Ege in English early stage. Instructions for completing tasks. Explanations for the demo version of the oral part
Option No. 510277
USE - 2017. Early wave in English
When completing tasks with a short answer, enter in the answer field the number that corresponds to the number of the correct answer, or a number, a word, a sequence of letters (words) or numbers. The answer should be written without spaces or any additional characters. To complete tasks 1, 2, listen to the audio recording and write down the correct sequence of numbers. For tasks 3-9, listen to the interview and choose one of the three answers. In task 10, match texts A-G with headings 1-8. There is one extra heading in the assignment. In task 11, read the text and fill in the gaps A-F with parts of the sentences marked with numbers 1-7. One of the parts in the list 1-7 is extra. Read the text and complete tasks 12-18. In each task, write down the number 1, 2, 3 or 4 in the answer field, corresponding to the answer you have chosen.
When completing tasks 19-25, if necessary, transform the words printed in capital letters so that they grammatically correspond to the content of the texts. Write down answers without spaces, commas and other additional characters; do not copy the answer words from the browser, enter them by typing from the keyboard. When completing assignments 26-31, form single-root words from words printed in capital letters so that they correspond grammatically and lexically to the content of the text. Write down answers without spaces, commas and other additional characters; do not copy the answer words from the browser, enter them by typing from the keyboard. Read the text with gaps marked 32-38. Write in the answer field the number 1, 2, 3 or 4 corresponding to the answer you have chosen.
If the option is set by the teacher, you can enter or upload answers to the tasks with a detailed answer into the system. The teacher will see the results of the short answer assignments and will be able to grade the uploaded answers to the long answer assignments. The points given by the teacher will be displayed in your statistics.
Version for printing and copying in MS Word
You will hear 6 statements. Match the statements of each speaker A-F with the statements given in list 1-7. Use each statement, indicated by the corresponding number, only once. There is one extra statement in the assignment. You will hear the recording twice.
1. A uniform makes the school a better organized place.
2. Uniforms help improve the discipline at schools.
3. Uniforms can help prevent crimes at school.
4. Uniforms will not make life at school better.
5. Uniforms can teach students how to behave professionally.
6. Getting used to uniforms is good for a future career.
7. Uniforms make students focus more on their learning.
| Speaking | A | B | C | D | E | F |
| Statement |
Answer:
You will hear dialogue. Determine which of the following statements A–G correspond to the content of the text (1-True) which do not match (2 - False) and what the text does not say, that is, on the basis of the text, neither a positive nor a negative answer can be given (3 - Not stated). Enter the number of your choice of answer in the table. You will hear the recording twice.
Use the player to listen to the recording.
A. Jake succeeded in his school-leaving exams.
B. Jake has an elder brother.
C. Jake wants to teach the subject Miss Clark teaches.
D. Miss Clark is surprised with Jake's career choice.
E. Jake doesn't believe in the abilities of every student.
F. Miss Clark thinks Jake's made the right choice.
G. Miss Clark isn't happy to hear Jake's words.
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | C | D | E | F | G |
Answer:
Use the player to listen to the recording.
What do we learn about Alice at the beginning of the interview?
1) She has an Academy award already.
2) She's 18 years old.
3) She was born in Brazil.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Which of the following is TRUE about Alice's family?
1) She takes part in a business with her family.
2) All of her relatives live in São Paolo.
3) Many of her relatives work in show business.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What made Alice want to become an actress?
1) A theater play she once saw.
2) Her school in São Paolo.
3) Glossy magazines about stars.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Which is TRUE about Alice's current project?
1) Her character is very beautiful.
2) Her part isn't in English.
3) Her friend offered her the role.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Why did Alice sign up for Queen of the South?
1) Because of the film director.
2) Because of the role she had to play.
3) Because she had written the book.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What does Alice's acting coach help her with?
1) Getting to know the character.
2) Memorizing the lines.
3) Suggesting ideas about costumes.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What does Alice say about having to act in English?
1) It's easier when she spends a long time working on it.
2) It's no problem for her anymore.
3) It makes her translate all the time.
