Интервью и вопросы к нему

На этой странице расположены текстовые задания ЕГЭ по английскому на аудирование – интервью с выбором правильного ответа к вопросам.

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Задание 1 на интервью и вопросы к нему


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1. Paul helps actors to …
1) sound more educated.
2) perfect regional or historical accents.
3) learn different languages.

2. Paul usually meets actors for the first time …
1) at his home.
2) during filming.
3) before filming.

3. What does Paul say about American opera singers?
1) They learn how to sing in a foreign opera quickly.
2) It can be a challenge to help them sing in foreign operas.
3) They often sing foreign operas better than the natives do.

4. If an actor can’t do an accent well, Paul says the problem is caused by …
1) himself.
2) the production company.
3) the actor.

5. What happens when an actor is only 99% correct with an accent?
1) His or her efforts are still praised.
2) Audiences are disappointed.
3) No one can notice the imperfection.

6. Paul helps language learners …
1) through lessons on his website.
2) in one-to-one sessions.
3) in the school where he teaches.

7. How do foreigners sometimes make mistakes with the ‘t’ in English?
1) They produce the sound wrongly.
2) They miss it out altogether.
3) They put it in the wrong places.

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Presenter: Hi everyone and welcome to the programme, Acting Up. With us today is dialect coach Paul Richards, who’s going to talk about his work with people and accents. Thanks for being here, Paul.

Speaker: You’re welcome.

Presenter: So for starters, tell us what you do exactly.

Speaker: I do a couple of things. One is I work with entertainers, such as actors, in helping them adopt accents for productions set in past eras or specific geographical locations. Some actors – although very talented – need a bit of extra help getting the pronunciation perfect. I also help individuals who simply want to improve their pronunciation, such as second-language learners who want to sound more like natives.

Presenter: With actors, do you work on set or do you meet them privately?

Speaker: Generally, I work with them at the film or TV studio. We meet at various times. Some meetings are arranged during the very first read-through of a script. Other times, though, I don’t see the actors until the day before they go on camera. It depends on scheduling and the actors’ needs.

Presenter: You also work with opera singers, don’t you? How do you help them ?

Speaker: Many operas have a specific cultural setting and cover a particular period in history, like films do. So for certain productions, the singer may need to sing in French, German, or Italian. Sometimes, even if the singer is French and they re performing in a French opera, they’ll need some minor assistance, although that’s much easier to do than, say, help an American opera singer in a French opera. That can be quite hard work!

Presenter: I see. Is it challenging work in general? With entertainers, I mean.

Speaker: It depends on the entertainer, really. With actors, although they can be very talented, they can be limited in their accent range. American actors, for example, can speak like a New Yorker or an American Southerner better than they can do an accent of British English, such as Cockney or Welsh. I do my best, but at some point, the actor has got to face the reality that it’s not an accent they can do. It can be a problem in the believability of the performance.

Presenter: Yes, we’ve all seen a film in which the actor is supposed to be British but you can tell that they’re not.

Speaker: Well, sometimes they fool audiences, as long as the audience isn’t British! It’s almost impossible to get the accent perfect, but if the actor puts in an enormous effort and gets the accent 99% correct, their hard work is recognised and appreciated.

Presenter: You say you’ve also worked with other individuals, such as language learners. Can you tell us a hit about that?

Speaker: Certainly. I do this kind of work in private lessons. J have a website which lists my services and explains how I can help. We learn our native accents, whether they be British, French, Spanish or whatever, when were children. So in a sense, we have to ‘unlearn some ways of pronouncing sounds in order to adopt the new ways.

Presenter: Can you give us an example?

Speaker: Yes, well, the way we produce individual sounds can be modified. Take “t” for instance. In some languages, there is no puff of air that comes out after saying the “t” but in English, there often is. Learning how to produce that puff of air, and then getting into the habit of doing it, adds one piece of native-sounding pronunciation to a persons speech …

Задание 2 на интервью и вопросы к нему


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1. How did Robin measure the amount of homework students had to do?
1) By the level of difficulty of the homework.
2) By the amount of materials they were given.
3) By how long it took them to do it.

2. Sixteen per cent of primary schoolchildren …
1) had no homework.
2) spent an hour on homework.
3) spent more than an hour on homework.

3. What percentage of secondary schoolchildren took half an hour to do their homework?
1) 13%.
2) 20%.
3) 40%.

4. Concerning the amount of homework students actually did, Robin noticed …
1) they did more reading than they were asked to do.
2) they often didn’t do their maths.
3) they did much less homework than they were given.

5. What did students complain about concerning homework?
1) They were always given too much.
2) It took a long time to get it marked.
3) Teachers would give too much feedback.

