanthropy. All of humanity benefits from their benevolence. Moreover, we all can learn from their example to give more of ourselves to others.
Late Adulthood (Age 80+): Wisdom – Those with long lives have acquired a rich repository of experiences that they can use to help guide others. Elders thus represent the source of wisdom that exists in each of us, helping us to avoid the mistakes of the past while reaping the benefits of life’s lessons.
Death & Dying: Life – Those in our lives who are dying, or who have died, teach us about the value of living. They remind us not to take our lives for granted, but to live each moment of life to its fullest, and to remember that our own small lives form of a part of a greater whole.

Since each stage of life has its own unique gift to give to humanity, we need to do whatever we can to support each stage, and to protect each stage from attempts to suppress its individual contribution to the human life cycle. Thus, we need to be wary, for example, of attempts to thwart a young child’s need to play through the establishment high-pressure formal academic preschools. We should protect the wisdom of aged from elder abuse. We need to do what we can to help our adolescents at risk. We need to advocate for prenatal education and services for poor mothers, and support safe and healthy birthing methods in third world countries. We ought to take the same attitude toward nurturing the human life cycle as we do toward saving the environment from global warming and industrial pollutants. For by supporting each stage of the human life cycle, we will help to ensure that all of its members are given care and helped to blossom to their fullest degree.

To learn more about each of these stages of life, get Thomas Armstrong’s book, The Human Odyssey: Navigating the Twelve Stages of Life.

This page was brought to you by Thomas Armstrong, Ph.D. and www.institute4learning.com.

Follow me on Twitter: @Dr_Armstrong

Subscribe to my blog feed

Источник

В данном задании дается текст с шестью пропусками, обозначенными буквами (A-F), И семь фрагментов предложений для заполнения пропусков, обозначенных цифрами (1—7). Один фрагмент предложения — лишний. Надо установить соответствие между частью текста и пропущенным фрагментом предложения. За каждое правильно установленное соответствие дается 1 балл. Максимально в данном задании можно получить 6 Баллов.

ЦЕЛЬ ЗАДАНИЯ: Проверишь

Ф Понимание Структурных сВЯзЕй между отдельными фрагментами предложения, в том числе и с учетом существующих грамматических и лексических норм сочетаемости, принятых в английском языке;

® понимание Смысловых связей всего текста и его отдельных фрагментов.

СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ

Во время первого прочтения

1. Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков для данного задания.

2. Бегло просмотреть весь текст (без выделенных фрагментов), попытаться определить его тему и основное содержание.

3. Прочитать выделенные фрагменты и определить структурные особенности начала фрагмента (с точки зрения использования грамматических и лексических норм сочетаемости), если таковые имеются.

Во время второго прочтения:

1. Читать текст последовательно, обращая особое внимание на последнее слово или выражение ПерЕД каждым пропуском. Если это слово или выражение требует определенного согласования или управления (использование герундия, инфинитива, предлога, союза и т. д.), надо искать соответствующее начало в выделенном фрагменте.

2. Если одна и та же грамматическая структура используется в начале нескольких выделенных фрагментов, учитывать смысловое содержание предложения с пропуском, а также предыдущих и последующих предложений.

3. По ходу чтения отмечать все возможные варианты соответствий, указывая нужные буквы рядом с цифрой пропуска или нужные цифры рядом с буквами, обозначающими выделенные фрагменты.

4. Делать нужные исправления по ходу чтения, т. к. после каждого заполненного пробела неясные варианты ответов будут определяться точнее, отпадать методом исключения.

5. Обратить особое внимание на пропуски, где изначально были выбраны несколько возможных соответствий. Обосновать для себя выбор того или иного соответствия с учетом грамматических и лексических норм сочетаемости, принятых в английском языке и/или с опорой на содержание текста.

6. Проверить обоснованность других выбранных соответствий.

После прочтения

1. Записать окончательный вариант ответа в таблицу после задания.

2. Определить лишний фрагмент.

3. Еще раз проверить точность записи всех ответов.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1

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.

Clever Dogs

What are the smartest dog breeds in the world? We all love our dogs; A must

Be the cleverest ever. But is your dog’s breed known as one of the most intelligent? We’ve compiled a list of the top five most intelligent dogs as demonstrated by extensive testing and research. In reverse order these are Doberman, Golden Retriever, German Shepherd, Poodle and the cleverest of all is the Border Collie. If your dog isn’t on this list, don’t despair. Sometimes, having a dog with very B. For example, if a very clever dog is left at home alone all day, it can get bored and become destructive or even neurotic. On the other hand, a dog with limited intelligence can be left at home all day, C Minutes before you arrive home! Like many intelligent breeds, the Border Collie needs a job to do. If they don’t have a purpose in life, or some kind of job D. Actually many of them have a common ancestor. A dog called “Old Hemp” who lived at the end of the 19th Century. He was such a hardworking and intelligent dog he was used to father a new generation of super intelligent dogs. Just to be clear — please note that Border Collies should definitely not be left at home alone all day, ECan become quite destructive. They need constant companionship, praise, and extensive exercise. This requires a lot from owners including a suitable lifestyle and lots of living space. So if you work and live in the city, a Border Collie F For

You! Because of their legendary intelligence, Border Collies set the standard in competitions for such skills as agility, obedience and of course, sheepdog trials.