Answer:
Match texts A-G and headings 1-8 . Record your answers in a table. Use every number just one time. There is one extra heading in the assignment.
1. Reasons to be afraid
2. Fight your fear
3. A place of wonders
4. How to say thank you
5. Visiting for wild life and animals
6. Learn to be grateful
7. It's never too late to learn
8. Reading non-verbal language
A. Nowadays when it’s all too easy to send an email or text, the best way to show that you are grateful to somebody is to actually mail a hand-written card. The person who gets it will know you took the extra time and thought to write a card and put it in the mail with a nice stamp. That person will appreciate your efforts much more. Plus, you'll get the added bonus of feeling grateful a little longer than usual as you write out each note and wait for it to arrive.
b. Music is a noble passion, and people who can play a musical instrument have always been seen as intelligent people. Learning how to play a musical instrument is far more efficient if you do it in childhood. However, there are millions of adults who learn to enjoy music throughout their lives. Moreover, they don’t focus on just one instrument, but specialize in two or even more, if they have the time and the necessary ambition.
C. Millions of people avoid air travel each year because of their fear of flying. The fear of accidents happening is probably the most common fear among air travelers. It is an understandable fear, since there have been many aviation accidents throughout history. Some people may have a fear that the plane has some type of malfunction or breakdown, while others may have a fear that the weather or turbulance will affect the plane.
D. Try to understand that being scared is just an illusion that makes you limited and miserable. Take control of your mind and don't let your imagination create frightening pictures in your head. If you cannot deal with it, you should make attempts to leave your comfort zone. Choose things and activities you are afraid of and meet your worries face to face, because it is impossible to run away from them. Just face your troubles no matter how powerful they may seem.
E. When you get chronically bored with something, your mind gets used to seeing the world negatively. It is necessary to break the chain of negative thoughts and train your mind to notice the best. Just write down 5 things you are thankful for. This way, your mind will change for the better in a while. The thankfulness will open your eyes to the beauty of the world around you and will help you to focus on positive moments in your life.
F. If you go to Ireland, go to isolated distant places in the country, talk to the locals and they will tell you the stories about the mythical Irish place, called the Otherworld. They believe that it is the land of paradise and happiness. In Irish poetry and tales, it is described as a series of islands near Ireland where the various fairytale creatures lived. Also the Otherworld seemed to be able to move from one location to another.
G. Many people can understand the nature of character without talking to the person they are interested in. The gestures and postures usually reflect the mood and the level of the person's confidence. It's easy to notice a highly confident person even in a big group of people. They stand in one place without constant moving from place to place, and they always make eye contact with the person they are talking to.
Answer:
Read the text and fill in the gaps A-F parts of sentences marked with numbers 1-7 . One of the parts in the list 1-7 is extra. Enter the numbers indicating the corresponding parts of the sentences in the table.
Peter and Paul Fortress
The Peter and Paul Fortress in St. Petersburg, located on small Hare Island, is the historic core of the city. The history of St. Petersburg begins with the history of the fortress.
Since 1700 Russia had been fighting the Northern War against Sweden. By 1703 the lands by the Neva River were conquered. To protect them from the attacks of the Swedes it was necessary to build a strong outpost here. The fortress was founded on Hare Island 16 (27) May, 1703 by joint plan of Peter I and French engineer Joseph-Gaspard Lambert de Guerin. This day is well known A_______________________.
The fortress stretches from west to east with six bastions B_______________________. The Peter's Gate on the east side, C_____________________, has remained since the time of Peter I. The Peter and Paul Cathedral, D______________________________ emperors and the monument of Russian baroque, was completed after the death of the emperor, in 1733. The weathervane as a golden angel with a cross, E_______________________, is one of the main symbols of the city. On the opposite side of the cathedral, there is the Mint building, constructed in the time of Paul I by architect A. Porto. Coinage was moved to the fortress F_______________________ in the time of Peter I. The Peter and Paul Fortress has never directly participated in any fighting. From the very beginning of its existence it was used as a political prison. Since 1924 the Peter and Paul Fortress has been a part of the Museum of the History of St. Petersburg.
