By process of elimination егэ ответы - Помощь в подготовке к экзаменам и поступлению

В данной части раздела чтения предлагаются семь тестовых заданий, обозначенных буквой и цифрами (А15-А21). К каждому заданию предлагается четыре варианта ответа, обозначенных цифрами (1-4), из которых только один является правильным. Как правило — это либо начало предложения, к которому предлагается четыре возможных варианта окончания, либо вопрос, к которому дается четыре варианта ответа. Для каждого задания (А15- А21) надо выбрать один правильный ответ из четырех предложенных. За каждый правильно выбранный ответ дается 1 балл. За все задание можно получить максимально 7 Баллов.

ЦЕЛЬ ЗАДАНИЯ: Проверить полное понимание текста на уровне

<$> содержания (детали, связанные: с фактической информацией, с ответами на вопросы по ключевым словам — кто, где, когда, как часто, сколько, зачем, с кем и т. д.);

<§>Смысла (детали, связанные с имплицитной, т. е. не явной, а косвенной информацией, основывающейся на понимании причинно-следственных связей, модальности высказываний, т. е. намерений и отношения автора или других лиц к кому-либо или чему-либо и т. д.).

СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ

До чтения текста

1. Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков ответа для данного задания.

2. Прочитать только вопросы или начала предложений без предложенных вариантов ответа, чтобы определить примерное содержание текста, а также характер Запрашиваемой И н форМации:

3. Прочитать варианты предлагаемых ответов в тех случаях, когда без них неясна Суть за — Прашиваемойинформации.

Во время первого прочтения

1. Выполнять задание последовательно. Помнить, что ПоСледовательносТь тестовых вопросов связана с последовательностью развития сюжета текста.

2. C каждым вопросом работать по предлагаемой схеме:

♦ прочитать текстовое задание Целиком (начало предложения или вопрос и все варианты ответа);

♦ определить Суть запрашиваемой информации, т. е. понять, что лежит в основе запрашиваемой информации: слово, словосочетание, предложение, абзац и или весь текст;

♦ найти Место, где запрашиваемая информация дается В тексте;

♦ понять, чем предлагаемые Варианты ответов отличаются друг от друга;

♦ Отбросить очевидно неверные варианты и определить наиболее вероятный ответ;

♦ ДоказатЬ, что остальные варианты неверны или что В тексте нет информации, Предлагаемой в ответах. Для этого стоит обратить особое внимание на различия между основной идеей и второстепенной информацией в проверяемом фрагменте текста и в содержании самого вопроса, а также на различия между явно и неявно выраженной информацией.

3. Если не можете осознанно выбрать ни один из предложенных вариантов, не понимаете сути вопроса, все равно не оставляйте задание без ответа. Выбирайте ответ интуитивно.

После прочтения

1. Убедиться в правильности выбора ответа в каждом тестовом задании.

2. Зафиксировать результаты выполнения задания на черновике так, чтобы их можно было легко перенести в бланк ответа.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1

Прочитайте текст и выполните задания А15-А21. В каждом задании обведите цифру 1, 2, 3 Или 4, Соответствующую выбранному вами варианту ответа.

Kimbolton School

I went to school in a large village called Kimbolton in the county of Cambridgeshire. In recent years I have been reminded of my time there by, strangely enough, the Harry Potter books by J. K. Rowling.

The first and most obvious reason is that Kimbolton is a castle school; just as Hogwarts is the castle school for Harry and his friends. Hogwarts is of course filled with ghosts, such as Sir Nicholas de Mimsy Porpington — better known as Nearly Headless Nick: But Kimbolton also has a reputation for being haunted and in fact lays claim to a very famous ghost. This is Katherine of Aragon — the first wife of Henry VIIL She was sent there in April 1534 after refusing to accept the legality of Henry’s divorce proceedings. When I arrived there as a first year in September 1971, I was told that her ghost was often seen — but only from the knees upwards. This, I was told, was because she walked on the original rather than the later modern floors. I am ashamed to confess that at times we set up “ghostly” tricks to scare our friends. These usually involved almost invisible fishing lines being used to “mysteriously” open and close cupboards or move chairs.

There are other comparisons to be made however. In Harry Potter’s Hogwarts School there are four “houses”; Gryfinndor, Hufflepuff, Ravenclaw and the dark house, Slytherin. The four houses being named after famous headmasters of Hogwarts’ past. At Kimbolton we also had four houses named for the same reason. They were called Ingram’s, Bailey’s, Dawson’s and Gibbard’s. As I recall there were no sinister connotations with any house although probably the Slytherin equivalent was Gibbard’s. At the time Gibbard’s was the house for “day boys” who lived at home and travelled to school each day. The other houses were for the “borders” that lived in the castle. The dayboys were nicknamed “day bugs” and the residents were called “border bugs”. I was a day bug.

There were common rooms and detentions which I suppose all schools still have. But few schools, like Kimbolton, have narrow, long corridors lined with portraits whose eyes seem to follow you round! Mind you — none of our paintings spoke to us as they sometimes do at Hogwarts! Kimbolton also has a fantastic staircase in the castle and huge murals by the Italian Rococo painter Pellegrini.

Apart from the castle, ghosts and houses there were other comparisons to Hogwarts. The teachers (who were called masters) also wore black gowns and addressed us only by our surnames. We pupils had to wear suits and ties to school and actually were not allowed to take our jackets off unless the day was exceptionally hot.

But there were some fairly important differences too. Firstly Kimbolton, at the time I was there, was a school only for boys. It has changed since, but then we had no Hermione Grangers to fight against evil with. We played football and cricket rather than Quidditch and took ‘0’ Levels rather than OWLS. That is “Ordinary” Level exams rather than “Ordinary Wizarding Levels”. But still, looking back on it all, I have to say that I, at least, thought the place was rather magical.

The first similarity between the narrator’s school and Hogwarts is that both schools situated

1) not far from London.

2) in an unusual school building.

3) near a village.

4) far from pupils’ homes.

A16 Students in Kimbolton School believed that

1) Katherine of Aragon became a ghost as Henry VIII murdered her.

2) the ghost could be scared by moving furniture with a fishing line.

3) the ghost regularly appeared in the castle at midnight.

4) the ghost could be seen partially, if at all.

I A17 I Kimbolton School had four houses that

1) had the same names as houses at Hogwarts.

2) got their names as in Hogwarts.

3) selected students similarly to Hogwarts.

4) had different reputation as at Hogwarts.

I A18 I The house the narrator belonged to

1)	Was the privileged one.
2)	Had an evil reputation.
3)	Was similar to other houses.
4)	Had one particular difference.

I A19 IThe narrator thinks Kimbolton was not like other schools as it had

1) common rooms.

2) a special system of punishments.

3) several houses.

4) a very special kind of decor.

I A20 IBoth teachers and students in the narrator’s school

1) had to follow a certain dress code.

2) were dressed in school uniform.

3) were addressed by their surnames.

4) could be compared to the ones in Hogwarts.

I A21 IAccording to the narrator, Kimbolton was unlike Hogwarts because it

1) used to be a school for boys.

2) had recently become a school for boys.

3) had a different exam system.

4) had a different kind of magic.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 2

Прочитайте текст и выполните задания А15-А21. В каждом задании обведите цифру 1,2,3 Или 4, Соответствующую выбранному вами варианту ответа.

How It Was

Every school holiday we worked on the farms. Often it was pea picking but we also harvested runner beans, potatoes, black currents and strawberries — each in their season. Sometimes we travelled quite a distance to work. The incredible thing, looking back on it, was that our parents never seemed to worry about us. Sure enough there were occasional tales of terrible accidents or of children being attacked or kidnapped — but no one thought about such things then.

We would disappear early, on our bikes, and not return until dark. Just the thought of letting my own kids do the same today gives me kittens. But back then, that’s how it was. All the harvesting was paid for by the bag or the box. The faster you worked, the more you earned. In one 5 week season I earned about J400. That was seriously good money in the 1970s — probably the same as my Dad earned. And we knew how to spend. We were always treating ourselves to something. But usually the aim was to pay for a holiday before school started again. Of course we often had family holidays when we were younger. But we kids also took our own holidays. Usually it was camping but my focus was beach holidays. Wales was my favourite locations. Again I still can’t imagine how our parents were brave enough to let us go. I can only assume they were not worried: That and the fact that as children they had their own adventures. Both my parents were small children during the war and were evacuated from London to be safe from Hitler’s bombs. They went in the clothes they were wearing plus a small suitcase — sent to unknown (in advance) villages and to the care of strangers. My teenage beach holidays probably seemed a stroll in the park to them and they took our safety for granted.

Nowadays there seems to be a climate of fear around my generation, concerning the safety of our children. Has the world really changed so much? May be it’s just that the media makes us think more about the horrible things that do happen?

Mind you — there was one close shave when I was a kid. It was on one of our Welsh camping holidays. We would have been 15 at the time. I fell asleep on a floating Iilo and got swept out to sea. I was only asleep for second and at first was not worried. I began to swim steadily pushing the Iilo back to the beach — but after 10 minutes, to my horror, I was no closer to shore. In a panic I jettisoned the Iilo so I could swim properly and then swam with all my strength. After another 10 minutes still I made no progress. Then completely irrationally I started worrying about sharks. I knew that there are no dangerous sharks there but just the thought paralyzed me. I told myself not to panic. The sea was really calm and I knew that the tide had to change at some point. I also knew my friends on the beach would call the coastguard. The shore seemed miles away, exhaustion was kicking in and I realized also that I was cold. Shark fins began to circle in my imagination. I was in despair. You hear about accidents and drowning at sea but never imagine that it’s going to be you.

My rescue was sharp and sudden. Hands on my wrists and ankles and I was swung into the boat. I was absolutely fine when I got back to shore. I am ashamed to say I lied about my age to prevent my parents finding out about it all.

| A15 I The parents didn’t seem to worry about the narrator and his/her friends as

1) farm work was part of a regular school summer camp.

2) the farm was not far from where the children lived.

3) there were no obvious cases of child abuse in the region.

4) some parents worked on the same farm.

I A16 [The expression “gives me kittens” in the second paragraph means

1) amuses me.

2) scares me.

3) fascinates me.

4) captivates me.

I A17 I The payment for the farm work the children got depended on

1) the type of seasonal harvest.

2) the number of hours spent on the farm.

3) the speed at which they moved.

4) the amount of harvested berries or vegetables.

I A18 I The children earned money mainly to

1) provide for their independent holidays.

2) afford tasty treats for themselves and friends.

3) help the family budget.

4) buy camping equipment.

I A19 I The narrator thought his parents’ evacuation

1) helped them to be calm about safety issues.

2) helped them to deal with strangers.

3) was like a stroll in the park.

4) was a source of serious stress.

I A20 I The narrator thinks his generation is probably more fearful because

1) they didn’t experience the war.

2) there are more unstable people around.

3) the media deliberately highlights awful stories.

4) their childhood was too safe and trouble free.

I A21 I The narrator has additional problems during his accident in the sea because

1) he wasn’t a good swimmer.

2) the tide was so strong.

3) the thought of sharks terrified him.

4) there was no coast guard around.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3

Прочитайте текст и выполните задания А15—А21. В каждом задании обведите цифру 1, 2, 3 Или 4, Соответствующую выбранному вами варианту ответа.