1. And not even realize you’re gone until a few

2. And most of us believe our own dog

3. But if they are, they

4. They will not be happy

5. Probably isn’t the dog

6. But they are not quite

7. High intelligence can have its drawbacks

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 2

Chocolate

Chocolate is made from a number of raw and processed foods produced from the seeds of tropical cacao trees. Cacao has been cultivated in Aat least 3000 years. For most of this time it was made into a drink called, in translation — “bitter water”. This is because Bto be fermented to develop a palatable flavour.

After fermentation the beans are dried and roasted and the shell is removed to produce cacao nibs. These are then ground and liquefied into chocolate liquor. The liquor is then processed into cocoa solids or cocoa butter. Pure chocolate contains primarily cocoa solids and butter in different proportions.

Much of C With added sugar. Milk chocolate is sweetened chocolate that additionally contains either milk powder or condensed milk. White chocolate on the D And is therefore not a true chocolate.

Chocolate contains theobromine and phenethylamine which have physiological effects on the body. It is similar to serotonin levels in the brain. Scientists claim E, Can lower blood pressure. Recently, dark chocolate has also been promoted for its health benefits. But pet owners should remember that the presence of theobromine makes it toxic to cats and dogs.

Chocolate is now one F, although 16 of the top 20 chocolate consuming countries are in Europe. Also interesting is that 66% of world chocolate is consumed between meals.

1. The chocolate consumed today is made

2. That chocolate, eaten in moderation

3. Central and southern America for

4. Of the world’s most popular flavours

5. Other hand contains no cocoa solids

6. Cacao seeds are intensely bitter and have

7. Many countries worldwide

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3

Child Stars

Child star mania is on the rise! Popular shows like Star Search and Junior Idol are always searching for new child stars. Sometimes the parents of these youngsters are A— arguably pushing their offspring to and beyond their limits; hoping to make their children famous.

Fame can bring great opportunities for the youngsters. Some go on to earn BAnd fulfilled lives. The truth however is that the majority do not. Research on the lifestyle of young performers has shown that their childhoods are often dominated by immense pressure and anxiety. Hours of training and rehearsal combine disastrously C And a poor social life. These vulnerable young people also have to cope with criticism, rejection and intrusive treatment from show business reporters. The loss of privacy, gossip and constant scrutiny D of them.

Child stars often have very short careers. It can be devastating when a particularly cute child E and a whole glittering career is over before they are out of their teens. It is therefore not surprising that so many young child stars end up with huge emotional problems — some derailing their lives through destructive life styles. It can be really difficult for them adjusting from being recognised and wanted by everyone to being completely forgotten and ignored.

So the question is should something be done to curb this mania for young fame? Should the TV programs be severely controlled or even banned? Whatever the answer to these questions, the problems are likely to remain. As long as F of ruthlessly

Ambitious parents — these tragedies are destined to keep on repeating.

1. Huge amounts of money and live happy

2. Grows into an average looking adult

3. There are children with talent under the control

4. With a lack of normal schooling

5. With ambitious parents

6. Can be too much for some

7. The ones with the real ambition

■A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 4

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.

Window Shopping

The day would be spent with my best friends Kath and Kate. We are actually three Catherines (by birth spelt with a C), A we are all K’s: Kat (that’s me), Kath and

Kate — the 3K Window Shopping gang!

Window shopping is simply wonderful. You can look at any outfit. You can try on B Not a single item on sale for which the price is a problem. You will try something on, ponder, pout, twirl, think hard, check yourself in the mirror one last time and finally reflect C—Right for you! The highlight of this regular adventure however, is generally the 3K chocolate and ice cream break in the Shopping Centre’s top floor cafe.

Of course we do not believe that we are wasting anyone’s time. We do D As

Well, but a reliable equation for us is — 3Ks + shopping mall = A good time.

But E out to be especially memorable. One of the stores had a questionnaire

Lottery with the first prize being a voucher worth J200. We filled in the question forms while in the cafii and returned to the store by their 2.00pm deadline. Kate won the first prize but we had decided in advance that if any of us won something, we would share equally: All for one K and one for all! At this point our morning of window shopping paid off. We completed F slightly less than 10 minutes: three skirts, three hats and three belts and three very OK, K’s.

1. Not like to spend our time

2. That it’s probably not quite

3. That particular day turned

4. Our real shopping in

5. Sometimes go shopping for real

6. Anything you want and there is

7. But when we are together

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 5

The Hotel

“Have you stayed with us before sir?” asked the receptionist. His accent sounded Hiiddle-European; Czech possibly or Polish. Actually I hadn’t stayed at this particular hotel before A to many others from the same chain that I had stayed at.