1. as the day of the birth of St. Petersburg
2. which was designed by D. Trezzini
3. which was the burial place of Russian
4. and reminding of the rich history of the city
5. as the most protected part of the city
6. which is located on the spire of the cathedral
7. that are located at the corners
Answer:
At the beginning of the article the author reminds that the new media technologies …
1) turn our attention off morals.
2) used to frighten the majority of people.
3) improve human brainpower.
4) could make people less intelligent.
mind over mass media
Answer:
What has life proved about electronic technologies according to the author?
1) Scientists can't do without them.
2) They could increase the crime level.
3) They don't disrupt brainwork.
4) Television influences intelligence.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
According to the author, the arguments of the critics of new media make neuroscientists feel …
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
What does the example of Woody Allen’s reading of “War and Peace” illustrate?
1) Scientific research of brain supports critics of new media.
2) Technology hardly influences the way brain deals with information.
3) Experience with technology is significant for intellectual abilities.
4) Speed-reading programs improve information-processing.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
The phrasal verb “takes on” in “Media critics write as if the brain takes on the qualities …” (paragraph 6) is closest in meaning to …
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
Which negative effect of information flood does the author recognize?
1) Inefficient access to data.
2) Lack of self-control.
3) Continuous distraction.
4) Shallow mindfulness.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
« CHOOSE» so that it grammatically matches the content of the text. Did you know?
Here are some interesting facts about Australia. Canberra __________________ as the capital because Sydney and Melbourne could not stop arguing which city should be the capital of Australia.
Answer:
Transform, if necessary, the word IT so that it grammatically corresponds to the content of the text.
The sports capital of the world has 70 percent of __________________ total population participating at least once a week in a particular recreational activity or sport.
Answer:
Transform, if necessary, the word ORGANIZE
80% of Australians believe Australia has a strong culture and identity characterized by honesty, sports and multiculturalism based on research __________________ by the Australia Day Council of NSW in 2008.
Answer:
SEEso that it grammatically corresponds to the content of the text. The wolf and the goat
A hungry wolf was out searching for a meal. He
A goat feeding on grass on top of a high cliff. The wolf wished to get the goat to climb down from the rock and into his grasp and he called out to her.
Answer:
Transform, if necessary, the wordGREENso that it grammatically corresponds to the content of the text.
“Excuse me, dear Goat,” he said in a friendly voice, “It is very dangerous for you to be at such a height. Do come down before you injure yourself. Besides, the grass is much __________________ down here. Take my advice, and please come down from that high cliff.”
Answer:
Transform, if necessary, the wordNOT CAREso that it grammatically corresponds to the content of the text.
But the goat knew too well of the wolf's intent. “You __________________ if I eat good grass or bad.
Answer:
Transform, if necessary, the word EATso that it grammatically corresponds to the content of the text.
What do you care about is __________________ me.”
Answer:
Form from the wordCOMPETE
Texas Rodeo
The rodeo is a really exciting event. It is a thrilling __________________ between cowboys from all over the country.
Answer:
Answer:
Form from the wordVISITone-root word so that it grammatically and lexically corresponds to the content of the text.
The rodeo is a spectacular sight. If a __________________ has a place in the first row of the arena, he or she may even be sprinkled with sand by the passing horses.
Answer:
Form from the word PERFORM single-root word so that it grammatically and lexically matches the content of the text.
The __________________ usually starts with an opening ceremony by horsemen dressed in bright colors and carrying flags.
Answer:
Form from the wordCONSTANTone-root word so that it grammatically and lexically corresponds to the content of the text.
All through the show the master of the ceremony __________________ jokes with special clowns.
Answer:
Form from the wordPOSSIBLEone-root word so that it grammatically and lexically corresponds to the content of the text.
A rodeo in Texas is certainly an exciting experience which is practically __________________ for a tourist to forget.
Answer:
Insert missing word:
How to become a good leader
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
You have received a letter from your English-speaking pen-friend Nancy who writes:
… We had an awful summer this year. What was the weather like in the place where you spent your summer this year? What do you do on rainy days in summer? What is your favorite season and why?
Our history class this year is just fantastic! ...
Write a letter to Nancy.
