Тест 24. Чтение. ЕГЭ по английскому языку

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

1. Higher chances of getting a job
2. Planning the best time to take a gap year
3. How much does a gap year cost?
4. Gap year now and then
5. How will it benefit you?
6. Gap year ideas
7. Top gap year destinations
8. Year out risks

A. Traditionally, the phrase ‘gap year’ meant a period of time taken out by students after leaving college and before starting university. Today, gap years can be taken at any stage, by anyone, and for varying amounts of time. You can fly off to sunnier climates and experience different cultures or stay closer to home and sample what the UK has to offer. Whatever your destination some examples of gap year activities include conservation work, adventure travel programmes, summer schools and internships.

B. Passionate about preserving the planet? Then conservation work may be for you. If physical work doesn’t faze you, agricultural projects ranging from harvesting crops to assisting farmers might give you a sense of satisfaction. If art, drama or music is your thing then this could be the gap year route for you. Whether you’re looking to stay at home or spread your wings further afield, opportunities for charity work, adventure travel and paid work are endless. Question what you want to take from your experience and play to your strengths.

C. The world’s most popular gap year hotspots can be found all around the globe. When deciding what time of year to travel, think about festivals or religious observances that you should be aware of. You should loosely plan your itinerary, including any must-see attractions, activities or work abroad experiences’ that you definitely want to do. Whether you aim to visit the exotic jungles or coastal deserts of Peru, go on the grand tour of Europe, explore the stunning landscapes of Southern Asia you can make the most of your time and enjoy an exciting adventure.

D. Without a clear plan, gap years can become a time to binge on burgers. This is obviously not what you want. If you are going to take a gap year, make sure you have a plan and are doing it for the right reasons. It’s best to look for a volunteer or gap year organization that specializes in these sorts of things. Just double-check that the organization you sign up for is credible! Also, make sure you have something solid to come back to. Consider applying for college when you leave but deferring your enrollment. This will keep you from drifting.

E. Employers will look at hundreds of applications, so you’ll need something to make yours stand out, and a gap year can do just that. Explaining what you did with your time will not only catch their eye — it should also give you interesting examples to draw upon at the interview. One thing that impresses employers is that graduates come back more mature and with more insight into themselves and the world. Many companies will look favourably on applicants who have used their year out to gain valuable knowledge.

F. The definition of a gap year has certainly changed in recent years to adapt to trends in the job market, but the advantages remain unchanged. In an increasingly competitive world, the experiences gained on a gap year have never been more significant. A gap year is a great time to improve your language skills. Whether you fancy surfing, filmmaking, or even cookery this is your chance to broaden your horizons, learn a new craft and increase your confidence and independence.

G. Taking a gap year before college is great way to renew your motivation and interest in study. Having a year out during college can be a great way to clarify your direction in education. A gap year after college can contribute to longer term happiness in the job you are hoping to land. The only real risk you run in deciding when to take a gap year, is deciding not to take one at all. The most regretful people are those who felt wanderlust uprising, and squashed it. So what are you waiting for? Stride off into the sunset to your gap year programme abroad!

A	B	C	D	E	F	G

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

Those who attended school two decades ago, probably remember having a shop class — crafting, building and creating with materials like wood. In the last twenty years, though, shop classes have disappeared in favour of core subjects making sure ___ (A).

Nonetheless, shop classes don’t have to be devoted to woodworking or other hands-on building programmes. Just like schooling has to change with the times, shop classes should try to catch up, too. This is ___ (B) — 3D printers, computers, laser cutters and other similar equipment — to breathe new life into their shop programs.

This moves shop class into the 21st century and helps teach students not only the vocational skills ___ (C) but technological skills that can help them build a career. Using a 3D printer requires art and programming skills, which can be later translated into a variety of careers.

Knowing how to program a 3D printer could get learners jobs with NASA — the space program is already using a 3D printer on the International Space Station to create specialised tools and replacement parts ___ (D).

It’s past time for the politicians who make educational policy to step back and remember ___ (E). Students of all ages can benefit from hands-on learning experiences, whether those come in the form of shop class, an agriculture class where they learn to grow food and tend livestock or a 3D printing and robotics class ___ (F).