“No — first time” I replied with unnecessary brevity. The thing is I always feel B Rather than treated as an individual. Every word that I was about to hear, I had heard before — delivered no doubt from the depths of a tourism and hospitality course.

“Welcome to Newcastle sir. Is this your first visit to our city? Can I trouble you to complete this form? Actually the first two lines and the signature at the bottom will do. Would you like C, Sir? This will automatically unlock room facilities like mini-bar and telephone and any other extras you may require. Can I see your passport sir?” The questions and information D Responses were actually required and I handed over my passport, credit card and partly filled out form. I was tempted to write under name and address “Donald Duck, Duck Towers, Disney Street” — E

Ever read the form again. But being a creature of habit I wrote my real name and address.

While my card was being processed I looked across the reception area through the wall height windows to the beautiful River Tyne. A wave of nostalgia came over me. It was good to be back. I found myself thinking about her again and wondering F A voice broke in: “It’s a plastic key card sir. You also need it to activate the lift and when you get to your room, plug it into the switch on the left as you open the door. It will automatically supply electricity to the room. Any help with your baggage? No? Then enjoy your stay”. The accomplished young Pole smiled as he delivered the final command and duly processed, I proceeded to the card activated lift.

1. Me to take a print of your credit card

2. Points poured out smoothly, no verbal

3. If I would even see her when

4. Although it seemed virtually identical

5. So sure was I that nobody would

6. Me to help you with your luggage

7. As if I am being processed like a product

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 6

Nastia and Natasha

It was Nastia’s first visit to London and I felt almost as excited as she clearly was. We had been pen pals for two years since my Dad remotely A the daughter of

One of the managers in his Moscow office. I say “remotely” because B that morning. Nastia’s written English was excellent but speaking was a little more difficult.

“So today we go to see the Big Ben?” she asked cheerfully. “Yes Nastia, today we are going to see Big Ben” I said carefully pronouncing the corrections (as indeed she had asked me to do). But C and we talked non-stop, her pronunciation and grammar seemed to improve miraculously.

“Why is he called “Big Ben”? Ben is short for Benjamin — right?”

“Why is IT called Big Ben.” I corrected. “If I remember correctly, “Big Ben” is the name of only the bell although people often give the whole clock tower this name. There is the name “Ben” on the bell D who Ben really was.”

Later in the day Nastia began to teach me my first words in Russian and laughed happily at my terrible pronunciation. She is a really special person and I felt so lucky to be spending time with her. The rest of the day involved a visit to Westminster Abbey, a boat trip on the Thames and tea at Claridges. The E promising excursions, shopping and lots of fun.

That evening Nastia asked my Dad if he would allow me to visit her in Moscow one day. “Please Mr. Perkins. Natasha will be very welcome in our home. She even has a traditional Russian name and already knows many Russian words. Also we have many nice Bells in the Kremlin F.”

1. Week ahead lay before us

2. Actually as the day went on

3. To introduce to her

4. Introduced me to

5. We had not met each other

6. We had met for the first time only

7. But nobody is completely sure

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 7

Secondary education in the USA

Education in the United States is mainly provided by the public sector, with control and funding coming from three levels: federal, state, and local. Childhood education is compulsory and public education is universal A Levels. At these levels, school curricula, funding, teaching, and other policies are set through locally elected school boards with B. Educational standards and standardized testing decisions are usually made by state governments. The ages C . but a growing number of states now require compulsory education from age 5 or 6 to age 17 or 18. Compulsory education requirements can generally be met by educating children in public schools, state-certified private schools, as D or in an orphanage. In most public and private schools, education is divided into four levels: elementary school (K-3), middle school (4-6), junior high school (7-9), and high school (10-12).

Public Day Schools, which are overwhelmingly coeducational, dominate in the United States. Most offer a curriculum that includes college preparatory classes and general education classes. Public Magnet Schools offer advanced programs E number of them are boarding schools. Private schools include Charter Schools developed F Seek to develop stronger academic programs. Most private schools are Religious or Denominational Schools that emphasize religious and moral training along with the usual academic curriculum.

1. In a variety of academic and cultural fields and only a small

2. For compulsory education vary by state

3. At the elementary (or primary) and secondary

4. By critics of public education who

5. Well as approved home-school programs

6. Well administered and supervised

7. Jurisdiction over school districts

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 8

Washington DC International School

We welcome your interest in Washington International School. The strength and vitality of our School is the diversity of cultural backgrounds, A and faculty. One

Quarter of our students and their families are all American citizens, while an almost equal number are all non-US citizens; the remaining families B more than one

Citizenship.

Our curriculum embraces an international approach to C Baccalaureate (IB) Primary and Middle Years Programs, as well as for those in our IB Diploma Program. This is coupled with an emphasis D immersion for our Pre-Kindergarten and

Kindergarten students and continuing with a dual language approach for students in Grades 1-5.

