Archaeology done underwater егэ ответы

Задание №8845.
Чтение. ЕГЭ по английскому

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

Archaeology done under water

Nautical archaeology is the science of finding, collecting, preserving, and studying human objects that have become lost or buried under water. It is a fairly modern field of study since it depends on having the technology to be able to remain underwater for some time to do real work. Whether it is conducted in freshwater or in the sea, ___ (A), nautical archaeology is another way of learning more about the human past.

Although some use the words nautical archaeology to mean a specialized branch of underwater archaeology, ___ (B), most consider the term to mean the same as the words underwater archaeology or marine archaeology. All of these interchangeable terms mean simply ___ (C).

Once real trade began, it is safe to say ___ (D) was probably transported over water at some point in time. By studying submerged objects, we can learn more about past human cultures. In fact, studying ancient artifacts is the only way to learn anything about human societies ___ (E). Being able to examine the actual objects made and used by ancient people not only adds to the written records they left behind, but allows us to get much closer to the reality of what life was like when they lived. Also, if we pay close attention to how the objects were made and used, we begin to get a more realistic picture of ___ (F).

1. what those people were really like
2. and what was discovered underwater
3. that nearly every object made by humans
4. and whether it finds sunken ships or old cities
5. that existed long before the invention of writing
6. that it is the study of archaeology done underwater
7. which is concerned only with ships and the history of seafaring

Решение:
Пропуску A соответствует часть текста под номером 4.
Пропуску B соответствует часть текста под номером 7.
Пропуску C соответствует часть текста под номером 6.
Пропуску D соответствует часть текста под номером 3.
Пропуску E соответствует часть текста под номером 5.
Пропуску F соответствует часть текста под номером 1.

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Для вы­пол­не­ния заданий 1–9 про­слу­шай­те диалог. Вы­бе­ри­те один из трех пред­ла­га­е­мых вариантов ответа. Вы­бе­ри­те один из трех ва­ри­ан­тов ответа. В за­да­нии 10 уста­но­ви­те соответствие между тек­ста­ми A–G и за­го­лов­ка­ми 1–8. В за­да­нии 11 про­чи­тай­те текст и за­пол­ни­те пропуски A–F ча­стя­ми предложений, обо­зна­чен­ны­ми цифрами 1–7. Одна из ча­стей в спис­ке 1–7 лишняя.

Прочитайте текст и вы­пол­ни­те задания 12–18. В каж­дом задании за­пи­ши­те в поле от­ве­та цифру 1, 2, 3 или 4, со­от­вет­ству­ю­щую выбранному Вами ва­ри­ан­ту ответа.

При вы­пол­не­нии заданий 19–25, преобразуйте, если необходимо, слова, на­пе­ча­тан­ные заглавными бук­ва­ми так, чтобы они грам­ма­ти­че­ски соответствовали со­дер­жа­нию текстов. За­пи­сы­вай­те ответы без пробелов, за­пя­тых и дру­гих дополнительных символов; не ко­пи­руй­те слова-ответы из браузера, впи­сы­вай­те их, на­би­рая с клавиатуры.

При вы­пол­не­нии заданий 26–31, об­ра­зуй­те от слов, на­пе­ча­тан­ных заглавными бук­ва­ми однокоренные слова так, чтобы они грам­ма­ти­че­ски и лек­си­че­ски соответствовали со­дер­жа­нию текста. За­пи­сы­вай­те ответы без пробелов, за­пя­тых и дру­гих дополнительных символов; не ко­пи­руй­те слова-ответы из браузера, впи­сы­вай­те их, на­би­рая с клавиатуры.

Прочитайте текст с пропусками, обо­зна­чен­ны­ми номерами 32–38. За­пи­ши­те в поле от­ве­та цифру 1, 2, 3 или 4, соответствующую вы­бран­но­му Вами ва­ри­ан­ту ответа.