By Process of Elimination

“Thank you for agreeing to meet with me here” was all he said for the first few moments. His European accent paused between each word before disappearing into silence. As for the 11 dancers sat around the lounge, there was a clear atmosphere of resentment. Regardless of how famous this detective most undoubtedly was, they all felt this was a matter for the police But there were no police on board and the ship captain’s had requested the detective to conduct an initial investigation.

“I have to tell you” he continued “that I have discovered who the murderer is and can further inform you that the murderer is sat here, amongst us, in this room”.

Again there was silence. It had always been unlikely that any of the liner’s other guests had motive or opportunity. From the start it had always been probable that one of the dancers was a murderer.

“I have to admit” he continued “that this case has been more than usually hard on the little grey cells” he tapped his head as he always did when referring to his deductive powers. “Every body in this room had a reason to kill poor Phoebe” he continued. There was no disagreement around the room. Nobody denied that they had hated Phoebe Miller. One way or another Phoebe had made life really difficult for all of them.

The detective began a long and perhaps over detailed summary of all the things he had discovered and soon everybody was quite bored. Some of them began to feel quite sleepy as he went on and on. However their attention was caught by the following words.

“Ladies and gentlemen. Apart from Constance Miller, who was not on stage at the time, the rest of the dancers were performing on stage at the time of the murder. We therefore know that 10 of you are absolutely innocent. I know this because there was no trace of poison in the bottle from which the glass of wine was poured. This means that someone added the poison after the glass had been poured and that glass was poured …during…the performance.”

He paused enjoying the dramatic effect of his words and continued “By process of elimination you might assume that I am about to accuse the sister — Constance Miller”.

“I did not do it” screamed Constance instantly, “I swear I did not do it. I hated her but I am innocent”.

“I do know, Constance, that you are not guilty of this crime” he continued but was drowned out by all the dancers’ exclamations of confusion and bewilderment. He held up his hand and continued slowly but forcefully “but I can assure you dear lady that the murderer is in this room and is seated directly behind you”. There was a gasp as everyone turned to stare at the middle-aged waitress sat at the back of the room next to the other staff. “Probably none of you know even her name but I have discovered this. She is not Sally Watkins as she is known to the crew of this ship — but Sally Miller — the wife of George Miller who was the uncle of Constance and Phoebe. Sally I can assure you had the opportunity to handle that glass but most of all, as I will now demonstrate to you, she had the motive: Revenge!”

The eleven dancers were resentful because

1) they had not been allowed to perform for three days.

2) their colleague had been murdered.

3) they would have preferred a police investigation.

4) they didn’t like the ship’s captain.

I A16 IThe famous detective was conducting the case because

1) they would soon be in Southampton.

2) four ships’ officers were available to make an arrest.

3) the ship was still at sea.

4) the captain had asked him to.

I A17 I No one disagreed when they heard the murderer was in the room because

1) they all had been jealous of Phoebe.

2) all of them had hated Phoebe.

3) the murder must have been committed by somebody on board.

4) the case had been unusually difficult to solve.

I A18 ITen of the dancers were proved innocent because

1) they were performing at that time.

2) the glass of wine was poured during the performance.

3) Constance Miller was not on stage at the time.

4) there was poison in the bottle.

I A19 IConstance screamed out her innocence because she

1) knew she was guilty.

2) could prove it.

3) believed the detective was about to accuse her.

4) hated Phoebe.

I A20 IThe detective knew Constance was not guilty because

1) he had discovered who the real murderer was.

2) of the confusion amongst the other dancers.

3) she was not on stage when the murder took place.

4) she hated Phoebe.

I A21 ISally Miller killed Phoebe Miller because

1) George was Phoebe’s uncle.

2) her real name was not Sally Watkins

3) she had the opportunity.

4) she wanted revenge.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 4

Прочитайте текст и выполните задания А15-А21. В каждом задании обведите цифру 1,2,3 Или 4, Соответствующую выбранному вами варианту ответа.

Family Meal Times

The family meal time is one of the most valuable routines to establish in the life of a family. Research has proved that children who eat at least one meal a week with their families benefit greatly in terms of social skills and acceptance of shared responsibilities. They learn simply and directly through their own experience, the importance of family interaction and the value of close friendship, support and loyalty.

In theory and with practice, a shared meal can be the setting for peaceful conversation and allow each family member the opportunity to talk about his/her day, and possibly to discuss any problems or issues. Successful family meal times are primarily about talking and communication. In the modern age of 24 hour TV, computer games and computer social networking sites — the fact is that it is often easier to eat alone rather than together. Furthermore, if parents fail to establish these routines whilst their children are young it is very hard to implement them when the kids become teenagers. But it is not impossible. There are various strategies available for promoting shared family meals.

It is of first importance that every family member should be made to understand the possible benefits; namely that our lives really can be better in general if we make the effort to communicate more effectively. Next step — a weekly meal together can be set as a realistic first goal. The meal should be quite a tasty and popular one as an inducement to keep the kids away from computers and TV sets!

It is important that shared meals should not be the setting for trying to deal with family disputes. There will always be arguments from time to time — even in the happiest and closest families. But these should be kept away from the dinner table if possible. Parents are encouraged to set the tone by example. Light hearted banter, stories about the day and a joke or two can help set the tone. They can also help by being attentive listeners and appropriate responders. Successes should be marked by congratulation and bad news supported with commiseration. Quieter family members should be encouraged by asking what their opinion is on something, rather than about what they did or failed to do. It makes them feel more important and valued. Sometimes a good start can help a simple family meal go on to be a really enjoyable or even memorable experience.

The next stage in building this routine is to introduce more days. In our experience the best place to start is Sunday lunch. The second might be to establish Wednesday nights as family meal time. Of course flexibility and a bit of effort are required to set up helpful routines but the pay back can be immense for a family.

Dinnertime family routines, especially if established early on, have all kinds of other potential benefits. For example children can be encouraged to prepare one course (possibly on an agreed rota): They might even be encouraged to compete to produce maybe an exceptional soup or a truly sensational desert! This can be good fun.

Once established, family meal routines are also great for developing good table manners and “work” habits. Children can learn to set the table, help with clearing up and generally build good patterns of co-operation with their parents, friends and the people they meet with in daily life. 90

| A15 I We know that children who eat with their parents benefit because

1) they have greater intelligence.

2) of the results of research.

3) they learn through experience.

4) they develop friendship and loyalty.

I A16 I Establishing a routine family meal is

1) impossible because of computer games, TV, etc..

2) possible provided it begins when the children are young.

3) impossible as it is easier to eat alone rather than together.

4) possible with a strategic approach.

I A17 I The most important thing in creating a new routine is to

1) achieve the first goal of one shared meal per week.

2) make sure everyone understands the benefits.

3) tempt everyone with a popular meal.

4) keep the kids away from computers and TV sets.

I A18 I Shared family meals should

1) accept that even happy families sometimes argue.

2) involve telling lots of jokes.

3) be the setting for trying to deal with family disputes.

4) never be used to deal with family disputes.

I A19 IQuiet family members should be encouraged by

1) asking their opinions.

2) inviting them to discuss problems.

3) asking what they have done.

4) congratulating them from time to time.

I A20 I The next stage in building a meal sharing routine is to

1) introduce more days.

2) add Wednesday night to the schedule.

3) introduce cookery competitions.

4) be more flexible and try harder.

I A21 I Once established, family meals also help

1) get the table cleared after a meal.

2) families to stick together.

3) develop good table manners and “work” habits.

4) to make the children more independent.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 5

A New Train Service

The 76-mile journey between Kettering and London might take the average motorist one hour and 48 minutes if the roads were averagely busy. A fit cyclist should manage the journey in about 6 hours. On foot, jogging along at around 6mph, it might be a 13 hour journey. But in the age of super fast trains and rampant technological progress, how long do you imagine the train journey might take?

Incredibly, the answer is 18 hours! This is not a one-off commuter’s nightmare journey beset by bad weather and broken trains. This is was the advertised service for the May Bank holiday weekend: An 18 hour journey provided there was no bad weather to spoil the timing.

It is all because of engineering works being carried out from Saturday 23 May. East Midlands Trains, which operates services between Kettering and London, is advertising a “service” which will involve the passenger in an epic 18-hour odyssey, requiring them to execute seven changes and endure five bus replacement services as they are taken on a 295-mile mystery tour. Those braving the journey will travel via Derby, Blythe Bridge, Crewe, Stafford and Rugby — virtually a tour of middle England. To cap it all the committed travelers will have the «pleasure» of a six-hour wait overnight in that 8th Wonder of the World — Milton Keynes Bus Station! After this «treat» they can board the final connection, and barring delays arrive in London in time for breakfast after an 18 hour journey.

The price of this trip, considering its extraordinary duration, seems suddenly quite reasonable when calculated at an hourly rate, beginning at J40.50 or a little over J2 per hour. But given that one can fly to Australia in the same amount of time seem to give the journey a poor efficiency rating. The journey is among a number of alternatives currently being advertised on the National Rail Enquiries website and on its telephone service.

The Kettering Rail Users’ Group spokesman said: “Engineering work must be carried out but unfortunately what seems to be happening more is that train providers are more concerned to look after their own arrangements rather than those of their customers.” One rail user, Danny Coles, 34, of Kettering, said: “This is completely crazy: Would they honestly expect people to stay overnight at a bus stop?”

A spokeswoman for East Midlands Trains said that travel on this particular itinerary was not especially recommended by the company but it was an option. She stated that in reality there were a number of alternative routes for travel to London that weekend which could get you to the capital in less than three hours. She added that a new timetable offering the “full range” of options was expected to be uploaded by the end of next week.

In the most recent National Passenger Survey, East Midlands Trains scored a satisfaction rating of 81 per cent. Whilst details of how this survey was conducted are not to hand, it still seems a promising vote of confidence in the train company. Passenger groups also agreed the company was meeting its commitments to its customers by offering other travel arrangements. Mr Ashwin Kumar, Passenger Focus director, said: “Passengers understand that engineering works need to happen to ensure a reliable and safe railway.”

Probably it could only happen in Britain: The mother country of national rail travel and the supporter of “services” that no other country in the world would ever accept.

| A15 I The average car journey from Kettering to London is

More than 17 hours.

6 hours.

Less than two hours.

Between 12 and 14 hours.

The Bank holiday service was 18 hours

1) unless there were engineering works.

2) regardless of engineering work or weather.

3) if the weather was very bad.

4) unless a train broke down.

I A17 I The worst thing about the 18 hour journey was

1) having to change train 7 times.

2) the detour around middle England.

3) visiting Milton Keynes.

4) spending the night in a bus station.

I A18 I The price of the journey was quite reasonable when

Measured as an hourly rate, compared to flying to Australia, efficiency was taken into account, compared to other journeys.

I A19 I According to rail users the real problem was

1) the Kettering Rail Users’ Group.

2) that no one wanted to spend a night in a bus station.

3) that train providers placed their needs above travelers.

4) that engineering works are sometimes necessary.

I A20 I The train company believed there was no real problem because

1) the new time table was not yet uploaded.

2) there were plenty of convenient alternative services.

3) they recommended the new service.

4) the price was so reasonable.

I A21 I In the Passenger Survey, the train company

1) showed that passengers approved of engineering work.

2) proved that other travel arrangements were unnecessary.

3) scored a satisfaction rating of 81%.

4) met its commitments to customers.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 6

Letter Collecting

I have become a collector of letters. I collect two types: letters that are (to me at least) historically interesting and letters from or to famous people. I began shortly after a day in which I received almost 200 emails. The messages — for that is what they were, certainly not letters — were mostly very short. I was easily able to reply, save or delete all of them in one sitting. It struck me that particular day that the whole procedure was vaguely miraculous. But it is a miracle that comes with a big price tag. With the invention of email we have gained so much and lost so much when the great age of letter writing ended.