Students thrive in this lively mix of cultures, traditions, and ideas. We encourage them to take E in academics, and also in athletics, community service and other extracurricular activities. By mastering challenges both in and beyond the classroom, our students acquire the skills and experience to succeed on every level, and they form F.

We hope you will tour the WIS website for information on all of our programs and for an introduction to our distinctive community of learning. We look forward to welcoming you for a campus tour soon.

1. Are composed of members with

2. Friendships that will last for years

3. Talents, life experiences, and personalities of our students

4. Full advantage of the opportunities available to them

5. Learning for students in our International

6. Many subjects in different foreign languages

7. On second-language acquisition, beginning with French or Spanish language

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 9

International Baccalaureate in High School

This Upper School program is unique. Students in Grades 9 and 10 follow the Program, which emphasizes analytical and critical thinking. In all subject A And support their ideas through speaking and writing. All Grade 9 students take English; French, Spanish or their own native language; design technology; integrated mathematics; three sciences —biology, chemistry, physics; world history; geography. They also make B List: information technology, 3rd language, music, art, drama, or journalism. Physical education is required. In Grade 10, students design and develop a Personal Project, an independent study in C Of interaction. It may be a research essay, artistic production, original experiment, invention, or some other means of expression.

Students in Grades 11 and 12 follow the IB (International Baccalaureate) Diploma program, D. They select six subjects: English, one or two other languages, and at least one course each in mathematics, experimental science, and social science: three courses at Higher Level and three at Standard Level. They take an arts elective and Theory of Knowledge—a critical thinking and philosophy seminar—and research and E of their choosing. Students also complete a minimum of 60 hours or volunteer

Community service, choosing the activities and evaluating themselves. At the end of Grade 12, IB Diploma candidates complete a three-week battery of oral and written examinations in F under the supervision of the International Baccalaureate Organization in Geneva.

1. Two elective choices from the following

2. An internationally recognized two-year course of study

3. Areas they develop an ability to apply what they know

4. An area of particular interest that links several academic subjects and areas

5. Write an extended essay on a topic

6. All of their IB subjects that are prepared and externally graded

7. Fix their own ideas in writing

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 10

Francis

Не eventually joined Le Testu in an attack on a Spanish mule train. This raid, finally, was a success A. They had captured around 20 tons of silver and gold! They set to, burying as much as they could on the steep jungle slopes — hoping “X” would still B. But terrible danger was close by. As the raiding party dragged C To their small boats — the Spanish pressed them hard. Le Testu was wounded and captured. Exhaustion and hunger and thirst set in — and then shock. Their small boats had been taken! Weighed down with countless fortunes of gold, they had nowhere to go. The Spanish were coming.

It was at this point that D. He inspired his men with vision and purpose. He ordered one group to bury the remaining treasure close to the beach while another was to build a raft. Then, with just two volunteers, E to where his ship was anchored. It

Was a tough and dangerous crossing; lashed by foam and almost blinded by the dazzling sun. Then Drake finally made the ship and after a bit of clowning around — he pulled a heavy Spanish necklace from under his shirt. With a triumphant smile he declared «Our voyage is made, lads!» They returned to the beach and safely rescued F. Some weeks later he was back in Plymouth — possibly the richest man in England.

1. As much gold as they could

2. Both crew and buried treasure

3. Beyond their wildest expectations

4. Drake “rode” the crashing surf

5. To follow, Drake went

6. Drake showed his greatness

7. Mark the spot on a return visit

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 11

Samuel

Seldom is so much of consequence witnessed in one lifetime, and possibly never before did diligent record keeping, hard work and honest practical management have such consequences. Certainly Pepys could A his work was, but as his famous diaries prove, he certainly understood and appreciated that he lived in extraordinary times. The nine years covered by his diary were B in the history of Great Britain.

When he made his first entry in 1660 he lived in a republic. But Cromwell was already dead and Pepys reported the C of the King. In the end Pepys was

A D that took place. He saw the King, soon to be Charles II, arrive from

Exile. He attended and described the coronation — the music, the flags, the cheering crowds. He was also E Great Plague of 1665 and The Great Fire of London in 1666. He described everything and everyone in the most entertaining and sometimes moving manner. Without doubt, he was F reformers, designers and architects who were to rebuild London and together laid the foundation stones of Empire. The Navy that Pepys reformed went on “to rule the waves” throughout an Empire «on which the sun never sets».

1. “front seat” witness to all

2. Among and equal to the great

3. Never have guessed how important

4. Underestimate his efforts and

5. A witness to the

6. Among the most momentous

7. Steady rumours of the return

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 12

Sarah

The house was still in view. She could have morphed into a leaping dolphin, and swam there in two minutes. But today she was an explorer A rain forest of

Her six-year-old imagination.

She edged further into the trees to get farther away from the house and focus on her illusions. A wind made the leaves roar in the now heavy, torrential rain. B— Heavy with water and translucent in the shadows. Yes — today she was also a sea creature — safe C untroubled by the wild chaos of wind and rain.