Если ва­ри­ант задан учителем, вы мо­же­те впи­сать от­ве­ты на за­да­ния части С или за­гру­зить их в си­сте­му в одном из гра­фи­че­ских форматов. Учи­тель уви­дит ре­зуль­та­ты вы­пол­не­ния за­да­ний части В и смо­жет оце­нить за­гру­жен­ные от­ве­ты к части С. Вы­став­лен­ные учи­те­лем баллы отоб­ра­зят­ся в вашей статистике. Тек­сты недостаточного объема, а также часть текста, пре­вы­ша­ю­щая требуемый объем, не оцениваются.

TEST 11^TH FORM MODULE 2 (STARLIGHT) VARIANT I

1. You will hear six different speakers. Match the speakers (1-6) to sentences A-G. Use each sentence only once. There is one extra sentence.

1. We ignored advice and ended up in a dangerous situation.

2. We were trapped with no hope of rescue.

3. I rescued another survivor.

4. I prevented someone from doing something dangerous.

5. I remembered some useful information that helped me.

6. We were in the wrong place at the right time.

7. I suffered a serious injury.

1. Reading

3.Fill in the gaps.

Nomadic, persistence, flourishes, devastated, terrain, shield, outlawed, thunderous, faint-hearted

1. The Masai led the ……………lifestyle in the past.

2. Tourism ……………………..in the Crimea.

3. Hunting for tigers is ………………………….. in Russia.

4. Bungee jumping is definitely not for the ………………….

5. It is not easy for an untrained person to cope with the …………………. while mountain trekking.

6. The volcanic eruption ………………….the whole region.

7. They were terrified when they heard a …………………………..roar.

8. In case of a fire you should …………………your mouth and nose with a wet cloth.

9. ……………………is a usual characteristic for those who succeeded in sports.

4.Fill in the correct preposition.

1. I was too tired to concentrate ………… Maria Alekseevna`s explanation.

2. Some students are …………….risk of failing their English exam.

3. You should blame yourself ……………….. failing the English exam.

4. He never participated ……………….. our English lessons.

5. Vanya ran ……………..an attempt to escape from the English exam.

6. Roma came ………….. Vanya by chance when he was trying to escape from the exam.

5.Put the verbs into the correct form.

1. Of course it would be better if you ________ (to be) there too.

2. I will never finish my story if you_________ (to keep) on interrupting me.

3. If we start now, we________ (to catch) the evening train.

4. If she finished her research, she_________ (to take part) in the conference.

5. If I_________ (to have) something to say to a man, I’ll tell it to his face.

TEST 11^TH FORM MODULE 2 (STARLIGHT) VARIANT II

1. You will hear six different speakers. Match the speakers (1-6) to sentences A-G. Use each sentence only once. There is one extra sentence.

A.We were in the wrong place at the right time.

B. We were trapped with no hope of rescue.

C. We ignored advice and ended up in a dangerous situation.

D.I prevented someone from doing something dangerous.

E.I suffered a serious injury

F.I rescued another survivor.

G.I remembered some useful information that helped me.

1. Reading.

3.Fill in the gaps.

Desperate, assess , pelt down, humiliation, permanent, cross-country, scoured, supply, transition.

1. The Masai are making the ………………….to a modern way of life.

2. ………………………settlements are prohibited in the conservation area.

3. The authorities could not provide people with a reliable water …………………..

4. English lessons are full of …………………….. for those who don`t study hard.

5. They could hardly …………………the damage caused by the storm.

6. John decided to join a ……………………… race to win 10 million dollars.

7. The archeologists …………………..the excavation site.

8. She jumped as high as she could in a……………………..attempt to catch the cat.

9. He was injured when huge rocks started to …………….. from the mountain.

4.Fill in the correct preposition.

1. You must focus ………… your forthcoming English exams.

2. The search was aimed ………… locating the synonyms in the text about the Masai.

3. Thanks ……………. Maria Alekseevna I know how to ask questions.

4. You should blame yourself ………………..failing your exam.

5. I took …………….. English lessons when I was five.

6. Jasmine always puts ………… her English homework.

5.Put the verbs into the correct form.