So what did we lose? The texture and colours of paper, the fading inks, the uniqueness of a signature, the anticipation of envelopes covered with jewelled stamps — falling softly though a letter box. What did we gain? Click, send, delete and low cost communication with unimaginable speed! But sometimes I think the loss is greater. What we lost most of all was time: time for thinking and composing, time for choosing an exact word to convey an emotion, time and space to craft and create unique objects.

I bought my first letters on an internet auction two days later. That was two years ago. Now I have 100 letters in my collection which I keep in beautiful folders to protect them. To begin with I went for quantity rather than quality. You need to buy from the right people to avoid fakes and forgeries. I generally buy on the internet — but from trusted companies. What surprises many people (who are not collectors) is that some letters from famous names and even from royalty can be bought for a low price. If there are plenty for sale in the auctions the price will be quite low and vice versa if the letters are rare. For example, I have signed cards from 3 out of 4 members of the Beatles, but I could not afford a letter from their manager Brian Epstein. Epstein died young and letters from him are quite rare.

In my collection I have singers, artists, film stars and even a famous gangster! Most of these I paid just £30 — £80 each for. I also have letters that are interesting in terms of social history. I have a letter from a coal mine owner complaining about strikers and others from governesses, policeman, gentlemen, farmers etc. taking about daily life over 100 years ago. I like them because they are old, and smudged and alive with history! Best of all, they somehow connect me to the past.

Recently however I have been paying more for each letter. The strategy has changed to aim for quality rather than quantity. For example I now own a letter from Winston Churchill. I also have a letter from Charles Dickens that he wrote in 1844 whilst he was visiting America. I am spending more money of course and several of my best letters cost between J350 and J450. But the way I look at it is to see them as an investment. If I buy good quality letters, insure them and look after them well — then there is a chance that they will go up in value. It is a risk of course but if I have an urgent need of money 10 or 20 years from now, I might be able to sell them for a good profit. In this sense it is a bit like investing in a company. But at least I get to really enjoy and appreciate my collection rather than owning shares in some business in which I have no emotional interest.

The writer became a collector of letters because

1) emails are so cheap.

2) the age of letter writing was over.

3) he was interested in famous people.

4) he could answer 200 emails a day.

I A16 I The narrator thought the greatest loss from letter writing was the

1) envelopes and postage stamps.

2) texture of paper and fading inks.

3) time for composition.

4) unique signatures.

I A17 I As a new collector the priority was to buy

1) a lot of letters.

2) only letters of high quality.

3) on the internet.

4) famous name or royal letters.

I A18 I The narrator does not own a Brian Epstein letter because

1) he was not interested in the Beatles’ manager.

2) they are so expensive.

3) he owned signed cards from all four Beatles.

4) Epstein died quite young.

I A19 I The narrator especially likes letters from ordinary people because

1) their lives were more important to him.

2) their lives were more interesting.

3) the letters were so old.

4) he feels they connect him to history.

I A20 I His more recent buying strategy is to buy

1) fewer, higher quality letters.

2) mostly politicians’ and writers’ letters.

3) nothing for less than £350.

4) letters in greater numbers.

I A21 I The narrator likes collecting as an investment because

1) the value of rare letters will increase over time.

2) normal investments cannot guarantee a profit.

3) he finds an emotional interest in expensive letters.

4) he can enjoy his investment.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 7

Прочитайте текст и выполните задания А15-А21. В каждом задании обведите цифру | 1, 2, 3 Или 4, Соответствующую выбранному вами варианту ответа.

Keeping busy

The public school in town served a number of purposes. Education, of course, was one. It offered a curriculum in general education, manual education, and preparatory education for college. Its music and sports programs provided entertainment to the school and its patrons. And the school served as an agency of social cohesion, bringing the community together in a common effort in which everyone took pride.

The sports program was the center of gravity of extra-curricular activities. The school fielded junior and senior varsity teams in football, basketball and track. Any young man with enough coordination to walk and chew gum at the same time could find a place on one of those teams. In addition, sports generated a need for pep rallies, cheerleaders, a band, homecoming activities, parades and floats, a homecoming queen and maids of honor, and a sports banquet. It also mobilized parents to support the activities with time and money.

There were any number of clubs a student might join. Some were related to academics, like the Latin Club, the Spanish Club, and the Science Club. Others Brought together students interested in a profession, like the Future Farmers of America, the Future Homemakers of America, the Future Teachers of America, and the Pre-Med Club. Still Others Were focused on service. The Intra-Mural Council, made up of girls (who had been neglected in the regular sports program), organized tournaments in a variety of sports for girls. The Library Club worked to improve library holdings and equipment. The Pep Club organized homecoming activities, parades and athletic banquets.

The Student Council, including representatives from each class, was elected by the student body after a heated political campaign with banners and speeches. It represented student interests to the administration and the school board. It approved student clubs that were formed, helped resolve discipline problems, and played a role in setting codes of conduct and dress. For the most part, it was a docile body that approved the policies of the administration.

The Journalism Club published a monthly newspaper of school news and opinion. It was financed by selling ads to business men in the community. Another group planned and published the school Yearbook, which was a pictorial record of the student body, the year’s activities, sports, and achievements. The Yearbook staff sponsored a beauty contest, pictured outstanding students selected by the faculty, and a Who’s Who of popular and talented students selected by the student body.

Churches in town, of which there were many, sponsored their own activities for youth; and the community sponsored a recreation center, called Teen Town, for chaperoned Saturday night dances each week. Community and school leaders seemed determined to keep the youth of the town busy and out of trouble. In a small Southern town in the Bible Belt where very few students had access to a car, which had been voted dry and in which no alcohol was sold, they succeeded marvelously well.

| A15 IThe first paragraph implies that the public school

1) was more than just an educational institution.

2) offered the best educational curriculum.

3) had developed close ties with a college.

4) preferred students talented in sports and music.

I A16 I Which of the following is true about the school’s sports programme?

1) Ability to chew gum while walking was required of all participants.

2) The sportsmen were supposed to join the school band.

3) It was run on the money collected from parents.

4) It played the most important role outside the curriculum.

I A17 IThe word ‘others’, in paragraph 3, refers to…

1) academics.

5) school clubs.

6) students.

7) professionals.

I A18Which of the following is NOT The function of the Student Council?

1) Representation of students’ interests.

2) Helping administration in discipline issues.

3) Formation of school clubs.

4) Participation in conduct code setting.

I A19 IThe money for the advertisements from local businessmen was used to pay for

1) the Journalism Club.

2) the publication of a monthly newspaper.

3) the publication of the school Yearbook.

4) financing the beauty contest.

I A20 ISaturday night dances were sponsored by

The recreation center, churches.

The school.

The community.

I A21 IWho does the title ‘Keeping Busy’ refer to?

1) young people

2) school council

3) town churches

4) community

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 8

Lucky Break

For the first ten years of my life my father was in the RAF (Royal Air Force). This meant that he was frequently posted to different air bases around the UK and I, as frequently, changed schools. One year we moved no fewer than three times and each time I tried, in vain, to settle and make friends. For a young child this frequency of change can only have a detrimental effect and I still have school reports stating that I was “lazy” and a “dreamer”.

When I reached ten, my worried parents decided I needed a personal tutor. She turned out to be a kindly and patient old lady who presented me with a large, black book of tests. She made me complete it as a home task and I scored about 20 out of 100. At out next meeting, on a Saturday morning, she went through it with me item by item, until I completely understood each task. She then made me retake the test and of course I got almost every question correct. Then we again moved house!

In our new town I took and failed the 11 plus exam (my excuse was that I was still only ten!) and my prospects looked dim. I was destined to go to the local comprehensive which had a reputation for being quite rough. But also nearby was an ancient public school, set in a castle. This was a place for rich kids only — apart from every year they gave 2 free places to the highest performing local boys (it was a boys only school) in their entrance exam.

My crazy parents decided I should enter the exam. I had as much chance of succeeding as going to the moon — or so I thought. But when I sat down to take the test, a rather familiar black book of 100 tests was placed on the desk!

I did the test and kept quiet and the next term, as a terror struck 11 year old in an ill fitting suit, I arrived for my first day at “the castle”.

Clearly I was going to have problems in this new, intensely academic environment and I did. There were 31 boys in my class and in every subject, despite my best efforts, I finished in the bottom 5 in every test, exam and report.

We were then streamed into “sets” for each subject and I ended up being taught with boys closer to my own ability. I worked really hard and at the end of my third year there, I won my first form prize. I was top of the bottom class! But I was really motivated and in time got “promoted” to higher “sets”. I worked really hard and won prizes every year until I left after A Levels. My grades were all A’s — the highest you can get — and I was offered a place to study at a prestigious university.

So when a certain old Lady presented me with a large black book full of tests, you could say it was my lucky break. Although I would argue that if you work really hard and keep your wits about you — then you begin to make your own luck.

| A15 I Because of the father’s job the boy had to

1) visit UK air bases.

2) often change schools.

3) change home three times a year.

4) behave as a dreamer.

I A16 I With his personal tutor the boy

1) read a big book.

2) did test items.

3) answered her questions.

4) learned how understand the tasks.

I A17 I Failing the 11 plus exam meant that the boy

1) had to wait another year to retry.

2) was to enter a comprehensive.

3) was to study with rich kids.

4) became a highest performing local boy.

I A18 I What helped the boy to enter the public school?

1) familiarity with the tests

2) his parents

3) his knowledge

4) keeping quiet

I A19 I In all the school subjects the boy

1) demonstrated his academic gifts.

2) managed to solve any problems.

3) was the best in efforts made.

4) was worse than twenty of his classmates.

I A20 I By the end of the school the boy

1) was awarded his first form prize.

2) was among the best school students.

3) had to work harder and harder.

4) still couldn’t get the high grades.

[ A21 I According to the boy the ‘Lucky Break’ refers to

1) moving to a right place.

Entering a good school, getting a big test book, meeting the lady tutor.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 9

A lesson with the Master

Joseph Knecht must have been twelve or thirteen years old at the time. For quite a while he had been a scholarship pupil in the Latin school of Berolfingen. His teachers at the school, and especially his music teacher, had already recommended him two or three times to the highest Board for admission into the elite schools….His music teacher, from whom he was learning violin and the lute, told him that the Music Master would shortly be coming to Berolfingen to inspect music instruction at the school. Therefore Joseph must practice like a good boy and not embarrass his teacher.

“What would you like to play?” — the Master asked. The boy could not say a word. Hesitantly, he picked up his exercise book and held it out to the Master. “No,” the Master said, “I want you to play from memory and not an exercise, something easy that you know by heart.” Knecht was confused and unable to answer. The Master did not insist. With one finger, he struck the first notes of a melody, and looked questioningly at the boy. Joseph nodded and at once played the melody with pleasure.

