БАНК ЗАДАНИЙ ЕГЭ
LISTENING COMPREHENSION.
TASK #2 — PART #2
TASK #2 — PART #2
ENG.XAMS SCHOOL
41
Kate: You know I was reading the other day that video games might not be so bad for children. What do you think about that?
Matt: I think it depends on what you understand as bad for children, I think if you're talking about supposedly educational video games such as Sesame Street video games etc., I don't think that those help children in any way whatsoever. Sports games, I don't think that those are going to help kids learn how to play sports either. Violent video games, I think that's kind of a fine line, is it going to make children more violent or less violent?
Kate: What the article was actually saying was that video games, especially violent video games, actually decrease crime instead of increasing it.
Matt: How come? That doesn't seem to make much sense!
Kate: At first I thought it didn't make a lot of sense either, but it was saying that children that play a lot of video games stay inside, and they actually get some of their aggression out playing these games.
Matt: Do you think that the reason the crime goes down is that they get their aggression out or do you think it's because they're just staying indoors more often? Or did the article say either way or another?
Kate: The article was saying that kids stay inside more, so they don't have time to commit crimes.
Matt: In that sense then it doesn't matter if it's educational, it doesn't actually matter if they are playing violent video games or not I would think. It would just be any type of video game that keeps them inside.
Kate: That's true.
Matt: I don't know. I think that I was growing up playing video games and my mom would always try to kick me out of the house to go outside and play and sure it's good that video games keep kids from doing violent things on the streets but I don't think that video games should be the centre of their life and keep them indoors all the time.
Kate: What do you think should be the maximum amount of time that kids should be allowed to play?
Matt: More than an hour or two a day, I think the part the study doesn't look at is the long term effects that make kids stay indoors all day and they become less social, so because they're less social they're going to end up having more pent up frustration in the long term when they become thirty and forty and they are not able to connect with other people.
Kate: I think that's a good point. Children should definitely not play for more than one or two hours a day and they should not neglect their friends because of it either.
Matt: I think it depends on what you understand as bad for children, I think if you're talking about supposedly educational video games such as Sesame Street video games etc., I don't think that those help children in any way whatsoever. Sports games, I don't think that those are going to help kids learn how to play sports either. Violent video games, I think that's kind of a fine line, is it going to make children more violent or less violent?
Kate: What the article was actually saying was that video games, especially violent video games, actually decrease crime instead of increasing it.
Matt: How come? That doesn't seem to make much sense!
Kate: At first I thought it didn't make a lot of sense either, but it was saying that children that play a lot of video games stay inside, and they actually get some of their aggression out playing these games.
Matt: Do you think that the reason the crime goes down is that they get their aggression out or do you think it's because they're just staying indoors more often? Or did the article say either way or another?
Kate: The article was saying that kids stay inside more, so they don't have time to commit crimes.
Matt: In that sense then it doesn't matter if it's educational, it doesn't actually matter if they are playing violent video games or not I would think. It would just be any type of video game that keeps them inside.
Kate: That's true.
Matt: I don't know. I think that I was growing up playing video games and my mom would always try to kick me out of the house to go outside and play and sure it's good that video games keep kids from doing violent things on the streets but I don't think that video games should be the centre of their life and keep them indoors all the time.
Kate: What do you think should be the maximum amount of time that kids should be allowed to play?
Matt: More than an hour or two a day, I think the part the study doesn't look at is the long term effects that make kids stay indoors all day and they become less social, so because they're less social they're going to end up having more pent up frustration in the long term when they become thirty and forty and they are not able to connect with other people.
Kate: I think that's a good point. Children should definitely not play for more than one or two hours a day and they should not neglect their friends because of it either.
1123223
A – 1, I don't think that those help children in any way whatsoever. Sports games, I don't think that those are going to help kids learn how to play sports either.
B – 1, What the article was actually saying was that video games, especially violent video games, actually decrease crime instead of increasing it. Реакция Мэтта: How come? That doesn't seem to make much sense!
C – 2, <…> children that play a lot of video games stay inside and they actually get some of their aggression out playing these games. — в диалоге речь про 'некоторое количество агрессии', а не про вообще всю, как в утверждении
D – 3, У нас нет данных по тому, какое количество детей в какие виды видео игр играют.
E – 2, <…> I was growing up playing video games and my mom would always try to kick me out of the house to go outside and play.
F – 2, <…> the part the study doesn't look at is the long-term effects that make kids stay indoors all day
G – 3, Кейт и Мэтт рассуждают о том, что друзья не должны игнорироваться из-за видео игр, но про данные исследования, связанные с most children play video games with their friends мы не узнаём.
A – 1, I don't think that those help children in any way whatsoever. Sports games, I don't think that those are going to help kids learn how to play sports either.
B – 1, What the article was actually saying was that video games, especially violent video games, actually decrease crime instead of increasing it. Реакция Мэтта: How come? That doesn't seem to make much sense!
C – 2, <…> children that play a lot of video games stay inside and they actually get some of their aggression out playing these games. — в диалоге речь про 'некоторое количество агрессии', а не про вообще всю, как в утверждении
D – 3, У нас нет данных по тому, какое количество детей в какие виды видео игр играют.
E – 2, <…> I was growing up playing video games and my mom would always try to kick me out of the house to go outside and play.
F – 2, <…> the part the study doesn't look at is the long-term effects that make kids stay indoors all day
G – 3, Кейт и Мэтт рассуждают о том, что друзья не должны игнорироваться из-за видео игр, но про данные исследования, связанные с most children play video games with their friends мы не узнаём.
42
Josh: Hi, Kelly! How are things?
Kelly: Hello! Not bad, thanks, and you?
Josh: You see, I'm trying to find a part-time job for the time being. I have a few leads, so things are looking up.
Kelly: But isn't that what you always say?
Josh: Well... uh... this time is different.
Kelly: What are you looking for this time, then?
Josh: Actually, I want to work for a Web hosting company.
Kelly: What?! What would you do that?
Josh: Well, in a nutshell, Web hosting companies provide space for people to store and run their websites. Does it sound like I know what I'm talking about?
Kelly: Oh, yeah, sort of.
Josh: Well, and then, sort of? Well, they allow people to run their Web sites without having to buy and maintain their servers, and I'd like to work in technical support, you know, helping customers resolve computer-related problems with their sites. And you know I'm a good communicator.
Kelly: Sounds interesting. So, what's the pay like for that kind of job?
Josh: Well, most people, 1 know, start with a very reasonable salary; you can earn pay increases depending on your performance.
Kelly: So, what about the benefits?
Josh: Oh, the benefits are pretty good. They provide health insurance, two weeks of paid vacation a year, and opportunities for advancement. And in the end, I'd like to work in a management position. You know, sitting back, enjoying the view out of the twentieth-story window of the office building. Something like that.
Kelly: Well, is there any long-term job security in a job like that?
Josh: Uhh. That's hard to tell. I am looking for a part-time job. Though, if things go well, who knows... it may become permanent. As for any job security... Well, I mean, the Internet is booming, and these kinds of companies are sprouting up everywhere, which is a good thing, but just like the dot-com era, you never know how long things will last.
Kelly: Well, have you ever thought about going to college or even university to improve your job skills?
Josh: Wait, wait. What are you suggesting?
Kelly: Well, you know, more training might help you land a better job.
Josh: Wh... wh... Are you trying to say something about my current job? I mean, is there something going on here? I mean, what are you saying?
Kelly: You know, you did drop out of college.
Josh: I know, I know, but I don't know. I'm just seeing my current job at McDonald's as a step up. Yeah, but, you know, I don't have the resources to go back to college at the moment; however, the job I am looking at will pay for some classes after I have been with the company for six months.
Kelly: Well, it looks like you have things planned out this time.
Josh:: If I last that long.
Kelly: Hello! Not bad, thanks, and you?
Josh: You see, I'm trying to find a part-time job for the time being. I have a few leads, so things are looking up.
Kelly: But isn't that what you always say?
Josh: Well... uh... this time is different.
Kelly: What are you looking for this time, then?
Josh: Actually, I want to work for a Web hosting company.
Kelly: What?! What would you do that?
Josh: Well, in a nutshell, Web hosting companies provide space for people to store and run their websites. Does it sound like I know what I'm talking about?
Kelly: Oh, yeah, sort of.
Josh: Well, and then, sort of? Well, they allow people to run their Web sites without having to buy and maintain their servers, and I'd like to work in technical support, you know, helping customers resolve computer-related problems with their sites. And you know I'm a good communicator.
Kelly: Sounds interesting. So, what's the pay like for that kind of job?
Josh: Well, most people, 1 know, start with a very reasonable salary; you can earn pay increases depending on your performance.
Kelly: So, what about the benefits?
Josh: Oh, the benefits are pretty good. They provide health insurance, two weeks of paid vacation a year, and opportunities for advancement. And in the end, I'd like to work in a management position. You know, sitting back, enjoying the view out of the twentieth-story window of the office building. Something like that.
Kelly: Well, is there any long-term job security in a job like that?
Josh: Uhh. That's hard to tell. I am looking for a part-time job. Though, if things go well, who knows... it may become permanent. As for any job security... Well, I mean, the Internet is booming, and these kinds of companies are sprouting up everywhere, which is a good thing, but just like the dot-com era, you never know how long things will last.
Kelly: Well, have you ever thought about going to college or even university to improve your job skills?
Josh: Wait, wait. What are you suggesting?
Kelly: Well, you know, more training might help you land a better job.
Josh: Wh... wh... Are you trying to say something about my current job? I mean, is there something going on here? I mean, what are you saying?
Kelly: You know, you did drop out of college.
Josh: I know, I know, but I don't know. I'm just seeing my current job at McDonald's as a step up. Yeah, but, you know, I don't have the resources to go back to college at the moment; however, the job I am looking at will pay for some classes after I have been with the company for six months.
Kelly: Well, it looks like you have things planned out this time.
Josh:: If I last that long.
3123212
A – 3, Джош просто ищет работу - I'm trying to find a part-time job for the time being – пробовал ли он несколько деятельностей ранее, мы не знаем. Может ввести в заблуждение непонимание a few leads – несколько вариантов, зацепок. Но следующее предложение: But isn't that what you always say? – свидетельствует о том, что он снова ищет, и, видимо, ранее поиски не заканчивались успехом. Тем не менее, нет информации о том, было ли у него много работ или нет.
B – 1, they (Web hosting companies) allow people to run their Web sites without having to buy and maintain their servers, and I'd like to work in technical support.
C – 2, Изначально Келли говорит: Sounds interesting.
D – 3, Информации о какой-либо умственной работе нет.
E – 2, two weeks of paid vacation a year.
F – 1, I mean, the Internet is booming, and these kinds of companies are sprouting up everywhere, which is a good thing.
G – 2, I don't have the resources to go back to college at the moment; however, the job I am looking at will pay for some classes after I have been with the company for six months.