“Sarah, Sarah” called her mother’s voice from behind the house. “D. Come in and get dry!” Determined not to be removed from her special worlds, she ignored the summons and pressed closer to a tree. The words repeated, this time on the other side of the house — but still the little girl remained stubborn. E and an explorer as well.

The adventure ended, quite literally, with a flash and a bang: The vast lamp of lighting and deafening thunder crash was too much for her. She was suddenly a rocket and moments later crashed into her mother, was spun round playfully before being swung into the warm and dry land of the big house. “I was an explorer and a fish and a rocket” she told F as the fish-dress came off and the towels came out.

1. her grinning young mother

2. You must be soaked

3. Her light pink dress paled

4. in her underwater world,

5. She WAS a sea creature

6. to her helpful nurse

7. in a far away land; a tropical

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 13

Sergey Pavlovich Diaghilev

On 21st August 1929 a funeral barge set off for the little island of San Michele, where the city of Venice has buried its dead since the beginning of the 19thCentury. The body on the barge, bound for the Greek Orthodox section of the cemetery, was A, founder and leader of the Ballets Russes and one of the most influential pioneers of modern art in the twentieth century.

In the course of a twenty three year career Diaghilev had made his mark in Europe and the Americas. In this relatively short space of time he transformed the world of dance, theatre, music Bhas ever done before (or has done since).

From 1896 he was active in Russia as a critic, exhibition organiser, publisher and art historian. Through C and exhibitions he brought Russian art out of years

Of stagnation. He championed international symbolism, art nouveau, the Arts and Crafts Movement and Russian neo nationalism. He managed to revive forgotten aspects of D.

He set up a travelling, privately financed ballet troupe E, and for nearly quarter of a century it would be the world’s leading dance company. Its early productions fed the craze for the Slavic and oriental exoticism, catapulting the Ballet Russes to instant fame. He was a central figure Fof Paris, London,

Rome, Berlin and Madrid during the golden age of modern art. He lived through bankruptcy, war, revolution and exile.

1. His journal Mir Iskusstva

2. That performed in Europe’s and America’s most famous theatres

3. In the artistic worlds

4. Russia’s artistic past

5. And the visual arts as no one

6. Was named after Diaghilev

7. That of Sergey Pavlovich Diaghilev

A	B	C	D	E	F

Twitchy Goes Missing

Emma’s little sister Kim was sobbing pitifully. Nobody could cheer her up. Kim had lost her black and while kitten, “Twitchy” and A either been stolen or run over by a car. Emma and her parents tried everything they could think B. But Kim cried all day long. Emma looked sadly at her distressed sister and suddenly an idea formed in her mind.

“Kim darling” soothed Emma “Why don’t you make a poster asking for help to find Twitchy? It is quite possible C somebody’s house and they don’t know who the owner is.”

Kim considered this a fine idea. She stopped crying and D Paper and crayons.

Presently she returned and asked Emma to help.

“First you need a good, clear picture of Twitchy. I’ll then scan some copies at the right size so they can fit on your poster.” While Emma was busy with this, Kim set to work on her poster. “WANTED”— she wrote in very large blue letters. Then — “HAVE YOU SEEN TWITCHY?” — this time in red letters. She E then carefully wrote

Their phone number. After this, in large pink letters — “I LOVE MY TWITCHY — PLEASE SEND HIM HOME”.

Within an hour several versions of the poster were ready with Twitchy’s picture glued in the correct place. Emma helped her fix the posters on the neighbourhood notice boards and some local shops agreed to put posters in their windows.

Two days later they got a call. Twitchy FTwo streets away. Their son saw

The poster and made the call. Kim has now decided that when she grows up she will work in advertising. She knows that her poster campaigns are very effective indeed!

1. That the cat has wondered into

2. Left a space for the photo

3. Was found by her

4. Of to cheer up the little girl

5. Went off in search of

6. Had been charming a family

7. It was feared that the cat had

А	В	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 15

Mikhail Lomonosov and Moscow State University

Mikhail Lomonosov was one of the intellectual titans of XVIII century. His interests ranged from history, rhetoric, art and poetry A. Alexander Pushkin described him as B, whose lifelong passion was learning.

Lomonosov’s activity is a manifestation of the enormous potential of the Russian scientific community. Peter I reformed Russia, which allowed the country to reach the standard of C Many spheres. Great importance was placed on education. St. Petersburg Academy of Sciences, founded by Peter I, established a university and a grammar school to educate intellectuals and researchers the country needed; however, these educational establishments could not fulfill the task they took on. It was Michail Lomonosov D Of establishing a university in Moscow. An influential courtier and

The E Count Shuvalov supported Lomonosov’s plans for a new university and presented them to the Empress.

In 1755, on 25 January-St. Tatiana’s Day according to the Russian Orthodox Church calendar— Elizaveta signed the decree that a university should be founded in Moscow. The opening ceremony took place on 26 April, when Elizaveta’s coronation day was celebrated. Since 1755 25 January and 26 April F Moscow University; the annual

Conference where students present the results of their research work is traditionally held in April.