Once more, the Master said. Knecht repeated the melody, and the old man now played a second voice to go with it. Once more. Knecht played, and the Master played the second part, and a third part also. Once more. And the Master played three voices along with the melody….The boy and the old man ceased to think of anything else; they surrendered themselves to the lovely, congenial lines and figurations they formed as their parts crisscrossed. Caught in the network their music was creating, they swayed gently along with it, obeying an unseen conductor…

“Do you happen to know what a fugue is?” — the Master now asked. Knecht looked dubious. “Very well,” the Master said, “then I’ll show you. You’ll grasp it quicker if we make a fugue ourselves. Now the first thing you need in a fugue is a theme, and we don t have to look far for the theme. We’ll take it from our song”. He played a brief phrase, a fragment of the song’s melody. He played the theme once more, and this time he went to the first entrance and then to the second entrance. He changed the interval, then the third entrance repeated the first one again an octave higher, as did the fourth with the second. The exposition concluded with a cadence in the key of the dominant.

The boy looked at the player’s clever white fingers….His ear drank in the fugue; it seemed to him that he was hearing music for the first time in his life. Behind the music being created in his presence he sensed the world of Mind, the joy-giving harmony of law and freedom, of service and rule. He surrendered himself, and vowed to serve that world. In those few minutes he saw himself and his life, saw the whole cosmos guided, ordered, and interpreted by the spirit of music….

He had experienced his vocation, which may surely be spoken of as a sacrament. The ideal world had suddenly taken on visible lineaments for him. Its gates had opened invitingly….And through this venerable messenger — the Music Master—an admonition and a call had come from that world even to him, the insignificant Latin school pupil.

School that Joseph Knecht studied at was

1) a private school with grant-maintenance.

2) an elite church music school.

3) a specialized school for poor kids.

4) a secondary state school.

I A16 I Joseph Knecht was

1) an average student with a social scholarship.

2) particularly good at playing violin and lute.

3) a bright music student, mainly keen on arts.

4) academically advanced in all the subjects.

I A17 I Joseph could not do what the Master first asked him to do as he was

1) not able to play music from memory.

2) not articulate enough to answer the question.

3) too nervous, aware of his responsibility for the class.

4) too self-conscious, uncertain in his technical skills.

I A18 I The Master started playing the melody with the boy because he wanted to

1) check the boy’s ability for improvisation.

2) demonstrate his technical superiority.

3) show him the correct way to play it.

4) warm the boy up and reduce his tension.

I A19 I Explaining to Knecht what a fugue was, the Master

1) spontaneously created the needed piece on a well-known simple melody.

2) improvised a fugue on the melody of the exercise they have just played.

3) created a fugue, inviting the boy to participate in the improvisation.

4) played a well known fugue of Bach, based on the melody of the song.

I A20 I The world of Mind that Joseph suddenly discovered for himself and vowed to serve was

The world

1) where music alone reigned supreme.

2) of sacred service and self — sacrifice.

3) created by improvisation and free will of a Master.

4) based on the interdependence of regularities and freedoms.

I A21 I The short lesson with the Master helped the boy to

1) understand his strong points and weaknesses.

2) widen his academic horizons.

3) mature and get ready for a real life.

4) choose a profession.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 10

Прочитайте текст и выполните задания A15~A21. В каждом задании обведите цифру 1, 2, 3 Или 4, Соответствующую выбранному вами варианту ответа.

Book Review

There can be few countries (if any) that achieved as much as the Soviet Union did in relation to scientific discovery. Whether the advances were driven by a need to prove the superiority of communism or were simply by-products of the defence industry during the cold war has been much debated. But of immense value to students of political economy and even greater value to those interested in the history and development of science is Loren Graham’s book “Science in Russia and the Soviet Union” priced £21.99 And published by Cambridge University Press.

An expert on the history of science in Russia, Graham has written several books which are all easily accessible and readable. But “Science in Russia and the Soviet Union” is the real masterpiece for many readers. It is a splendid work, a breathtaking synthesis that is stimulating to both — the academic and the ordinary reader. It fascinates with every page and is genuinely a pleasure to read.

Professor Graham explains why science developed so well in the Soviet state, bringing to his task not only immense learning but a solid appreciation of the powerful social and political factors that shaped the Russian scientific community. However, while Graham’s book gives particular attention to the Soviet period, it in fact acts as an encyclopaedia of Russia’s contribution to world science throughout the ages. All the great names are there — from Lomonosov and Peter the Great to Korolyov: but there are also some names recorded (either of Russians or scientists working in Russia) Which Perhaps not everybody will have heard of.

For example we can read about the contribution of Leonhard Euler (1707-83) a Swiss scientist who spent much of his career at the Academy in St. Petersburg. He is revered by both the Swiss and the Russians for the mathematical discoveries he made while working there. Then there were Daniel and Nicolaus Bernouilli, Dutch brothers and mathematicians, who spent a portion of their professional career at the Academy in St. Petersburg and would inspire Russian scholars for decades. They are noted for their development of an economic principle known as the St. Petersburg Paradox.

Graham also tells us about Sofia Kovalevskaya (1850-91) Who was the first major Russian female mathematician: part of a generation of women benefiting from the reforms of Alexander TTAnd the opportunity to obtain a higher education, she was also the first woman to be appointed a full professorship in Europe.

Graham’s history takes us through to the 1980s, by which time the Russian scientific establishment had become the largest in the world. It is a remarkable history and one that shaped not only Russia but played a huge part in the making of the modern, technological age. But it is a little known history and one which for many years was shrouded in secrecy because of the political requirements of those times. But now the story has been told and “Science and Philosophy in the Soviet Union”, has been nominated for the National Book Award for history. Graham is Professor of the History of Science at the Massachusetts Institute of Technology and Visiting Professor of the History of Science at Harvard University.

| A15 I In the first paragraph the author claims that the Soviet Union

1) proved the advantages of communism.

2) was the world leader in science.

3) practically won the cold war.

4) had the biggest defense industry.

I A16 I The reviewed book is supposed to be most valuable to the people interested in

1) economics.

2) politics.

3) history of science.

4) developmental issues.

I A17 I An important feature of Loren Graham’s books according to the reviewer is their

1) accessibility.

2) academism.

3) ordinariness.

4) entertaining character.

I A18 I “Which” in the last sentence of paragraph 3 refers to…

1) Loren Graham’s books.

2) political factors.

3) the achievements of Russian scientists.

4) the names of Russian scientists.

I A19 I The St. Petersburg Paradox is related to the work of

1) Leonhard Euler.

2) Bernouilli brothers.

3) Graham.

4) Sofia Kovalevskaya.

I A20 I Sofia Kovalevskaya’s achievements became possible due to the

1) European professorship.

2) Alexander II reforms.

3) women liberation movement.

4) compulsory higher education.

I A21 I According to the reviewer the history of the Soviet science was little known because

1) it was done in secrecy.

2) it was not a part of modern technology.

3) of certain political requirements.

4) of lack of publications.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 11

Russky Dom

The Science Museum in Vancouver has had many different names over the years. Its present form however dates back to the 1986 World Fair (Expo 86). That year the theme for the World Fair was “Transport” and a special, modernistic exhibition space and dome was built as the centre piece. Called a geodesic dome; its style was influenced by the great American architect — Richard Buckminster Fuller. After the Fair closed, the people of Vancouver (private individuals, businesses, government offices) began a massive fund raising project to save the Dome and make it home to the city’s science museum. Two years later, $19 million dollars had been raised and the first stages of construction completed. In the first 12 weeks alone 310,000 visitors came to visit what was then called “Science World”.

Since that time the museum’s name changed a few times. The aluminium company, AIcan Inc, acted as sponsor so that one of the buildings would be named after them. Then Telus, the Canadian telecommunications giant donated $9 million dollars and the venue became “The Telus World of Science”: However, the new name proved almost universally unpopular among the people of Vancouver.

But during the 2010 Vancouver Winter Olympics, the museum was once again transformed and for a short while became — the Russky DomI This involved two weeks of spectacular events in February 2010. Every day the people of Vancouver and international visitors to the Winter Games were treated to Russian folk songs, dancers and music sessions. Russian athletes came in to meet the public and sign autographs. There were quizzes and comedy shows and an opportunity for the world to get a taste of what they might expect when the Winter Games come to Sochi in 2014. The centre piece was a huge electronic clock counting down the days, hours, minutes and seconds until the start of the Sochi games.

Today the museum is still very much in business attracting huge numbers of visitors. A $35 million dollar development program was recently announced. There are thousands of brilliant exhibits that teach children and adults all about the world. Many are “hands-on” so that people can perform simple experiments themselves. There is a fabulous and entertaining educational program. You can even go to the link for a taster!

If you plan to visit the museum there are a few exhibits you simply must not miss — “Our World” in particular. It is about sustainable electricity. There are kinetic wheels, wind tunnels and solar panels. You are even given the chance to generate electricity using your own hands. The largest and brightest gallery in the museum is called “Eureka”. Here you can explore and learn about water, air, light, sound and motion.

You can go in to “Contraption Corner”, check out an “inventor box” and construct one of several whirling, buzzing and spinning gadgets. You also get to try and find solutions to practical (and in some cases not so practical) problems — such as how to lift a hippopotamus!

But the wrangle over the name continues. Some people insist it is called “Telus World of Science” and others say it is called “Science World”. But there are more than a few citizens of Vancouver who still remember a great party in February 2010. For them — the name Russky Dom is the one they prefer to use!

The “Science World” originally was

1) a geodesic sight.

2) a part of World Fair.

3) Richard Buckminster Fuller’s home.

4) transport exhibition.

I A16 I The Museum changed its name due to the

1) will of people of Vancouver.

2) popularity of local companies.

3) development of telecommunications.

4) wish of the main sponsor.

∣ A17 I Which of the following is NOT TRUE about the Russky Dom?

1) Athletes met public there.

2) Russian musicians performed there.

3) It was decided there to set the next 2014 Olympics in Sochi.

4) The clock there showed the time remaining till Sochi Olympiad.

I A18 I “Hands-on” in paragraph 4 refers to…

1) exhibits.

2) visitors.

3) experiments.

4) educational programs.

I A19 I The text particularly recommends to

1) visit electricity exhibits.

2) generate electricity with one’s hands.

3) pay attention to solar panels.

4) enjoy a walk in a “Eureka” gallery.

I A20 I In the “Contraption Corner” one can

1) try to lift a hippo.

2) solve any practical problem.

3) see all familiar gadgets.

4) try oneself as an inventor.

I A21 I Which of the following officially won the name competition?

1) Telus World of Science.

2) Science World.

3) Russky Dom.

4) None.

Источник

Раздел 2. ЧТЕНИЕ

Рекомендуемое время на выполнение данного раздела — ЗО минут Максимально 20 баллов за верное выполнение всех заданий раздела

Данный раздел экзамена состоит из трех заданий. Каждое зада ние проверяет тот или иной вид чтения: понимание основного содер жания текста, понимание структурно-смысловых связей текста, де тальное понимание текста.

Задание В2 Базового уровня (7 баллов) с кратким ответом (за дание на соответствие). Это задание на контроль умений просмотро вого чтения, направленного на понимание основного содержания прочитанного.
Задание ВЗ Повышенного уровня (6 баллов) с кратким ответом (задание на соответствие). Это задание на контроль понимания струк турно-смысловых связей текста.
Задание А15-А21 Высако.го__уровмя (7 баллов) с выбором ответа из четырех предложенных (задание на множественный выбор). Это задание на контроль изучающего чтения, направленного на детальное понимание прочитанного.

Желательно заранее ознакомиться с форматом данной части эк замена и установками, предлагаемыми к каждому заданию. Установ ки к заданиям, как правило, формулируются одинаково во всех ва риантах ЕГЭ — это позволит сэкономить время на экзамене.