A – 3, Джош просто ищет работу - I'm trying to find a part-time job for the time being – пробовал ли он несколько деятельностей ранее, мы не знаем. Может ввести в заблуждение непонимание a few leads – несколько вариантов, зацепок. Но следующее предложение: But isn't that what you always say? – свидетельствует о том, что он снова ищет, и, видимо, ранее поиски не заканчивались успехом. Тем не менее, нет информации о том, было ли у него много работ или нет.
B – 1, they (Web hosting companies) allow people to run their Web sites without having to buy and maintain their servers, and I'd like to work in technical support.
C – 2, Изначально Келли говорит: Sounds interesting.
D – 3, Информации о какой-либо умственной работе нет.
E – 2, two weeks of paid vacation a year.
F – 1, I mean, the Internet is booming, and these kinds of companies are sprouting up everywhere, which is a good thing.
G – 2, I don't have the resources to go back to college at the moment; however, the job I am looking at will pay for some classes after I have been with the company for six months.
43
Bill: Hi, Sarah! How are you?
Sarah: Oh, Ok. But I'm having trouble deciding which classes to take this term.
Bill: Well, I am guessing you already know that maths, science, geography, and English are compulsory?
Sarah: Yes, I know. It's just that I'm not really sure which of the electives to do. Last term, I had a really horrible teacher for art history — Ms. Tailor. I want to make sure I end up with someone a bit nicer this time.
Bill: Yes, I know. Ms. Tailor can be a bit grumpy sometimes, and she always sets a lot of homework... I know! If you love art history, why don't you do art? Mr. Hurris teaches that, and he is really easy-going.
Sarah: Yes, but I'm really hopeless at drawing and painting. I like looking at it more than actually doing it... Maybe a foreign language? I've always wanted to learn French.
Bill: Well, there is a new teacher for French this term — Ms. Corn. I can't tell you what she is like, but she looks Ok.
Sarah: I really don't want to risk it... How about Ms. Raimon? I've had her for geography before, and she's really interesting. She's been all over the world, and she always used to talk to us about the different countries she's visited.
Bill: Yea, but that's the thing — she only teaches geography, none of the elective subjects.
Sarah: Oh, well then. I guess that really just leaves German. Doesn't Mr. Smith teach that? He seems friendly enough.
Bill: Yes, he is Ok. But he only teaches the upper classes. If you wanted to do level one German, you'd end up with Mr. Borst, and he is usually away sick.
Sarah: Oh, dear. I guess I'll just stick with art history. At least the subject is OK. And what about you? Have you decided which electives you're going to do this term?
Bill: Well, I'm definitely doing German again with Mr. Green. The second level, you know. I want to travel to Europe at the end of the year, and maybe try to work in Germany. I'm not sure about my second subject though.
Sarah: And what about doing art history with me?
Bill: It's not really my thing. I've never been into drawing and painting in a big way.
Sarah: Oh ...Well, you could do another language. If you do French, you'll be well prepared for going to Europe.
Bill: French! No way! That's Ms. Clishes class, and she's really strict. If you don't do your homework, she makes you stay after school and copy out French verb table.
Sarah: Oh, does she? Well, what about doing something a bit different? I know they are starting drama classes this term. That could be fun. I'm half thinking about doing that one myself.
Bill: Oh, really? Who's teaching those? I've always wanted to have a try at acting.
Sarah: It's Mr. Turner. I think he spent a bit of time working as an actor in London, so the classes should be quite good.
Bill: Oh, well. In that case, I think I'll have a go at drama.
Sarah: Oh, Ok. But I'm having trouble deciding which classes to take this term.
Bill: Well, I am guessing you already know that maths, science, geography, and English are compulsory?
Sarah: Yes, I know. It's just that I'm not really sure which of the electives to do. Last term, I had a really horrible teacher for art history — Ms. Tailor. I want to make sure I end up with someone a bit nicer this time.
Bill: Yes, I know. Ms. Tailor can be a bit grumpy sometimes, and she always sets a lot of homework... I know! If you love art history, why don't you do art? Mr. Hurris teaches that, and he is really easy-going.
Sarah: Yes, but I'm really hopeless at drawing and painting. I like looking at it more than actually doing it... Maybe a foreign language? I've always wanted to learn French.
Bill: Well, there is a new teacher for French this term — Ms. Corn. I can't tell you what she is like, but she looks Ok.
Sarah: I really don't want to risk it... How about Ms. Raimon? I've had her for geography before, and she's really interesting. She's been all over the world, and she always used to talk to us about the different countries she's visited.
Bill: Yea, but that's the thing — she only teaches geography, none of the elective subjects.
Sarah: Oh, well then. I guess that really just leaves German. Doesn't Mr. Smith teach that? He seems friendly enough.
Bill: Yes, he is Ok. But he only teaches the upper classes. If you wanted to do level one German, you'd end up with Mr. Borst, and he is usually away sick.
Sarah: Oh, dear. I guess I'll just stick with art history. At least the subject is OK. And what about you? Have you decided which electives you're going to do this term?
Bill: Well, I'm definitely doing German again with Mr. Green. The second level, you know. I want to travel to Europe at the end of the year, and maybe try to work in Germany. I'm not sure about my second subject though.
Sarah: And what about doing art history with me?
Bill: It's not really my thing. I've never been into drawing and painting in a big way.
Sarah: Oh ...Well, you could do another language. If you do French, you'll be well prepared for going to Europe.
Bill: French! No way! That's Ms. Clishes class, and she's really strict. If you don't do your homework, she makes you stay after school and copy out French verb table.
Sarah: Oh, does she? Well, what about doing something a bit different? I know they are starting drama classes this term. That could be fun. I'm half thinking about doing that one myself.
Bill: Oh, really? Who's teaching those? I've always wanted to have a try at acting.
Sarah: It's Mr. Turner. I think he spent a bit of time working as an actor in London, so the classes should be quite good.
Bill: Oh, well. In that case, I think I'll have a go at drama.
1121132
A – 1, Для верного ответа здесь необходимо чётко понимать значение выражения to be in two minds - to be unable to decide about something. Сара действительно половину диалога не может принять решение, но если понимать in two minds буквально, типа метаться между двумя «сознаниями», то можно сделать ошибку, потому что у Сары 100500 разных «сознаний» промелькивает.
B – 1, <…> she only teaches geography, none of the elective subjects.
C – 2, Yes, but I'm really hopeless at drawing and painting.
D – 1, Сара: Last term, I had a really horrible teacher for art history — Ms. Tailor. I want to make sure I end up with someone a bit nicer this time. Билл: French! No way! That's Ms. Clishes class, and she's really strict.
E – 1, I guess I'll just stick with art history
F – 3, I want to travel to Europe at the end of the year, and maybe try to work in Germany. Есть ли у него родственники – неизвестно. Противоречит ли идея работать факту, что может быть родня – нет, поэтому точно не false.
G – 2, I've always wanted to have a try at acting.
A – 1, Для верного ответа здесь необходимо чётко понимать значение выражения to be in two minds - to be unable to decide about something. Сара действительно половину диалога не может принять решение, но если понимать in two minds буквально, типа метаться между двумя «сознаниями», то можно сделать ошибку, потому что у Сары 100500 разных «сознаний» промелькивает.
B – 1, <…> she only teaches geography, none of the elective subjects.
C – 2, Yes, but I'm really hopeless at drawing and painting.
D – 1, Сара: Last term, I had a really horrible teacher for art history — Ms. Tailor. I want to make sure I end up with someone a bit nicer this time. Билл: French! No way! That's Ms. Clishes class, and she's really strict.
E – 1, I guess I'll just stick with art history
F – 3, I want to travel to Europe at the end of the year, and maybe try to work in Germany. Есть ли у него родственники – неизвестно. Противоречит ли идея работать факту, что может быть родня – нет, поэтому точно не false.
G – 2, I've always wanted to have a try at acting.
44
Pete: Hey Jane. I have a question I'd like to ask you.
Jane: Sure, go ahead.
Pete: Well, I'm thinking about going to Germany this summer. I've got that scholarship in physics. And ... but it's not the problem jet. I think it's the most pleasant idea about everything. So, in a word, I need some advice. You're the best person I know to answer my questions since you're German.
Jane: Thank you. What do you want to know?
Pete: Well, don't laugh, but I met this really nice girl through an online music mailing list, you know, a discussion group on the Internet. I need some advice. You see, Claudia, ...
Jane: Okay. So, it's Claudia, oh?
Pete: Yeah, yeah. See, she lives in Germany. And I'm planning to meet her. It's natural, at least someone I know in the country. She invited me to spend a weekend when I told her I was going to come. About the scholarship I'd got. And well, I told her I had studied a little bit about the country and language, and she's kind of expecting that I know more than I really do.
Jane: Hmm. You're really in hot water now!
Pete: Yeah. I think so.
Jane: Well, what do you want to know?
Pete: Well, she's planning on introducing me to her parents.
Jane: Hey. Sounds kind of serious.
Pete: It isn't, at least I think it isn't. Anyway, what should you do when you greet someone for the first time in Germany?
Jane: Well, it depends on your relationship with the person. Now speaking of your girlfriend, Claudia.
Pete: Hey, I didn't say she was my girlfriend.
Jane: Ah, okay, okay. Now if you're meeting someone formally for the first time, like Claudia's parents, you should make sure you arrive on time. The Germans are very punctual, or so the stereotype says.
Pete: Okay, so arrive on time. Uh, what about common greetings?
Jane: Well, Germans often shake hands, and they use the person's family name, instead of their first name, unless they're really close friends.
Pete: Okay, what about with Claudia? I'm not sure what I should do in her case.
Jane: Ah. You can call her Claudia, shake hands, and why don't you take her some flowers?
Pete: Flowers? Good idea, I think. And what do they I mean Germans think of presents? Is it Ok to bring some flowers or some present? I could buy something really British like ... Oh, I don't know. Or not British just some present. Maybe a vase or statue, or...
Jane: A vase and flowers? Great!
Pete: You are joking. I like giving presents you know. It's so pleasant and makes a good first impression.
Jane: You are talking about Claudia's parents. Oh, that's important.
Pete: Oh, stop it!
Jane: Hmm. Honestly, I think you need to take a crash course in German before you leave. Claudia might think you're speaking Chinese or something if you don't.
Jane: Sure, go ahead.
Pete: Well, I'm thinking about going to Germany this summer. I've got that scholarship in physics. And ... but it's not the problem jet. I think it's the most pleasant idea about everything. So, in a word, I need some advice. You're the best person I know to answer my questions since you're German.
Jane: Thank you. What do you want to know?
Pete: Well, don't laugh, but I met this really nice girl through an online music mailing list, you know, a discussion group on the Internet. I need some advice. You see, Claudia, ...
Jane: Okay. So, it's Claudia, oh?
Pete: Yeah, yeah. See, she lives in Germany. And I'm planning to meet her. It's natural, at least someone I know in the country. She invited me to spend a weekend when I told her I was going to come. About the scholarship I'd got. And well, I told her I had studied a little bit about the country and language, and she's kind of expecting that I know more than I really do.
Jane: Hmm. You're really in hot water now!
Pete: Yeah. I think so.
Jane: Well, what do you want to know?
Pete: Well, she's planning on introducing me to her parents.
