When my uncle alan turned up at my thirteenth birthday party ответы егэ - Помощь в подготовке к экзаменам и поступлению

Внутришкольный контроль

continued from No. 21

Профильная школа

ЧТЕНИЕ

11-Й КЛАСС

Вариант 1 (Время выполнения: 15 минут)

Прочитай текст и выполни задание.

ON THE BUSES

Omnibuses were introduced in London in 1829. These carriages were pulled by horses, and, because there were no bus-stops, they stopped wherever you wanted them to – even on the other side of the road. At first they carried 12 people who sat inside; but later the seats were put on the roof and the first double-decker buses were created. The stairs to the top deck and the deck itself were protected from the wind and the rain. The basic design remained the same even when buses became motorised. The faults in the design became obvious and caused a public scandal when, in 1906, a bus lost control going downhill – ten people were swept off the deck by overhanging trees and killed.

However buses were not allowed to have roofs because of extra weight. Before ‘London transport’ was formed in 1933 to organize all the buses as well as underground trains, there were many private bus companies. Each company had a different colour for its buses which also helped the public to know where it was going. Nowadays all London buses are red except the single-decker green buses which go out into the country. In 1951 many old buses were sold abroad – especially to Yugoslavia.

Since then buses have been modernized in many ways. The main improvement is that they are lower and have roofs (though it’s impossible for a tall man to stand upstairs). The old open double-deckers are used as tourist attractions.

There is a very strict training course for all new drivers. Before they are allowed to drive through London they have to be able to control a bus on a dangerous track which simulates all the worst conditions.

At this moment it is still very unusual for women to drive buses. A woman was employed as a bus driver in London for the first time in June 1974. The passengers reported she was a ‘wonderful driver’. Now the London bus service needs drivers badly.

I. В каждом задании (1–5) обведи букву (a, b или c), соответствующую выбранному тобой варианту ответа. Занеси ответы в таблицу.

1. The first omnibuses…

a) stopped at special bus-stops.

b) were pulled by 12 horses.

c) stopped wherever you wanted them to.

2. London buses were…

a) motorised in 1906.

b) not allowed to have roofs at the beginning of the 20th century.

c) the only means of transport in London at the beginning of the 20th century.

3. By 1933 all double-deckers…

a) had got roofs.

b) had been run by one big company.

c) had been of different colours.

4. Nowadays all London buses are…

a) red.

b) bought in Yugoslavia.

c) used as a tourist attraction.

5. At the moment…

a) women are not allowed to drive buses.

b) there is a very strict driving course for new drivers.

c) open double-deckers are not used even for tourists.

1	2	3	4	5

II. Расположи предложения в соответствии с содержанием текста.

a) Seats were put on the roof and the first double-decker buses were created.

b) Buses became lower and got roofs.

c) Omnibuses were pulled by horses.

d) Buses of different colours were organized by several companies.

e) Many old buses were sold abroad.

1	2	3	4	5

Key: I. 1. b, 2. b, 3. c, 4. a, 5. b; II. 1. c, 2. a, 3. d, 4. e, 5. b

Вариант 2 (Время выполнения: 20 минут)

I. Прочитай тексты и установи соответствие между тематическими рубриками (А–G) и текстами (1–6). Каждая рубрика соответствует только одному тексту, при этом одна из них лишняя. Занеси ответы в таблицу.

A. Somebody else’s problems

B. Packing things

C. Planning the holiday

D. At the airport

E. Wonderful time

F. Difficult choice

G. At a hotel

1. Somewhere around February it begins. The drizzle is coming down outside and the kids are bored on a Saturday afternoon. It’s usually then that my husband decides it is time to plan our summer holiday. Out come the brochures and the discussion begins.

2. It’s not that we’re an argumentative family, but it seems that where we are to spend two weeks in the summer relaxing brings out the worst in us. Before too long, we’re all insisting on places and refusing others, the volume steadily increasing. My daughter discovers a lifelong ambition to go to India. Funny how she never mentioned it before. My son isn’t going anywhere unless he can bring his dog and my husband doesn’t mind where he goes as long as it’s within five miles of a golf course.

3. As usual, it’s left to someone, and guess who, to find somewhere that everybody is willing to accept (the dog goes to the neighbours, though). This can take some weeks of persuading, reminding and convincing on my part, but usually there’s a solution. Then it’s time to plan the packing. It seems that everybody else believes that it can be done half an hour before we leave for the airport. My husband lays out things he wants to take and I put them back when he’s not looking and get out the real holiday clothes. My daughter wants to take everything she owns. Each item she has to put back is the subject of another argument.