2″

Тренировочные задания к различным частям экзамена

ПЕРВОЕ ЗАДАНИЕ (62) Понимание основного содержания текста

В данном задании надо установить соответствие между заголов ком, (темой или кратким утверждением) и небольшим текстом. В за дании предлагаются семь коротких текстов, отмеченных цифрами 1-7 и восемь заголовков (тем, или кратких утверждений), отмеченных бу квами А-Н. Один заголовок (тема или краткое утверждение) — лиш нее. За каждое правильно установленное соответствие дается 1 балл. За все задание можно получить максимально 7 баллов.

ЦЕЛЬ ЗАДАНИЯ: проверить умение

<$> понимать основное содержание или основную идею высказывания; Ф отделять главное от второстепенного; <^ игнорировать избыточную информацию;

<$> игнорировать незнакомые слова, не мешающие пониманию ос новной идеи или основного содержания высказывания.

СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ До чтения текстов

Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков для данного задания.
Прочитать заголовки (темы или краткие утверждения) и попы таться определить:

что их объединяет (тема, проблема, ситуация, ключевое слово и т.д.);
чем они отличаются друг от друга (проблемой, отношением к проблеме и т.д.)

В процессе изучения заголовков (тем, кратких утверждений) подчеркивать в них ключевые слова, делать другие пометки, по могающие понять их смысл и отличия.
Глядя на заголовки, попытаться предвосхитить основное содер жание текста, подходящего к каждому из них нему по смыслу, а также те слова, которые необходимы для раскрытия данной те мы/ проблемы/ ситуации.

Раздел 2. Чтение. Первое задание (В2)

Во время первого прочтения

Последовательно просматривать каждый из предложенных тек стов, игнорируя незнакомые слова и выражения, не углубляясь в детальное понимание его содержания. После беглого просмотра каждого текста подобрать к нему один или несколько возможных заголовков, предложенных в задании.
По мере прочтения каждого текста отмечать все возможные ва рианты ответа, указывая нужные буквы рядом с текстом или нужные цифры рядом с буквами.
Делать нужные исправления по ходу чтения, т.к. после ознаком ления с другими текстами некоторые варианты предыдущих от ветов будут определяться точнее, в том числе, и отпадать мето дом исключения.
При возникших затруднениях с определением соответствия тек ста заголовку (теме, краткому утверждению), прочитать текст и попытаться сформулировать его основную идею самостоятельно, затем выбрать наиболее близкую по содержанию из оставшихся вариантов ответа и отметить ее.

Во время второго прочтения

Обратить особое внимание на тексты, где изначально были вы браны несколько возможных соответствий.
Обосновать самому себе выбор того или иного соответствия с опо рой на текст.
Проверить правильность других выбранных соответствий.

После прочтения

Записать окончательный вариант ответа в таблицу после задания.
Определить лишний заголовок (тему, краткое утверждение).
Еще раз проверить точность записи всех ответов.

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1

Установите соответствие между заголовками А-Н и тек стами 1-7. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании один заголовок лишний.

A. Thoughtless behaviour

B. Benefits of private business

C. Too complicated to use

D. Bad for business

E. Science brings hope

F. A Road incident

G. More parking places
H. Personal choice

City centre parking is expensive and many important roads are now closed to private transport. This would be fine — if public transport was cheap and convenient, but it is neither. The result is that people are avoiding the city centre so restaurants, cinemas and shops are closing.
The motorcyclist drew along side and I heard abusive language as he banged on the car roof. I immediately locked the car doors and tried to work out was wrong. He then shouted that I had almost collided with him. Truth to tell — I didn’t see him until now. I tried to apologise but he wouldn’t listen.
They now have cars that run on electricity, solar power and even on vegetable oil. New petrol engines are super efficient and make less harmful emissions. More people are working from home because of advances in communication technology and computer security. At last we have some grounds for optimism.

Раздел 2. Чтение. Первое задание (В2)

As she approached the traffic lights the driver in front of her tipped out a mess of fast food boxes, polystyrene cups and chip bags. She pressed her horn angrily. «Why don’t people consider what they do», she wondered helplessly. «Some one will have to clear this up and we all have to pay for it.»
Sarah has worked for herself more than 10 years now. It had been risky but now her interior decoration business is a success. She loves being her own boss. It constantly amazes her that her friends in big corporations believe they have job security. How can they think this way when these companies are constantly firing people to make bigger profits?
It was not easy deciding. It never is when buying a new car. Reliability and comfort are big issues as are fuel economy, maintenance and so forth. A car has to feel right as well. Price and value for money are also critical. But in the end Ralph made his decision confident that it was just the right one for him.
Jane studied the small print. To make a successful insurance claim for her accident she needed so much information. Several complicated forms took hours to complete. She then needed three independent quotations, a witness statement, and a police statement and after everything she still had to pay the first J500 anywa

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2

В2

Установите соответствие между заголовками А—Н и тек стами 1~7. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании один заголовок лишний.

A. Just in time

B. Just in case

C. Eventful life

D. A curious case

E. Reduced Expectations

F. Royal brother

G. Royal ancestor
H. Double trouble

I am a mother of identical, mirror-image boys — David and John. No one in the family but me can tell them apart. I am constantly amazed at how close they are. Once when they were babies David was ill, but it was John who began crying wildly. I tried to calm John first since I was sure nothing was wrong with him. But he only cried louder. I finally gave up with him and gave some medicine to David — who really was unwell. As soon as John sensed his brother felt better, he immediately settled to sleep — like turning off a switch.
The 12 year old was playing near the Platte River in North Bend, Nebraska. The river was high and as the boy stepped in, the current pushed his legs away. He floated off, spinning in the powerful current. At the last possible moment before the rapids, his yells were heard by his dog. It jumped in, reached the boy and towed him ashore. Another second and the boy would have been swept away to certain death.
Armgaard Karl Graves, referred to in press reports as ‘the Glasgow Spy’, was convicted in Scotland under the Official Secrets Act (1911) for spying on the British Navy. He spent years successfully creating an identity as an Australian doctor and in Scotland «furthered» his medical training and even conducted important clinical experiments. But he was

Раздел 2. Чтение. Первое задание (В2)

eventually caught by a suspicious post office worker as he sent and received post under a variety of assumed names.

Zsa Zsa Gabor was born in Budapest on February 6th, 1917. Now in her 90s she has had a long and varied life. She was a beauty queen and singer before becoming a famous screen actress. Latterly her fame grew from her many public appearances from the 1970’s onwards. She was married 8 times but only had one child with second husband, Conrad Hilton. Her last marriage to Frederic von Anhalt gave her the honorary title Prinzessin von Anhalt.
«Who do you think you are» is one of my favourite TV programs. Each episode researches the family history of a celebrity, back into the mists of time. It gives them a sense, genetically speaking, of who they really are. In the UK there are good records of births, marriages and deaths going back hundreds of years. One of the best episodes was on Boris Johnson, the Mayor of London. He was thrilled when he discovered he was directly related to King George II.
Paris Hilton is a famous socialite, media personality, actress, model and singer. In 2007 her grandfather Barron Hilton pledged 97% of his estate to a charitable foundation founded by his father. A value of more than 2 billion US dollars was cited in press reports. Many now believe that Paris and the other grandchildren have had their potential inheritance sharply reduced. Others have commented that this news was unlikely to place severe limitations on her future life style.
Andy always travels well equipped for any potential possibility. He has a sewing repair kit and a small medical kit with aspirin etc. These are, I suppose, perfectly sensible. But what about a ball of string, tape measure, masking tape, Swiss army penknife, disposable cutlery, disinfectant, dry bags and an inflatable back rest? Andy says you never know what might happen and it’s always best to be prepared.

1	2	3	4	5	6	7

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3

В2

A. Difficult job

B. Happy times

C. The fastest way

D. Now or never

E. Mission Impossible

F. Animal rights

G. Hardly likely
H. Warm welcome

My dog is a Border Collie called Rags. We have a big garden and Rags is taken for walks mornings and evenings. But he gets lonely during the day. This probably accounts for his mad greeting everyday when we return. He woofs, wags and jumps in a blur of delight — so happy to see that we’re home!
Once a week we get a spelling test and we have to memorise fifty new words. I generally get 45 or more but it is too difficult to get them all. I mean this is on top of all the other homework we have to do. How on earth do they expect us to find the time?
It’s really hard for the nurses. They often work 12 hour shifts and in environment that could mean life or death if they make a mistake. And their pay is so low. Yet most of them just get on with it without complaining and they always seem to be cheerful, kind and interested in their patients.

4. They say that a meteorite hit the Yucatan Peninsula 65 million years ago causing mass extinctions of species. The dinosaurs were the most famous casualties. Some people say it is bound to happen again any day now and that we will be the most famous of the new casualties. Optimistically — I’m still making appointments for next week.

Раздел 2. Чтение. Первое задание (В2)

Learning English is a long, slow process. There are mountains of verb tables, forests of vocabulary and wilderness plains of multiple choice questions. The only way to get there quicker is to go and live in the UK for a couple of months. That will do the job nicely!
It was better in the 70s. Our lives weren’t lived attached to mobile phones. There were no speed cameras. The music was brilliant — Glam, Prog and Punk Rock. And the fashion was outrageous. We must have looked complete idiots in our platforms and feather cuts — but we thought we looked amazing. And maybe we were.
In Spain 11500 bulls are killed every year in official bull fights. They say it is supposed to be a real match and the matadors risk death at every encounter. This is, of course, nonsense. Really the poor old bull stands no chance of anything other than a slow and painful death. I think it should be banned.

1	2	3	4	5	6	7

Тренировочные задания к различным частям экзамена

ВТОРОЕ ЗАДАНИЕ (ВЗ) Понимание структурно-смысловых связей текста

В данном задании дается текст с шестью пропусками, обозначен ными цифрами (1-6) и семь фрагментов предложений для заполне ния пропусков, обозначенных буквами (A—G). Один фрагмент пред ложения — лишний. Надо установить соответствие между частью текста и пропущенным фрагментом предложения. За каждое пра вильно установленное соответствие дается 1 балл. Максимально в данном задании можно получить 6 баллов.

ЦЕЛЬ ЗАДАНИЯ: проверить

<$> понимание структурных связей между отдельными фрагмен тами предложения, в том числе и с учетом существующих грамматических и лексических норм сочетаемости, принятых в английском языке;

♦ понимание смысловых связей всего текста и его отдельных фрагментов.

СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ

Во время первого прочтения

Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков для данного задания.
Бегло просмотреть весь текст (без выделенных фрагментов), по пытаться определить его тему и основное содержание.
Прочитать выделенные фрагменты и определить структурные особенности начала фрагмента (с точки зрения использования грамматических и лексических норм сочетаемости), если таковые имеются.

Во время второго прочтения

I. Читать текст последовательно, обращая особое внимание на по следнее слово или выражение перед каждым пропуском. Если это слово или выражение требует определенного согласования

Раздел 2. Чтение. Второе задание (ВЗ)

или управления (использование герундия, инфинитива, предло га, союза и т.д.) надо искать соответствующее начало в выде ленном фрагменте.

Если одна и та же грамматическая структура используется в на чале нескольких выделенных фрагментов, учитывать смысловое содержание предложения с пропуском, а также предыдущих и последующих предложений.
По ходу чтения отмечать все возможные варианты соответст вий, указывая нужные буквы рядом с цифрой пропуска или нужные цифры рядом с буквами, обозначающими выделенные фрагменты.
Делать нужные исправления по ходу чтения, т.к. после каждого заполненного пробела неясные варианты ответов будут опреде ляться точнее, отпадать методом исключения.
Обратить особое внимание на пропуски, где изначально были вы браны несколько возможных соответствий. Обосновать для себя выбор того или иного соответствия с учетом грамматических и лексических норм сочетаемости, принятых в английском языке и/ или с опорой на содержание текста.
Проверить обоснованность других выбранных соответствий.