1. Who suggested in his letter to Count Shuvalov the idea

2. To mechanics, chemistry and mineralogy

3. A person of formidable willpower and keen scientific mind

4. Favourite of Empress Elizaveta Petrovna, the patron of arts and science

5. The contemporary European powers in

6. Are marked by special events and festivities at

7. Famous among all educated people

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 16

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.

Clare

She had no intention whatsoever of going to the mainland like many of her friends (who thought she was mad). But Scotland meant nothing to her. She may have been just sixteen years old but she was a Shetland Islander: daughter, granddaughter and great granddaughter to A to her beloved family.

She had no illusions whatsoever. Her friends were correct in this: crofting is hard work and to succeed required all the God given hours of day. Short winter shifts to seemingly endless summer days were filled B routines — just to survive. They would never be rich.

Clare’s family worked a croft (a piece of land) of almost 8 hectares. It was better than average growing land with fine views C. A small part was preserved for taking peat and the largest part for growing fruit and vegetables: strawberries under tunnels of polythene, winter potatoes and cabbage. D they kept sheep and from time to time goats. They even tried pigs once but this wasn’t a success.

Of course — E— the croft did not provide enough. Her father and brother were part-time professional fisherman and all of the family had various part-time jobs to make ends meet.

Probably there was an easier life for Clare in Scotland — or, God forbid, F. But having just finished school her decision was made. This was her home; all that she knew and all that she loved.

1. Like many islanders

2. With disciplined work and efficient

3. It was typical for islanders

4. A way of life as much as

5. England or even America

6. Over Basta Voe

7. As with most crofting families

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 17

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.

Reality TV

Reality TV seems to dominate broadcasting these days. But what is it, how did it emerge and why on earth is it so popular? The first question is easily answered. Reality TV is A unscripted, dramatic or humorous situations or events. It can involve celebrities B of the public.

Reality TV has been gradually growing in importance for over 60 years. “Candid Camera” — the show that filmed ordinary people reacting to set ups and pranks — started in 1948. Some people, however, believe it was the Japanese with their awful shows in the 1980s and 90s C. Others believe that the television phenomenon that is called “Big Brother” was the show that spawned the reality TV age.

But why are the shows so popular? Different theories come to life. Some believe that it is due Dthat we like to watch horrible behaviour: the same instinct

That once inspired the ancient Romans to go and watch gladiators destroy each other at the Coliseum. Others suggest a kind of voyeurism is involved there — an unhealthy curiosity to spy on other people’s lives.

Whatever the real reason — the trend seems to have already peaked. A lot of such shows E. or are expected to go in the near future. And the replacement seems to be talents shows — watching competitions in dance, singing and general entertainment. Does it mean that people are changing? It is too early to say. Most agree that these F.

1. To basic human instinct

2. Is still early to judge

3. Are simply the cycles of fashion

4. But more usually the stars are members

5. That brought reality TV to centre stage

6. A type of programme that presents

7. Seem to have disappeared

A	B	C	D	E	F

The Application Form

Mike finished reading the application form and then set it down. It was a nervous moment. He needed this job. It was only a weekend job but it A of income during this last term of college. Some of his friends were working three or even four days a week. Mike didn’t understand how they could cope with their course work. But a weekend job B To study. It was ideal.

He picked up the form again. If successful, he’d have to help with a touring market, selling soap products. He’d travel C And work from 5.00 Am Saturday until late Sunday night — depending how far away the market was that weekend.

Again he put the form down, scanned the pages once more, and got his pen ready. He was still anxious. For a start, he only had one copy. If he made a spelling mistake D. For a moment he considered trying to create a replica form on his computer. “Why on earth” he pondered aloud “do they use paper and ink for this?” Jim overheard him. “Because it is a real test Mike — everybody faces the same form. Tidy, easily readable handwriting tells an employer quite a lot about the candidate applying for the job. If a form comes in smudged, with too many words E, mistakes crossed out etc — an employer will know so much more about who is applying for a job. Online applications all look the same.”

“I suppose so” — said Mike, yet again picking up and scrutinizing the form “but it’s only a job selling soap in markets — not working for the Civil Service!”

“Whatever!” laughed Jim. “My advice is to photocopy the form and do two or three practice runs. You need this job right? Ok — then take time F”.