Shop classes were a fundamental element of secondary school for decades before public schools decided to start removing them from the curriculum. Bringing them back, even in an updated form, can change the way we teach the new generations.

1. that will serve them throughout their lives
2. where they can learn to create anything their heart desires
3. that would otherwise have to be flown up to the space station
4. why many schools are investing in the newest technology
5. that students are able to pass their state exams
6. which encourages students to pursue college
7. that academic success doesn’t necessarily equal intelligence

A	B	C	D	E	F

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

Mark Eklund...
1) was the most violent and disruptive pupil in class.
2) was a good-natured and sometimes mischievous child.
3) was an untidy boy who could easily upset lessons.
4) was the brightest student in the third grade.

🔗

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

In paragraph 2 ‘incessantly’ means .
1) impatiently.
2) disrespectfully.
3) endlessly.
4) intently.

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

The writer admits that the mistake she made in the classroom was...
1) typical of a tenderfoot teacher.
2) never repeated again.
3) something she regretted about.
4) harmful to her teaching career.

🔗

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

Mark and his class perceived the ‘tape’ punishment...
1) aggressively.
2) with humour.
3) as a problem.
4) as offensive.

🔗

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

The writer realized the necessity of making ‘the good things list’...
1) before the graduation ceremony for the students.
2) to fight anxiety before the test day.
3) in an attempt to deal with nasty behaviour.
4) to simplify the explanation of a math concept.

🔗

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

The technique used by the teacher...
1) didn’t help to motivate the students.
2) was appreciated by the students and their parents.
3) was borrowed from her colleagues.
4) facilitated learning and raised the students’ self-esteem.

🔗

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

Показать текст. ⇓

He was in the third grade class I taught at school. My students were all dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional misconduct delightful.

Mark also talked incessantly. I tried to remind him that talking without permission was not acceptable. What impressed me so much was the sincere response every time I had to correct him for misbehaving. ‘Thank you for correcting me, Sister!’ I didn’t know what to make of it at first but before long I became accustomed to hearing it many times a day.

One morning my patience was growing thin when Mark talked once too often. I made a novice-teacher’s mistake. I looked at Mark and said, ‘If you say one more word, I will tape your mouth shut!’ Ten seconds later Chuck blurted out, ‘Mark is talking again.’ I realized that since I had stated the punishment in front of the class, I had to act on it. I walked to my desk, opened the drawer and took out a roll of tape. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The class cheered as I walked back to Mark, removed the tape and shrugged my shoulders. His first words were, ‘Thank you for correcting me, Sister.’

The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instruction in the ‘new math,’ he did not talk as much in the ninth grade.

One Friday things just didn’t feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves — and edgy with one another. I had to stop this crankiness before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me their paper.

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. ‘Really?’ I heard whispered. ‘I never knew that meant anything to anyone!’ ‘I didn’t know others liked me so much!’

No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents, but it didn’t matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again. That group of students moved on.

Several years later, after I had returned from a vacation, my parents met me at the airport. As we were driving home, there was a slight lull in the conversation. My father cleared his throat. ‘The Eklunds called last night,’ he began. ‘Really?’ I said. ‘I wonder how Mark is.’ Dad responded quietly. ‘Mark was killed in Vietnam,’ he said. ‘The funeral is tomorrow, and his parents would like it if you could attend.’

The church was packed with Mark’s friends. After the ceremony Mark’s parents were there, waiting for me. ‘We want to show you something,’ his father said, taking a wallet out of his pocket. ‘They found this on Mark. We thought you might recognize it.’ I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

‘Thank you so much for doing that,’ Mark’s mother said. ‘As you can see, Mark treasured it.’

Mark’s classmates started to gather around us. Chuck smiled rather sheepishly and said, ‘I still have my list. It’s in the top drawer of my desk at home.’ John’s wife said, ‘John asked me to put his in our wedding album.’ Then Vicki, another classmate, reached into her wallet and showed her worn and frazzled list to the group. ‘I carry this with me at all times,’ she said. ‘I think we all saved our lists.’

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

(Adapted from ‘All the Good Things’ by Helen P. Mrosla)

As time went by, Mark and his classmates...
1) forgot about ‘the good things list’.
2) held their student memories dear.
3) realized that their paths had diverged.
4) were out of touch with their teacher.

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