Jane: Hey. Sounds kind of serious.
Pete: It isn't, at least I think it isn't. Anyway, what should you do when you greet someone for the first time in Germany?
Jane: Well, it depends on your relationship with the person. Now speaking of your girlfriend, Claudia.
Pete: Hey, I didn't say she was my girlfriend.
Jane: Ah, okay, okay. Now if you're meeting someone formally for the first time, like Claudia's parents, you should make sure you arrive on time. The Germans are very punctual, or so the stereotype says.
Pete: Okay, so arrive on time. Uh, what about common greetings?
Jane: Well, Germans often shake hands, and they use the person's family name, instead of their first name, unless they're really close friends.
Pete: Okay, what about with Claudia? I'm not sure what I should do in her case.
Jane: Ah. You can call her Claudia, shake hands, and why don't you take her some flowers?
Pete: Flowers? Good idea, I think. And what do they I mean Germans think of presents? Is it Ok to bring some flowers or some present? I could buy something really British like ... Oh, I don't know. Or not British just some present. Maybe a vase or statue, or...
Jane: A vase and flowers? Great!
Pete: You are joking. I like giving presents you know. It's so pleasant and makes a good first impression.
Jane: You are talking about Claudia's parents. Oh, that's important.
Pete: Oh, stop it!
Jane: Hmm. Honestly, I think you need to take a crash course in German before you leave. Claudia might think you're speaking Chinese or something if you don't.
3212121
A – 3, Well, I'm thinking about going to Germany this summer. На какое время – мы не узнаём.
B – 2, I met this really nice girl through an online music mailing list, you know, a discussion group on the Internet. И далее проясняется, что её зовут Клаудиа.
C – 1, You're really in hot water now! В значении to be in or get into a difficult situation in which you are in danger of being criticized or punished.
D – 2, Джейн многое рекомендует Питу, но прямых указаний на дружелюбность и улыбку нет, ее совет в плане приветствия в другом: shake hands + use the person's family name
E – 1, I could buy something really British like <…> Maybe a vase or statue, => A vase and flowers? Great!
F – 2, You can call her Claudia, shake hands – никаких обнимашек.
G – 1, to brush up on sth - to improve your knowledge of something already learned but partly forgotten — I think you need to take a crash course in German
A – 3, Well, I'm thinking about going to Germany this summer. На какое время – мы не узнаём.
B – 2, I met this really nice girl through an online music mailing list, you know, a discussion group on the Internet. И далее проясняется, что её зовут Клаудиа.
C – 1, You're really in hot water now! В значении to be in or get into a difficult situation in which you are in danger of being criticized or punished.
D – 2, Джейн многое рекомендует Питу, но прямых указаний на дружелюбность и улыбку нет, ее совет в плане приветствия в другом: shake hands + use the person's family name
E – 1, I could buy something really British like <…> Maybe a vase or statue, => A vase and flowers? Great!
F – 2, You can call her Claudia, shake hands – никаких обнимашек.
G – 1, to brush up on sth - to improve your knowledge of something already learned but partly forgotten — I think you need to take a crash course in German
45
Teacher: Hi. Welcome to Parent-Teacher Conference.
Parent: Thanks.
Teacher: So, what is your child's name?
Parent: It's Megan Jones.
Teacher: Megan. Uh, let's see. Oh yeah, Megan. Um, she missed the last couple of days. Has she been sick?
Parent: No, she's been having some problems with the other kids in your class, and...
Teacher: Well, you know, junior high school is a difficult time, but she just needs to speak up a little more in class. I think ...
Parent: No, it's... it's more than that. Some of the kids in your class have really been bullying her a lot.
Teacher: What do you mean?
Parent: Well, um, they've been teasing her a lot about her appearance, and then, the other day, you didn't help things ... she said you commented on her clothes.
Teacher: What do you mean? I mean ...
Parent: She said you commented on her shirt and jeans, and said they were from the 1970s or something like that.
Teacher: Well, I was just kind of joking a little bit with her.
Parent: Well, yeah, that's what you think, but other kids follow your example. In fact, one of the kids took a picture of her with their phone and posted it and it had some really nasty comments under it on Facebook. It was terrible. The kids wrote that Megan looked old-fashioned and even said she looked stupid. Then, it got even worse, they started discussing her appearance. They were saying she's a bit plump, that she needs to go on a diet! And other nasty comments like her upper lip is curved and that her eyes are like beans.
Teacher: Well, you know, kids can be kids.
Parent: No, don't you get it? This is bullying; it's cyberbullying, and adults like you are part of the problem. You started the problem. Pupils followed your example. And she is just a girl, eager to be attractive like other girls her age. Yes, maybe she is too expressive in her style of clothing and hair. But it's so natural. I remember myself doing much more extravagant things in junior high school. Forget it. I'm going to discuss this with the principal tomorrow.
Teacher: Oh, wait, wait, wait. Urn, uh, oh. I'm sorry if I hurt her feelings, but...
Parent: I am sick and tired of people thinking that a little teasing is okay. Too many kids are killing themselves because they feel that there's just no way to escape this.
Teacher: Okay. Well, I guess I need to be a little bit more careful, but ...
Parent: Yeah, you do. I really hope I can get Megan to come to school tomorrow. She's been really, really anxious and depressed for some time, and your comments and those that the other kids made haven't helped.
Teacher: Wow. Uh, I'm really sorry. Could you see if you can bring her to school tomorrow? Uh, I'd like to apologize and see what I can do to, maybe, improve the situation.
Parent: Thanks. I'd appreciate it. That would help.
Parent: Thanks.
Teacher: So, what is your child's name?
Parent: It's Megan Jones.
Teacher: Megan. Uh, let's see. Oh yeah, Megan. Um, she missed the last couple of days. Has she been sick?
Parent: No, she's been having some problems with the other kids in your class, and...
Teacher: Well, you know, junior high school is a difficult time, but she just needs to speak up a little more in class. I think ...
Parent: No, it's... it's more than that. Some of the kids in your class have really been bullying her a lot.
Teacher: What do you mean?
Parent: Well, um, they've been teasing her a lot about her appearance, and then, the other day, you didn't help things ... she said you commented on her clothes.
Teacher: What do you mean? I mean ...
Parent: She said you commented on her shirt and jeans, and said they were from the 1970s or something like that.
Teacher: Well, I was just kind of joking a little bit with her.
Parent: Well, yeah, that's what you think, but other kids follow your example. In fact, one of the kids took a picture of her with their phone and posted it and it had some really nasty comments under it on Facebook. It was terrible. The kids wrote that Megan looked old-fashioned and even said she looked stupid. Then, it got even worse, they started discussing her appearance. They were saying she's a bit plump, that she needs to go on a diet! And other nasty comments like her upper lip is curved and that her eyes are like beans.
Teacher: Well, you know, kids can be kids.
Parent: No, don't you get it? This is bullying; it's cyberbullying, and adults like you are part of the problem. You started the problem. Pupils followed your example. And she is just a girl, eager to be attractive like other girls her age. Yes, maybe she is too expressive in her style of clothing and hair. But it's so natural. I remember myself doing much more extravagant things in junior high school. Forget it. I'm going to discuss this with the principal tomorrow.
Teacher: Oh, wait, wait, wait. Urn, uh, oh. I'm sorry if I hurt her feelings, but...
Parent: I am sick and tired of people thinking that a little teasing is okay. Too many kids are killing themselves because they feel that there's just no way to escape this.
Teacher: Okay. Well, I guess I need to be a little bit more careful, but ...
Parent: Yeah, you do. I really hope I can get Megan to come to school tomorrow. She's been really, really anxious and depressed for some time, and your comments and those that the other kids made haven't helped.
Teacher: Wow. Uh, I'm really sorry. Could you see if you can bring her to school tomorrow? Uh, I'd like to apologize and see what I can do to, maybe, improve the situation.
Parent: Thanks. I'd appreciate it. That would help.
1213213
A – 1, Megan. Uh, let's see. Oh yeah, Megan. Um, she missed the last couple of days.
B – 2, Она учится в junior high school.
C – 1, She said you commented on her shirt and jeans, and said they were from the 1970s or something like that <…> other kids follow your example.
D – 3, Про соцсети рассказывается лишь это: In fact, one of the kids took a picture of her with their phone and posted it and it had some really nasty comments under it on Facebook. Про удаление из друзей ничего не сказано.
E – 2, Нет, со стороны учителя не было поддержки позиции учеников, напротив: I guess I need to be a little bit more careful <…> I'm sorry if I hurt her feelings <…> Uh, I'd like to apologize and see what I can do to, maybe, improve the situation.
F – 1, I'm going to discuss this with the principal tomorrow.
G – 3, мы знаем, что учитель просит привести Меган в школу, чтобы она смогли извиниться перед ней и решить ситуацию, а также то, что родитель благодарит учителя за это; однако, мы не знаем, как это все в итоге скажется на Меган
A – 1, Megan. Uh, let's see. Oh yeah, Megan. Um, she missed the last couple of days.
B – 2, Она учится в junior high school.
C – 1, She said you commented on her shirt and jeans, and said they were from the 1970s or something like that <…> other kids follow your example.
D – 3, Про соцсети рассказывается лишь это: In fact, one of the kids took a picture of her with their phone and posted it and it had some really nasty comments under it on Facebook. Про удаление из друзей ничего не сказано.
E – 2, Нет, со стороны учителя не было поддержки позиции учеников, напротив: I guess I need to be a little bit more careful <…> I'm sorry if I hurt her feelings <…> Uh, I'd like to apologize and see what I can do to, maybe, improve the situation.
F – 1, I'm going to discuss this with the principal tomorrow.
G – 3, мы знаем, что учитель просит привести Меган в школу, чтобы она смогли извиниться перед ней и решить ситуацию, а также то, что родитель благодарит учителя за это; однако, мы не знаем, как это все в итоге скажется на Меган
46
Bill: Hey. Mary. Come on in. Take a seat, uh, somewhere. Oh, that chair is dirty in some cream or something like that.
Mary: Whoa. This place is a disaster and the smell.
Bill: Ah, it's not so bad.
Mary: Yes, it is. It's terrible.
Bill: Ah. Come on.
Mary: No, look. There are pizza boxes all over the floor. Why don't you throw them away?
Bill: Do you need a piece?
Mary: Wait! I think that pizza's company's been closed for two months for health reasons! You've got stains on the carpet from who knows what. Do you like living like this? I'm not even going into the bathroom. And, what is that smell?
Bill: What smell? Wait, what! Ah!
Mary: Uh. What is in your garbage? This milk has curdled. How long has it been in there? Are you trying to cultivate other forms of life? I mean it looks like your trying to build a civilization in there?
Bill: It's not so bad.
Mary: You keep saying that. Uh, you need to hire a house cleaning service!
Bill: A what?
Mary: Yes. A cleaning service. You know my friend, she has one. She has her own company. They'll come to your apartment, clean everything from top to bottom. Clean your carpet — it certainly needs it. Uh, dust your furniture, sweep, mop, everything. Clean your blinds, not that you'd notice, closets, and your appliances, too.