1. Would be his only source

2. Would leave him enough time

3. Packed into a given space

4. To provide them enough money

5. To do the job properly.

6. To a different town each weekend

7. There was nothing he could do

А	В	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 19

US student exchange program

An academic student exchange is when a student aged 15-18 years old, signs up with a student exchange program in their country to go abroad, live in another country with a volunteer host family and attend a local high school for either a single semester or an entire academic year. The local program A , or cooperates with «sister» programs in

Other countries. The host country is the sponsoring agency; it issues the required forms that make it B, usually a J-I in the United States. Students will carry health insurance, C Of the language spoken in the host country. Volunteer host families provide the student with room (his/her own bed, and a quiet place to study), board (three meals a day), and most importantly, LOVE! The student becomes part of the host family and participates in all aspects of the host family’s life. The student is responsible D And for taking on chores as does any other family member. Each student and host

Family is supported by agency’s volunteer representative whose main responsibility is to check up with the student, the host family, and the school to assure that the exchange is going smoothly. This may be your first trip away from home or your first airplane ride. Regardless, E To enjoy life in your host country as no tourist can ever imagine,

Participating in your host country’s holidays just as the natives do. How about having a host brother or sister who will be your brother∕sister for the rest of your life or making friends with whom you can stay in contact year after year? Most importantly, F Where it is exclusively spoken. For more information Contact the Student Exchange Resource Center at StudentExchange. net.

1. This will be the time of your life as you will be able

2. Possible for a student to attain the necessary visas

3. There are many ways to learn the language and cultural habits

4. There is no better way to learn a language than to live in a society

5. Bring their own spending money and have some command

6. For maintaining good grades in the school he∕she is attending

7. Either has an affiliate office in other countries

A	B	C	D	E	F

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 20

Robbie

Robbie did not believe it was stealing. A, he believed that nobody owned a wild Atlantic salmon: A fish born in a barren rocky highland stream but growing fat in the high seas — seas unclaimed even by nations. So how could Lord Cavat decide the fish were his B to breed?

It was the same with the deer on the hill and no different with the game birds. Who but God could claim to “own” these wild creatures? And did not God give nature equally, for all to enjoy?

C, were professional poachers. They were actually ardent conservationists and would take neither fish nor fowl out of their natural seasons.

They all had jobs. Robbie worked in his father’s garage. Gregor and Rab, his uncles, both worked in the mustard factory. D or grouse or salmon for money: They had

A far more important reason. To them, the taking of a salmon was E. It connected them somehow to long lost and forgotten ancestors who took fish to avoid starvation. They couldn’t put it easily into words — F that the need to hunt was

Part of their genetic makeup. It was about who they really were in a ceaselessly changing and chaotic modern world.

1. A survival act

2. Like his father and uncles

3. Neither Robbie, nor any of his family

4. Simply because they returned to the river

5. An almost spiritual experience

6. They didn’t poach deer

7. But somehow they understood

A	B	C	D	E	F

Источник

К сожалению, на данный момент у нас невозможно бесплатно скачать полный вариант книги.

Но вы можете попробовать скачать полный вариант, купив у наших партнеров электронную книгу здесь, если она у них есть наличии в данный момент.

Также можно купить бумажную версию книги здесь.

ЕГЭ 2013, Английский язык, Тематические и типовые экзаменационные варианты, 25 вариантов, Вербицкая М.В., 2012.

Серия «ЕГЭ-2013. ФИПИ – школе» подготовлена разработчиками контрольных измерительных материалов. В сборнике представлены: · 10 обновленных типовых экзаменационных вариантов для подготовки к экзамену 2013 года; · инструкция по выполнению экзаменационной работы и типовые бланки ответов ЕГЭ; · аудиодиск с записью инструкций и текстов к разделу «Аудирование» ко всем вариантам; · ответы к заданиям экзаменационной работы; · критерии оценивания. Выполнение заданий типовых экзаменационных вариантов предоставляет учащимся возможность самостоятельно подготовиться к итоговой аттестации, а также объективно оценить уровень своей подготовки. Учителя могут использовать типовые экзаменационные варианты для организации контроля результатов обучения школьников и интенсивной подготовки учащихся к ЕГЭ.

Примеры.
In which way Cynthia’s life in her childhood was different from the lives of other children in her town?
1) Her life was less adventurous.
2) She could travel with her mother.
3) She has been to far-off countries.

What feeling does Cynthia have before a new trip?
1) Fatigue.
2) Overexcitement.
3) Fear.

When did, according to Cynthia, she start to write?
1) At the time she remembers herself from.
2) After winning a poetry contest.
3) After moving to Columbia.

Which of the following Cynthia DOESN’T mention when she speaks about the possible ways she travels in?
1) On foot.
2) By camel.
3) By train.

As a travel writer Cynthia finds it difficult to
1) find a place to write in when travelling.
2) talk to as many people as she wants to.
3) judge her personal impressions and observations.

Cynthia considers her trip to New Guinea the most thrilling one because
1) she was learning to survive in most unusual conditions.
2) it was the longest one.
3) she met very dangerous people there.

Cynthia’s advice to future travel writers is
1) try to be good enough for TV programs.
2) learn writing skills from Hemingway and Mark Twain.
3) be honest in your writing.

