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Задание 16 ЕГЭ по английскому языку

Номер 16 — «Понимание прочитанного текста · Чтение». Ниже 56 заданий №16 ЕГЭ по английскому языку: введите ответ и нажмите «Проверить». Каждое задание открывается отдельной страницей.

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  1. Задание 16

    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.
    Cycling
    Winter is over, and snow is but a memory. Because of the warmer climate, getting around the town by bicycle has become a more viable option. With parking problems and rising gas prices, people should bike more, as it is a less costly alternative to using automobiles, and it is better for the environment and personal health.
    It would not be revolutionary to claim that parking in our city can be a bit of a hassle. Recently, the University students were asked about their experiences with parking. Their main complaint — and the bottom line of the problem — is that parking is expensive. However, those expenses can be avoided by using bicycles, as bike parking on campus is free.
    Another expense issue with cars is gas, as prices have been on the rise. Though price averages in our state remain below the national average, it is still a lot more compared to the pricing from a year ago. This would obviously not be an issue if one were to cycle instead.
    The great weather we have had and the cost-efficiency of cycling should be enough to convince people to bike more, but there are other benefits aside from general convenience.
    Firstly, cycling is better for the environment. Bikes do not release pollutants into the air, and consistent cycling is estimated to prevent 6 to 14 million tons of carbon dioxide emissions from entering the atmosphere every year. Infrastructure requirements for bikes are minimal, as they do not require the establishment of highways. This means fewer resources need to be used and less land needs to be urbanized.
    Secondly, cycling is better for you. Cycling as a means of transportation will get you where you need to go while providing you with an accessible workout that increases your strength, stamina, and overall fitness. Additionally, cycling has mental health benefits. Regular cyclists are likely to experience improved moods. To build on this, a study shows that cyclists experience 21.6 percent fewer bad mental health days, suggesting that cycling is beneficial to one’s well-being in more ways than one.
    Essentially, there are plenty of reasons why everyone should bike more. Our city is a particularly encouraging place to bike. There are signs and lanes everywhere dedicated to making cycling more convenient, and the university encourages this alternative as well.
    Well, there are some problems, of course. One of these is bike theft.
    To avoid it, just follow some rules if you rely on bicycle transportation to get to and from campus. Many of these actions can also help police locate and identify your bicycle, should it go missing. First of all, use a high-quality lock. When you lock your bike, be sure to lock your bike frame and wheel to fixed, approved bike racks. Second, keep a record of the make, model, and serial number of your bike, including a photograph. This will make it easier to report your bike if it is stolen, and to return it to you if it is located. Next, balance protection and visibility. Lock up your bike in a moderately busy area with high visibility rather than an isolated location. Avoid leaving your bike unattended in the same area for multiple days. Finally, consider investing in a tracking device for your bicycle and report bike theft and suspicious activity near bike racks. Following these simple tips, you won’t lose your bike and you’ll help save others.
    Considering that the weather is warmer and automobiles are still a hassle to use in the city, now is as good a time as any to start biking. If you have an old bike lying around, maybe it is time to start using it. If not, it might be time to invest in one.

    It is implied that the author’s city …

    1)needs more places to bike.
    2)is well-equipped for cyclists.
    3)has a lot of extra signs.
    4)is building new cycle lanes.

    Источник: ФИПИ (по данным открытых источников).

  2. Задание 16

    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.
    Learning environment
    When you think of education, you likely picture a classroom setting with a teacher upfront by the board and students watching the lecture or lesson. The typical picture of in-person learning has shifted greatly, however, with the advent of online learning and the power of technology. But is it really so powerful?
    For anyone who is questioning whether online learning or in-person instruction is better, I am going to share the advantages and disadvantages of each learning environment.
    Let’s consider some of the benefits of in-person learning. Some people look forward to the academic experience they have when they are in-person with their peers and instructor. For some, it’s because it allows for hands-on learning and collaboration with peers at the same time and in the same place. For others, they may feel more comfortable asking questions in-person. When it comes to college, some students want the experience of living in a dorm, sitting in lecture halls, partaking in labs, and engaging in social activities.
    In-person learning is aimed to provide a distraction-free environment. Entering a classroom comes along with fewer distractions. The space is designed and intended for learning and since a teacher is there, you may feel more inclined to focus. It can be harder to be distracted by cell phones or anything else inside a classroom.
    On the other hand, when it comes to learning within an institution’s walls, students have no say as to when or where the class is offered. You simply receive a schedule and have to be there at that time. This can clash with one’s existing responsibilities. Moreover, since you have to be in a designated space at a certain time for traditional in-person learning, you have to factor in commuting time (and costs).
    Online learning is much more flexible. Since education takes place online, you have more flexibility in setting your own schedule. This is especially the case with pre-recorded lectures. Even without pre-recorded lectures, you have more flexibility in your schedule because you don’t have to commute anymore to a location to learn. For students in many countries, obtaining an education seems like a dream when there are no physical school locations or geographical barriers to making it to a specific place. With online learning, access to education has been maximized, allowing people from all over the world to join. As such, you can learn alongside students from different countries and connect to people from every corner of the globe, and when it comes to doing so in an educational setting, students benefit from diverse perspectives. Additionally, you could connect with someone in another location that might become your next business partner or employer.
    Next, compare the price. In the case of college, in-person learning tends to be much more expensive than online alternatives. That’s mostly because schools have high overhead costs, but they also can charge the tuition and fees that they want to, especially when they are privately owned. Given less overhead costs, online education tends to be much more cost-effective than in-person learning. In some cases, online learning can be totally free, such as from online platforms.
    When comparing in-person learning to online learning, it’s hard to say that one is better than the other. That’s because it typically comes down to a student’s preference. As you can see, there are advantages and disadvantages to both styles of learning. Depending on your unique situation, you can determine which environment feels more fitting for you and your goals.

    Which does the author NOT mention when discussing flexibility of online learning?

    1)Choosing the time to study.
    2)Choosing the content of classes.
    3)Overcoming geographical borders.
    4)Being able to hear different views.

    Источник: ФИПИ (по данным открытых источников).