Bill: That sounds expensive. I don't think I can afford that.
Mary: They usually send out teams of two people, but for you, they're going to need a whole hazardous materials crew.
Bill: You may be right. I'm having an awful week ahead. My exams are coming. Anyway no time for cleaning everything up.
Mary: That's what I'm talking about. You can't leave it like that. Otherwise, you are definitely going to have problems with your landlady. You see?
Bill: Yes, she is being so strict sometimes. I wish she didn't come next week or so. I owe her some money, though, I think she will come. So, a disaster.
Mary: If I were her I would turn you out. It's such a mess in here. She will have to redecorate the flat after you move out of it.
Bill: You see I am in a bit difficult financial position. Have to pay for this and that. Well, how much is your cleaning service then?
Mary: They usually charge $30 an hour.
Bill: THIRTY DOLLARS! Whoa! That's expensive.
Mary: But it's going to be more for you, I'm sure.
Bill: Whoa! That's expensive.
Mary: Look. You always tell me you don't have friends and I can see why. Give them a try. Look, I'll try and get you a discount, because you can't keep living like this.
Bill: Oh, well, Uh, do you have time? Maybe, you could...
Mary: No, no! In fact, I remember I have to be somewhere.
Bill: Oh, okay, well. What's their number?
Mary: I'll text it to you later. Good-bye.
Bill: All right. Bye.
Mary: Whoa. This place is a disaster and the smell.
Bill: Ah, it's not so bad.
Mary: Yes, it is. It's terrible.
Bill: Ah. Come on.
Mary: No, look. There are pizza boxes all over the floor. Why don't you throw them away?
Bill: Do you need a piece?
Mary: Wait! I think that pizza's company's been closed for two months for health reasons! You've got stains on the carpet from who knows what. Do you like living like this? I'm not even going into the bathroom. And, what is that smell?
Bill: What smell? Wait, what! Ah!
Mary: Uh. What is in your garbage? This milk has curdled. How long has it been in there? Are you trying to cultivate other forms of life? I mean it looks like your trying to build a civilization in there?
Bill: It's not so bad.
Mary: You keep saying that. Uh, you need to hire a house cleaning service!
Bill: A what?
Mary: Yes. A cleaning service. You know my friend, she has one. She has her own company. They'll come to your apartment, clean everything from top to bottom. Clean your carpet — it certainly needs it. Uh, dust your furniture, sweep, mop, everything. Clean your blinds, not that you'd notice, closets, and your appliances, too.
Bill: That sounds expensive. I don't think I can afford that.
Mary: They usually send out teams of two people, but for you, they're going to need a whole hazardous materials crew.
Bill: You may be right. I'm having an awful week ahead. My exams are coming. Anyway no time for cleaning everything up.
Mary: That's what I'm talking about. You can't leave it like that. Otherwise, you are definitely going to have problems with your landlady. You see?
Bill: Yes, she is being so strict sometimes. I wish she didn't come next week or so. I owe her some money, though, I think she will come. So, a disaster.
Mary: If I were her I would turn you out. It's such a mess in here. She will have to redecorate the flat after you move out of it.
Bill: You see I am in a bit difficult financial position. Have to pay for this and that. Well, how much is your cleaning service then?
Mary: They usually charge $30 an hour.
Bill: THIRTY DOLLARS! Whoa! That's expensive.
Mary: But it's going to be more for you, I'm sure.
Bill: Whoa! That's expensive.
Mary: Look. You always tell me you don't have friends and I can see why. Give them a try. Look, I'll try and get you a discount, because you can't keep living like this.
Bill: Oh, well, Uh, do you have time? Maybe, you could...
Mary: No, no! In fact, I remember I have to be somewhere.
Bill: Oh, okay, well. What's their number?
Mary: I'll text it to you later. Good-bye.
Bill: All right. Bye.
2132212
A. 2 — Take a seat, uh, somewhere. Oh, that chair is dirty in some cream or something like that. — стул есть, но он грязный;
B. 1 — I think that pizza's company's been closed for two months for health reasons! — значит, коробки пролежали там как минимум два месяца;
C. 3 — Нет информации, покупал ли он пиццу с момента закрытия компании;
D. 2 — Are you trying to cultivate other forms of life? I mean it looks like you're trying to build a civilization in there?;
E. 2 — They usually send out teams of two people, but for you, they're going to need a whole hazardous materials crew.;
F. 1 — My exams are coming. Anyway, no time for cleaning everything up.;
G. 2 — Look, I'll try and get you a discount, because you can't keep living like this.
A. 2 — Take a seat, uh, somewhere. Oh, that chair is dirty in some cream or something like that. — стул есть, но он грязный;
B. 1 — I think that pizza's company's been closed for two months for health reasons! — значит, коробки пролежали там как минимум два месяца;
C. 3 — Нет информации, покупал ли он пиццу с момента закрытия компании;
D. 2 — Are you trying to cultivate other forms of life? I mean it looks like you're trying to build a civilization in there?;
E. 2 — They usually send out teams of two people, but for you, they're going to need a whole hazardous materials crew.;
F. 1 — My exams are coming. Anyway, no time for cleaning everything up.;
G. 2 — Look, I'll try and get you a discount, because you can't keep living like this.
47
Jill: Hello, Fred! It's so good to see you. How are things?
Fred: Oh, hi, Jill. I'm fine, thank you. What about you?
Jill: I'm okay, thanks. Happy birthday by the way!
Fred: Thanks a lot!
Jill: How are you going to celebrate it?
Fred: I'd like to arrange a party in Aqua Park!
Jill: Wow! It's time to buy a new swimsuit!
Fred: Exactly! It'll be on Saturday. I think, we are looking forward to a fun time outdoors and on the water with plenty of adrenaline kicks. My parents will book a session at Harbour Splash, Dublin's first inflatable aqua park at Dun Laoghaire Harbour.
Jill: I know the park has trampolines, slides, jumps, monkey bars and climbing walls... it's the ideal playground for a kid's birthday party or a family day out.
Fred: But my youngsters will be with us ...
Jill: Then, we shouldn't miss out on the blast bag - the kids love it! It works even better when parents jump on the bean bag to blast the kids in the air! If you haven't seen it, have a look at it on the website!
Fred: Harbour Splash is ideally located at the west pier in Dun Laoghaire Harbour, only a 10-minute walk for the Salthill Monkstown or Dun Laoghaire Dart stations with a public car park right outside the door. My parents will make a group booking. That's why be ready to arrive 30- 45 minutes before the session starts for the check-in and getting changed. Sessions are one hour long including the safety briefing by the lifeguards and afterwards you need to factor in another 15 minutes to get changed.
Jill: So many requirements!
Fred: As they are looking for young children, adults need to go on the water with us, besides my uncle will have to stay on site for the duration of the session. That'll be a fun family day out!
Jill: It's going to be an awesome day out. The water park with all its slides, trampolines, climbing walls and jumps is great fun and not just for the kids! I think the parents should also go in themselves and make some great memories with us. I'm sure they'll be smiling' from ear to ear.
Fred: For those that don't feel like getting in on the action, they offer watching kids bouncing, jumping, sliding in the water from 'Stella', the Dutch sea barge that is being used as the reception and houses the park's facilities. Organic McCabe's coffee is always served to those waiting.
Jill: What should I bring with me?
Fred: They say, all equipment including a wetsuit is available, so children only need to bring swimwear and a towel. Changing rooms are available on site.
Jill: That's really great. That'll the best birthday party, I think!
Fred: Oh, hi, Jill. I'm fine, thank you. What about you?
Jill: I'm okay, thanks. Happy birthday by the way!
Fred: Thanks a lot!
Jill: How are you going to celebrate it?
Fred: I'd like to arrange a party in Aqua Park!
Jill: Wow! It's time to buy a new swimsuit!
Fred: Exactly! It'll be on Saturday. I think, we are looking forward to a fun time outdoors and on the water with plenty of adrenaline kicks. My parents will book a session at Harbour Splash, Dublin's first inflatable aqua park at Dun Laoghaire Harbour.
Jill: I know the park has trampolines, slides, jumps, monkey bars and climbing walls... it's the ideal playground for a kid's birthday party or a family day out.
Fred: But my youngsters will be with us ...
Jill: Then, we shouldn't miss out on the blast bag - the kids love it! It works even better when parents jump on the bean bag to blast the kids in the air! If you haven't seen it, have a look at it on the website!
Fred: Harbour Splash is ideally located at the west pier in Dun Laoghaire Harbour, only a 10-minute walk for the Salthill Monkstown or Dun Laoghaire Dart stations with a public car park right outside the door. My parents will make a group booking. That's why be ready to arrive 30- 45 minutes before the session starts for the check-in and getting changed. Sessions are one hour long including the safety briefing by the lifeguards and afterwards you need to factor in another 15 minutes to get changed.
Jill: So many requirements!
Fred: As they are looking for young children, adults need to go on the water with us, besides my uncle will have to stay on site for the duration of the session. That'll be a fun family day out!
Jill: It's going to be an awesome day out. The water park with all its slides, trampolines, climbing walls and jumps is great fun and not just for the kids! I think the parents should also go in themselves and make some great memories with us. I'm sure they'll be smiling' from ear to ear.
Fred: For those that don't feel like getting in on the action, they offer watching kids bouncing, jumping, sliding in the water from 'Stella', the Dutch sea barge that is being used as the reception and houses the park's facilities. Organic McCabe's coffee is always served to those waiting.
Jill: What should I bring with me?
Fred: They say, all equipment including a wetsuit is available, so children only need to bring swimwear and a towel. Changing rooms are available on site.
Jill: That's really great. That'll the best birthday party, I think!
2232113
A – 2, I'd like to arrange a party in Aqua Park! It'll be on Saturday – вечеринка планируется в субботу, раз нет уточнения про следующую неделю, значит имеется в виду текущая.
B – 2, My parents will book a session at Harbour Splash, Dublin's first inflatable aqua park – внимание на время, родители лишь забронируют, это ещё не сделано.
C – 3, Не названо ни конкретное количество людей, которых Фред планирует пригласить, ни его личная оценка того, сколько будет людей.
D – 2, Then, we shouldn't miss out on the blast bag <…> If you haven't seen it, have a look at it on the website!
E – 1, <…> be ready to arrive 30- 45 minutes before the session starts for the check-in and getting changed.
F – 1, As they are looking for young children, adults need to go on the water with us.
G – 3, Многое сказано про развлечения для детей или для ожидающих (Organic McCabe's coffee is always served to those waiting). Но именно про развлечения для родителей нет упоминания.
A – 2, I'd like to arrange a party in Aqua Park! It'll be on Saturday – вечеринка планируется в субботу, раз нет уточнения про следующую неделю, значит имеется в виду текущая.
B – 2, My parents will book a session at Harbour Splash, Dublin's first inflatable aqua park – внимание на время, родители лишь забронируют, это ещё не сделано.
C – 3, Не названо ни конкретное количество людей, которых Фред планирует пригласить, ни его личная оценка того, сколько будет людей.