После прочтения

Записать окончательный вариант ответа в таблицу после задания.
Определить лишний фрагмент.
Еще раз проверить точность записи всех ответов.

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1

ВЗ

Прочитайте текст и заполните пропуски 1-6 часгпями предложений, обозначенными буквами A—G. Одна из частей в списке A-G — лишняя. Занесите букву, обозначающую соответствующую часть предложения, в таблицу.

Clever Dogs

What are the smartest dog breeds in the world? We all love

our dogs; 1 must be the cleverest ever. But is your dog’s

breed known as one of the most intelligent? We’ve compiled a list of the top five most intelligent dogs as demonstrated by extensive testing and research. In reverse order these are Doberman, Golden Retriever, German Shepherd, Poodle and the cleverest of all is the Border Collie. If your dog isn’t on this list,

don’t despair. Sometimes, having a dog with very 2

For example, if a very clever dog is left at home alone all day, it can get bored and become destructive or even neurotic. On the other hand, a dog with limited intelligence can be left at home all

day, 3 minutes before you arrive home! Like many

intelligent breeds, the Border Collie needs a job to do. If they

don’t have a purpose in life, or some kind of job 4

Actually many of them have a common ancestor. A dog called «Old Hemp» who lived at the end of the 19th Century. He was such a hardworking and intelligent dog he was used to father a new generation of super intelligent dogs. Just to be clear — please note that Border Collies should definitely not be left at

home alone all day, 5 can become quite destructive.

They need constant companionship, praise, and extensive exercise. This requires a lot from owners including a suitable lifestyle and lots of living space. So if you work and live in the

city, a Border Collie 6 for you! Because of their

legendary intelligence, Border Collies set the standard in competitions for such skills as agility, obedience and of course, sheepdog trials.

Раздел 2. Чтение, Второе задание (ВЗ)

A. and not even realize you’re gone until a few

B. and most of us believe our own dog

C. but if they are, they

D. they will not be happy

E. probably isn’t the dog

F. but they are not quite

G. high intelligence can have its drawbacks

1	2	3	4	5	6

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2

Прочитайте текст и заполните пропуски 1-6 частями
предложений, обозначенными буквами A-G. Одна из частей
в списке A-G — лишняя. Занесите букву, обозначающую
соответствующую часть предложения, в таблицу.

Chocolate

Chocolate is made from a number of raw and processed foods produced from the seeds of tropical cacao trees. Cacao has been

cultivated in 1 at least 3000 years. For most of this time it

was made into a drink called, in translation — «bitter water».

This is because 2 to be fermented to develop a palatable

flavour.

After fermentation the beans are dried and roasted and the shell is removed to produce cacao nibs. These are then ground and liquefied into chocolate liquor. The liquor is then processed into cocoa solids or cocoa butter. Pure chocolate contains primarily cocoa solids and butter in different proportions.

Much of 3 with added sugar. Milk chocolate is

sweetened chocolate that additionally contains either milk powder

or condensed milk. White chocolate on the 4 and is

therefore not a true chocolate.

Chocolate contains theobromine and phenethylamine which have physiological effects on the body. It is similar to serotonin

levels in the brain. Scientists claim 5 , can lower blood

pressure. Recently, dark chocolate has also been promoted for its

Тренировочные задания к различным частям экзамена

health benefits. But pet owners should remember that the presence of theobromine makes it toxic to cats and dogs.

Chocolate is now one 6 , although 16 of the top

20 chocolate consuming countries are in Europe. Also interesting is that 66% of world chocolate is consumed between meals.

A. the chocolate consumed today is made

B. that chocolate, eaten in moderation

C. central and southern America for

D. of the world’s most popular flavours

E. other hand contains no cocoa solids

F. cacao seeds are intensely bitter and have

G. many countries worldwide

1	2	3	4	5	6

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3

Прочитайте текст и заполните пропуски 1-6 частями предложений, обозначенными буквами A-G. Одна из частей в списке A-G — лишняя. Занесите букву, обозначающую соответствующую часть предложения, в таблицу.

Child Stars

Child star mania is on the rise! Popular shows like Star Search and Junior Idol are always searching for new child stars.

Sometimes the parents of these youngsters are 1 — arguably

pushing their offspring to and beyond their limits; hoping to make their children famous.

Fame can bring great opportunities for the youngsters.

Some go on to earn 2 and fulfilled lives. The truth

however is that the majority do not. Research on the lifestyle of young performers has shown that their childhoods are often dominated by immense pressure and anxiety. Hours of training

and rehearsal combine disastrously 3 and a poor social

life. These vulnerable young people also have to cope with criticism, rejection and intrusive treatment from show

Раздел 2. Чтение. Второе задание (ВЗ)

business reporters. The loss of privacy, gossip and constant
scrutiny 4 of them.

Child stars often have very short careers. It can be

devastating when a particularly cute child 5 and a whole

glittering career is over before they are out of their teens. It is therefore not surprising that so many young child stars end up with huge emotional problems — some derailing their lives through destructive life styles. It can be really difficult for them adjusting from being recognised and wanted by everyone to being completely forgotten and ignored.

So the question is should something be done to curb this mania for young fame? Should the TV programs be severely controlled or even banned? Whatever the answer to these questions, the problems are likely to remain. As long as

6 of ruthlessly ambitious parents — these tragedies are

destined to keep on repeating.

A. huge amounts of money and live happy

B. grows into an average looking adult

C. there are children with talent under the control

D. with a lack of normal schooling

E. with ambitious parents

F. can be too much for some

G. the ones with the real ambition

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Тренировочные задания к различным частям экзамена

ТРЕТЬЕ ЗАДАНИЕ (А15-А21) Детальное понимание текста

В данной части раздела чтения предлагаются семь тестовых зада- ний, обозначенных буквой и цифрами (А15-А21). К каждому заданию! предлагается четыре варианта ответа, обозначенных цифрами (1-4), из которых только один является правильным. Как правило — это либо ] начало предложения, к которому предлагается четыре возможных ва рианта окончания, либо вопрос, к которому дается четыре варианта | ответа. Для каждого задания (А15-А21) надо выбрать один правиль ный ответ из четырех предложенных. За каждый правильно выбран- ‘ ный ответ дается 1 балл. За все задание можно получить максимально 7 баллов.

ЦЕЛЬ ЗАДАНИЯ: проверить полное понимание текста на уровне

4> содержания (детали, связанные: с фактической информацией, с ответами на вопросы по ключевым словам — кто, где, когда, как часто, сколько, зачем, с кем и т.д.);

4 смысла (детали, связанные с имплицитной, т.е. не явной, а кос венной информацией, основывающейся на понимании причинно-следственных связей, модальности высказываний, т.е. намере ний и отношения автора или других лиц к кому-либо или чему-либо и т.д.).

СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ

До чтения текста

Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков ответа для данного задания.
Прочитать только вопросы или начала предложений, без предло женных вариантов ответа, чтобы определить примерное содержа ние текста, а также характер запрашиваемой информации;
Прочитать варианты предлагаемых ответов в тех случаях, когда без них неясна сушь зларашиваемой информации*

Раздел 2. Чтение. Третье задание (А15-А21)

Во время первого прочтения

Выполнять задание последовательно. Помнить, что последова-телышсть тестовых вопросов связана с последовательностью развития сюжета текста.
С каждым вопросом работать по предлагаемой схеме:

прочитать тестовое задание целиком (начало предложения или вопрос и все варианты ответа);
определить суть запрашиваемой информации, т.е. понять, что лежит в основе запрашиваемой информации: слово, словосо четание, предложение, абзац и или весь текст;
найти место, где запрашиваемая информация дается в тексте;
понять, чем предлагаемые варианты ответов отличаются друг от друга;
отбросить очевидно неверные варианты и определить наибо лее вероятный ответ;
доказать, что остальные варианты неверны, или что в тексте нет информации, предлагаемой в ответах, Для этого стоит об ратить особое внимание на различия между основной идеей и второстепенной информацией в проверяемом фрагменте текста и в содержании самого вопроса, а также на различия между явно и неявно выраженной информацией.

3. Если не можете осознанно выбрать ни один из предложенных ва
риантов, не понимаете сути вопроса, все равно не оставляйте за
дание без ответа. Выбирайте ответ интуитивно.

После прочтения

Убедиться в правильности выбора ответа в каждом тестовом за дании.
Зафиксировать результаты выполнения задания на черновике так, чтобы их можно было легко перенести в бланк ответа.

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1

Прочитайте текст и выполните задания А15—А21. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбран ному вами варианту ответа.

Kimbolton School

I went to school in a large village called Kimbolton in the county of I Cambridgeshire. In recent years I have been reminded of my time there l by, strangely enough, the Harry Potter books by J.K. Rowling.

The first and most obvious reason is that Kimbolton is a castle I school; just as Hogwarts is the castle school for Harry and his } friends. Hogwarts is of course filled with ghosts, such as Sir Nicholas de Mimsy Porpington — better known as Nearly Headless Nick: But Kimbolton also has a reputation for being haunted and in fact lays claim to a very famous ghost. This is Katherine of Aragon — the first wife of Henry VIII. She was sent there in April 1534 after refusing to accept the legality of Henry’s divorce proceedings. When I arrived there as a first year in September 1971, I was told that her ghost was often seen — but only from the knees upwards. This, I was j told, was because she walked on the original rather than the later modern floors. I am ashamed to confess that at times we set up j «ghostly» tricks to scare our friends. These usually involved almost invisible fishing lines being used to «mysteriously» open and close cupboards or move chairs.

There are other comparisons to be made however. In Harry Potter’s Hogwarts School there are four «houses»; Gryfinndor, Hufflepuff, Ravenclaw and the dark house, Slytherin. The four houses being named after famous headmasters of Hogwarts’ past. At Kimbolton we also had four houses named for the same reason. They were called Ingram’s, Bailey’s, Dawson’s and Gibbard’s. As 1 recall there were no sinister connotations with any house although probably the Slytherin equivalent was Gibbard’s. At the time Gibbard’s was the house for «day boys» who lived at home and travelled to school each day. The other houses were for the «borders» that lived in the castle. The dayboys were nicknamed «day bugs» and the residents were called «border bugs». I was a day bug.

Раздел 2. Чтение. Третье задание (А15-А21)

Apart from the castle, ghosts and houses there were other compari sons to Hogwarts. The teachers (who were called masters) also wore black gowns and addressed us only by our surnames. We pupils had to wear suits and ties to school and actually were not allowed to take our jackets off unless the day was exceptionally hot.

But there were some fairly important differences too. Firstly Kimbolton, at the time I was there, was a school only for boys. It has changed since, but then we had no Hermione Grangers to fight against evil with. We played football and cricket rather than Quidditch and took ‘0’ Levels rather than OWLS. That is «Ordinary» Level exams rather than «Ordinary Wizarding Levels». But still, looking back on it all, I have to say that I, at least, thought the place was rather magical.

IA15 1 The first similarity between the narrator’s school and Hogwarts is that both schools are situated

not far from London.
in an unusual school building.
near a village.
far from pupils’ homes.