  3. Задание 16

    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.
    Family
    Growing up, I didn’t really dream of being a wife or mother. But one vision of a future family was in my mind like an internal live photo: five kids sit behind me in a car as we head west, my husband behind the wheel, and all of us laughing and singing to our favourite music bands. The order of the artists doesn’t matter; everyone gets a turn. This trip will take days, the sky blushing from rose to plum to highway-lit black several times before we’re done.
    It’s taken me 30 years to realize that this idyllic image of a future family, made of subconscious odds and ends, was not actually just a figment of my imagination. The summer after I turned 10, my parents packed up our van, and drove my sisters and me to California to meet relatives we’d seen only in pictures.
    Of course, the fantasy conveniently left out some unpleasant realities from our trip: five days of truck-stop showers, and four nights spent sleeping in bucket seats at rest stops to save money. Yet it captured the essence of how I experienced those who were closest to me. Family offered guaranteed belonging and protection from loneliness.
    If you didn’t have friends – and I struggled to make and keep them beginning in junior high school – family meant never spending a Friday night alone. And when the world incited more panic than peace in your bones, when your nervous system needed to be bubble-wrapped, family meant everything. They left their job at the factory floor to pick you up, or answered your frantic calls from the school’s payphone, and talked you down until everything felt light and airy. The youngest and most anxious of three girls, I’d been born into a family of people who stretched their love over mine, covering me as I moved through a world that constantly overwhelmed me.
    I have my own family now, and it looks a bit like my vision. Three kids and a minivan, littered with remnants of kids’ meals, and a spouse who adores telling you how to make every little step. The five of us can barely make the 15-minute drive to a supermarket, let alone to California, without name-calling and “accidental” kicking or fights over who picks the next song.
    In this family, where we listen to pop, rock and rap alongside a mash-up of gospel hits, where we talk about feelings, I am deeply loved, needed and known. But there are times when I still feel lonely. Not in the weekend-plans way, but in the overwhelming feeling that I wasn’t built for this role and what it requires. I had always thought of family as something that could protect you from loneliness, but what I’m realizing now is that loneliness also creeps in when you can’t meet your family’s needs – even when some of those needs mirror your own.
    When one child requires an extremely busy schedule while another suddenly needs an activity or trip to cheer up, or when one works best while humming and another can’t find their headphones fast enough – I need to stop, do some breathing exercise, and save the day. But nothing in my brain says: Hang in there, you can do this! Instead, my own personal brand of black-and-white thinking declares: You can’t do this. You don’t even fit here, in the very family you helped create.
    I know that isn’t true. I do fit here, even when it’s hard. The five of us are built into each other, in ways I’ll never be able to measure or name.
    I guess we have to “go through good times and through bad” in the family. Here I’m teaching my kids to read. Here’s the strawberry cake I baked from scratch.
    Here we are, thinned out and tired, with not enough answers, wishing the world was less of an affront to our way of being. Here we are, much more than a collection of needs. But when we feel like a collection of needs, let us be a family.

    It in “…what it requires.” (paragraph 6) most probably refers to …

    1)being a mother.
    2)feeling lonely.
    3)planning a weekend.
    4)changing family roles.

    Источник: ФИПИ (по данным открытых источников).

  4. Задание 16

    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.
    Regular exercise
    Only a few lifestyle choices have as large an impact on your health as physical activity. But many face a problem of keeping up regular exercise. What are some of the tricks?
    At first, you can keep it short and sharp. My personal trainer, Robert, says a workout doesn’t have to take an hour: “A well-structured 15-minute workout can be really effective if you really are pressed for time.” As for regular, longer sessions, he says: “You tell yourself you’re going to make time and change your schedule accordingly.”
    My rule is: if it doesn’t work, change it. For example, it rains for a week, you don’t go running once and then you feel guilty. It’s a combination of emotion and lack of confidence that brings us to the point where, if people fail a few times, they think it’s a failure of the entire project. Remember it’s possible to get back on track.
    If previous exercise regimes haven’t worked, don’t beat yourself up or try them again – just try something else. We tend to be in the mindset that if you can’t lose weight, you blame it on yourself. However, if you could change that to: “This method doesn’t work for me, let’s try something different,” there is a chance it will be better for you and it prevents you having to blame yourself, which is not helpful.
    “We start to lose muscle mass over the age of around 30,” says Hollie Grant, a personal-training instructor. Resistance training (which is using body weight, such as press-ups, or equipment, such as resistance bands) is important, she says: “It is going to help keep muscle mass or at least slow down the loss. There needs to be some form of aerobic exercise, too, and we would also recommend people start adding balance challenges because our balance is affected as we get older.”
    My second rule is raising the ante. If you do 5-km runs and you don’t know if you should push faster or go further, rate your exertion from one to 10. As you see those numbers go down, that’s when you should start pushing yourself a bit faster. Robert says that, with regular exercise, you should be seeing progress over a two-week period and pushing yourself if you feel it is getting easier. You’re looking for a change in your speed, endurance, or strength.
    Another shortcut to regular exercise is to work out from home. If you have caring responsibilities, you can do a lot within a small area at home. In a living room, it is easy to do a routine where you might alternate between doing a leg exercise and an arm exercise. “It’s called Peripheral Heart Action training and involves doing six or eight exercises for upper and lower body. This effect of going between the upper and lower body produces a pretty strong metabolism lift and cardiovascular workout,” Robert says. Try squats, half press-ups, lunges, dips and raises. You’re raising your heart rate, working your muscles, and having a good general workout. These take no more than 15-20 minutes and only require a chair for some exercises.
    And what about doing chores? We are often told that housework and gardening can contribute to our weekly exercise targets, but is it that simple? “The measure really is you’re getting generally hot, out of breath, and you’re working at a level where, if you have a conversation with somebody while you’re doing it, you’re puffing a bit,” says Robert. With gardening, you’d have to be doing the heavier gardening – digging – and not just weeding. If you’re walking the dog, you can make it into a genuine exercise session – run with the dog, or find a route that includes some hills.
    So, I think everyone can do exercise regularly and experience the health benefits of physical activity – age, abilities, ethnicity, shape, or size do not matter.

    The expression raising the ante in “My second rule is raising the ante” (paragraph 6) is closest in meaning to …

    1)increasing the level.
    2)noticing progress.
    3)changing your attitude.
    4)checking with equipment.

    Источник: ФИПИ (по данным открытых источников).

  5. Задание 16

    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.
    Living in a dorm
    Arriving in a dorm for the first time is a thrilling moment. Living independently away from home, being around so many new people – all that seems like an exciting adventure. However, finding yourself in a small space with a complete stranger (or several strangers) might be difficult at first. If you have ever shared a room with a sibling, you have some idea of it. But that isn’t enough, as students come from different backgrounds and have different family traditions, habits, and preferences. Their expectations and attitudes towards what is acceptable or what is not also vary widely.
    My first tip is to discuss the ground rules from the start. Sharing your expectations with your roommates can save you all a lot of trouble in the future. Discuss how shared and personal space will be kept, what items are okay to share and which are off-limits, when it is okay to invite visitors or overnight guests, what the study hours are, what the standard lights-out time is, if you should leave the room when your roommate has a call from home, etc. You might even get a set of rules written or printed out on a wall for reference. This may sound kind of lame, but believe me, you won’t regret doing it. This doesn’t mean that the rules are set in stone. Revise these policies and compromise if you feel something isn’t working for everyone in the room.
    If you have never shared a room, you might have a lot of arguments over chores. That’s why I advise you to assign the chores and discuss how you will keep the place tidy – and hold each other accountable if anything is amiss. Consider keeping a chore board, including washing dishes, sweeping/vacuuming the floor, taking the trash out, etc. Define what “clean” is for every one of you, and come to a definition that all the roommates can agree on. Take turns doing chores or distribute areas of responsibility – whichever suits you all. I used to live with a super-neat and house-proud girl who cleaned the room twice as often as I would. I tried to compensate by cooking for us, washing dishes, and taking the trash out. That worked for us, since everyone did what they liked most.
    Probably, the most important thing is to respect boundaries and privacy. The golden rule of communal living is “It never hurts to ask.” Thinking of inviting a classmate over for a cup of tea later than usual? Text your roommate to ask if it’s okay. Going to use the shower for 40 minutes straight for impromptu SPA treatments? Inform your roommate and ask if you can have a bathroom to yourself for all this time. Want to pick up and read their book? Ask. Planning a party in your room? Ask! Even if your roommate has never been against rowdy gatherings before, this time might be different. They might have an assignment deadline looming. You don’t want them to hate you while they sit in the corner with a sour face, frantically searching for paper writers for hire. This approach has another benefit. Your roommate is likely to mirror your behaviour. By asking them about something, you send them a message that such things should be asked of you, as well.
    And finally, plan bonding with your roommates. It’s always beneficial to get to know the people you are going to live with. Go and have a pizza together, organize a movie night in your room, go to a campus event, or pick any other activity you all will enjoy. You don’t necessarily have to become best friends. Sometimes roommates are just that – roommates. You can have different preferences and lifestyles. The important thing is to respect each other’s boundaries, have empathy, and be civil and cooperative.
    College flies by, so stay positive and don’t let anything spoil the experience for you.