6. The relationship between school attitudes and homework involvement was …
1) very surprising.
2) not recorded.
3) fairly predictable.

7. What did Robin discover about group work?
1) Groups of three perform better than other group sizes.
2) High achievers greatly excel in group work.
3) The larger the group, the better the result.

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Presenter: Hi everyone and welcome to our programme, School Talk. Our guest today is education specialist Robin Collins. She’s here to talk about a study involving kids’ attitudes towards homework. Thanks for being here, Robin.

Speaker: My pleasure.

Presenter: So tell us a little bit about your study.

Speaker: One focus of the study was to gather information about the amount of homework students in the UK were given throughout the school year. We measured it by how much time students spent doing the homework. We found quite a few variations between the level of education and the amount of homework. Naturally, as the level of education increases, so does the amount of homework.

Presenter: What results did you find from that?

Speaker: Well, we found that among primary schoolchildren, about 43% of them were not given any homework at all. A quarter of them – 25% – were given homewor’k that took them half an hour to do. About 16% spent a full hour doing their homework, and about 10% spent more than an hour. The numbers changed quite a bit when looking at secondary schoolchildren.

Presenter: And how did they differ?

Speaker: Firstly, we found that all children received some form of homework. So, there was no category in which children were not given any homework at all, as with primary children. About 20% of them said it took half an hour to do their homework, and about 40% needed an hour. Twenty per cent needed an hour and a half, and 13% needed two hours. We compared all of this data to data that had been gathered in other countries, and we found that English schoolchildren, in general, are given less homework.

Presenter: Interesting. Do they get more homework in one subject than others?

Speaker: Yes, we found that students were given reading assignments the most often, more than once a week. That was at the primary education level. At the same level, we saw maths homework given only once a week, and nothing given in science. We also saw that there was a big gap between the amount of homework assigned, and the amount that was actually done.

Presenter: So, there are a lot of students who don’t complete their homework?

Speaker: That seems to be the case. We looked further into the issue by asking students what they thought of homework. It seems that students felt that their homework often didn’t relate well to what they were doing in class. They also felt that it wasn’t being marked and returned to them quickly enough. Often they didn’t feel that the teacher was giving them enough feedback. But, in cases where teachers were more consistent with setting daily homework assignments, students viewed the situation more favourably.

Presenter: So it seems they appreciate structure in the classroom.

Speaker: Exactly, and that was quite interesting to note. Also interesting – and perhaps a hit obvious – is the relationship between a pupil’s general attitude toward school and their involvement in homework. If they were happy with their school life, they viewed homework more positively.

Presenter: I see. How do you think homework could be improved?

Speaker: Well, we found that many students actually prefer doing assignments ingroups. We even studied which size of group works best. Groups of three seemed to excel at organising and completing homework, less so with groups of two, four and five. We did find that high-achievers preferred doing their work independently. But it seems that group work can benefit many students, so perhaps should be given more thought…

Задание 3 на интервью и вопросы к нему


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1. About her current job, Laura says …
1) she’s been doing it for fifteen years.
2) she misses certain aspects of her previous job.
3) she had to do additional studying.

2. Why does Laura find TCM interesting?
1) It’s a new trend in her field.
2) It’s a part of her personal life.
3) There are multiple reasons for her interest.

3. To answer whether TCM works better than western medicine, Laura says …
1) people who have taken it say different things.
2) there are many studies to prove it does.
3) it works better as long as you take the right amount.

4. What is or would be proof to Laura that TCM works?
1) The thousands of years of usage.
2) The opinion of some doctors.
3) Successful clinical trials.

5. Regarding the goji berry, Laura believes …
1) it doesn’t help with immune system disorders.
2) a part of it might be effective.
3) a similar berry probably has a similar effect.

6. Why is it difficult to get acceptance for TCM?
1) Western institutions are a bit sceptical about it.
2) The Chinese government keeps it from happening.
3) Western officials think it will harm drug sales.

7. Laura’s personal opinion about TCM is that …
1) she’d really like to know more about it.
2) she’d like to see it offered in hospitals.
3) medical professionals should have more faith in it.

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Presenter: Hi everyone and welcome to our programme, Health Today. With us is medical professional Laura Jones, who is here to talk about traditional Chinese medicine, or TCM, as it’s often called. Thanks for joining us today, Laura.

Speaker: Thanks for having me.

Presenter: Can you tell us a bit about what you do?

Speaker: Certainly. I work as a hospital administrator and I manage the day-to-day workings of the hospital. I’m also a trained general practitioner with about 15 years of practice behind me, which I started as soon as possible after medical school. I’ve been a hospital administrator for 2 years now, and I love it, although I do miss seeing my old patients now and again.