Answer her questions
Ask 3 questions about the way her room looks now
Write 100–140 words.
Remember the rules of letter writing.
Choose only ONE of the two proposed statements and express your opinion on the proposed problem according to this plan.
Comment on one of the following statements.
1. Space exploration was the greatest achievement of the 20th century.
2. Some people believe that English should be the only foreign language taught at our schools. Others think that German, French and Spanish should continue.
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
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.
| A tree is a woody plant of a big size, usually over 20 feethigh. It grows with a single trunk with branches on the upper part. The parts of a tree are the leaves and needles, buds, cones and flowers, branches and twigs, a trunk or a stem and roots. The world's tallest tree is located in California, the USA. The world's oldest tree is also in California. It is more than 4600 years old. Trees have many important functions. For example, they help prevent erosion. They also provide building materials. Many trees are grown by people because of their edible fruits and nuts. Without trees it would be difficult for people to breathe. Trees keep our air supply fresh. They take in harmful gases and produce oxygen. In fact, this is the way trees and other plants make their food. One large tree can provide a day's oxygen for up to four people. |
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
Study the advertisement. Make your life easier with our new kitchen unit!
You are considering joining the Chess Club and now you'd like to get more information. In 1.5 minutes you are to ask five direct questions to find out about the following:
2) training courses
3) fee membership
5) getting to the place
You have 20 seconds to ask each question.
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
These are photos from your photo album. Choose one photo to describe to your friend.
You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:
Where and when the photo was taken
What/who is in the photo
What is happening
Why do you keep the photo in your album
Why did you decide to show the picture to your friend
First, we independently perform auditing for 2017.
- A uniform makes the school a better organized place.
- Uniforms help improve the discipline at schools.
- Uniforms can help prevent crimes at school.
- Uniforms will not make life at school better.
- Uniforms can teach students how to behave professionally.
- Getting used to uniforms is good for a future career.
- Uniforms make students focus more on their learning.
My comments on assignment No. 1 - Listening - Early Unified State Examination in English - 2017
The verdict is final and not subject to appeal. A disgusting assignment.
The student who took the exam and posted the answers on the Internet made 1 mistake.
Her answers to the early exam in 2017. the following are 341576.
So one answer is wrong. I am sure that the error is in the text C - instead of the number “1”, you should most likely choose “2”.
My answers matched those of the student and I would have received 5 points out of 6 (read below how I “calculated” the correct 2 answers in the most controversial texts D and F).
More than 90% of teachers with experience in preparing for the Unified State Examination chose the following answers: 341675, which means that they made 3 mistakes out of 6, and would have received 3 points for the basic level task. Unrealistic, right?
The reason is a disgustingly designed assignment, proving that the USE exam is still the same lottery. The headlines are very illiterate, they have the strongest word overlaps. I suggest you check it out for yourself.
First pair of overlays:
1. A uniform makes the school a better organized
place.
2. Uniforms help improve the discipline
at schools.
Second pair of overlays:
5. Uniforms can teach students how to behave professionally .
6.Getting used to uniforms is good for a future career .
Do you want to know how I calculated the last pair correctly?
Easily! For the first time in my life, I decided to drop all deep analysis, and when I heard the words from 'FUTURE CAREER' 6, I knew that this was our key! I don't care that it's exactly the same as the title. Some kind of hook. And that was the correct answer.
Not logical, right? (First they say - think and do not rush to similar phrases, but in reality - the opposite is true).
Detailed analysis of task No. 1 on the early exam
– English – 2017
Let's see what sentences can be used to understand which heading goes where. So, the correct answers to the early exam in English - listening No. 1
342576
Key words in headings are in capital letters
Speaker A – Uniforms can help prevent CRIMES at school.
I honestly support school uniforms and let me explain why. I think one of the problems our current generation is facing is that they are all influenced by gang culture
. It is the root cause of numerous evils at schools, and many people from my school are members in the so-called school gangs
. With uniforms, I believe, there are not so many chances for conflicts and violence
. Besides, it creates a healthy team culture and harmony on campus.