    Which situation is NOT mentioned as advisable for asking your roommate’s permission?

    1)Bringing guests over.
    2)Attending a late-night party.
    3)Borrowing personal items.
    4)Using common space for long.

    Источник: ФИПИ (по данным открытых источников).

  6. Задание 16

    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.
    How teaching English on my year abroad improved my French
    I began my year abroad in Paris as an intern at a publishing house, earning €2.70 an hour for menial work. I’d hoped to be able to soak up French in a real-life setting, but was constantly writing emails and making calls in English, with little free time for learning my second language. I soon realised the only thing I’d really learned was how to use a document-binding machine. Luckily, I’d taken an intensive English-teaching course in London the previous summer, which helped me find a new job with a language school.
    Students planning their years abroad might worry about teaching English. It seems counterintuitive – you go to another country to learn the language and end up speaking your mother tongue. But in my experience, it can be a rewarding job and is perhaps even the best way to immerse yourself in another culture and learn the language. Ellen Rothnie, a student at the University of Glasgow, who has recently returned from two years in Spain, agrees. She says: “The feeling of integrating is so special. I wanted to improve my Spanish and was astounded by how much I did. I noticed a difference within a month.”
    So, what struck me most about teaching English, was the potential for improving my French. Teaching your own language gives you a broader insight into language-learning – you see what works and what doesn’t. Among my students, I encountered a full range of abilities – speakers of near-native fluency and those who could barely string together a simple English phrase. I noticed what held my weakest students back – too much focus on writing down notes, crippling shyness and fear of making mistakes, and the other extreme – overconfidence, speaking at length and carelessly repeating the same errors. I saw how my best students learned – by being chatty and enthusiastic, and by watching hours of Anglo-American TV and films in their spare time. Trying to follow their example, I studied French thrillers and reality shows, picking up slang and colloquialisms, which helped me get by in everyday conversations.
    Rothnie also found that teaching English helped with her Spanish. “My students often didn’t know what I considered to be basic expressions involving prepositions, such as ‘run out’, or ‘left over’,” she says. “Then I realised that in Spanish there is usually a separate, single equivalent verb which, before my year abroad, I probably didn’t know either.” At university, language teachers often tell students to avoid directly translating English phrases word-for-word, but it’s only when you’re interacting with native speakers in another country that you grasp the common expressions and idioms. This knowledge allows you to become more fluent in a language.
    Teaching English can also give you the chance to socialise with native speakers, as Amy Stewart, a student at the University of Strathclyde, found on her year abroad in Tenerife. As a British Council assistant, she became friendly with her fellow teachers and even went to stay at the family home of a Spanish colleague. Despite her concerns about living in a hotspot for Anglophone tourists, Stewart improved her Spanish by taking part in language exchanges with locals. You need to be proactive too, she says: “If you go looking for areas that aren’t quite as touristy, then you’ll find them.”
    Ultimately, the success of your year abroad is down to your own efforts – but maybe there’s something about teaching that gives you a certain motivation. After all, when you’ve been telling your students to knuckle down and practise vocabulary in their spare time, you feel like a hypocrite if you don’t do the same.

    This knowledge in Paragraph 4 (“This knowledge allows you to become more fluent in a language”) refers to the knowledge of …

    1)Spanish equivalents of English verbs.
    2)translation techniques and strategies.
    3)words and phrases used in everyday speech.
    4)communicative strategies native speakers use.

    Источник: ФИПИ (по данным открытых источников).

  7. Задание 16

    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.
    Being too positive
    Having a positive outlook on life is good for your mental well-being. The problem is that life isn’t always positive. We all have painful emotions and experiences. Those emotions, while often unpleasant, need to be felt and dealt with openly and honestly to achieve acceptance and greater psychological health.
    Toxic positivity is the belief that no matter how dire or difficult a situation is, people should maintain a positive mindset. While there are benefits to being optimistic and engaging in positive thinking, toxic positivity rejects all difficult emotions in favour of a cheerful and often falsely-positive façade. It takes positive thinking to an extreme. In other words, it makes it too general. This attitude does not just stress the importance of optimism – it also minimizes and even denies any trace of human emotions not strictly happy or positive.
    Toxic positivity means having a “good vibes only” approach to life and discarding any seemingly negative emotions. It denies people the authentic support they need to cope with what they are facing.
    Toxic positivity can take a wide variety of forms. Some examples you may have encountered in your own life include the following. When something bad happens, such as losing your job, people may say to “just stay positive” or “look on the bright side.” While such comments are often meant to be sympathetic, they can shut down anything the other person might want to say about what they are experiencing. After some type of loss, people might say, “everything happens for a reason.” While people will make such statements because they believe they are comforting, this is also a way of avoiding the other person’s pain. Upon expressing sad feelings, someone may respond that “happiness is a choice.” This suggests that if someone is feeling negative emotions, it’s their own fault for not “choosing” to be happy.
    Such statements are often well-intentioned, or people just don’t know what else to say and don't know how to be empathetic. Still, it is important to recognize that such behaviour can be harmful.
    Too much positivity is toxic because it can harm people who are going through difficult times. Rather than being able to share genuine human emotions and gain support, people who are faced with toxic positivity find their feelings dismissed, ignored, or outright invalidated.
    It’s also shaming. Receiving too-positive responses can lead to feelings of shame. It tells people that the emotions they are feeling are unacceptable. When someone is suffering, they need to know that their emotions are valid and that they can find relief and love in their friends and family.
    Shame goes hand in hand with guilt. Being toxically positive can also cause feelings of guilt. It sends a message that if you aren’t finding a way to feel positive – even in the face of tragedy – you are doing something wrong.
    Moreover, it avoids authentic human emotion. When people engage in this type of behaviour, it allows them to sidestep emotional situations that make them feel uncomfortable. Sometimes we turn these same ideas on ourselves, internalizing them. When we feel difficult emotions, we then discount, dismiss, and deny them.
    It prevents growth. Toxic positivity allows us to avoid feeling things that might be painful. But this denies us the ability to face challenging feelings that can ultimately lead to growth and deeper insight.
    I believe it is possible to be optimistic in the face of difficult experiences and challenges. But people going through trauma don’t need to be told to stay positive or feel that they are being judged for not maintaining a sunny outlook.

    It in “It tells people that the emotions ...” (paragraph 7) most probably refers to ...

    1)a feeling of shame.
    2)a negative answer.
    3)staying optimistic.
    4)suffering emotionally.

    Источник: ФИПИ (по данным открытых источников).