4. Finally the day arrives and we get to the airport in plenty of time. This happens because I start shouting five hours earlier that we are going in ten minutes, ready or not. Once at the airport, we check in. It sounds simple enough, but airports are full of people running around who don’t know where to go. Not surprising since we only do it once a year and we’ve forgotten where we went last time. We find the right desk, get rid of the bags and go through to the departure lounge.

5. Somewhere around here I can finally think about relaxing. Nervous wondering about planes is not for me. Everything is somebody else’s problem. If there’s something wrong with the plane, the pilot can worry about it. If a passenger has a heart attack, the stewards can worry about it.

6. And so begin two weeks of relaxation. I learned long ago that the only way to do it is to stop being called “Mum”. For those two weeks, whenever I hear the word I look around as if it refers to someone else. I ignore any question that begins with “Where’s my…”. The funny thing is that they always find it anyway. The only thing I worry about is which book I’m going to take to the pool. My husband follows a golf ball around course, my kids do whatever kids do these days and I become myself again for a short while.

1	2	3	4	5	6

II. В каждом задании (1–4) обведи букву (a, b, c или d), соответствующую выбранному тобой варианту ответа. Занеси ответы в таблицу.

1. The writer implies that her family members…

a) find it hard to agree on anything.

b) alI have very different personalities.

c) don’t usually fight over things.

d) don’t care about each other’s feelings.

2. The writer thinks her daughter’s ambition to go to India is…

a) not as strong as she claims.

b) amusing in a girl her age.

c) strange for someone like her.

d) a secret she should have shared.

3. Why does the writer put back the clothes her husband chooses?

a) She doesn’t like what he wears.

b) He forgets to choose things for her.

c) He can’t decide what to take.

d) The clothes aren’t suitable.

4. The writer thinks she is different from some other people because she…

a) finds flying an enjoyable experience.

b) doesn’t worry about problems.

c) understands what pilots face.

d) doesn’t care about the other passengers.

Key: I. 1. c, 2. f, 3. b, 4. d, 5. a, 6. e; II. 1. a, 2. a, 3. d, 4. a

Вариант 3 (Время выполнения: 30 минут)

Прочитай текст и выполни задание.

When my Uncle Alan turned up at my thirteenth birthday party without a present, I couldn’t hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents.

“Don’t look so sad, Anna,” he said kindly. “I haven’t forgotten to get you a present. I just couldn’t bring it with me. Tomorrow, I’m taking you abseiling.”

“I didn’t know you had a boat,” I said.

“No, not sailing! Abseiling!”

“What’s that?” I asked. “I’ve never heard of it.”

“You’ll see,” he said mysteriously.

When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She put me completely at ease, and I knew that, whatever I was going to be doing, I’d be quite safe with her.

“So, Anna, have you ever been abseiling before?” she asked. I admitted I didn’t even know what abseiling was. “Well, it’s always fun to experience something new, isn’t it?” she said.

We walked through the park, and ended up at a rocky hill. The biggest rock face was extremely high and steep, but there were smaller, easier faces too. When I saw the equipment waiting for me – a rope, a harness and a helmet – I guessed what I was going to be doing.

“Oh, I’m going rock climbing!” I said excitedly.

“Not exactly,” said Uncle Alan.

Isabelle explained. “With rock climbing, you start at the bottom and go up, but with abseiling, you start at the top and go down.”

Now I understood.

We carried the equipment up a path to the top of the smallest rock face. I carefully looked over the edge. The ground was about five metres below. “This is going to be fun,” I thought.

Isabelle tied the rope carefully to a metal ring, and then threaded it through my harness, which by now I was wearing round my waist. She threw the other end of the rope over the edge of the rock face, and it fell to the ground.

“This is where I say goodbye,” said Uncle Alan. “I’m going back down to the bottom. I’ll be holding the other end of the rope, so you’ll be quite safe. See you when you come down!” Isabelle was the perfect instructor. She talked me through what to do step by step. I stood on the edge of the rock face with my back to the drop. My left hand was holding the rope in front of me, my right hand holding the rope behind me. “Now,” she said, “gently lean back.”

This was the most difficult part. It’s a terribly scary experience leaning back over a cliff, especially the first time you attempt it, and for the first few minutes I wondered whether I could actually do it. Finally, I decided to risk it. I didn’t want Uncle Alan thinking I was a coward. Keeping my feet still, I leant back a little. Then a little more.

“Fantastic!” shouted Uncle Alan from below me.

“That’s wonderful,” said Isabelle. “Now, slowly start to walk down the rock.”