Presenter: And how did you become interested in TCM?

Speaker: Well as a hospital administrator, part of my job is to make sure I know about all the trends in medicine. TCM is a hot topic in the medical community because more and more people are becoming interested in alternatives to pharmaceutical drugs. My husband also happens to be Chinese, so I suppose you could say I also have a personal interest in TCM.

Presenter: What do you think of these remedies? Do they work better than traditional medicine?

Speaker: That’s a very good question. It’s a huge debate in the field of medicine. No one is quite sure of the answer because there haven’t been enough studies about TCM. We don’t know how it affects the body, what amounts are appropriate to prescribe, or how often it should be used. And the personal testimonies by people who have used it vary widely.

Presenter: So some people say it works for them, and others say it doesn’t, correct?

Speaker: Exactly. And we cant accept that as a basis of proof. We need proper clinical trials using TCM, and we need to monitor things like heart rate and blood pressure. We need to study its lasting effects as well. TCM has been in use for thousands of years, so there is probably some benefit from taking it. But to be distributed in a hospital, well, there are regulations, and we have to follow those.

Presenter: So it’s not really good enough that some doctors say it works. You need the data.

Speaker: Yes, and furthermore, we want to know what part of the specific TCM remedy works. For example, with herbal medicine, we’d like to know what element of the plant creates the cure. They say the goji berry is good for the immune system. What part of this plant works for that? Why can’t we just eat any type of berry? We’d like to know why the goji berry apparently works. That takes scientific study.

Presenter: Is anything being done to further those studies?

Speaker: One positive development is the Chinese government has been working to get Western institutions to accept TCM. They’ve been making the industry a bit more modern, so hopefully it gains acceptance. There is still a belief in the west that TCM is not a serious remedy.

Presenter: What’s your personal opinion about this?

Speaker: Well, personally I’d like there to be more studies on TCM. As a medical professional, I could never just say; ‘Well, I think it works’ because I really don’t know. I drink ginseng tea, for example, and I feel energised from it, but why? What’s in it that causes that? And because it works for me, should we start prescribing it at the chemist’s? So we need more answers to its mystical nature…

Задание 4 на интервью и вопросы к нему


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1. What is true about the art in Karen’s gallery?
1) Nothing in the basement was undamaged.
2) Most of the art on the main floor was undamaged.
3) Some basement collections were undamaged.

2. Some of the damaged paintings in Karen’s basement can be repaired …
1) by Karen herself.
2) by experts.
3) by the artists.

3. Which option does Karen prefer for recovering the cost of the art?
1) Repairing it and selling it at a discount.
2) Waiting for her insurance company to pay in full.
3) Asking the artists to claim on their insurance.

4. An artist that Karen knows …
1) luckily had her work insured.
2) will need two years to repair the damage.
3) couldn’t afford insurance.

5. What happened to some public works of art?
1) They were damaged in the storm.
2) They were completely lost in the storm.
3) They were placed under protective material.

6. The institute for art conservation …
1) was extremely busy round the time of the storm.
2) received flood damage as a result of the storm.
3) was physically removing structures from art centres.

7. What does Karen hope will result from the storm?
1) The art world will help communities rebuild.
2) Artists may draw inspiration from the storms effect.
3) People will value art more highly.

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Presenter: Hi and welcome to our programme, Art Talk. With us today is Manhattan gallery owner; Karen Karns, to talk about the damage that Hurricane Sandy inflicted on the art world in New York City. Thanks for joining us.

Speaker: I’m glad to be here.

Presenter: You lost a lot of art as a result of the storm, didn’t you?

Speaker: Yes, I did. My gallery is in Chelsea, Manhattan, and it has a basement area where I store collections. The basement flooded, so as you can imagine, those collections were mostly ruined. Thankfully I had the most valuable works on the main floor of the gallery. And luckily anything on the shelves downstairs was OK also.

Presenter: What was the cost of the damage to your gallery?

Speaker: I would say probably more than 100,000 US dollars. We’re still in the process of determining that. I’ve got to see what pieces are completely ruined, and which ones can be fixed by art specialists. Most paintings are a total loss. It wasn’t just rainwater, but there are mud stains on the canvases. And, the water caused the wooden frames to swell so canvases actually got torn.

Presenter: That’s terrible. What happens if the work of art can’t be fixed? Is it a total loss to the artist?

Speaker: It depends. My gallery is insured, so once we determine the value, then we can arrange for payments from the insurance company. This will take months, though. Another option is that if a work of art can be restored, it’s possible to sell it at a discount. I’d rather the insurance cover the full cost, but it doesn’t always work out that way.