  8. Задание 16

    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.
    Optimism vs. pessimism
    Before you keep reading, take a moment to think about some of the things that happened to you today. Even better, grab a pen and write down a few specific events. So what did you come up with? Was it mostly positive stuff like: “My day’s going great! My grandmother made me pancakes for breakfast. I sat with my friends at lunch, and I actually enjoyed the English class today!” Or did your mind land on what went wrong: “My grandmother cooked breakfast and it made me so late I missed the bus. My friends wasted the entire lunch period gossiping about a boring TV show, and I had English class today. I hate Thursdays!”
    Researchers have spent a lot of time studying people who think positively. It turns out that an optimistic attitude helps us be happier, more successful, and healthier. Optimism can protect against depression – even for people who are at risk of it. An optimistic outlook makes people more resistant to stress. Optimism may even help people live longer. To put it simply, optimism is healthy.
    The best thing about optimism is you can learn it, even if your outlook tends to be more pessimistic. Optimism and pessimism are mindsets – ways of thinking and seeing things. Optimists see the positive side of things. They expect things to turn out well. They believe they have the skill and ability to make good things happen.
    You’ve probably heard people who tend to see the faults in everything called “pessimists.” A pessimist is more likely to expect things to turn out poorly or to focus on what didn’t go well. People aren’t always optimistic or always pessimistic, but most people tend to lean toward one of these thinking patterns. The good news is, if you tend to be more pessimistic, you’re not destined to always think that way. We can all become more optimistic by adjusting the way we see things.
    Another important thing is that optimism helps people succeed. Optimism goes beyond seeing the bright side of a situation or expecting good things. It’s also a way of explaining what has already happened. When something good happens, optimists think about what they did to make the situation turn out so well. They see their abilities as permanent, stable parts of themselves. They think of how this good thing can lead to other good things.
    When things don’t go as expected, it’s the reverse: optimists don’t blame themselves. They see setbacks as temporary. When something goes wrong, optimists link it to a specific situation or event, and not to their capabilities. Because they don’t view setbacks as personal failings, optimists are able to bounce back from disappointment better than pessimists.
    If you tend toward mostly pessimistic thinking, you can get better at seeing what’s good. Here are some things to try.
    First of all, notice good things as they happen. At the end of the day, take 10 minutes to run through your day and come up with things that you’re grateful for. Write them down in a journal, or keep track using a motivational app on your phone or tablet.
    You can also train your mind to believe you can make good things happen in your life. Get in a habit of telling yourself specific things you can do to succeed. For example: “If I study, I can get a better grade.” “If I practice, I'll perform well at the audition.” “If I go on that volunteer trip, I’ll meet new friends.”
    When something good happens, give yourself credit. Think of what you did to make a good outcome possible. Did you prepare for the test? Practise with dedication? Think of the strengths you used and how they helped you succeed.
    These simple things can change your attitude to life. In the end, every cloud has a silver lining.

    It is implied in the text that when things go wrong optimists ...

    1)avoid finding fault with themselves.
    2)focus on short-term solutions.
    3)analyze personal failures.
    4)think about what they did wrong.

    Источник: ФИПИ (по данным открытых источников).

  9. Задание 16

    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.
    How I learnt Chinese
    I believe that random chance plays a more significant role in our lives than many people realise. The reason I started learning Chinese was a long string of fairly unlikely coincidences. Looking back, they all combine neatly to form who I am today and what I do, but that certainly wasn’t a strategic goal at the time. To find out about why I started learning Chinese in the first place, we need to wind the clock back almost 20 years.
    For me, the journey probably started in junior high school, when I started practising martial arts. I found Japanese martial arts to be too rigid with set uniforms, a strict grading system and a training environment with numerous rituals, and switched to a different system. Who knows, if I had stuck to Japanese martial arts, I might have ended up with hacking Japanese instead. That would have been cool, too, but that’s not what happened.
    My interest for the language came from a deeper interest in the system of thought behind the Eastern philosophy. I started thinking about and reading up on it. I studied translations of Tao Te Ching, listened and read everything I could find by Alan Watts, who has had a great impact on the way I think. In 2006, two good friends of mine told me that there was a new course at the university where you could study the Chinese language and culture intensively for one year. At this point, I had already studied at university for three years, but I felt that this was a good opportunity to take a break from that and learn some Chinese.
    So I did. I took a study break from the teacher’s program and enrolled in a one-year intensive program. Some lessons focused on general proficiency, including textbook reading, translation and drilling. Most vocabulary learning was done at home and then used and/or tested during lessons. We also had lessons focusing more on translation into Chinese, which were meant to cover the productive aspects of learning, but fell short mostly because of the lack of class time, not because the actual lessons were bad. Since we were around 20 students, there was little one-on-one time with anyone who could actually speak Chinese.
    My decision to continue studying Chinese in Taiwan was mostly a coincidence. My teacher in Sweden forwarded a note about a scholarship, and I applied for it without really expecting either to get it or to continue studying Chinese. When I actually received the scholarship, I had to go. You don’t turn down an offer of studying a language for one year with most costs covered.
    Learning in a classroom is not enough, even if the classroom is located in a Chinese-speaking environment. Most language schools are fairly traditional and stay close to the textbook, focusing a lot on reading and vocabulary. Even though I spoke a lot in class, too (small class size is a blessing), that was far from enough. I limited my use of English to about once per week when I played games with a group of other foreigners. The rest of the time I spent with native friends, language exchange partners and foreign classmates whose Chinese was a lot better than mine. I also practised some sports, such as diving, which meant I got to know native speakers who were far from campus, both literally and metaphorically speaking.
    After that year, I had reached some kind of conversational fluency, but I didn’t think my Chinese was good enough to make a living from. The decision, then, was to stay for another year, which would firmly put me in the advanced category, then go home and continue my teaching education.

    The author decided to accept the scholarship mainly because …

    1)it had always been his dream to visit Taiwan.
    2)his teacher insisted on it.
    3)he wanted to continue studying Chinese.
    4)he did not have to pay for anything.

    Источник: ФИПИ (по данным открытых источников).