D – 2, Then, we shouldn't miss out on the blast bag <…> If you haven't seen it, have a look at it on the website!
E – 1, <…> be ready to arrive 30- 45 minutes before the session starts for the check-in and getting changed.
F – 1, As they are looking for young children, adults need to go on the water with us.
G – 3, Многое сказано про развлечения для детей или для ожидающих (Organic McCabe's coffee is always served to those waiting). Но именно про развлечения для родителей нет упоминания.
48
Mark: Hello, Jane! It's so good to see you. How are things?
Jane: Oh, hi, Mark. I'm fine, thank you. What about you?
Mark:: I'm okay, thanks. Congratulations on your birthday!
Jane: Thanks a lot! My parents gave me a laptop for my birthday. Now I have 24-hour access to the Internet!
Mark: Oh! But aren't your parents against it?
Jane: Of course, they set rules and boundaries. They will check and ... what's more they asked me for my password.
Mark: As thirteen is the minimum age for Facebook, it is not advisable for seven-and eight-year-olds! But we're older! I know this, but they will follow your account... My parents have this practice for my phone to filter software. And for my younger brother they bought a phone without the Internet.
Jane: Well, ... When they were teens, they didn't have these devices. They just envy us!
Mark: I think the teen years are preparation for adulthood and teens need a separate world from adults.
Jane: Of course, they want to safeguard our well-being. My mom wants to include herself in the use of media and she's always available if anything comes up that may have upset or frightened me.
Mark: Oh! Parenting is not policing! When parents are controlling, the teen may feel that the parent has all the power, and they learn simply to be passive and to conform or even rebel. I don't want to worsen the relations with my parents!
Jane: My parents put their focus on their relationship with me and my brothers, as they want us to feel it's safe to say more and they want to know we will come to them if we have any issues. They are role models for me.
Mark: My father talks with me, and this creates safety for me to share some of my inner world. He knows me well, we spend a lot of time together, he's interested in my problems. He often tells me, 'Tell me more ... How are you feeling? How can I support you?'
Jane: That great! The only real control parents should have is the control of the strength of our relationship. Building a strong relationship with strong boundaries around the behaviour is what we all need. When a teen makes a mistake and the relationship is unconditional and nonjudgmental, it creates the safety for the 'why' of the behaviour to emerge and needs to be seen as an opportunity to deepen the relationship with a teen.
Mark: Right you are!
Jane: I think we should arrange a party for our parents to get them acquainted. ... By the way, bring your parents with you to my birthday party, it's going to be on Sunday! And you can also explain to me how to download files then, too...
Mark: Thank you, Jane!
Jane: Oh, hi, Mark. I'm fine, thank you. What about you?
Mark:: I'm okay, thanks. Congratulations on your birthday!
Jane: Thanks a lot! My parents gave me a laptop for my birthday. Now I have 24-hour access to the Internet!
Mark: Oh! But aren't your parents against it?
Jane: Of course, they set rules and boundaries. They will check and ... what's more they asked me for my password.
Mark: As thirteen is the minimum age for Facebook, it is not advisable for seven-and eight-year-olds! But we're older! I know this, but they will follow your account... My parents have this practice for my phone to filter software. And for my younger brother they bought a phone without the Internet.
Jane: Well, ... When they were teens, they didn't have these devices. They just envy us!
Mark: I think the teen years are preparation for adulthood and teens need a separate world from adults.
Jane: Of course, they want to safeguard our well-being. My mom wants to include herself in the use of media and she's always available if anything comes up that may have upset or frightened me.
Mark: Oh! Parenting is not policing! When parents are controlling, the teen may feel that the parent has all the power, and they learn simply to be passive and to conform or even rebel. I don't want to worsen the relations with my parents!
Jane: My parents put their focus on their relationship with me and my brothers, as they want us to feel it's safe to say more and they want to know we will come to them if we have any issues. They are role models for me.
Mark: My father talks with me, and this creates safety for me to share some of my inner world. He knows me well, we spend a lot of time together, he's interested in my problems. He often tells me, 'Tell me more ... How are you feeling? How can I support you?'
Jane: That great! The only real control parents should have is the control of the strength of our relationship. Building a strong relationship with strong boundaries around the behaviour is what we all need. When a teen makes a mistake and the relationship is unconditional and nonjudgmental, it creates the safety for the 'why' of the behaviour to emerge and needs to be seen as an opportunity to deepen the relationship with a teen.
Mark: Right you are!
Jane: I think we should arrange a party for our parents to get them acquainted. ... By the way, bring your parents with you to my birthday party, it's going to be on Sunday! And you can also explain to me how to download files then, too...
Mark: Thank you, Jane!
2133231
A – 2, My parents gave me a laptop for my birthday.
B – 1, As thirteen is the minimum age for Facebook <…>
C – 3, Родители контролируют фильтрацию контента для Марка (My parents have this practice for my phone to filter software), но про контроль его поведения ничего не сказано.
D – 3, Сказано, что возможно родители завидуют подросткам, т.к. раньше не было смартфонов. Сказано в частности про мама Джейн: My mom wants to include herself in the use of media and she's always available if anything comes up. Но мысль «All parents would like to have gadgets to be computer literate people» не появляется в диалоге.
E – 2, Марк упоминает, что какие-то подростки могут взбунтоваться. Он же: I don't want to worsen the relations with my parents!
F – 3, Марк упоминает важность разговоров с родителями, но Джейн говорит: The only real control parents should have is the control of the strength of our relationship. Building a strong relationship with strong boundaries around the behaviour is what we all need. Здесь в целом про выстраивание глубинных отношений с подростком. Мысли, что «parents should talk to their children» нет.
G – 1, By the way, bring your parents with you to my birthday party
A – 2, My parents gave me a laptop for my birthday.
B – 1, As thirteen is the minimum age for Facebook <…>
C – 3, Родители контролируют фильтрацию контента для Марка (My parents have this practice for my phone to filter software), но про контроль его поведения ничего не сказано.
D – 3, Сказано, что возможно родители завидуют подросткам, т.к. раньше не было смартфонов. Сказано в частности про мама Джейн: My mom wants to include herself in the use of media and she's always available if anything comes up. Но мысль «All parents would like to have gadgets to be computer literate people» не появляется в диалоге.
E – 2, Марк упоминает, что какие-то подростки могут взбунтоваться. Он же: I don't want to worsen the relations with my parents!
F – 3, Марк упоминает важность разговоров с родителями, но Джейн говорит: The only real control parents should have is the control of the strength of our relationship. Building a strong relationship with strong boundaries around the behaviour is what we all need. Здесь в целом про выстраивание глубинных отношений с подростком. Мысли, что «parents should talk to their children» нет.
G – 1, By the way, bring your parents with you to my birthday party
49
Kelly: Hi, Sam! I haven't seen you for ages! Why were you absent from school? I was worried about you.
Sam: Hi Kelly! I was in hospital as I broke my leg.
Kelly: You poor thing! How did it happen?
Sam: Last month my parents and I went skiing for a weekend.
Kelly: But you're good at skiing.
Sam: Oh yes. But it was so unexpected. We went skiing slope on Saturday morning. At the beginning it was great, but then something started to happen with skis. I invade on ice, and I fell. Then my parents took me to the hospital.
Kelly: How terrible. Did your leg hurt?
Sam: Yes, essentially it did. My immediate reaction was that my ankle had just jumped around, but as I went to step up I couldn't feel my foot properly I knew I couldn't walk.
Kelly: What did they do at the hospital?
Sam: The doctor put a plaster op my leg and I had to stay at hospital for several days. Then I returned home but I couldn't go to school.
Kelly: How long did you stay in hospital for?
Sam: Oh, for 10 days.
Kelly: 10 days? That's so long. What was it like in hospital?
Sam: Let's be honest, I spent most of my time asleep, but when I was awake the hospital seemed nice, and had a great staff and I was feeling slightly depressed about my leg.
Kelly: And are you feeling better now?
Sam: Kelly, don't you see? I am at school. I can walk.
Kelly: That's great. So, you can join us. Welcome to our school literature club meeting.
Sam: Really? What are you doing there?
Kelly: Mostly we discuss teen books, that's really great as sometimes we even argue!
Sam: Well, it sounds interesting...
Kelly: You can take part in the meeting. It'll be interesting.
Sam: We'll see. And who holds the meeting? I hope, it is our literature teacher! His lessons are always so interesting!
Kelly: Of course, Mr. Jonson will be there. The club is at the local library. Mr. Jonson is so smart! He usually recommends wonderful books to us to read. I've been out of class since early this afternoon, and I have been reading this new book I bought yesterday. Have you ever heard of the author John Grisham?
Sam: Yeah! John Grisham is a lawyer who has written a lot of books based on his knowledge and experience with the legal system like The Client. His books are very easy to read, and they give a lot of information on how the legal system works.
Kelly: Yeah, The Client is one of my favourite books! John Grisham's special sense of humour makes his characters very entertaining and the book much more interesting to read.
Sam: John Grisham really knows how to adapt his writing style to each situation. That is probably one of the reasons for his success.
Kelly: John Grisham's success is an example of the importance of education. Even though his parents were poor and did not have a decent education, his mother put a lot of emphasis on his education and pushed him to go to college.
Sam: I have to agree with you on that. Education is one of the best tools to achieve success in life. That is the reason why we are still in school, right?
Kelly: Right. But, why the sudden interest in John Grisham, Sam?
Sam: Well, I read his first book, and I found it very interesting. So, I kept on reading his books. I already have a collection of all his work.
Sam: Hi Kelly! I was in hospital as I broke my leg.
Kelly: You poor thing! How did it happen?
Sam: Last month my parents and I went skiing for a weekend.
Kelly: But you're good at skiing.
Sam: Oh yes. But it was so unexpected. We went skiing slope on Saturday morning. At the beginning it was great, but then something started to happen with skis. I invade on ice, and I fell. Then my parents took me to the hospital.
Kelly: How terrible. Did your leg hurt?
Sam: Yes, essentially it did. My immediate reaction was that my ankle had just jumped around, but as I went to step up I couldn't feel my foot properly I knew I couldn't walk.
Kelly: What did they do at the hospital?
Sam: The doctor put a plaster op my leg and I had to stay at hospital for several days. Then I returned home but I couldn't go to school.
Kelly: How long did you stay in hospital for?
Sam: Oh, for 10 days.
Kelly: 10 days? That's so long. What was it like in hospital?
Sam: Let's be honest, I spent most of my time asleep, but when I was awake the hospital seemed nice, and had a great staff and I was feeling slightly depressed about my leg.
Kelly: And are you feeling better now?
Sam: Kelly, don't you see? I am at school. I can walk.
Kelly: That's great. So, you can join us. Welcome to our school literature club meeting.
Sam: Really? What are you doing there?
Kelly: Mostly we discuss teen books, that's really great as sometimes we even argue!
Sam: Well, it sounds interesting...
Kelly: You can take part in the meeting. It'll be interesting.
Sam: We'll see. And who holds the meeting? I hope, it is our literature teacher! His lessons are always so interesting!