It was more like bouncing than actual walking, but I started to go down. It didn’t take long to reach the bottom, but I felt a huge sense of achievement when I put my feet on the ground next to Uncle Alan.

“I’m so proud of you!” he said. “Do you want to try a higher rock face now?” “You bet!” I said. “The higher, the better!”

I. Верно (true) или неверно (false)?

1. Anna was disappointed with the present which Uncle Alan gave her. _____

2. Anna had never been to Lamerton Adventure Park before. _____

3. The equipment used for abseiling is similar to that used for rock climbing. _____

4. It was Anna’s first experience, and she was proud of herself. _____

5. Anna enjoyed her uncle’s present very much. ______

II. В каждом задании (1–5) обведи букву (a, b, c или d), соответствующую выбранному варианту ответа. Занеси ответы в таблицу.

1. When Uncle Alan saw Anna’s disappointment, he realised that…

a) he should have brought a present with him.

b) he really was her favourite uncle.

c) she thought he had forgotten to bring her a present.

d) he had to take her somewhere the next day.

2. Anna had frequently told her parents that…

a) Lamerton Adventure Park appealed to her.

b) she had never been abseiling before.

c) Uncle Alan’s birthday presents were unforgettable.

d) abseiling sounded like a very interesting activity.

3. Isabelle made Anna…

a) admit how little she knew about the park.

b) feel totally secure and comfortable.

c) think about previous enjoyable experiences.

d) realise that abseiling would be easy.

4. When Anna saw the equipment, she

a) understood immediately what abseiling was.

b) tried hard to guess what it would be used for.

c) asked Isabelle for an explanation.

d) still didn’t understand what she would be doing.

5. After reaching the bottom, Anna

a) thought she had achieved enough for one day.

b) wanted to abseil down a more difficult rock face.

c) made a bet with her uncle about the height of the rock.

d) felt relieved to be on the ground again with her uncle.

1	2	3	4	5

Key: I. true: 2, 3, 4, 5; false: 1; II. 1. c, 2. a, 3. b, 4. d, 5. b

(Из сборника “Внутришкольный контроль”, изданного НМЦ ВАО ДО г. Москвы)

Составители: М.А. Дручина, О.П. Булатова ,
школа № 1246, Москва

Источник

When my Uncle Alan turned up at my thirteenth birthday party without a present, I couldn’t hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents.

“Don’t look so sad, Anna,” he said kindly. “I haven’t forgotten to get you a present. I just couldn’t bring it with me. Tomorrow, I’m taking you abseiling.”

“I didn’t know you had a boat,” I said.

“No, not sailing! Abseiling!”

“What’s that?” I asked. “I’ve never heard of it.”

“You’ll see,” he said mysteriously.

When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She put me completely at ease, and I knew that, whatever I was going to be doing, I’d be quite safe with her.

“So, Anna, have you ever been abseiling before?” she asked. I admitted I didn’t even know what abseiling was. “Well, it’s always fun to experience something new, isn’t it?” she said.

“Oh, I’m going rock climbing!” I said excitedly.

“Not exactly,” said Uncle Alan.

Isabelle explained. “With rock climbing, you start at the bottom and go up, but with abseiling, you start at the top and go down.”

Now I understood.

We carried the equipment up a path to the top of the smallest rock face. I carefully looked over the edge. The ground was about five metres below. “This is going to be fun,” I thought.

“Fantastic!” shouted Uncle Alan from below me.

“That’s wonderful,” said Isabelle. “Now, slowly start to walk down the rock.”

“I’m so proud of you!” he said. “Do you want to try a higher rock face now?” “You bet!” I said. “The higher, the better!”

Источник

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TEST 1 B— 2

Установите соответствие тем A — G текстам 1 — 6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. POOR COMMUNICATION

B. HELPFUL METHOD

C. PAST HOBBY

D. BODY LANGUAGE

E. ENJOYABLE GAMES

F. HEALTH PROBLEMS

G. MORE IMAGINATION

In just a few years mobile phones have become a common sight everywhere. Walk past any cafe and you will see people chatting on their phones or sending text messages. However, some people are concerned that the signals these phones send out may be bad for our health. They worry that holding a mobile close to your head might have an effect on your brain. So, it may be a good idea to use your ordinary phone when you can.

We learn a lot by reading, but what if you can’t see the words on the page? Many blind people can read braille. Braille is a system of writing using raised dots on the page that you can feel with your fingers. A Frenchman called Louis Braille invented it in 1821, when he was just 12 years old. His system makes lffe easier for many thousands of blind people all over the world.