Presenter: Do most galleries have insurance?

Speaker: I don’t know for sure, but it’s likely that all major dealers do. But more than just art galleries were damaged in the storm. Artists studios were also flooded, and my guess is that many of these artists don’t have insurance on their work. It’s incredibly expensive and you know what it’s like to be a struggling artist. I know of a woman whose entire collection of sculptures – two years’ worth of work – was completely destroyed. Insurance wasn’t an option for her due to cost so she’ll have to start again from scratch.

Presenter: That must be gut-wrenching. What about public works of art? Were they protected?

Speaker: Yes. The museums in the city removed a lot of sculptures from their public gardens, and tied down others so they couldn’t blow away. The larger pieces that couldn’t be moved were wrapped in thick layers of material to protect them from falling debris.

Presenter: It sounds as though much was done in preparation for the storm.

Speaker: There is an institute for art conservation which has been around since the 1970s. They have a department that specialises in helping art centres prepare for disasters. They work to educate art centres on the best techniques for protecting their art from storms, fires, earthquakes, et cetera. They’ve even got a helpline, although I heard it was completely jammed with calls around the time of the hurricane.

Presenter: At least there’s an organisation in place to address this issue.

Speaker: Exactly. Of course, the storm affected so many peoples lives. Homes were lost and some people lost their lives. At least with art, it’s something that can be recreated. Perhaps some works will be created that reflect the impact the storm had on our community…

Задание 5 на интервью и вопросы к нему


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1. According to David, a hacker can be …
1) anyone who owns a computer.
2) someone who tricks a person out of their password.
3) anyone who works for a computer company.

2. Why does David technically consider himself a hacker?
1) He has broken into computers before.
2) He admires the hacking culture.
3) He is able to build and program computers.

3. The simpler ways that data thieves operate …
1) are well-publicised by the media.
2) are not thought about very often.
3) affect thousands of normal people.

4. According to David, writing a computer virus …
1) is more difficult than just asking for a password.
2) is easier than trying to get someone to tell you a password.
3) is a guaranteed way of obtaining a password.

5. How do hackers convince an employee to reveal a password?
1) They offer them a financial incentive.
2) They imply that they might get fired if they don’t.
3) They offer to help the employee in some way.

6. What kind of people does David say are vulnerable to fake emails?
1) All kinds of people.
2) Usually just older people.
3) People who are naturally very trusting.

7. David believes that ‘hacktivists’ are …
1) no better than other criminals.
2) valuable members of society.
3) working on behalf of organisations.

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Presenter: Hi everybody and welcome to the programme, Data Entry. With us today is computer expert David Simms. He’s here to talk to us about computer hacking. Welcome to the studio, David.

Speaker: Thank you.

Presenter: Can you give us a description of what a hacker is?

Speaker: Certainly. A hacker has a couple of definitions. One is someone who accesses a computer system without the permission of the computer’s owner. This is done either through a computer virus or through manual techniques such as simply asking for passwords from unsuspecting people. Another meaning of a hacker is just someone who knows their way round a computer; I mean how to program it and so on.

Presenter: Most of us think of hackers as you first described them.

Speaker: Yes, but technically, I’m a hacker, because I know how to write computer programs, and I know how to assemble computer hardware. But I would never refer to myself as a hacker because it mainly has a negative meaning.

Presenter: I see. Tell us about the way the bad hackers access data.

Speaker: There are many ways a hacker can do this. We imagine hackers as people who create complex computer programs that infect your computer. This is the most well-known way a hacker works, because these computer programs, or viruses, get a lot of media attention when they affect thousands of innocent users. But we don’t usually think about the other, simpler ways hackers go about data theft.

Presenter: Which are?

Speaker: Well, this is what I mentioned before about getting passwords by just asking people for them. Hackers can pose as security personnel. It’s much easier to obtain a password just by asking for it, rather than creating a sophisticated program that you hope the user downloads. A hacker can actually call a company, pretend they’re a security professional and trick an employee into giving a password.

Presenter: Really? People actually fall for that?

Speaker: Well, a hacker has to be really convincing. They can make the employee believe their job depends on it. The employee, in a frightened state, reveals information. Or, the hacker can try a different approach, one of asking for cooperation, in which the hacker needs the employees help in solving a problem. People are more likely to fall for that than if they re offered money.

Presenter: Interesting. What about outside of corporations? Don’t hackers contact random individuals this way?

