Kimbolton school егэ ответы

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

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

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.

ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 6

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

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

1) 2) 3) 4)

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

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

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

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

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

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

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.