  10. Задание 16

    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.
    Attendance requirements
    Studying at university can be very different from school, sixth form or college. Your term time will be different, as will your classes. Whether attendance is mandatory or not will also vary. Your classes will be divided into lectures and seminars. You will also have study sessions and inductions each year. Failure to attend mandatory sessions could have implications on your progression towards your degree, so it is important to understand what is mandatory and what is not.
    Most universities do care about attendance. Universities generally associate good attendance with good academic performance, and therefore strongly encourage students to attend all of their seminars and lectures. Many universities will have an attendance threshold which students must reach. Likewise, module tutors may use a register to log and monitor the attendance of students for each seminar and lecture.
    The real world has attendance requirements, too. If you don’t meet those expectations, you will get penalized. Jobs, for example, have required attendance. If you skip a day of work because you’re not up to it, you will probably face consequences. You have to be actively present to achieve your career goals, you can’t coast through your career like you may in college. College prepares you for the real world, so class attendance benefits your education and your future. That’s why many people think class attendance should be mandatory – to ensure students are engaged in their academic studies.
    But, even without required attendance, it is your job to show up. Tests often reflect lectures, so being in class can help you more easily answer test questions. Most classes use participation to discuss topics in class, which goes beyond just needing to know it for tests. Attendance also makes it easier to work with fellow students and professors, so as to better understand the topics.
    Active participation is not just for jobs and school. It can help you in life as well. Attending class would help emphasize that people need to be active in their role in society. This includes participating in things like elections, community service, and volunteering.
    Most notably, we must pay for the classes we take, so missing a class means we hurt ourselves by wasting money, time, and educational opportunities. Not everyone gets to attend a uni, so why not take advantage of this opportunity?
    On the other hand, if attendance is not required, you can choose whether or not to get out of bed in the morning and make your way to class. I must admit that there are days I may really want to choose not to go to class. But it is required, so I feel as though I have no choice at all. Maybe I feel a cold coming on but can’t make it to a doctor for a sick note, or I had to work extra late at my part-time job the night before. Most frequently I need some extra time to catch up on the overwhelming amount of homework I have been assigned in all of my classes.
    Regardless of the reason, the choice should be mine. I understand that going to class is beneficial in many ways. But burnout is real. Many full-time students work just to make ends meet, and you can’t always predict illnesses well enough to get a university approved absence.
    The requirement to attend classes can negatively affect grades and cause a great deal of stress for students that are under enough stress already. Many students who are not able to attend every single class still deserve a decent grade, and they work very hard to maintain one. We are adults. We are choosing to further our education. Therefore, we should also be given the choice to attend class or not – without it being detrimental to our grades.

    It is implied that attending classes helps you …

    1)get answers to tests beforehand.
    2)pay your education fee faster.
    3)become more involved in the community.
    4)learn about volunteer opportunities.

    Источник: ФИПИ (по данным открытых источников).

  11. Задание 16

    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.
    How a Paris abbey became a science museum
    A trip to Europe without visiting museums would be like a trip to Fiji without visiting a beach. It just seems wrong to ignore such an embarrassment of riches. So when I was in France last year, I dutifully walked through museums, but I soon noticed a strange phenomenon. Every time I think about going to a museum, it seems like a fascinating way to spend an afternoon, but once I get there, I almost always find myself getting very sleepy by the time I get to the second gallery. I try to be enthusiastic … but usually I’m no match for the long halls of display cases.
    There is an exception to this rule, though: science museums. I love inventions and gadgets, getting to know how things work and how people went about solving very difficult problems. I can stay awake in a good science museum indefinitely. So while in Paris, I visited the Conservatory of Arts and Trades. Part of this centuries-old institution is a museum that’s open to the public, and it contains a fascinating variety of objects and exhibits including the original Foucault’s Pendulum.
    The Conservatory is off the beaten path; most English guidebooks don’t even mention it. It does, however, attract a certain number of pilgrims who were fascinated by Umberto Eco’s novel Foucault’s Pendulum, part of which takes place there. In the novel, a secret passage under the floor of the nave connects with the Paris sewers. That isn’t the case in reality, but truth is perhaps more interesting than fiction. There is something under the floor of the nave, a curious part of the building’s long and strange history.
    The foundation for the abbey church of St. Martin of the Fields was laid around 1059, about the time of the Norman conquest. Over the next centuries, numerous additions and renovations were undertaken. All that changed in the French Revolution when under the name of Conservatory of Arts and Trades, it became a depository for machines, models, tools, drawings, descriptions and books in all the areas of the arts and trades. It officially opened in 1802.
    The museum closed for a renovation in 1993, and as part of the process, archaeological excavations were undertaken beneath the floor of the nave. For the entire history of the church, there had been stories that the site on which it stood was once a Merovingian funerary basilica, but this had never been proven. What archaeologists discovered was a large necropolis dating from the 6th or 7th century with about 100 plaster coffins inside. The tales were indeed true.
    When the museum reopened a few years later, it was a typical shiny and up-to-date science museum. But it was decided that their thousands of additional articles should be made available to scholars even when they’re not on exhibit. So they opened a satellite facility in the nearby town of Saint-Denis, where by appointment only qualified researchers can go to examine the rest of the museum’s collection.
    I’ve been to the Conservatory in 2000 and in 2003. As a science museum I found it a sheer delight. The former abbey is only a portion of the museum, and the museum is only a portion of the Conservatory. But all the history of the building and the institution seems to be concentrated in the large nave with its bones beneath and gadgets above. The odd contrast of centuries of monastic simplicity with centuries of technological progress tickles me in a way I can’t easily describe. Perhaps the Pendulum says it best: as a scientific wonder that’s also meditatively simple, it symbolically bridges the illusory divide between technology and spirituality.

    The reason the archaeological excavations started was the need to …

    1)find Merovingian treasures.
    2)solve some construction problems.
    3)strengthen the basement.
    4)prove the story of the site.

    Источник: ФИПИ (по данным открытых источников).

  12. Задание 16

    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.
    Tablets out, imagination in
    In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question – is the futuristic dream of high-tech classrooms really in the best interests of the next generation?
    A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.
    Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.
    Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.
    Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.
    Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.
    It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.
    Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.
    Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

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

    1)enjoy.
    2)ignore.
    3)envy.
    4)inspire.

    Источник: ФИПИ (по данным открытых источников).

  13. Задание 16

    Прочитайте текст и выполните задания 12–18. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.
    Punctuality
    There are few habits as infuriating as someone making us wait. But, despite what may be running through your mind as you’re kept waiting again, it’s unlikely your friends and colleagues are just being selfish or do not care about the time. A look into the causes of lateness (or tardiness) offers a glimpse into a mind that may be malfunctioning.
    Perceptions of unpunctual people are almost always negative. “It is easy to perceive them as disorganised, chaotic, rude and lacking in consideration for others,” says Harriet Mellotte, a behavioural therapist in London. “Outside of my clinical practice, others being late can particularly get under my skin!”
    But, many late people are at least somewhat organised and want to keep friends, family and bosses happy. The punctually-challenged are often excruciatingly aware and ashamed of the damage their lateness could do to their relationships, reputations and careers. Some excuses are fairly universally accepted – an accident or ailment, for example. But others aren’t so easy to swallow. Some late people will pass it off as a symptom of being concerned with loftier matters than time-keeping or having the body clock of a night owl rather than a lark.
    Personality differences could also dictate how we experience the passing of time. Jeff Conte, a psychology professor at San Diego State University, ran a study in which he separated participants into Type A people (ambitious, competitive) and Type B (creative, reflective, explorative). He asked them to judge, without clocks, how long it took for one minute to elapse. Type A people felt a minute had gone by when roughly 58 seconds had passed. Type B participants felt a minute had gone by after 77 seconds. “Being consistently late might not be your fault. It could be your type. The punctually-challenged often share personality characteristics such as optimism, low levels of self-control, anxiety”, he says.
    Dr Linda Sapadin, a psychologist from New York, says some persistent lateness comes from “an obsessive thinking problem”. The procrastinator focuses on a fear attached to the event or deadline for which they are running late. Rather than figuring out how to get beyond the fear, the fear becomes the excuse – usually expressed with a ‘but’ statement. For instance, you might tell yourself, “I wanted to be on time for that event but I couldn’t decide what to wear; I started to write an article but I was afraid my colleagues would find it not good enough,” she explains. “Whatever comes after the ‘but’ is what counts,” says Sapadin. She suggests changing the word ‘but’ to ‘and’. ‘But’ denotes opposition and blockage; ‘And’ denotes connection and resolution, she explains, so “the task becomes less frightening.”
    Dr Sapadin started on her path to punctuality by identifying and adapting the very thing that seemed to always make her late. “Instead of getting angry or upset because a friend or a loved one is always late, you can take a stand and set boundaries,” she says. “Talk about what you will do if the other person isn’t on time. Tell your late friend you’ll go into the movie without them if they’re more than ten minutes late. Tell that colleague who never turns his part of the project in on time that it just won’t be included next time – and the boss will know about it.”
    For me, a turning point came when a good friend drew her line in the sand. I was an hour late for a run in our local park. “That was it,” she said. “The truth is, I’m not going to make any more plans with you.” And so she set in motion the best thing for me: she put an end to my perpetual lateness.