Speaker: They do, but it usually takes place through spam email. The user receives an email that seems to be from a trusted source. People reply with all sorts of information – passwords, credit card data, ID numbers. Most people think only older people are vulnerable to this technique and they’d never fall for it. But because hackers can be so sophisticated in their approach, no one is really immune.

Presenter: What about these hackers who steal information for the greater good of the public? In other words, they reveal things that governments are doing behind our backs, that sort of thing.

Speaker: Oh, you mean a “hacktivist”, a hacker who is a like an activist, working for the good of society. Well I suppose it’s a matter of opinion, whether or not the’re doing something good. Really; they’re doing something illegal, because they’re accessing some organisation’s private data. That’s an invasion of privacy. I think there are other ways to solve the worlds problems than resorting to illegal methods, so I would never condone this behaviour…

Задание 6 на интервью и вопросы к нему


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1. Stephanie’s projects in the past have covered ..
1) masters degree trends.
2) high school studies.
3) undergraduate courses.

2. What is true for someone entering the working world with a master’s degree?
1) They are guaranteed to find a job.
2) They are likely to get a higher salary.
3) They will find it extremely hard to get a job.

3. From 1996 to now, the increase Stephanie mentions involves …
1) the time it takes to get a masters degree.
2) the number of master’s degree subjects being offered.
3) the number of workers who have master’s degrees.

4. Which type of job is most likely to require a master’s degree?
1) An aerospace engineering job.
2) A job in social work.
3) A teaching job.

5. Jobs with unspecified degree requirements …
1) pay masters degree holders a much higher salary.
2) are more likely to be obtained by bachelor-degree holders.
3) don’t pay more-qualified candidates any better.

6. Stephanie says most undergraduate students …
1) can consider their master’s degree while they study.
2) don’t want to obtain a master’s degree.
3) know what they want to specialise in whilst still at school.

7. What is true about the 64% of bachelor-degree holders?
1) They are unemployed after six months.
2) They find jobs within six months.
3) They go on to get master’s degrees.

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Presenter: Hello everyone and welcome to State of Education, the programme about learning trends. With us today is Stephanie Watts. She’s here to talk about graduate studies. Thanks for joining us, Stephanie.

Speaker: My pleasure.

Presenter: So Stephanie, you work in higher education research. Can you tell us more about what you do?

Speaker: I work with a team of researchers who look at university education data. We’ve done a lot of different projects in my office, such as trends in undergraduate courses and student demographics. But we’re currently focusing on master’s degrees and what they can do for students.

Presenter: If I understand correctly, you’ve been determining how valuable a master’s degree really is, is that right?

Speaker: Yes, that pretty much sums it up. We’re trying to find out some more detailed information about what having a master’s means in the working world. We know that most people with master’s degrees get better salaries and have a higher chance of employment. But that’s not always guaranteed, so we’d like to know more about that.

Presenter: What have you found so far?

Speaker: Well, firstly there are quite a few more people in the workforce with master’s degrees today than there were 20 years ago, an increase from 4% in 1996 to 11% now. And the number of people applying for master’s degrees has increased as well, so the competition to get accepted for postgraduate study is tougher. However, simply getting a master’s degree for the sake of having it isn’t necessarily very helpful.

Presenter: The specific master’s degree subject must make a difference. How would you compare a master’s in aerospace engineering to one in, say, social work?

Speaker: You bring up an interesting point. For an aerospace engineering job, a master’s degree would be essential. You wouldn’t even get the job without one. And when you do get it, you’ll be paid handsomely. Jobs in social work, or fields such as teaching, don’t necessarily require a master’s, but having one makes you a more attractive candidate.

Presenter: Are many jobs advertised with a master’s degree requirement?

Speaker: Actually, no. This is where it gets tricky. If the position doesn’t specify that it requires a master’s degree, someone with a master’s will be competing with someone with a bachelor’s degree. The master’s degree holder will be in a better position to get the job, but the pay rate will be similar to what the bachelor’s degree holder would get. And that’s after the master’s candidate has paid extra money for their post-graduate degree, so this doesn’t appear to be a very successful outcome. But there is really one key element to bear in mind when making a decision about getting a master’s in the first place.

Presenter: Which is?

Speaker: You really have to know what it is you want to do. And I don’t mean just picking a first degree course at university. You have to go deeper than that. You have to think about specialisation. It’s probably not something an undergraduate student can do straight out of school. But while they’re at university, they can keep this in mind.

Presenter: So it sounds as though there are benefits to having a master’s degree, but it definitely requires some strategy to achieve them.

Speaker: Yes, however about 86% of students who acquire master’s degrees find professional employment in about six months. That’s compared with 64% of those with bachelor’s degrees. It’s an interesting study we’re working on and we hope to find out more things in the near future …