Kelly: Of course, Mr. Jonson will be there. The club is at the local library. Mr. Jonson is so smart! He usually recommends wonderful books to us to read. I've been out of class since early this afternoon, and I have been reading this new book I bought yesterday. Have you ever heard of the author John Grisham?
Sam: Yeah! John Grisham is a lawyer who has written a lot of books based on his knowledge and experience with the legal system like The Client. His books are very easy to read, and they give a lot of information on how the legal system works.
Kelly: Yeah, The Client is one of my favourite books! John Grisham's special sense of humour makes his characters very entertaining and the book much more interesting to read.
Sam: John Grisham really knows how to adapt his writing style to each situation. That is probably one of the reasons for his success.
Kelly: John Grisham's success is an example of the importance of education. Even though his parents were poor and did not have a decent education, his mother put a lot of emphasis on his education and pushed him to go to college.
Sam: I have to agree with you on that. Education is one of the best tools to achieve success in life. That is the reason why we are still in school, right?
Kelly: Right. But, why the sudden interest in John Grisham, Sam?
Sam: Well, I read his first book, and I found it very interesting. So, I kept on reading his books. I already have a collection of all his work.
2212213
A – 2, Келли: But you're good at skiing <…> Сэм: At the beginning it was great, but then something started to happen with skis. I invade on ice, and I fell.
B – 2, Then my parents took me to the hospital.
C – 1, Келли: How long did you stay in hospital for? Сэм: Oh, for 10 days.
D – 2, So you can join us. Welcome to our school literature club meeting.
E – 2, Сэм: And who holds the meeting? I hope, it is our literature teacher! Келли: Of course, Mr Jonson will be there.
F – 1, Келли: John Grisham's special sense of humour makes his characters very entertaining and the book much more interesting to read. Сэм: Well, I read his first book, and I found it very interesting. So, I kept on reading his books. I already have a collection of all his work.
G – 3, У Джона коллекция книг этого автора, верно, но указания, где он купил все эти книги, нет
A – 2, Келли: But you're good at skiing <…> Сэм: At the beginning it was great, but then something started to happen with skis. I invade on ice, and I fell.
B – 2, Then my parents took me to the hospital.
C – 1, Келли: How long did you stay in hospital for? Сэм: Oh, for 10 days.
D – 2, So you can join us. Welcome to our school literature club meeting.
E – 2, Сэм: And who holds the meeting? I hope, it is our literature teacher! Келли: Of course, Mr Jonson will be there.
F – 1, Келли: John Grisham's special sense of humour makes his characters very entertaining and the book much more interesting to read. Сэм: Well, I read his first book, and I found it very interesting. So, I kept on reading his books. I already have a collection of all his work.
G – 3, У Джона коллекция книг этого автора, верно, но указания, где он купил все эти книги, нет
50
Miss Brown: Hello! I'm very glad to welcome you here! This is the first session of our literature club! My name is Miss Brown and I'm a senior librarian here at your school library, in case you don't know.
Sam: Hello! I'm Sam and I'd like to join the club.
Miss Brown: Nice to meet you! Today we'll speak about the right books to read.
Sam: I think reading for pleasure is important...but also that we all find pleasure in reading different things.
Miss Brown: I have a friend who has a son. He is 13. Last year their teacher informed my friend that her son needed to be reading 'only' the things on the 5th grade reading list. He was reading National Geographic and non-fiction books about 'everything', as well as comic books... I was shocked and sickened that any teacher would condemn a child for reading just because he wasn't reading the 'right' things! My friend said, sarcastically, "So I should get rid of all the books in my house, so he's not distracted from your reading list?" The teacher said, very seriously, "That would be a big help."
Sam: We have a home library, and my parents encourage my reading!
Miss Brown: That's really great!
Sam: Ever since I've been old enough to read, I've been choosing books that are considered above or below my reading level along with so-called 'appropriate' books. Books are books. Just because the characters in the books are of a certain age it doesn't mean that it only has importance to you if you are that age. You can get meaning from all kinds of novels. Sometimes the perspective of age helps you get a different, more deep meaning.
Miss Brown: Right you are! Young-adult fiction (often abbreviated as YA) is fiction written for, published for, or marketed to adolescents and young adults, roughly ages 13 to 18. Young-adult fiction, whether in the form of novels or short stories, has distinct attributes that distinguish it from the other age categories of fiction.
Sam: What I like, the vast majority of YA stories portray an adolescent as the protagonist, rather than an adult or a child. The subject matter and story lines are typically consistent with the age and experience of the main character, but beyond that YA stories span the entire spectrum of fiction genres. The settings of YA stories are limited only by the imagination and skill of the author. Themes in YA stories often focus on the challenges of youth, so much so that the entire age category is sometimes referred to as problem novels or coming of age novel.
Miss Brown: Sam, you know a lot about this type of literature. If you don't mind, I'd like you to come next week and tell us about YA books and your favourite book.
Sam: With great pleasure!
Sam: Hello! I'm Sam and I'd like to join the club.
Miss Brown: Nice to meet you! Today we'll speak about the right books to read.
Sam: I think reading for pleasure is important...but also that we all find pleasure in reading different things.
Miss Brown: I have a friend who has a son. He is 13. Last year their teacher informed my friend that her son needed to be reading 'only' the things on the 5th grade reading list. He was reading National Geographic and non-fiction books about 'everything', as well as comic books... I was shocked and sickened that any teacher would condemn a child for reading just because he wasn't reading the 'right' things! My friend said, sarcastically, "So I should get rid of all the books in my house, so he's not distracted from your reading list?" The teacher said, very seriously, "That would be a big help."
Sam: We have a home library, and my parents encourage my reading!
Miss Brown: That's really great!
Sam: Ever since I've been old enough to read, I've been choosing books that are considered above or below my reading level along with so-called 'appropriate' books. Books are books. Just because the characters in the books are of a certain age it doesn't mean that it only has importance to you if you are that age. You can get meaning from all kinds of novels. Sometimes the perspective of age helps you get a different, more deep meaning.
Miss Brown: Right you are! Young-adult fiction (often abbreviated as YA) is fiction written for, published for, or marketed to adolescents and young adults, roughly ages 13 to 18. Young-adult fiction, whether in the form of novels or short stories, has distinct attributes that distinguish it from the other age categories of fiction.
Sam: What I like, the vast majority of YA stories portray an adolescent as the protagonist, rather than an adult or a child. The subject matter and story lines are typically consistent with the age and experience of the main character, but beyond that YA stories span the entire spectrum of fiction genres. The settings of YA stories are limited only by the imagination and skill of the author. Themes in YA stories often focus on the challenges of youth, so much so that the entire age category is sometimes referred to as problem novels or coming of age novel.
Miss Brown: Sam, you know a lot about this type of literature. If you don't mind, I'd like you to come next week and tell us about YA books and your favourite book.
Sam: With great pleasure!
1311223
A – 1, My name is Miss Brown and I'm a senior librarian here at your school library
B – 3, Мисс Браун рассказывает про сына подруги/друга - He was reading National Geographic and non-fiction books about 'everything', as well as comic books. Любит ли она такие книги? Откровенного отрицания этому нет, так же как и подтверждения.
C – 1, Ever since I've been old enough to read, I've been choosing books that are considered above or below my reading level along with so-called 'appropriate' books.
D – 1, Young-adult fiction (often abbreviated as YA) is fiction written for, published for, or marketed to adolescents and young adults, roughly ages 13 to 18.
E – 2, Young-adult fiction, whether in the form of novels or short stories, has distinct attributes that distinguish it from the other age categories of fiction.
F – 2, <…> but beyond that YA stories span the entire spectrum of fiction genres. The settings of YA stories are limited only by the imagination and skill of the author.
G – 3, Мисс Браун предлагает Сэму рассказать о своей любимой книге в следующий раз, но мы не узнаём от Сэма, что за книга это будет.
A – 1, My name is Miss Brown and I'm a senior librarian here at your school library
B – 3, Мисс Браун рассказывает про сына подруги/друга - He was reading National Geographic and non-fiction books about 'everything', as well as comic books. Любит ли она такие книги? Откровенного отрицания этому нет, так же как и подтверждения.
C – 1, Ever since I've been old enough to read, I've been choosing books that are considered above or below my reading level along with so-called 'appropriate' books.
D – 1, Young-adult fiction (often abbreviated as YA) is fiction written for, published for, or marketed to adolescents and young adults, roughly ages 13 to 18.
E – 2, Young-adult fiction, whether in the form of novels or short stories, has distinct attributes that distinguish it from the other age categories of fiction.
F – 2, <…> but beyond that YA stories span the entire spectrum of fiction genres. The settings of YA stories are limited only by the imagination and skill of the author.
G – 3, Мисс Браун предлагает Сэму рассказать о своей любимой книге в следующий раз, но мы не узнаём от Сэма, что за книга это будет.
51
Headteacher: Hello! I'm very glad to welcome you here! The exam alarm clock is on countdown to June with lots of study ahead for this year's leaving certificate students. What can teenagers do to keep focused and perform when it comes to the crunch in June! The key now is: Preparation, Preparation, Preparation and yes more Preparation! Getting mentally, physically, emotionally and materially prepared will give them more control and help to manage stress and anxiety. Understanding the stress cycle can help them to manage their stress.
Miss Giles: How can we help students cope with stressful situations? Can we provide any easy steps to improve their focus?
Headteacher: Remember, not all stress is bad stress. We need a certain amount of it to perform to our optimum. If we had no stress in our lives, we might stay in bed all day, why bother!? Appealing as this may sound right now, no stress or low stress can be as negative and harmful as excessively high ones. Prolonged levels of very high or low stress will negatively influence you and your health.
Miss Giles: I know that stress typically occurs when we perceive we are unable to cope with or meet the demands we face. We are all susceptible to stress from time to time and the Leaving Certificate year is a prime time for stress to rocket.
Headteacher: Well, stress is highly individual and unique. It affects us all differently. Teens may experience 'stress' relating to difficulties with subjects, teachers, parents, peers, homework, study, revision, relationships, siblings, money, etc. They may feel burdened with the pressure to 'live up to' expectations. An increasing sense of awareness can trigger a stress response and start a stress cycle.
Miss Giles: Stress can be subtle at first but affects you on every level: physical, mental and emotional. There is a strong interconnection between these systems that affect your level of wellbeing and health.
Headteacher: Usually the first signs of stress that we notice are the physical ones, for example, funny tummy, irregular bowels, headaches, backaches, interrupted sleeping or difficulty getting to sleep, irritability, snappiness and a generalised feeling of fear.
Miss Giles: How can I help my students cope with stress?
Headteacher: Advise them to boost their belief in themselves to meet the challenges — develop positive self-talk. It's also important to plan time and state the study strategy. Remember, it is normal for them to feel a certain amount of stress this year. However, it's important to keep it in check. Unchecked stress can lead to isolation, feelings of loneliness, health problems. Explain to students if they are experiencing dark thoughts, they should talk to someone immediately: a teacher, parent, friend or counselor. The best way to tackle stress is to meet it head on and identify simple steps to reduce it. Small steps can make a big difference to perspective and coping abilities.