1. What _____ you____ (to do) if you won 500 dollars?

2. If John_______ (to do) his home task, he’ll go for a walk.

3. Ann would behave well if you_______ (to take) her to a party.

4. If he felt bad, he________ (to stay) in bed.

5. I would build a house for my Granny if I ( to be) an architect.

Keys

АудированиеWorkbook p20 ex1

Variant I

Ex1 Listening

1E 2B 3G 4C 5A 6D

Ex2 Reading

A7 B2 C3 D1 E6 F4

Ex3

1. Nomadic

2. Flourishes

3. Outlawed

4. Faint-hearted

5. Terrain

6. Devastated

7. thunderous

8. shield

9. persistence

ex 4

1. on

2. at

3. for

4. in

5. in

6. across

ex5

1. were

2. keep

3. will catch

4. would take part

5. had

АудированиеWorkbook p20 ex1

Variant II

Ex1 Listening

1G 2B 3E 4F 5C 6D

Ex2 Reading

A4 B7 C6 D3 E5 F1

Ex3

1. transition

2. permanent

3. supply

4. humiliation

5. assess

6. cross-country

7. scoured

8. desperate

9. pelt down

ex4

1. on

2. at

3. to

4. for

5. up

6. off

ex5

1. would you do

2. does

3. took

4. would stay

5. were/was

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/497919-kontrolnaja-rabota-k-umk-starlight-11-module-

Nautical archaeology (pronounced NAW-tih-kul ar-kee-OL-low-jee) is the
science of finding, collecting, preserving, and studying human objects
that have become lost or buried under water. It is a fairly modern field
of study since it depends primarily on having the technology both to
locate submerged objects and to be able to remain underwater for some time
to do real work. Whether it is conducted in freshwater or in the sea, and
whether it finds sunken ships, submerged cities, or things deliberately
thrown into the ocean, nautical archaeology is but another way of
exploring and learning more about the human past.

Archaeology done underwater

Although some use the words nautical archaeology to mean a specialized
branch of underwater archaeology, which is concerned only with ships and
the history of seafaring, most consider the term to mean the same as the
words underwater archaeology, undersea archaeology, marine archaeology, or
maritime archaeology. All of these interchangeable terms mean simply that
it is the study of archaeology being done underwater. Archaeology is the
scientific study of the artifacts or the physical remains of past human
cultures. By studying objects that ancient people have made, we can learn
more about how they lived and even what they were like. In fact, studying
ancient artifacts is the only way to learn anything about human societies
that existed long before the invention of writing. For those later
societies that are studied, being able to examine the actual objects made
and used by those people not only adds to the written records they left
behind, but allows us to get much closer to the reality of what life was
like when they lived. Also, if we pay close attention to how the objects
were made and used and what were their purposes, we begin to get a much
more realistic picture of what these people were really like.

Underwater repositories of human history

Ever since the beginning of civilization and mankind’s ability to
move over water, the bottoms of nearly all oceans, lakes, and rivers
became the final resting place for whatever those vessels were carrying.
Once real trade began, it is safe to say that nearly every object made by
humans was probably transported over water at some point in time, and just
as frequent were mishaps and accidents of all sorts that resulted in those
objects sinking to the bottom. Vessels of all types—from canoes,
rafts, and barges to seafaring ships—became victims of every
imaginable disaster. Vessels were sunk by severe weather and fierce
storms, by construction defects and collisions, by robbery and warfare, by
hidden sandbars and jagged reefs, and probably just as often by simple
human error and misjudgment. Some cultures may have thrown things into the
sea, perhaps to appease an angry god, while others conducted burials at
sea. Finally, entire coastal cities are known to have been totally and
permanently submerged as the result of an earthquake. All of these and
more resulted in the creation of what might be called underwater
repositories of human history.

Destroyed or preserved

Not all of these objects survived either the trip down to, or their stay
on, the bottom. Their fate depended on where they landed. If an object
sank near the seashore, chances are that it would have been broken by wave
action. Even if it sank far below the action of waves, it still might not
have survived, since it could have landed on submerged rocks and been
broken by ocean currents. Sometimes underwater creatures, like snails and
worms, burrowed inside and ate them, while others like coral or barnacles
may have cemented themselves on the surface of an object and rotted or
rusted away its inside.