*By the way, the first time I listened, I didn't understand the word GANG at all. It's great that the guy said it again, plus the words conflicts and violence convinced me of the correctness of my guess.
Speaker B NOT make life at school better.
I think when a person hears the word ‘school’, the first two things that come to mind are discipline and rules. Everybody knows that we kids love to break rules
and it is hard to make us obey
. Almost daily at schools, it is common to spend some time making us obey
certain rules and disciplining us. Making us wear a uniform is a part of it but I don't think there's any point in trying to do so
because kids will be kids. They never obey
.
A lot about discipline and rules: discipline, obey, break rules, obey, rules, obey. It begins to seem that this is either 1 heading or 2nd. But no, the phrase there's any point in trying to do so. The girl clearly shows her negative attitude, which is confirmed in the title through will NOT.
Now hold on tight!
We have two twin headers. And if the girl chose the wrong heading number 1, then the correct heading is number 2.
- A uniform makes the school a better ORGANIZED place.
- Uniforms help improve the DISCIPLINE at schools.
Speaker C
My school has a dress code which is not exactly a uniform and some students treat this too creatively. Every morning our teachers start to check our clothes and so on. This happens during the first class so I think a lot of valuable lesson time could be saved if we had a strict uniform policy at school
. People in charge would not have to worry about checking what each and every student is wearing and whether it’s acceptable or not.
If you think logically (which, as we found out, it’s better NOT to do at the exam in English), then heading No. 1 fits better, because ORGANIZED place is exactly the place where people don’t waste time checking the dress code in the first lesson .
And if it is even more logical: discipline = organization, organization = discipline. I have no idea on what basis the USE compilers made a distinction between these two concepts.
Speaker D- Uniforms can teach students how to behave PROFESSIONALLY .
My school doesn't have a uniform and I don't like it. You may be surprised but look – the best schools in the country do have uniforms and nobody there minds that! I think a uniform creates a sense of belonging and a feeling of pride among students towards their institution. I think students wearing a school uniform are more likely to develop a sense of community spirit
which can be later quite useful at work with teambuilding
and things like that.
The level of confusion is 99. There are no direct clues, but the highlighted words leaned me more towards heading #5 (and I was right).
speaker-e Uniforms make students FOCUS more on their LEARNING .
I think school isn't about studies now. It's more about hanging out at the canteen, and playing music but you rarely hear anyone having a good conversation about a lecture. I wish we had a uniform to help us concentrate more on our studies.
When all students are wearing a similar outfit, they are less concerned about what other people are wearing. They tend to bond nicely with peers and can create an environment where they can learn in a group.
The easiest piece of listening for me, which was clear to me right away. Unfortunately, two of my five students made a mistake here:((….
Speaker F- Getting used to uniforms is good for a FUTURE CAREER .
I support uniforms because I think they are useful for my future career
. Dress codes and uniforms are a part of practically every job now. Professionalism* is very important as we grow up and especially when we enter a corporate setup. Of course, I understand that there are no uniforms in some offices but I believe professionalism* is what uniform-friendly children are better at than casually dressed kids. So I don't mind wearing a uniform to school.
*Here we hear the words FUTURE CAREER and PROFESSIONALISM. What to choose? .. After all, these words are in two headings. How to be? .. I solved this question in a completely “smart way”))) In excerpt D there was not a single word, but there was no hint of a future career, but here there is FUTURE CAREER. This is the basis on which I came to my conclusion.
P.S. Maybe the second heading is wrong?… Numbers 3 and 7 (texts A and E) matched for everyone, but texts B and C are a big problem…
English can rightly be called the most popular of the list of languages that can be taken in the category of selective exams. A foreign language is an indispensable exam for those who wish to enter the linguist, translator or plan to make a career in the diplomatic field. It is worth noting that this exam cannot be called simple, especially after speaking was added to the written part of the exam.
Not surprisingly, the exam in English will require many hours of laborious preparation and, quite possibly, additional classes in courses or with a tutor. Another important point concerns the structure of the ticket and changes in it. We offer you to take a closer look at this issue so as not to encounter unpleasant surprises during the 2017 exam.