СОДЕРЖАНИЕ
Введение 5
ТЕМАТИЧЕСКИЕ ТРЕНИРОВОЧНЫЕ ВАРИАНТЫ
Раздел 1. Аудирование 9
Тренировочный вариант 1.1 10
Тренировочный вариант 1.2 12
Раздел 2. Чтение 14
Тренировочный вариант 2.1 15
Тренировочный вариант 2.2 19
Тренировочный вариант 2.3 23
Тренировочный вариант 2.4 27
Раздел 3. Грамматика и лексика 32
Тренировочный вариант 3.1 33
Тренировочный вариант 3.2 35
Тренировочный вариант 3.3 38
Тренировочный вариант 3.4 41
Тренировочный вариант 3.5 44
Тренировочный вариант 3.6 47
Раздел 4. Письмо 50
Тренировочный вариант 4.1 51
Тренировочный вариант 4.2 52
Тренировочный вариант 4.3 53
Ответы к тематическим тренировочным вариантам 54
Приложения к тематическим тренировочным вариантам 57
Тексты для аудирования к тематическим тренировочным вариантам 1.1 и 1.2 57
Критерии и схемы оценивания выполнения заданий С1-С2 к тематическим тренировочным вариантам 4.1-4.3 66
Порядок определения процента текстуальных совпадений в задании С2 68
Порядок подсчета слов в заданиях раздела «Письмо» 69
Дополнительные схемы оценивания заданий С1-С2 к тематическим тренировочным вариантам 4.1-4.3 70
Дополнительная схема оценивания задания С2 «Мое мнение» 73
ТИПОВЫЕ ЭКЗАМЕНАЦИОННЫЕ ВАРИАНТЫ
Инструкция по выполнению работы 74
Вариант 1 75
Вариант 2 85
Вариант 3 95
Вариант 4 105
Вариант 5 115
Вариант 6 125
Вариант 7 135
Вариант 8 145
Вариант 9 155
Вариант 10 165
Тексты для аудирования 175
Ответы к типовым экзаменационным вариантам 215
Критерии и схемы оценивания выполнения заданий раздела «Письмо» (2012 г.) 225
Порядок определения процента текстуальных совпадений в задании С2 227
Порядок подсчета слов в заданиях раздела «Письмо» 227
Дополнительная схема оценивания задания С1 «Личное письмо» 229
Дополнительная схема оценивания задания С2 «Письменное высказывание с элементами рассуждения» 239.

Купить книгу ЕГЭ 2013, Английский язык, Тематические и типовые экзаменационные варианты, 25 вариантов, Вербицкая М.В., 2012
.

По кнопкам выше и ниже «Купить бумажную книгу» и по ссылке «Купить» можно купить эту книгу с доставкой по всей России и похожие книги по самой лучшей цене в бумажном виде на сайтах официальных интернет магазинов Лабиринт, Озон, Буквоед, Читай-город, Литрес, My-shop, Book24, Books.ru.

По кнопке «Купить и скачать электронную книгу» можно купить эту книгу в электронном виде в официальном интернет магазине «ЛитРес», и потом ее скачать на сайте Литреса.

По кнопке «Найти похожие материалы на других сайтах» можно найти похожие материалы на других сайтах.

On the buttons above and below you can buy the book in official online stores Labirint, Ozon and others. Also you can search related and similar materials on other sites.

Дата публикации: 08.02.2014 06:26 UTC

Теги:

ЕГЭ по английскому языку :: английский язык :: Вербицкая

Следующие учебники и книги:

ЕГЭ 2013, Английский язык, Шпаргалки
ЕГЭ 2010, Английский язык, Универсальные материалы для подготовки учащихся, Вербицкая М.В., Соловова Е.Н.
ЕГЭ 2009, Английский, немецкий, французский языки, Вербицкая М.В., Епихина Н.М., 2009
Открывая мир с английским языком, Современные темы для обсуждения, Готовимся к ЕГЭ, Юнёва, 2012

Предыдущие статьи:

ЕГЭ 2013, Английский язык, Самое полное издание типовых вариантов заданий, Вербицкая
ЕГЭ 2013, Английский язык, 30 типовых вариантов заданий, Музланова Е.С.
ЕГЭ 2012, Английский язык, 11 класс, Реальные задания
ЕГЭ 2013, Английский язык, 11 класс, Диагностическая работа № 1, 2012

Источник

History

Distinguishing generation gaps

Language use

Slang

Technological influences

Language brokering

Workplace attitudes

Generational consciousness

Intergenerational living

Demographics

See also

References

Further reading

The Twelve Stages of the Human Life Cycle

History

Distinguishing generation gaps

Language use

Slang

Technological influences

Language brokering

Workplace attitudes

Generational consciousness

Intergenerational living

Demographics

See also

References

Further reading

<img decoding="async" onError="javascript: wp_broken_images = window.wp_broken_images || function(){}; wp_broken_images(this);" src="https://www.institute4learning.com/blog/wp-content/uploads/2019/12/past-lives.jpg" alt width="175" height="105" />The Twelve Stages of the Human Life Cycle

The Twelve Stages of the Human Life Cycle