When we talk to someone, only a small part of our meaning is in what we say. Some people say that as little as 7% of our message is contained in our words. We use our hands to express ourselves and we use our faces to show that we are listening or to show how we feel. Our faces and our hands can also show things that we might want to hide, like the fact that we are lying, for example.

People can now use the Internet and e-mail to communicate with each other cheaply and quickly. Twenty years ago, however, this wasn’t possible. In those days in Britain, some people used amateur radio to contact people all over the country, and even around the world. They had special radios in their houses that sent out radio signals. They contacted each other to exchange news about their lives and about the weather, or even to play games such as chess.

One of the most interesting types of radio programme is radio drama. Although some radio stations only broadcast music, some also produce plays for their listeners. Many people prefer listening to a play on the radio to watching it on TV because they can be more creative. On TV, the programme-makers decide exactly what a place or a person looks like. On radio, though, you can imagine it any way you like.

Before the invention of radio, it was almost impossible to communicate over large distances. The only way to communicate with people far away was to send a message or a letter with a person. People lit fires on hills as a signal to each other, but it wasn’t a very good way of communicating. It was very difficult to find out what was happening in distant places and news often took weeks or even months to travel around the world.

1	2	3	4	5	6

TEST 1 B- 3

Прочитайте утверждения 1-6 и следующие за ними тексты. Установите соответствие между утверждениями и содержанием текстов. Напишите цифру 1 — если утверждение верное, и цифру 0 ~ если утверждение неверное. Занесите свои ответы в таблицу.

Most people in Devon
work as farmers or
fishermen.
Devon is famous for its
modern buildings.
The south coast is popular
because of the climate.
It’s easy to drive from
London to Devon.

Devon is a large county in the south-west of England. Agriculture and fishing have always been important parts of the local economy, but these days tourism is the main source of income. Nearly five million people visit the area each year, many of them coming to enjoy Devon’s beaches and even to surf along its north coast. Apart from the beaches, Devon is also well known for its beautiful countryside and old, traditional cottages.

Many coastal towns in Britain have suffered as more and more people go abroad on holiday. However, on the south Devon coast, resort towns such as Brixham and Torquay are enjoying new life as the English Riviera, offering mild weather and sandy beaches. Another reason for its popularity is that it’s possible to get to Devon from London in a short time by car. Two motorways, the M4 and the M5, connect the capital to Devon and in just four or five hours Londoners can be enjoying a cream tea or a relaxing country walk.

5. Today, Lancashire produces a large amount of goods for sale abroad.

6. Visitors can travel on old planes and trains at the museum.

Lancashire, in the north-west of England, is a county with a long history, first as an agricultural area and later as one of the most important areas during the Industrial Revolution. Here, from die start of the nineteenth century onwards, factories and mills produced cotton and other goods that were sold all around the world. Today, almost all the mills are silent, but Lancashire is still an interesting place to visit. Apart from the attractions of coastal towns such as Fleetwood and Blackpool, there are many interesting museums, including the Museum of Transport in Rimington. Open all year round, die museum has a wonderful collection of models of different means of transport, including trains, planes and ships. For visitors who prefer a more active holiday, there are also many beautiful areas to walk in, particularly in north Lancashire.

1	2	3	4	5	6

TEST 1

Прочитайте текст и выполните задания А14-А20, обводя цифру 1, 2, 3 или 4, соответствующую номеру выбранного вами варианта ответа.

When my Uncle Alan turned up at my thirteenth birthday party without a present, I couldn’t hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents. ‘Don’t look so sad, Anna,’ he said kindly. ‘I haven’t forgotten to get you a present. I just couldn’t bring it with me. Tomorrow, I’m taking you abseiling.’

‘I didn’t know you had a boat,’ I said. ‘No, not sailing! Abseiling!’ ‘What’s that?’ I asked. ‘I’ve never heard of it.’ ‘You’ll see,’ he said mysteriously. Early the next day, Uncle Alan drove me to Lamerton Adventure Park. I’d never been there before, but had often told my mum and dad how exciting it sounded. As we drove through the gates, it seemed that, once again, Uncle Alan had found me a birthday present I’d never forget. When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She

put me completely at ease, and I knew that, whatever I was going to be doing, I’d be quite safe with her.

‘So, Anna, have you ever been abseiling before?’ she asked. I admitted I didn’t even know what abseiling was. ‘Well, it’s always fun to experience something new, isn’t it?’ she said.

We walked through the park, and ended up at a rocky hill. The biggest rock face was extremely high and steep, but there were smaller, easier faces too. When I saw the equipment waiting for me — a rope, a harness and a helmet — I guessed what I was going to be doing.