The written part of the USE-2017 in English will be held on June 15, and the oral part on June 16-17
Demo version of the USE-2017
USE dates in English
The National English Examination will be held on the following dates:
- Early period. An early exam can be taken on 03/18/2017 and 03/22/2017, and the days of 05/03/2017 and 05/05/2017 are defined as reserve;
- Main stage. The main exam will be held on 06/15/2017 (written part), the oral part is reserved on 06/16-17/2017.
- Backup date. The reserve date for the written part will be 06/21/2017, and for the oral part - 06/22/2017.
Please note that only certain categories of students can take the exam ahead of schedule. For example, they include:
- graduates of previous years;
- evening school students;
- schoolchildren who go to serve in;
- athletes who will be absent due to national or international competitions or training camps;
- participants of olympiads or competitions of federal or international importance;
- eleventh-graders who go to live or study abroad;
- students who were ordered by the medical board to undergo treatment, rehabilitation or prevention, which coincide with the dates of the main exam.
You need to write a statement that you want to take the exam ahead of schedule in advance - before 03/01/2017.
Statistical information
The popularity of this exam is confirmed by statistics. English as a selective Unified State Examination is annually passed by about 9% of students in grade 11. On average, graduates manage to score about 64.8 points in this exam, which is a good result. At the same time, the percentage of those who could not pass English even with a satisfactory grade has fluctuated in recent years in the range from 1.8 to 3.3% - a very benign figure in comparison with other USE.
96.7% of schoolchildren can type at least in English Changes in the USE-2017 in English
Experts did not announce significant changes in the procedure or scheme for conducting the exam. The only thing that can be mentioned is the clarification of the wording in task No. 3 in the oral part: the word “imagine” was removed from the wording.
KIM structure in English
The exam consists of two parts:
- written, which takes 180 minutes;
- oral, which passes within 15 minutes.
What is included in the written part of the exam?
There are several main sections in the ticket structure.
- Listening. This part of the exam takes 30 minutes and consists of the following tasks:
- No. 1, in which the student is asked to identify the correspondence between sounding statements and statements. You need to evaluate 6 statements and bring them into line with 7 answers (one of them is incorrect). The correct answer is worth 1 point, in total for the exercise you can score 6 points. The listening technique assumes that the student has 20 seconds to read the answer options, then listens to the recording 2 times and fills in the answers on the form;
- No. 2 - listening to a small dialogue. Next, you should familiarize yourself with the judgments and evaluate their fidelity with the words correct - true, incorrect - false, did not sound - not stated. The ticket contains seven judgments, each of which can bring 1 point, the maximum score for this exercise is 7;
- No. 3-9 - a high school student must listen to a short interview and choose one correct answer from the three offered on the ticket. This is usually a question that needs to be answered, or a sentence that needs to be completed. A correct answer earns 1 point, for a total of 7 points.
- Assessment of reading skills. To complete the tasks, the student receives half an hour, during which he needs to have time to do the following exercises:
- No. 10, in which you need to read 7 short texts and identify their correspondence with 8 proposed headings (one of the options will be incorrect). For the correct answer, 1 point is awarded, the maximum points for this exercise is 7;
- No. 11 - the student will have to work with a text with six missing parts. There are 7 fragments to choose the answer option. A correct answer adds 1 point. Thus, here you can earn 6 points;
- No. 12-18 - you need to familiarize yourself with a fragment of an artistic or journalistic text and work with it. Questions are asked for each of the texts or unfinished sentences are given, to which it is necessary to choose answers from four offered to choose from. Each of the tasks can bring 1 point, which in total gives 7 maximum points.
- Lexis and grammar. This part is considered the most difficult, so it is here that graduates make the maximum number of mistakes in comparison with other parts of KIM in English. You have 40 minutes to complete the work. The section includes the following tasks:
- No. 19-25 - the student needs to familiarize himself with small texts with missing parts. Words should not just be inserted, but subjected to the correct transformation and the correct answer written down. In total, you can earn 1 point per answer, which gives a maximum of 7 points in total;
- No. 26-31 - tasks related to the problems of word formation. They need to familiarize themselves with the text in which omissions were made, and identify which parts of speech were omitted. Students must convert one part of speech to another - for example, a noun to an adjective - and write the changed word on the form. The principle of evaluation is the same as in the previous exercises - 1 point per answer, total score - 6;
- No. 32-38 - tasks that test knowledge of vocabulary. Here again you have to work with the texts in which the gaps are made. Usually it is a word or a preposition. The correct answer can be selected from the options provided. A correct answer earns you 1 point, for a total of 7 points.