Miss Giles: Thank you so much for your advice I'll try to explain to my students how to cope with stress.
Miss Giles: How can we help students cope with stressful situations? Can we provide any easy steps to improve their focus?
Headteacher: Remember, not all stress is bad stress. We need a certain amount of it to perform to our optimum. If we had no stress in our lives, we might stay in bed all day, why bother!? Appealing as this may sound right now, no stress or low stress can be as negative and harmful as excessively high ones. Prolonged levels of very high or low stress will negatively influence you and your health.
Miss Giles: I know that stress typically occurs when we perceive we are unable to cope with or meet the demands we face. We are all susceptible to stress from time to time and the Leaving Certificate year is a prime time for stress to rocket.
Headteacher: Well, stress is highly individual and unique. It affects us all differently. Teens may experience 'stress' relating to difficulties with subjects, teachers, parents, peers, homework, study, revision, relationships, siblings, money, etc. They may feel burdened with the pressure to 'live up to' expectations. An increasing sense of awareness can trigger a stress response and start a stress cycle.
Miss Giles: Stress can be subtle at first but affects you on every level: physical, mental and emotional. There is a strong interconnection between these systems that affect your level of wellbeing and health.
Headteacher: Usually the first signs of stress that we notice are the physical ones, for example, funny tummy, irregular bowels, headaches, backaches, interrupted sleeping or difficulty getting to sleep, irritability, snappiness and a generalised feeling of fear.
Miss Giles: How can I help my students cope with stress?
Headteacher: Advise them to boost their belief in themselves to meet the challenges — develop positive self-talk. It's also important to plan time and state the study strategy. Remember, it is normal for them to feel a certain amount of stress this year. However, it's important to keep it in check. Unchecked stress can lead to isolation, feelings of loneliness, health problems. Explain to students if they are experiencing dark thoughts, they should talk to someone immediately: a teacher, parent, friend or counselor. The best way to tackle stress is to meet it head on and identify simple steps to reduce it. Small steps can make a big difference to perspective and coping abilities.
Miss Giles: Thank you so much for your advice I'll try to explain to my students how to cope with stress.
2123211
A – 2, На вопрос: How can we help students cope with stressful situations? – директор отвечает: We need a certain amount of it to perform to our optimum. If we had no stress in our lives, we might stay in bed all day.
B – 1, The key now is: Preparation, Preparation, Preparation and yes more Preparation! Getting mentally, physically, emotionally and materially prepared will give them more control and help to manage stress and anxiety.
C – 2, Well, stress is highly individual and unique.
D – 3, Говорится про огромное количество факторов, вызывающих стресс у подростков, an increasing sense of awareness can trigger a stress response and start a stress cycle. Но нет информации, легко ли запускается этот цикл.
E – 2, We are all susceptible to stress from time to time.
F – 1, Usually the first signs of stress that we notice are the physical ones <…>
G – 1, Исходя из её благодарности за советы, они были для неё действительно valuable.
A – 2, На вопрос: How can we help students cope with stressful situations? – директор отвечает: We need a certain amount of it to perform to our optimum. If we had no stress in our lives, we might stay in bed all day.
B – 1, The key now is: Preparation, Preparation, Preparation and yes more Preparation! Getting mentally, physically, emotionally and materially prepared will give them more control and help to manage stress and anxiety.
C – 2, Well, stress is highly individual and unique.
D – 3, Говорится про огромное количество факторов, вызывающих стресс у подростков, an increasing sense of awareness can trigger a stress response and start a stress cycle. Но нет информации, легко ли запускается этот цикл.
E – 2, We are all susceptible to stress from time to time.
F – 1, Usually the first signs of stress that we notice are the physical ones <…>
G – 1, Исходя из её благодарности за советы, они были для неё действительно valuable.
52
Mike: Hi, Jane. Tomorrow we're having a cooking contest. Do you remember?
Jane: Of course I remember! Yesterday evening, I was reading one of my mom's cooking magazines, and I read about a new hamburger.
Mike: OK
Jane: Yeah, it like a cake! You know, we've talked about junk food before, but this is amazing. It's a big beefburger, and they put sharp Cheddar cheese and two slices of bacon...
Mike: What... Can I just stop you there? What is sharp cheddar cheese?
Jane: Sharp cheddar cheese? Sharp cheese is a cheese that has a strong flavor.
Mike: OK.
Jane: So, cheese can be mild or sharp.
Mike: Right.
Jane: But anyway, back to the burger, it's got... yeah, it's a big beef patty, with sharp cheddar cheese and two slices of bacon. And here's the key.
Mike: Mmm, the bacon sounds good.
Jane: Yeah, but the key ingredient... is actually a sweet, glazed donut. Can you believe it?
Mike: Oh, no! It's disgusting.
Jane: It's what they're calling "Baseball's Best Burger," and they're serving it at their baseball games.
Mike: Baseball's weirdest burger, maybe!
Jane: Yeah, they added a glazed donut so it's sweet. And apparently they cut it in half and toast it and use that as the bun for this burger. It... I couldn't... I thought it was a joke when I first read about it. I thought it must be a joke, but apparently it's true.
Mike: It really makes me wonder. Right. I just wonder, how would someone even come up with that, the idea of using a donut as a hamburger bun.
Jane: Good question ... I mean, believe it or not, I remember hearing about sandwiches that Americans like which have peanut butter and jelly as the filling!
Mike: Well, that's, yeah, that's a classic kid's sandwich. Peanut butter and jelly or even peanut butter and honey, you can have...
Jane: Well, what you call jelly, isn't that what British English speakers would call jam?
Mike: Yeah, jam.
Jane: So peanut butter and jam. So, it's the savory peanut butter, salty, peanutty tasting butter and something like sweet strawberry jam.
Mike: Yeah, but I guess it's kind of like putting pineapple on your pizza. But there's something about the sweet, tart pineapple combined with the salty, savory ingredients of a pizza that is actually... I like it.
Jane: Well, I think, if you can combine something like peanut butter and jam, then combining a hamburger with a donut doesn't seem so strange. I couldn't believe that when I read about it in my mom's magazine. But I went on the Internet and had a look, and there were people saying that it sounds disgusting and looks disgusting, but actually they looked quite tasty.
Mike: I can't even begin to imagine what it would taste like. My taste buds cannot picture it, you know, I have an image of a donut in my head and an image of a nice juicy hamburger with a couple of strips of bacon on.
Jane: Of course I remember! Yesterday evening, I was reading one of my mom's cooking magazines, and I read about a new hamburger.
Mike: OK
Jane: Yeah, it like a cake! You know, we've talked about junk food before, but this is amazing. It's a big beefburger, and they put sharp Cheddar cheese and two slices of bacon...
Mike: What... Can I just stop you there? What is sharp cheddar cheese?
Jane: Sharp cheddar cheese? Sharp cheese is a cheese that has a strong flavor.
Mike: OK.
Jane: So, cheese can be mild or sharp.
Mike: Right.
Jane: But anyway, back to the burger, it's got... yeah, it's a big beef patty, with sharp cheddar cheese and two slices of bacon. And here's the key.
Mike: Mmm, the bacon sounds good.
Jane: Yeah, but the key ingredient... is actually a sweet, glazed donut. Can you believe it?
Mike: Oh, no! It's disgusting.
Jane: It's what they're calling "Baseball's Best Burger," and they're serving it at their baseball games.
Mike: Baseball's weirdest burger, maybe!
Jane: Yeah, they added a glazed donut so it's sweet. And apparently they cut it in half and toast it and use that as the bun for this burger. It... I couldn't... I thought it was a joke when I first read about it. I thought it must be a joke, but apparently it's true.
Mike: It really makes me wonder. Right. I just wonder, how would someone even come up with that, the idea of using a donut as a hamburger bun.
Jane: Good question ... I mean, believe it or not, I remember hearing about sandwiches that Americans like which have peanut butter and jelly as the filling!
Mike: Well, that's, yeah, that's a classic kid's sandwich. Peanut butter and jelly or even peanut butter and honey, you can have...
Jane: Well, what you call jelly, isn't that what British English speakers would call jam?
Mike: Yeah, jam.
Jane: So peanut butter and jam. So, it's the savory peanut butter, salty, peanutty tasting butter and something like sweet strawberry jam.
Mike: Yeah, but I guess it's kind of like putting pineapple on your pizza. But there's something about the sweet, tart pineapple combined with the salty, savory ingredients of a pizza that is actually... I like it.
Jane: Well, I think, if you can combine something like peanut butter and jam, then combining a hamburger with a donut doesn't seem so strange. I couldn't believe that when I read about it in my mom's magazine. But I went on the Internet and had a look, and there were people saying that it sounds disgusting and looks disgusting, but actually they looked quite tasty.
Mike: I can't even begin to imagine what it would taste like. My taste buds cannot picture it, you know, I have an image of a donut in my head and an image of a nice juicy hamburger with a couple of strips of bacon on.
2113212
A. 2 — Yesterday evening, I was reading one of my mom's cooking magazines, and I read about a new hamburger.;
B. 1 — Sharp cheddar cheese? Sharp cheese is a cheese that has a strong flavor.;
C. 1 — Yeah, but the key ingredient... is actually a sweet glazed donut.;
D. 3 — Нет информации про размер;
E. 2 — It really makes me wonder. Right. I just wonder, how would someone even come up with that, the idea of using a donut as a hamburger bun.;
F. 1 — But there's something about the sweet, tart pineapple combined with the salty, savory ingredients of a pizza that is actually... I like it.;
G. 2 — I couldn't believe that when I read about it in my mom's magazine. But I went on the Internet and had a look, and there were people saying that it sounds disgusting and looks disgusting.
A. 2 — Yesterday evening, I was reading one of my mom's cooking magazines, and I read about a new hamburger.;
B. 1 — Sharp cheddar cheese? Sharp cheese is a cheese that has a strong flavor.;
C. 1 — Yeah, but the key ingredient... is actually a sweet glazed donut.;
D. 3 — Нет информации про размер;
E. 2 — It really makes me wonder. Right. I just wonder, how would someone even come up with that, the idea of using a donut as a hamburger bun.;
F. 1 — But there's something about the sweet, tart pineapple combined with the salty, savory ingredients of a pizza that is actually... I like it.;
G. 2 — I couldn't believe that when I read about it in my mom's magazine. But I went on the Internet and had a look, and there were people saying that it sounds disgusting and looks disgusting.
53
Kate: I was over at my friend Monika's the other day and she has a new cat, and it is the coolest cat; I totally fell in love with it. It's all I can think about now and I want a cat like that.
Jim: OK, and what is so special about this cat?
Kate: It's naked. Have you seen those cats? Naked cats? I think they're called Sphinx cats.
Jim: Hmmm.
Kate: What, don't you like them?
Jim: Well, keep talking, I'm not convinced yet.
Kate: No, I always thought that they were really ugly, you know, these hairless cats. I've seen pictures of them, but when I saw this cat in person it was so cute! It was so incredibly cute! They are so ugly that they're cute.
Jim: OK. And what color is he?