However, besides hiding or destroying objects, the sea can also preserve
them. Objects that sank into deep layers of mud were hidden from sight but
were usually well-preserved. Often the saltiness of the water discouraged
the growth of bacteria that can rot organic materials like wood. Other
times, metals were buried in mud that allowed little or no air to get in,
thus preventing them from corroding. It is not unusual, therefore, to
discover ancient ships that have been deeply buried whose
parts—from their wood boards to their ropes, masts, and
nails—and cargos of pottery or weapons or even leather and cloth
have been perfectly preserved.

Underwater technology

People have been finding submerged objects of all sorts for as long as
they have been able to get and stay below the surface. Early sponge divers
were probably among the first, since they were expert at holding their
breath and working underwater. Although primitive diving suits were used
as early the sixteenth century, it was not until the nineteenth century
that helmet diving gear was invented that allowed a person to
«walk» on the bottom and explore it. Connected to the
surface by an air hose and wearing what must have felt like a heavy suit
of armor, the diver was clumsy and very slow and could never get very much
done during his short trips to the bottom.

Nautical archaeology did not become a feasible pursuit until the invention
in 1943 of an underwater breathing device by French naval officer and
ocean explorer Jacques-Yves Cousteau (1910–1997) and Emile Gagnan,
also of France. Called scuba gear for self-contained underwater breathing
apparatus (and trademarked under the name Aqua-Lung), it revolutionized
diving and allowed a person to swim freely down to about 180 feet (55
meters) wearing only a container of highly compressed air on his back. It
was later improved by using a mixture of oxygen and helium rather than
normal air (which is oxygen and nitrogen), and this allowed a diver to
descend as deep as 1,640 feet (500 meters). Until this invention, actual
underwater exploring had been done mostly by professional divers who were
directed by archaeologists. With this new scuba gear, however,
archaeologists could explore themselves. From this, modern nautical
archaeology was born.

Improving technology

The first underwater site to be excavated (exposed by digging) by diving
archaeologists was a Bronze Age (c. 1200

B.C.

) ship wrecked off the coast of Turkey. It was explored by Americans Peter
Throckmorton and George Bass, who became pioneers in the field. They and
all others to follow used nearly the same techniques that archaeologists
on land always

follow, although working underwater made their job one of the most
difficult and demanding of all scientific activities.

Today, nautical archaeologists employ a variety of technologies and
techniques that make their job easier. They sometimes use aerial
photographs to get detailed pictures of shallow, clear water. They often
use metal detectors or a magnetometer (pronounced mag-neh-TAH-meh-ter) to
find metal objects. Sonar devices send waves of sound through the water
that bounce off solid objects and return as echoes, which are recorded by
electronic equipment. Underwater cameras are regularly used, as are
remotely operated vehicles that can penetrate to extreme depths where
severe cold, high pressure, and total darkness would prevent humans from
going. Finally, before excavating, nautical archaeologists carefully study
and map a site (the location of a deposit or a wreck). This is probably
the most time-consuming part of the job, as each artifact is drawn on a
map to note its exact location. Only after the entire site is mapped will
removal begin. This is done using several different methods. Balloons or
air bags are often used to raise large or heavy objects. Vacuum tubes
called airlifts are used to suck up smaller objects or pieces. Certain
objects brought to the surface must be properly cared for or they can fall
apart in a matter of days. Nautical archaeologists must therefore have
ready a thorough plan to preserve these fragile objects once they are
raised.

Nautical archaeology is still a young science, but it has achieved some
spectacular results. Entire ships, like the Swedish warship

Vasa

, which sank in 1628, and the even older English ship

Mary Rose,

have been raised. The

Vasa

took five years to raise; the

Mary Rose

took nearly twice that long. The wreck of the

Titanic,

which sunk in 1912 after hitting an iceberg, has been thoroughly explored
ever since it was first located by a remote-control submarine in 1985. As
technology improves, so does the ability of nautical archaeologists to
explore the hidden museum under the sea that holds more clues about our
human past.