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

    1)make the excuses more correct.
    2)explain more clearly why they were late.
    3)make them try harder coping with their problems.
    4)help them appear less rude.

    Источник: ФИПИ (по данным открытых источников).

  14. Задание 16

    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.
    Video games are good for you
    Video games are a very intrinsic part of most kids’ lives. They’re now more accessible than ever, from e-sports tournaments on television, to mobile games on our smartphones. For parents, there will always be that dilemma over how much access we give our children to video games. To help get to the bottom of this issue, we’ve looked at some of the more recent scientific research. Here’s a brief synopsis of what we found, followed by details on the science behind this statement.
    Studies conducted recently have proven that gaming has the ability to improve the quality of life for the mentally ill and disabled. They revealed that playing different video games increases grey matter, or the size of your brain. Games also streamline both learned and instinctive skills. Simply put, gaming impacts the parts of the brain responsible for spatial orientation, fine motor skills – which constitute the ability to make tiny movements – and memory.
    For one study, researchers selected two groups of adults. One group was asked to play Super Mario 64 for half an hour a day over the course of two months. The other group played no video games at all. A direct link was made between gaming and an increase in brain size. This led the researchers to conclude that people afflicted with mental disabilities who’ve had areas of their brains shrink could benefit from playing video games.
    Video games can teach kids real-world problem-solving skills, as well as how to strategize. Open-ended, world-building games give gamers an opportunity to sharpen their problem-solving skills on a larger and more impactful scale. Players lay out and construct their city, and then have to plan ahead for different events. It teaches planning and resource management, beneficial for both kids and older players.
    A study from University College London reported that certain games can increase players’ cognitive flexibility. Scientists describe this ability to be one of the cornerstones of human intelligence. Researchers discovered participants who played real-time strategy games for 40 hours over two months’ time made noticeable gains in their performance on tests. They completed various tasks with increased speed and more accuracy, as well.
    We have established how video games could be beneficial for the mind, but what about the body? You might not think of video games as being a physical activity. After all, it’s common to associate gaming with your kids sitting on the couch or in a computer chair for long periods of time. This doesn’t have to be the case.
    A 2013 study looked at surgeons playing games on a gaming console. Gaming was found to help with precise muscle movements, as well as the surgeons’ hand-eye coordination. Both of these are essential skills in their field.
    Dr. Debbie Rand, of Tel-Aviv University, conducted a study designed to find a more effective and affordable way to help patients regain their movement and speech after having a stroke. They were then broken into two groups. The first group used traditional rehab exercises, while the second played video games. Both groups showed improvement in certain areas, such as regaining strength in their grip. The group which played video games continued to improve their hand strength after the treatment was over.
    There is evidence to suggest that video games are good for you, both mentally and physically. The stereotypes around gaming are starting to fall away as a result. As they do so, more and more people have opened themselves up to the benefits gaming has to offer. As with anything else though, the best way to maintain those benefits is through playing in moderation, particularly when it comes to children.

    Which statement about video games is FALSE, according to the text?

    1)Different games can be beneficial.
    2)The skills gained are useless in life.
    3)Playing games prompts mental agility.
    4)Players develop their inborn skills.

    Источник: ФИПИ (по данным открытых источников).

  15. Задание 16

    Прочитайте текст и выполните задания 12–18. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.
    Change your food choice
    While recycling and refillable water bottles were once the most popular fad among the environmentally conscious, there is now a more pressing matter for humans to turn their attention to in order to slow global climate change: the animal industry.
    When you navigate to the university website on campus sustainability, you find a list of all of the ways the University is making an effort to “go green”.
    A plan to increase levels of recycling on campus? Great! Printers that reduce paper waste? Fantastic! A garden to collect excess rainwater? Amazing! Let’s go one step farther.
    If we’re not actively educating students about the immense ways our food choices influence the environment, then we’re not doing enough to really serve the causes we claim to support. It’s not only about giving students the option to eat less meat but telling them how these choices can influence the future of the environment and create sustainable change. The question of whether eating meat is bad for the environment is not a question anymore. And the issue isn’t that people are unwilling to try more plant-based foods or unaware of the perils the environment is currently in, but rather, it’s that people aren’t aware of the effects their demand for meat has on the earth.
    Lean and Green, a student initiative that strives to promote sustainability on campus through environmentally friendly and healthy diet choices, conducted a study that showed students don’t fully understand the impact their eating habits have on the environment.
    The livestock industry of chickens, cows and pigs produces more greenhouse gas emissions that all cars and trucks combined, according to Greenpeace. So as we eat more meat, the demand for meat likewise goes up and increases those gases. But when we eat more meat alternatives instead, like nuts or tofu, we can make a big difference. According to Walter, if a person went vegetarian for a year, they would produce three times less carbon than if they were to purchase a hybrid car.
    And interestingly, more than 92 percent of responders said they would like to see more plant-based foods in the university dining halls. So it’s clear that students are willing to eat less meat and explore more veggie-friendly options. But what’s not clear for students is why these options are imperative for making choices that help our planet.
    With the student population of about 34,000, the University has the capability to make significant changes for the future of the environment. Give the students want they want – which is more diverse plant-based options – but also tell them why they should want it. Informing students about why these options are environmentally favorable can only inspire students to choose them more often. Posters throughout the dining halls, informational email campaigns, programs in residence halls and even financial incentives can help inform students and shape their knowledge and decision-making.
    In conjunction with offering more vegetarian options, letting non-vegetarian students know about the sustainable benefits that come from choosing these foods can encourage them to eat them more often.
    The animal industry is only going to grow if people keep eating meat. If our university wants to have an impact and keep up its reputation as environmentally conscious, it should ensure its students know how they can do their part to help the earth.

    The author used the Greenpeace data to show that …

    1)the animal industry harms the environment greatly.
    2)transport is the main source of greenhouse gases production.
    3)hybrid cars can reduce greenhouse gas emissions.
    4)vegetarian food is much healthier for a person.

    Источник: ФИПИ (по данным открытых источников).