A16 Students in Kimbolton School believed that

Katherine of Aragon became a ghost as Henry VIII murdered her.
the ghost could be scared by moving furniture with a fishing line.
the ghost regularly appeared in the castle at midnight.
the ghost could be seen partially, if at all.

IA17 I Kimbolton School had four houses that

had the same names as houses at Hogwarts.
got their names as in Hogwarts.
selected students similarly to Hogwarts.
had different reputation as at Hogwarts.

Тренировочные задания к различным частям экзамена

А18| The house the narrator belonged to

was the privileged one.
had an evil reputation.
was similar to other houses.
had one particular difference.

A19| The narrator thinks Kimbolton was not like other schools as it had

common rooms.
a special system of punishments.
several houses.
a very special kind of decor.

A20 Both teachers and students in the narrator’s school

had to follow a certain dress code.
were dressed in school uniform.
were addressed by their surnames.
could be compared to the ones in Hogwarts.

A21 According to the narrator, Kimbolton was unlike Hogwarts because it

used to be a school for boys.
had recently become a school for boys.
had a different exam system.
had a different kind of magic.

‘

Раздел 2. Чтение. Третье задание (А15-А21)

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2

Прочитайте текст и выполните			задания		А15-	-А21.	В	каждом
задании обведите цифру 1, 2,	3	или	4,	соответствующую				выбран-
ному вами варианту ответа.

How It Was

We would disappear early, on our bikes, and not return until dark. Just the thought of letting my own kids do the same today gives me kittens. But back then, that’s how it was. All the harvesting was paid for by the bag or the box. The faster you worked, the more you earned. In one 5 week season I earned about J400. That was seriously good money in the 1970s probably the same as my Dad earned. And we knew how to spend. We were always treating ourselves to something. But usually the aim was to pay for a holiday before school started again. Of course we often had family holidays when we were younger. But we kids also took our own holidays. Usually it was camping but my focus was beach holidays. Wales was my favourite locations. Again I still can’t imagine how our parents were brave enough to let us go. I can only assume they were not worried: That and the fact ;that as children they had their own adventures. Both my parents were small children during the war and were evacuated from London to be safe from Hitler’s bombs. They went in the clothes they were wearing plus a small suitcase — sent to unknown (in advance) villages and to the care of strangers. My teenage beach holidays probably seemed a stroll in the park to them and they took our safety for granted.

Тренировочные задания к различным частям экзамена

Mind you — there was one close shave when I was a kid. It was on 1
one of our Welsh camping holidays. We would have been 15 at the time.
I fell asleep on a floating lilo and got swept out to sea. I was only asleep l
for second and at first was not worried. I began to swim steadily i
pushing the lilo back to the beach — but after 10 minutes, to my horror,
I was no closer to shore. In a panic I jettisoned the lilo so I could swim
properly and then swam with all my strength. After another 10 minutes I
still I made no progress. Then completely irrationally I started worrying <
about sharks. I knew that there are no dangerous sharks there but just
the thought paralyzed me. I told myself not to panic. The sea was really I
calm and I knew that the tide had to change at some point. I also knew j
my friends on the beach would call the coastguard. The shore seemed j
miles away, exhaustion was kicking in and I realized also that I was
cold. Shark fins began to circle in my imagination. I was in despair.
You hear about accidents and drowning at sea but never imagine that
it’s going to be you. I

My rescue was sharp and sudden. Hands on my wrists and ankles and I was swung into the boat. I was absolutely fine when I got back to I shore. I am ashamed to say I lied about my age to prevent my parents S finding out about it all.

|A15

The parents didn’t seem to worry about the narrator and his/her friends as

farm work was part of a regular school summer camp.
the farm was not far from where the children lived.
there were no obvious cases of child abuse in the region.
some parents worked on the same farm.

The expression «gives me kittens» in the second paragraph means

amuses me.
scares me.
fascinates me.
captivates me.

шп

The payment for the farm work the children got depended on

the type of seasonal harvest.
the number of hours spent on the farm.
the speed at which they moved.
the amount of harvested berries or vegetables.

Раздел 2. Чтение. Третье задание (А15-А21)

А18| The children earned money mainly to

provide for their independent holidays.
afford tasty treats for themselves and friends.
help the family budget.
buy camping equipment.

A19| The narrator thought his parents’ evacuation

helped them to be calm about safety issues.
helped them to deal with strangers.
was like a stroll in the park.
was a source of serious stress.

A20| The narrator thinks his generation is probably more fearful because

they didn’t experience the war.
there are more unstable people around.
the media deliberately highlights awful stories.
their childhood was too safe and trouble free.

1 A211 The narrator has additional problems during his accident in the sea because

he wasn’t a good swimmer.
the tide was so strong.
the thought of sharks terrified him.
there was no coast guard around.

Тренировочные задания к различным частям экзамена

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3

Прочитайте текст и выполните задания А15-А21. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбран ному вами варианту ответа.

By Process of Elimination

«Thank you for agreeing to meet with me here» was all he said for the first few moments. His European accent paused between each word before disappearing into silence. As for the 11 dancers sat around the lounge, there was a clear atmosphere of resentment. Regardless of how famous this detective most undoubtedly was, they all felt this was a matter for the police But there were no police on board and the ship captain’s had requested the detective to conduct an initial investigation.

«I have to tell you» he continued «that I have discovered who the murderer is and can further inform you that the murderer is sat here, amongst us, in this room».

«I have to admit» he continued «that this case has been more than usually hard on the little grey cells» he tapped his head as he always did when referring to his deductive powers. «Every body in this room had a reason to kill poor Phoebe» he continued. There was no disagreement around the room. Nobody denied that they had hated Phoebe Miller. One way or another Phoebe had made life really difficult for all of them.

«Ladies and gentlemen. Apart from Constance Miller, who was not on stage at the time, the rest of the dancers were performing on stage at the time of the murder. We therefore know that 10 of you are absolutely innocent. I know this because there was no trace of poison in the bottle from which the glass of wine was poured. This means that

Раздел 2. Чтение. Третье задание (А15-А21)

someone added the poison after the glass had been poured and that glass was poured …during…the performance.»

He paused enjoying the dramatic effect of his words and continued «By process of elimination you might assume that I am about to accuse the sister — Constance Miller».

«I did not do it» screamed Constance instantly, «X swear 1 did not do it. I hated her but I am innocent».

**I do know, Constance, that you are not guilty of this crime» he continued but was drowned out by all the dancers’ exclamations of confusion and bewilderment. He held up his hand and continued slowly but forcefully «but I can assure you dear lady that the murderer is in this room and is seated directly behind you». There was a gasp as everyone turned to stare at the middle-aged waitress sat at the back of the room next to the other staff. «Probably none of you know even her name but I have discovered this. She is not Sally Watkins as she is known to the crew of this ship — but Sally Miller — the wife of George Miller who was the uncle of Constance and Phoebe. Sally I can assure you had the opportunity to handle that glass but most of all, as I will now demonstrate to you, she had the motive: Revenge!»

[A15J The eleven dancers were resentful because

they had not been allowed to perform for three days.
their colleague had been murdered.
they would have preferred a police investigation.
they didn’t like the ship’s captain.

| A16 | The famous detective was conducting the case because

they would soon be in Southampton.
four ships’ officers were available to make an arrest.
the ship was still at sea.
the captain had asked him to.

No one disagreed when they heard the murderer was in the room because

they all had been jealous of Phoebe.
all of them had hated Phoebe.
the murder must have been committed by somebody on board.
the case had been unusually difficult to solve.

Тренировочные задания к различным частям экзамена

Л18

Ten of the dancers were proved innocent because

they were performing at that time.
the glass of wine was poured during the performance.
Constance Miller was not on stage at the time.
there was poison in the bottle.

A19 Constance screamed out her innocence because she

А20

А21

knew she was guilty.
could prove it.
believed the detective was about to accuse her.
hated Phoebe.

The detective knew Constance was not guilty because

he had discovered who the real murderer was.
of the confusion amongst the other dancers.
she was not on stage when the murder took place.
she hated Phoebe.

Sally Miller killed Phoebe Miller because

George was Phoebe’s uncle.
her real name was not Sally Watkins.
she had the opportunity.
she wanted revenge.

Источник

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Жанр:

Романтика, Юмор, Фэнтези, Hurt/comfort

Предупреждения:

Нецензурная лексика

Опубликован:

17.08.2016 — 04.11.2016

Однажды Эмма и Реджина перебрали и их слегка занесло. Наутро обнаружили, что умудрились пожениться. Причём их магически обвенчали, а развенчаться не так-то просто. Суть магического венчания в том, что между ними — особая связь, способная дать возможность обеим на себе ощущать чувства и эмоции друг друга. Им приходится учиться сосуществовать вместе. Связывающая магическая нить помогает лучше узнать глубины души друг друга и раскрыть сидящие глубоко чувства, о которых обе не подозревали.

Произведение еще никто не рекомендовал

Источник

Прочитайте текст и выполните задания 12-18. В каждом задании выберите цифру 1, 2, 3 или 4, впишите её в соответствующее поле внизу страницы.

The Unique Human Brain

The human brain is selective about the things it pays attention to. Our senses are constantly attacked by smells, colours, tastes, and sounds, and much of that information has to be filtered out, so we can focus on the important things that can keep us alive. But humans aren’t the only animals who need to focus on certain signals to stay alive, so what sets us apart?

As it turns out, when humans and macaques focus on the same task their brains work differently, a small study published recently shows. The finding reveals that the human attention network probably expanded over time. And that’s a pretty important piece of our evolutionary puzzle – especially given how often scientists use the macaque brain to study our own.

During the test the humans and the monkeys had to memorise a picture, like a green car, for instance. Then, they were told to fixate on a point in the centre of a computer screen. As the monkeys and the humans stared at the point, a stream of images appeared in various parts of the screen at a rate of about 10 objects per second. The goal was to push a button whenever they saw the green car appear.

The data captured during the test showed that the region of the human brain that plays a key role in redirecting attention doesn’t have an equivalent in the macaque brain. The researchers also found that some brain areas were more active in humans than in macaques during this task. Finally, there was more communication between the two brain hemispheres in humans compared with the macaques – a finding that researchers think was surprising.

The increased communication doesn’t necessarily mean that the way the human brain operates is better, however. Sharing information with other parts of the brain may reduce the speed of certain processes in humans. If that’s the case, it may mean that being able to react quickly to a predator’s approach, for instance, matters more for macaques. Humans, on the other hand, may have traded speed for some kind of cognitive flexibility.

These differences point to a larger message: humans seem to have developed an additional attention control network over evolutionary time. Contrasting both brains as they perform the same tasks is a good way of reconstructing the evolutionary forces that lead to these differences.

Humans are much more complex in the way they interact socially, so they need a better ability to single out those subtle cues and use that information to guide their future decisions than a macaque would. It’s therefore possible that this additional network is used to detect behavioural information that macaques don’t need. The study didn’t look at social behaviours, however.

The most exciting finding is the fact that there is a clear sign that the human brain has some unique properties that separate it from other primates.

Yet, some scientists claim that the findings can’t really discredit the use of the macaque brain model. They believe that here is a wealth of evidence that the macaque is an excellent model for attention research in general. Others point out that the data isn’t very detailed.

For the researchers the study shows that there are some aspects of human cognition that we’ll just have to study in humans, instead of monkeys. They hope that this work will push scientists to try to learn more about the macaque brain. Focusing on that could reveal much about what the human brain has done to adapt to its own environment during the past 25 million years.