- Assessment of writing skills. You have 80 minutes to complete the tasks. In this part, you need to do the following exercises:
- No. 39 is writing a personal letter from 100 to 140 words. You will have to meet about 20 minutes (the time is recommended, but, as practice shows, it depends on the competent distribution of the time resource whether you have time to cope with all the tasks from the ticket). In total, you can get 6 points for a letter;
- No. 40 - task in which you need to write an essay from 200 to 250 words according to the proposed plan and topic. The essay plan is standard and includes an introductory part, a statement of one's own opinion, supported by arguments, a counter-opinion and counterarguments, and a final part. It is proposed to cope with this task in an hour. You can get 14 points for it.
When passing English, not only tests and essays await you, but also speaking! What is included in the oral part of the exam?
Remember that a separate day and time is allotted for the delivery of the oral part. The oral exam takes only 15 minutes, but until you get to the audience, you will have to stand in line. The oral part includes the following tasks:
- The student is asked to read a short text aloud. You will be given one and a half minutes to familiarize yourself with the passage, and the same amount to voice it. For this you can get 1 point;
- The student needs to read a short text (usually of an advertising nature) for one and a half minutes, and then formulate 5 questions on it. The question is given no more than 20 seconds. The task is estimated at 5 maximum points;
- The senior student is offered three photographs, from which he chooses one. The task is to describe the photo according to the proposed plan. Rhinestones make a reservation: you should not think that here you can turn on your imagination and weave whatever your heart desires. Members of the commission do not welcome when something that is not indicated in the figure is described, and they really do not like assumptions. One and a half minutes are allotted for preparation, two more are given for the story. Here you can earn 7 points;
- The student is offered to compare two photos, describing their similar features and pointing out the differences, as well as expressing his own opinion. Preparation takes the standard one and a half minutes, and the answer - no more than 2 minutes. The maximum you can get is 7 points.
EGE assessment in English
The latest news suggests that the exam score is going to be transferred to the usual five-point system, and the results will be taken into account when setting a mark in the final certificate. Thus, it will be possible to pull up your school mark. According to the reference system for transferring points, in past years they were distributed as follows.
Perhaps in 2017 the results of the exam will affect your school certificate - 0-21 points mean unsatisfactory knowledge, that is, a mark of "2";
- 22-58 points are translated into the mark "3" - you speak English satisfactorily;
- 59-83 points mean that your level of a foreign language is not bad, and the score is "4";
- from 84 points and above earn those who know English perfectly (score "5").
To pass the exam, you need to try to score 22 points or more. You can get 100 points in total. We also recall that the procedure for conducting a foreign language exam does not provide for the presence of any additional materials - dictionaries, audio equipment, smartphones and other items that may cause you to be removed from the audience.
Preparation for the exam in English
For high-quality preparation for the exam, it is worth working through demo versions of tickets for 2017 (they can be downloaded directly on our website - see the beginning of the article). This will help to better understand the structure and content of real KIMs, as well as prepare mentally for the exam, so as not to waste precious time in the classroom. Almost all the wording that is contained in the description of the task is given in English, so it is worth translating in advance in order to prevent fatal errors in the exam itself.
To come to the exam fully equipped, check the demo versions in advance Remember to spend enough time listening. Not all schools teach students the ability to perceive information by ear. Regularly listening to audiobooks read by native speakers will help you cope with this difficult task. It is also good practice to watch movies or TV shows in their original voice acting.
Another problem is speaking. Among graduates, there are often those who do an excellent job with grammar, but gain little points for the oral part. To practice this skill, experts recommend describing everything you see on the way to school, as well as collecting a large number of various pictures and describing one a day.