  16. Задание 16

    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.
    Gap year
    Once only a common occurrence in Europe, embarking on a year-long break, or gap year, before starting college has become almost mainstream in the U.S. Even former presidents’ children took a year off before attending university. And now college graduates are increasingly taking a gap year before graduate school.
    By the time students graduate from college, they may have been going to school for some 20 years. The idea of charging right into another two to seven (or more) years of academia, depending on a student’s post-graduate goals, can be daunting. Educational burnout is a real possibility for some. A gap year allows students to take a breather – to rest, recharge, refresh, reinvigorate and reflect on the next step in life.
    “It’s a very American mindset to keep going and going and going,” says Yulia Fires, a founder of a consulting firm that provides support for students taking a gap year. “I call it the ‘conveyor-belt mindset’ of kindergarten through high school, into college, into grad school, then you get a career, and then you retire … We are obsessed, as a culture, with productivity. People need to be more deliberate with their choices, and a gap year offers that time for deep reflection, and also for deliberate action to inform their grad school choices.”
    No longer are the only options graduate school or a job. The gap year offers a third, just-as-productive option, which can include travel, volunteering, internships, experiential learning opportunities, or working professionally to gain experience in one’s chosen field. The possibilities are endless. “The magic of a gap year is in trying different things and awakening interests or skills that may have stayed dormant in your college years,” Fires says.
    While little official data has been kept on gap years, especially pre-grad school, the Gap Year Association says gap years are increasing in popularity in the U.S., as evidenced by a booming industry of gap year programs.
    This organization also conducted the first-ever nationwide study on the effects of a gap year experience. While the survey was of students who had participated in a gap year before starting college, some of the data can be applied to pre-grad-school “gappers” – especially regarding the motivation for taking a gap year. Of the gappers surveyed, 92 percent cited a desire to gain life experience and personal growth; 85 percent wanted to travel, see the world, and experience other cultures; and 81 percent wanted a break from the traditional academic track.
    “Put it in this perspective. You’re 22 years old. What is a year in the grand scheme of your life, and for the purpose of discovery and maybe a little adventure or education?” Fires says. “When you survey people who have done it, they say they wouldn’t give it back for the world.”
    To get the most out of a gap year, planning ahead is key. Students should figure out what they want to do, where they want to go, what goals they hope to achieve and how much they are able to spend – and then establish a timeline with a firm end date.
    Whether the year will include travel, volunteering, a job, or time for quiet self-improvement, students can opt to participate in structured programs, or tailor their own self-directed year. While there is no right or wrong way to take a gap year, it is important that students remain engaged and spend that time doing something that will further their personal, academic or professional development. In my opinion, people deserve to take some time out to pursue other interests tangential to their career path and just good for their mental well-being.

    Which is NOT true about official information on gap years?

    1)After-college gappers’ motives differ from those before college.
    2)Having a gap year is becoming more wide-spread in the U.S.
    3)There is a lack of information about gap years between degrees.
    4)The influence of taking a gap year has been researched.

    Источник: ФИПИ (по данным открытых источников).

  17. Задание 16

    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.
    Video games as social spaces
    I imagine most parents of gamers have hollered to their children to stop playing games and be with people. Their children seem totally secluded, sitting all alone, and staring blankly at a screen for hours at a time. Children need to talk to each other, to have conversations, to get out into the world. That’s how we make friends, parents assert. I often hear parents say that video games don’t count as healthy communication; their kids aren’t talking about anything real when they play, they’re just talking about the game or yelling at one another.
    Two researchers studied exactly this in 2006. They looked at over 5,800 messages sent while playing an online multiplayer game and examined whether these messages were socio-emotional or task-oriented. Socio-emotional messages are ones which help players connect with one another, such as “Thanks for the help,” and “Wow, that was funny.” Task-oriented messages are focused on the game itself, such as “How do you open this door?”
    They found that there were more than 3.2 times as many socio-emotional messages as task-oriented ones. Additionally, these emotion-based messages were over 2.6 times more likely to be positive than negative. That means that, contrary to parents’ fears, the vast majority of the messages people sent while playing were used to interact with others in a positive way. Although the method of communication is different, the messages sent and connections built are the same.
    Even if players were to only spend time talking about the game itself, games would still be a great way to bond with other people. Lots of families have weekly “game nights” in which they play board games to spend time with one another. I spent a few hours playing card games with my family last week and, even though most of the conversation was centered on the games themselves, it was undeniably a bonding experience.
    Many teens go to each other’s homes to play video games in the same room. Shared experiences like these are so good at helping people connect that some therapists even use tabletop games as group therapy. In fact, research has shown that many people who meet while playing games online do end up spending time with those people.
    There is also evidence to suggest that video games can be safe places to experiment with social interactions for vulnerable people, such as the ones with autism spectrum disorders or those with social anxiety. Video games and other online spaces are “safe” for these individuals because they allow people to communicate when they want to, with little or no pressure to respond and without requiring them to be in the same physical space with others.
    Successful conversations require a wide variety of skills that many take for granted, such as reading body language, understanding tone of voice, maintaining eye contact, and rapidly responding to information. Online video games can allow players to talk to others and make friends at their current ability level, even when they are not emotionally or physically able to leave their homes. This can help build the skills and confidence necessary to try it in person.
    Children and teens are spending more and more time playing video games online with their friends. For most, this is a positive experience, allowing them to communicate with others even when they are unable to physically be with them. This unconventional method of communication is helpful in fostering connections while building the skills and confidence necessary to interact face-to-face. Video games are a large part of the lives of young people and should be recognized as a source of social support.

    Which benefit of playing video games is NOT mentioned in the text?

    1)It lays the ground for live conversations.
    2)It provides equal opportunities for players to contribute.
    3)It allows communication at a distance.
    4)It provides a secure interactive environment.

    Источник: ФИПИ (по данным открытых источников).

  18. Задание 16

    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.
    What are soft skills?
    Every career has a job description. Employers like to make clear the experience, education and skills they are looking for in an employee, so they can ensure a good fit. But in addition to “hard skills” that come from your education and work experience, employers want to know if you have the personality and character it takes to do well in the workplace and in your specific role. These less-technical skills are called “soft skills”.
    Unlike other parts of your job duties, soft skills are traits that aren’t trained. They are interpersonal skills like communication, empathy, collaboration, problem solving and conflict resolution. These skills are all essential for employees in any organization. We all work with people in a variety of ways, and teams are the norm in almost every company. Hiring professionals and supervisors need to know you will get along with, support and effectively connect and collaborate with co-workers to complete tasks.
    Simply put, hard skills may get you an interview, but soft skills can help you get the job and keep it. The soft skills that set you apart from others may also lead to future incentives or promotions.
    Soft skills are an excellent way for you to differentiate yourself in a job search. If your technical skill is on a par with other candidates, your ability to communicate and build a connection with hiring managers can be the decisive factor.
    You’re probably wondering which soft skills will set you apart from other applicants. Most hiring managers agree that communication skills are at the top of their list. While you don’t have to be an amazing speech-deliverer, employers want to know that you can handle disagreements, portray ideas in presentations or conversations and write coherently.
    Conflict resolution and collaboration are other key areas hiring managers value. But don’t be fooled – working well with others isn’t just about keeping a calm office. The ability to develop relationships that benefit both parties is a big part of becoming an influential and effective employee. While it is true that many of these traits are ingrained, don’t worry too much if these don’t come naturally to you. There are plenty of ways to learn and grow as you prepare for a job.
    Showing your soft skills isn’t impossible, it just takes a little work. Not only do you have to emphasize your soft skills in interviews but share specific examples to illustrate how you apply them in your life and on the job. You can recall times when you worked on a team project where members had conflicting views and share how you handled it.
    Were you the leader who made sure all voices were heard, and then helped mediate and resolve the conflict? Maybe you were one of the team and you took the role of helping evaluate each view and coming to consensus. Maybe you were the one to support the person whose idea was not used but was successful afterwards. These are all examples that can be highly relevant to employers making hiring decisions.
    When it comes to your résumé, leveraging your soft skills may sound tricky, but it doesn’t have to be. In fact, how you communicate on your resume and cover letter are great examples of your soft skills. Start by making sure your résumé and cover letter are typo-free and grammatically sound. Remember to show, and not just tell. Saying you’re an excellent communicator has much less impact than giving concrete examples of times where your communication ability was excellent. Anyone can say they are amazing. It’s up to you to prove it.