12.The main object of the research was

1) the evolution of the human brain.

2) the comparison of human and primate brain.

3) the cues people pay attention to.

4) the human attention network.

13.During the test macaques and people did NOT have to

1) focus on the screen.

2) keep an image in memory.

3) fix an image on the screen.

4) identify an image.

14.The findings of the test revealed that

1) human and primate brains are similar.

2) parts of the human brain communicate faster.

3) the macaque brain can capture more data.

4) human communication is more intense.

15.According to the text increased communication may lead to

1) slower processes.

2) attention changes.

3) better reaction.

4) lack of focus.

16.The phrasal verb ‘traded for’ (‘…may have traded speed for) in Paragraph 5 probably means

1) transformed.

2) exchanged.

3) estimated.

4) changed.

17.According to the author, macaques did NOT develop an additional attention system because they

1) did not have behavioural information.

2) could not get subtle signals.

3) did not need behavioural information.

4) had no need to make decisions.

18.The researchers hope that the findings of the study may help to

1) change human brain research methods.

2) discover facts about human behaviour.

3) study environments for brain development.

4) study human adaptation processes.

Источник

На основании Вашего запроса эти примеры могут содержать грубую лексику.

На основании Вашего запроса эти примеры могут содержать разговорную лексику.

Check of a control system by the engine without the special equipment by process of elimination takes a lot of time and not always yields positive results.

Проверка системы управления двигателем без специального оборудования методом исключения занимает много времени и не всегда дает положительные результаты.

The diagnosis is exposed by process of elimination, and the prescribed treatment does not bring the expected effect.

При этом диагноз выставляется методом исключения, а назначенное лечение не приносит ожидаемого эффекта.

By process of elimination, if we come off the clutch and press this…

Diagnosis is sometimes made by process of elimination.

Therefore, by process of elimination…

I have figured out what you do have, though, by process of elimination.

Can proceed by process of elimination — knowing what conditions are needed by your plants, think about what care might not like him so that it does not want to bloom.

Можно действовать методом исключения — зная, какие условия нужны вашему растению, продумать, что именно в уходе могло ему так не понравиться, раз оно отказывется цвести.

If we can get a list of every girl that went to Fin’s school at that time, we may be able to find her by process of elimination.

Если мы достанем список всех девушек, посещавших ту же школу Фина в то время, возможно, нам удастся найти ее методом исключения.

If they are not explicitly taught how grammar works, and their native learning abilities are not up to the task of learning by observation alone, then, by process of elimination, their grammar smarts must be present at birth.

Если им не рассказывали подробно, как работает грамматика, а их способности к изучению родного языка ещё не развиты настолько, чтобы выполнять эту задачу лишь путём наблюдения, то, методом исключения, их грамматическая проницательность должна быть врождённой.

I’d say that’s Erika Leekes on the left, Tracy Benson on the right, and by process of elimination, there’s Becky Salt in the middle.

Полагаю, слева Эрика Ликс, Трэйси Бенсон справа, и, методом исключения, посерёдке остаётся Бекки Солт.

ANN will be asking around about this and come to a conclusion about this one at Project A-kon this year (by process of elimination, we hope), but meanwhile, or contact at Sony has stopped returning our e-mails.

Энн поспрашивала об этом и пришел к выводу насчет этого в проекте-кон в этом году (методом исключения, мы надеемся), но в то же время, или обратитесь в Sony и перестала отвечать на наши письма.

We made an assumption by process of elimination.

By process of elimination, we land the ladies.

But by process of elimination, it leaves — excuse me, miss.

I had to go by process of elimination.

Thus, step by step, by process of elimination you decide to buy.

Таким образом, этап за этапом, методом исключений Вы определитесь с покупкой.

Which, after much soul searching and by process of elimination, is Tobias.

Well, if it’s not us, the opposition, then by process of elimination, I’d say it’d have to be them, the government.

Чтож, если это не мы — оппозиция — то, через процесс исключения, я бы сказал, что это должны быть они — правительство.

I couldn’t disappear: everyone would know who I was just by process of elimination, even if my resemblance to my father wouldn’t do it.

Я не могла затеряться — любой мог узнать, кто я, используя метод исключения, даже если бы я не была так похожа на отца.

Peer review is technically anonymous, but by process of elimination, Justice says, most of the people sitting in judgement on TAME’s funding prospects aren’t gerontologists; they’re experts in specific diseases.

Экспертная оценка чисто технически проходит анонимно, но судя по процессу отсеивания, говорит Джастис, большинство людей, оценивающих перспективы финансирования ТАМЕ, не являются геронтологами; они эксперты в конкретных заболеваниях.

Ничего не найдено для этого значения.

Результатов: 24. Точных совпадений: 24. Затраченное время: 99 мс

Documents

Корпоративные решения

Спряжение

Синонимы

Корректор

Справка и о нас

Индекс слова: 1-300, 301-600, 601-900

Индекс выражения: 1-400, 401-800, 801-1200

Индекс фразы: 1-400, 401-800, 801-1200

Источник

Therefore, by process of elimination… —ледовательно, по методу исключени€… Therefore, by process of elimination… Следовательно, по методу исключения… Well, if it’s not us, the opposition, then by process of elimination, I’d say it’d have to be them, the government. Чтож, если это не мы — оппозиция — то, через процесс исключения, я бы сказал, что это должны быть они — правительство. We made an assumption by process of elimination. Мы сделали предположение методом исключения. By process of elimination, we land the ladies. С помощью устранения мы проложим дорогу к леди. I have figured out what you do have, though, by process of elimination. Тем не менее, методом исключения, я поняла что с вами. But by process of elimination, it leaves — excuse me, miss. Но, в процессе исключения, получим… простите меня, мисс. By process of elimination, if we come off the clutch and press this… Путем исключения, если мы отожмём сцепление и нажмём это… If we can get a list of every girl that went to Fin’s school at that time, we may be able to find her by process of elimination. Если мы достанем список всех девушек, посещавших ту же школу Фина в то время, возможно, нам удастся найти ее методом исключения. — By process of elimination. — Исключив всё остальное. I’d say that’s Erika Leekes on the left, Tracy Benson on the right, and by process of elimination, there’s Becky Salt in the middle. Полагаю, слева Эрика Ликс, Трэйси Бенсон справа, и, методом исключения, посерёдке остаётся Бекки Солт. Which, after much soul searching and by process of elimination, is Tobias. То есть после долгих поисков, методом исключения выходит Тобиас.

Источник

1
process of elimination

Персональный Сократ > process of elimination
2
process of elimination

English-Russian base dictionary > process of elimination
3
process of elimination

Большой англо-русский и русско-английский словарь > process of elimination
4
by a process of elimination

Универсальный англо-русский словарь > by a process of elimination
5
by a process of elimination

Англо-русский дипломатический словарь > by a process of elimination
6
by a process of elimination

English-russian dctionary of diplomacy > by a process of elimination
7
elimination

1. n удаление; исключение; выбрасывание

2. n отсев; выбывание

3. n устранение; уничтожение, ликвидация

4. n физиол. очищение; выделение; экскреция, удаление из организма

5. n мат. исключение

Синонимический ряд:

2. exclusion (noun) clearance; dismissal; eradication; exclusion; expulsion; liquidation; removal

4. rejecting (noun) declining to consider; denial; disqualification; disqualifying; eliminating; rejecting; rejection; repudiating; suspension

English-Russian base dictionary > elimination
8
elimination

n

исключение, устранение; ликвидация

English-russian dctionary of diplomacy > elimination
9
elimination

[ı͵lımıʹneıʃ(ə)n]

1. 1) удаление; исключение; выбрасывание

2) отсев; выбывание (

спорт.)

to screen applicants for elimination — беседовать с подавшими заявления и отсеивать неподходящих

2. устранение; уничтожение, ликвидация

3.

очищение; выделение; экскреция, удаление из организма

НБАРС > elimination
10
elimination

сущ.

1)

а)

общ.

удаление, исключение, выбрасывание, элиминирование

See:

в)

общ.

уничтожение, ликвидация

* * *

элиминирование, исключение, ликвидация: исключение определенных бухгалтерских записей во избежание двойного счета при консолидации учета материнской и дочерних компаний.

* * *

устранение ущерба, причиненного страховым случаем

Англо-русский экономический словарь > elimination
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elimination

Большой англо-русский и русско-английский словарь > elimination
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elimination process

Универсальный англо-русский словарь > elimination process
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elimination process

процесс элиминирования, процесс отбора путем отсева непригодных

Англо-русский словарь по психоаналитике > elimination process
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dead code elimination

English-Russian dictionary of Information technology > dead code elimination
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waste elimination

English-Russian dictionary on nuclear energy > waste elimination
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additive process

1. аддитивный метод

2. аддитивный процесс

The English-Russian dictionary general scientific > additive process
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dispersion reclaming process

English-Russian big polytechnic dictionary > dispersion reclaming process
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Iterative process

English-Russian dictionary on nuclear energy > Iterative process
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dispersion reclaiming process

The English-Russian dictionary general scientific > dispersion reclaiming process
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sieving process

The English-Russian dictionary general scientific > sieving process

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См. также в других словарях:

process of elimination — UK US noun [singular] a way of finding an answer or solution by first deciding which answers or solutions are not possible Thesaurus: ways of solving problemssynonym … Useful english dictionary
Process of elimination — The process of elimination is a basic logical tool to solve real world problems. By subsequently removing options that may be deemed impossible, illogical, or can be easily ruled out due to some sort of explicit understanding relative to the… … Wikipedia
process of elimination — process of elimi nation noun singular a way of finding an answer or solution by first deciding which answers or solutions are not possible … Usage of the words and phrases in modern English
The Process of Elimination — Infobox Album | Name = The Process of Elimination Type = studio Artist = Leng Tch e Released = June 28, 2005 Recorded = CCR studios in Belgium Genre = Deathgrind Length = 33:18 Label = Relapse Records Producer = Reviews = Last album =… … Wikipedia
process of elimination — UK / US noun [singular] a way of finding an answer or solution by first deciding which answers or solutions are not possible … English dictionary
Elimination Chamber (2011) — Promotional poster featuring Edge at No Way Out 2009 Theme song(s) Ignition by TobyMac[1] … Wikipedia
Elimination Chamber (2010) — Тематическая песня «Rise Up» от Cypress Hill … Википедия
Elimination Chamber (2011) — Logo officiel d Elimination Chamber 2011 Généralités Fédérati … Wikipédia en Français
Elimination reaction — An elimination reaction is a type of organic reaction in which two substituents are removed from a molecule in either a one or two step mechanism [JerryMarch] . Either the unsaturation of the molecule increases (as in most organic elimination… … Wikipedia
elimination — e|lim|i|na|tion [ıˌlımıˈneıʃən] n [U] ▬▬▬▬▬▬▬ 1¦(removal of something)¦ 2¦(defeat)¦ 3¦(killing)¦ 4¦(body process)¦ ▬▬▬▬▬▬▬ 1.) ¦(REMOVAL OF SOMETHING)¦ the removal or destruction of something elimination of ▪ the elimination of lead in petrol 2 … Dictionary of contemporary English
process — pro|cess1 W1S2 [ˈprəuses US ˈpra: ] n [Date: 1300 1400; : Old French; Origin: proces, from Latin processus, from procedere; PROCEED] 1.) a series of actions that are done in order to achieve a particular result ▪ the Israeli Egyptian peace… … Dictionary of contemporary English

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