Kate: Well, it's hard to tell the color because you're just looking at their skin, but he was kind of dark gray, I suppose.
Jim: Oh, cool.
Kate: A dark gray color with these big, beautiful, green eyes, and he just... I picked him up and was holding him and I just fell in love with him, that awesome cat. And supposedly they can fetch! They're almost... they're more... their personality is more like dogs than cats.
Jim: Well, aren't you allergic to cats?
Kate: Yeah, I used to be really allergic, but now it doesn't seem to be so bad. And the cool thing about these cats — a lot... these naked cats that are hairless — a lot of people think that they're hypoallergenic, but apparently they're not. But since they don't have hair, you're not getting the hair everywhere, and you're supposed to give them a bath a couple of times a day, and supposedly even people who are allergic to cats, a lot of them can actually tolerate these cats.
Jim: Yeah, I'm the same. They used to make me sneeze really badly but... hmm, OK.
Kate: Yeah, so I thought maybe I would ask Monika if I could borrow her cat if they go away for vacation or something. No, I'm serious! If they go away for vacation I could just let the cat stay here and see if I develop allergies or if he bothers me.
Jim: Right.
Kate: Because if not, I am so getting one! I want one of those cats so bad; it's... all I can think about is my naked cat! I really want one!
Jim: Well, I don't know. Or what did you say that the proper name was, a Sphinx cat?
Kate: A Sphinx cat, or I think they're called Canadian hairless. I'm not sure; I would have to check. And I'm, I mean, they're the kind of thing that you either think they're ugly or you think they're adorably cute, because they look like gremlins or even like Yoda.
Jim: Aren't they really wrinkly?
Kate: They can be. Well, they're fairly smooth; they have some wrinkles on their forehead, and I guess some breeds are wrinklier than others, but I just think they're so cute. I love them, and they're so friendly and affectionate, and I really want one.
Jim: Well, we'll see.
Jim: OK, and what is so special about this cat?
Kate: It's naked. Have you seen those cats? Naked cats? I think they're called Sphinx cats.
Jim: Hmmm.
Kate: What, don't you like them?
Jim: Well, keep talking, I'm not convinced yet.
Kate: No, I always thought that they were really ugly, you know, these hairless cats. I've seen pictures of them, but when I saw this cat in person it was so cute! It was so incredibly cute! They are so ugly that they're cute.
Jim: OK. And what color is he?
Kate: Well, it's hard to tell the color because you're just looking at their skin, but he was kind of dark gray, I suppose.
Jim: Oh, cool.
Kate: A dark gray color with these big, beautiful, green eyes, and he just... I picked him up and was holding him and I just fell in love with him, that awesome cat. And supposedly they can fetch! They're almost... they're more... their personality is more like dogs than cats.
Jim: Well, aren't you allergic to cats?
Kate: Yeah, I used to be really allergic, but now it doesn't seem to be so bad. And the cool thing about these cats — a lot... these naked cats that are hairless — a lot of people think that they're hypoallergenic, but apparently they're not. But since they don't have hair, you're not getting the hair everywhere, and you're supposed to give them a bath a couple of times a day, and supposedly even people who are allergic to cats, a lot of them can actually tolerate these cats.
Jim: Yeah, I'm the same. They used to make me sneeze really badly but... hmm, OK.
Kate: Yeah, so I thought maybe I would ask Monika if I could borrow her cat if they go away for vacation or something. No, I'm serious! If they go away for vacation I could just let the cat stay here and see if I develop allergies or if he bothers me.
Jim: Right.
Kate: Because if not, I am so getting one! I want one of those cats so bad; it's... all I can think about is my naked cat! I really want one!
Jim: Well, I don't know. Or what did you say that the proper name was, a Sphinx cat?
Kate: A Sphinx cat, or I think they're called Canadian hairless. I'm not sure; I would have to check. And I'm, I mean, they're the kind of thing that you either think they're ugly or you think they're adorably cute, because they look like gremlins or even like Yoda.
Jim: Aren't they really wrinkly?
Kate: They can be. Well, they're fairly smooth; they have some wrinkles on their forehead, and I guess some breeds are wrinklier than others, but I just think they're so cute. I love them, and they're so friendly and affectionate, and I really want one.
Jim: Well, we'll see.
1231132
A – 1, OK, and what is so special about this cat? => It's naked.
B – 2, They are so ugly that they're cute.
C – 3, And what color is he? => A dark gray color. Речь о конкретном коте Моники, информации про всех сфинксов и их обычную расцветку у нас нет.
D – 1, I used to be really allergic, but now it doesn't seem to be so bad.
E – 1, После рассказа про аллергию на кошек Джим говорит: Yeah, I'm the same.
F – 3, Кейт не рассказывает про другие породы, она не уверена и в названии данной породы: A Sphinx cat, or I think they're called Canadian hairless. I'm not sure; I would have to check.
G – 2, I love them, and they're so friendly and affectionate.
A – 1, OK, and what is so special about this cat? => It's naked.
B – 2, They are so ugly that they're cute.
C – 3, And what color is he? => A dark gray color. Речь о конкретном коте Моники, информации про всех сфинксов и их обычную расцветку у нас нет.
D – 1, I used to be really allergic, but now it doesn't seem to be so bad.
E – 1, После рассказа про аллергию на кошек Джим говорит: Yeah, I'm the same.
F – 3, Кейт не рассказывает про другие породы, она не уверена и в названии данной породы: A Sphinx cat, or I think they're called Canadian hairless. I'm not sure; I would have to check.
G – 2, I love them, and they're so friendly and affectionate.
54
Greg: Hi, Kathy. I want to tell you about the programme I saw yesterday. It was so interesting.
Kathy: Oh, no. I mean, don't... don't even get me started on TV — what a time-waster it is, and... and all of the horrible... all of the horrible messages that you're bombarded with if you are, you know, just one of these people who comes home in the evening, turns on the TV and just has the TV on in the background until you go to bed at night. Some people even fall asleep in their bedrooms with the TV on.
Greg: Yeah, well I don't know... I think people would perhaps use this for different reasons. If you just want some background noise, maybe they just regard it the same way they would do putting on a piece of music...
Kathy: ... in the background, just to have some ambiance...
Greg: Yeah.
Kathy:... as they're going about their evening, but I do know what you mean. I think that a lot of programs are a complete waste of time.
Greg: Well, see, that's the thing. I don't think people should be limited to watching things that are educational. I mean, there's nothing wrong with watching something that's just entertaining. It's just that there's so much... umm... just really negative stuff out there.
Kathy: Yes. I... But I think that's... that's the commercial side of it, and unless you have something like in England for example — the BBC — they don't have advertisements.
Greg: "I'm going to make a cup of tea whilst the adverts are on," that's what we would say.
Kathy: But that's, umm, with the BBC they don't get their money from advertising, they get it from the TV license, which you have to pay just for owning a TV every year, and that's what... you know, they use that money to keep it free from adverts.
Greg: So you don't have to put up with that, which is really quite nice because all the satellite channels and the independent TV channels are umm... full of adverts, all the time, and you really get that impression that people are trying to sell things to you all the time and it's, err... all the things showing you that you have to be young and beautiful and all this kind of...
Kathy: Yeah. And "If you buy our products, you will be like these people, these... perfect people..."
Greg: Yes, exactly, exactly.
Kathy: Yeah it's like, "let's create things that make you feel bad about yourself and then show you the things you need to buy to..." or "improve yourself so you will feel better."
Greg: It's horrible!
Kathy: I don't watch much TV either, so umm...
Kathy: Oh, no. I mean, don't... don't even get me started on TV — what a time-waster it is, and... and all of the horrible... all of the horrible messages that you're bombarded with if you are, you know, just one of these people who comes home in the evening, turns on the TV and just has the TV on in the background until you go to bed at night. Some people even fall asleep in their bedrooms with the TV on.
Greg: Yeah, well I don't know... I think people would perhaps use this for different reasons. If you just want some background noise, maybe they just regard it the same way they would do putting on a piece of music...
Kathy: ... in the background, just to have some ambiance...
Greg: Yeah.
Kathy:... as they're going about their evening, but I do know what you mean. I think that a lot of programs are a complete waste of time.
Greg: Well, see, that's the thing. I don't think people should be limited to watching things that are educational. I mean, there's nothing wrong with watching something that's just entertaining. It's just that there's so much... umm... just really negative stuff out there.
Kathy: Yes. I... But I think that's... that's the commercial side of it, and unless you have something like in England for example — the BBC — they don't have advertisements.
Greg: "I'm going to make a cup of tea whilst the adverts are on," that's what we would say.
Kathy: But that's, umm, with the BBC they don't get their money from advertising, they get it from the TV license, which you have to pay just for owning a TV every year, and that's what... you know, they use that money to keep it free from adverts.
Greg: So you don't have to put up with that, which is really quite nice because all the satellite channels and the independent TV channels are umm... full of adverts, all the time, and you really get that impression that people are trying to sell things to you all the time and it's, err... all the things showing you that you have to be young and beautiful and all this kind of...
Kathy: Yeah. And "If you buy our products, you will be like these people, these... perfect people..."
Greg: Yes, exactly, exactly.
Kathy: Yeah it's like, "let's create things that make you feel bad about yourself and then show you the things you need to buy to..." or "improve yourself so you will feel better."
Greg: It's horrible!
Kathy: I don't watch much TV either, so umm...
2312111
A – 2, Грег начинает с: I want to tell you about the programme I saw yesterday. Но Кэти не особо хочет слушать: Oh, no. I mean, don't... don't even get me started on TV.
B – 3, Кэти рассуждает о людях в целом, про своих друзей она вообще ничего не говорит.
C – 1, I think people would perhaps use this (про TV) for different reasons. If you just want some background noise <…>
D – 2, I don't think people should be limited to watching things that are educational. I mean, there's nothing wrong with watching something that's just entertaining.
E – 1, <…> the BBC they don't get their money from advertising, they get it from the TV license.
F – 1, Greg: <…> the independent TV channels are umm... full of adverts, all the time, and you really get that impression that people are trying to sell things to you all the time and it's, err… Kathy: Yeah. And "If you buy our products, you will be like these people, these... perfect people…"
G – 1, I don't watch much TV either, so umm...
A – 2, Грег начинает с: I want to tell you about the programme I saw yesterday. Но Кэти не особо хочет слушать: Oh, no. I mean, don't... don't even get me started on TV.
B – 3, Кэти рассуждает о людях в целом, про своих друзей она вообще ничего не говорит.
C – 1, I think people would perhaps use this (про TV) for different reasons. If you just want some background noise <…>
D – 2, I don't think people should be limited to watching things that are educational. I mean, there's nothing wrong with watching something that's just entertaining.
E – 1, <…> the BBC they don't get their money from advertising, they get it from the TV license.
F – 1, Greg: <…> the independent TV channels are umm... full of adverts, all the time, and you really get that impression that people are trying to sell things to you all the time and it's, err… Kathy: Yeah. And "If you buy our products, you will be like these people, these... perfect people…"
G – 1, I don't watch much TV either, so umm...