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

    1)resolving a disagreement in teamwork.
    2)speaking about your skills at an interview.
    3)inability to demonstrate your skills.
    4)having an opinion different from others.

    Источник: ФИПИ (по данным открытых источников).

  19. Задание 16

    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.
    Will online education replace classroom education anytime soon?
    Over the last decade, the number of people taking online courses and using technology as a tool to enhance their education has increased dramatically. You can now master a foreign language or complete a whole degree without leaving the comfort of your sofa. You can decide not only when you want to learn but also how you want to learn. Meanwhile, the range of technology used inside the classroom has also boomed, with the rise of smartboards, digital textbooks and, most notably, the tools offered on the Internet. But what does this mean for teachers? While many teachers are excited by technology, others are concerned by its rapid development. They wonder whether they themselves could be replaced.
    Technology gives us abundant opportunities. In a geography lesson, we can now transport students to explore another country. In an English class, we can take them back in time to experience Shakespeare’s plays as they were performed during his lifetime. Students are able to watch videos at home that explain how to use algebra, or allow them to see first-hand the life cycle of a plant. Technology doesn’t discriminate based on a student’s ability or skill. It provides an opportunity to engage students using a medium that they recognise. Technology is growing not just within our classrooms but also in our everyday lives, so it is natural that we should increasingly incorporate it into classrooms.
    Crucially, the use of technology in the classroom doesn’t lessen the need for great teachers. In fact, it is great teachers who make using technology so significant in students’ education. Whilst technology is able to take on a whole host of tasks, it does have its shortcomings. The most prominent drawback is its inability to interact with humans. Technology can facilitate the learning process. However, it cannot replace the role of the teacher. Computers do not teach children to question, to discriminate among sources of information, to weigh perspectives. They do not explain how to think about consequences, to bring contextual meaning to a situation, to be creative, or to make careful judgments. Without a great teacher, technology merely becomes an automated tool and stops inspiring and engaging students. Ultimately, it isn’t about teachers being replaced by technology but how teachers can adapt to incorporate technology in their lessons.
    As much innovation as the iPad may bring to the classroom, it is not going to replace a teacher anytime soon. In fact, the influx of technology like iPads means there is a greater need for teachers. We need teachers who are part early adopter, part integrator, and part mad scientist. The modern teacher must be willing to take chances and able to figure out not just how technology works, but how it works for each student, and where its use is most appropriate.
    The question of whether technology will replace teachers is an age-old debate and one that is likely to continue as technology evolves further. In the same way that the calculator didn’t displace maths teachers, technology will continue aiding teachers to educate well-rounded and engaged students. As our Hugo Wernhoff notes, “We’re not only in it to offer flexibility in time and place for students, or lower costs for providers. Our main ambition is instead to deliver better learning.” Technology can only assist in delivering better learning when it is used by a great teacher. Students will always benefit from the guidance and instruction of a teacher at the front of a classroom.

    Which advantage of human teachers over technology is NOT mentioned in Paragraph 3?

    1)Development of critical thinking skills.
    2)Awareness of students’ personal characteristics.
    3)Student involvement and motivation.
    4)Communication and interaction.

    Источник: ФИПИ (по данным открытых источников).

  20. Задание 16

    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.
    What it is really like to travel alone
    My wanderlust started with a Billy Joel song. Yes, some might say it is unwise to visit a city just because of a catchy tune. But that was how I made my way to Austria with only good old Billy as my travel buddy.
    In college, I took part in a spring work/study program in London. And while I loved the U.K. and my job working for a health website, what excited me most was the opportunity to travel. I spent my weekends visiting cafés in Barcelona with my roommates, and admiring Edinburgh accompanied by friends. But no one wanted to stay and explore Europe more extensively after our sixteen weeks were up. So, I decided to do it alone.
    I did not set out wanting to travel by myself. It is something that young women are discouraged from doing. My own mother was desperate to talk me out of the idea. “It’s dangerous for girls to travel by themselves,” she would warn me every time we spoke. I insisted that I knew women my age who had done it, and that I would be fine. My friends back home were skeptical, too. “Wait, no one’s going with you?” they would ask. No doubt they wondered who would be taking photos of me for my posts on the Internet.
    But after convincing them that just because I am a Millennial woman does not mean I have to be constantly surrounded by a team, I had to convince myself to believe it. The night before my departure I was terrified. While everyone else was flying back to the States, I would be on the Chunnel to Paris to start my two-week trip alone. The thought was disabling. I have always been a person who recharges with alone time, but this suddenly seemed like too much to take on, especially in unfamiliar places.
    The journey was liberating. While I was nervous that my first meal alone would be awkward, I was not tempted by the idea of eating takeout in my hostel room, either. So, I faced the fear. I slipped on my formal (albeit a bit wrinkled) jacket, channeled my inner Cool French Girl, and stepped out into the cool spring air of the Montmartre quarter. I was going to dinner.
    It ended up being one of the most memorable dining experiences of my life. I savored the otherworldly steak frites for which the restaurant is famous, observed the elegant Parisian women adorned in their Saturday evening pearls, and even ordered in the language of love. I enjoyed my glass of freshly squeezed orange juice, and devoured a plate of the most delicious eclairs in the entire City of Light. I had no fear of judgment by others, since no one knew me, nor did I know anyone.
    This freedom ended up being one of the most enjoyable aspects of my trip, and for once, that did not mean feeling guilty. I spent hours riding on a water bus in Venice. I decided not to climb the Duomo in Florence because it just seemed like too many stairs. I read for hours in the lush gardens of the Schönbrunn Palace in Vienna. Though the trip was not without its uncomfortable moments, of course, my solo trip was not a mistake – for sure.
    I spent the final hours of my trip wandering around the gorgeous, pastel façade-lined streets of Vienna. About fifteen minutes prior to leaving, I pulled out my iPod and listened to “Vienna.” After the familiar piano trills, Billy’s familiar voice flooded in: “Slow down you crazy child,” he sang. “You’re so ambitious for a juvenile.” I began to cry – partially from exhaustion, perhaps, but mostly because the moment felt intensely profound. Here I was, in a city I had always escaped to in my mind through Billy’s song, closing out the most incredible experience of my life. A little crazy, a little ambitious. All me.

    This freedom in Paragraph 7 (“This freedom ended up being one of the most enjoyable aspects of my trip …”) refers to …

    1)not recognizing anyone.
    2)going out.
    3)eating what you want.
    4)not being judged by others.

    Источник: ФИПИ (по данным открытых источников).

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Проверено . Источники: ФИПИ — открытый банк заданий ЕГЭ · ФИПИ — спецификации и демоверсии ЕГЭ. Официальные решения публикуют Рособрнадзор, ФИПИ и Минпросвещения — при расхождении верны они.