‘Oh, I’m going rock climbing!’ I said excitedly.

‘Not exactly,’ said Uncle Alan.

Isabelle explained. ‘With rock climbing, you start at the bottom and go up, but with abseiling, you start at the top and go down.’

Now I understood. We carried the equipment up a path to the top of the smallest rock face. I carefully looked overthe edge. The ground was about five metres below. ‘This is going to be fun,’ I thought. Isabelle tied the rope carefully to a metal ring, and then threaded it through my harness, which by now I was wearing round my waist. She threw the other end of the rope over the edge of the rock face, and it fell to the ground.

‘This is where I say goodbye,’ said Uncle Alan. ‘I’m going back down to the bottom. I’ll be holding the other end of the rope, so you’ll be quite safe. See you when you come down!’

Isabelle was the perfect instructor. She talked me through what to do step by step. I stood on the edge of the rock face with my back to the drop. My left hand was holding the rope in front of me, my right hand holding the rope behind me. ‘Now,’ she said, ‘gently lean back.’

This was the most difficult part. It’s a terribly scary experience leaning back over a cliff,

especially the first time you attempt it, and for the first few minutes I wondered whether I could actually do it. Finally, I decided to risk it. I didn’t want Uncle Alan thinking I was a coward. Keeping my feet still, I leant back a little. Then a little more.

‘Fantastic!’ shouted Uncle Alan from below me.

‘That’s wonderful,’ said Isabelle. ‘Now, slowly start to walk down the rock.’

‘I’m so proud of you!’ he said. ‘Do you want to try a higher rock face now?’

‘You bet!’ I said. ‘The higher, the better!’

TEST 1

А14 When Uncle Alan saw Anna’s disappointment, he realised that

he should have brought a present with him.
he really was her favourite uncle.
she thought he had forgotten to bring her a present.
he had to take her somewhere the next day.

A15 Anna had frequently told her parents that

Lamerton Adventure Park appealed to her.
she had never been abseiling before.
Uncle Alan’s birthday presents were unforgettable.
abseiling sounded like a very interesting activity.

A16 Isabelle made Anna

admit how little she knew about the park.
feel totally secure and comfortable.
think about previous enjoyable experiences.
realise that abseiling would be easy.

A17 When Anna saw the equipment, she

understood immediately what abseiling was.
tried hard to guess what it would be used for.
asked Isabelle for an explanation.
still didn’t understand what she would be doing.

A18 Uncle Alan didn’t stay at the top of the rock face because ‘

he wanted to see Anna when she reached the bottom.
he had to hold the rope at the bottom.
the rope had fallen over the edge by mistake.
he thought she would be safer without him up there.

A19 As Anna started to lean back, she

felt extremely frightened.
wondered if she was a coward.
knew she had to risk the danger.
remembered the first time she’d done this.

A20 After reaching the bottom, Anna

thought she had achieved enough for one day.
wanted to abseil down a more difficult rock face.
made a bet with her uncle about the height of the rock.
felt relieved to be on the ground again with her uncle.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1 ! ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней чисти бланка. При переносе ответов в заданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

TEST 2 B — 2

Установите соответствие тем A—G текстам 1-6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. DIFFERENT SUBJECTS

B. MANY STUDENTS

C. TWO SECTIONS

D. DIFFERING OPINIONS

E. USEFUL FACTS

F. IMPORTANT LESSON

G. EASIER ANSWERS

Oxford University has been a centre of learning for over 900 years. Today, there are over 16,000 people studying at Oxford, but they are not all British. About 4,000 of them come from other countries. In fact, there are currently students from over 130 countries studying there. Every student at Oxford is a member of a ‘college’. There are 39 main colleges, and each college is in a different part of the town.

What’s the best age for a child to learn how to read? Some people believe that children should learn at as young an age as possible. Because of this, some parents start teaching their children when they are about three years old. Other people believe it’s better for a teacher at school to teach a class of children how to read, so many children don’t learn to read until they are five or six years old.

In most countries, you are only allowed to drive a car on a public road if you have a driving licence. You usually have to pass a driving test in order to get the licence. In European countries, this test is in two parts. The first part is a ‘theory’ test. You have to answer questions about road safety. The second part is a ‘practical’ test. You are in a car with an examiner, who tells you where to drive and asks you to do various things, such as parking or reversing around a corner.

When was Mozart born? What’s the capital of Nigeria? Before the Internet, if we wanted to find out the answers to these questions, we’d have to look them up in reference books, such as encyclopaedias. If we couldn’t find the information in books at home, we’d have to go to a public library. This kind of research would often take a very long time. Now, however, as long as you have a computer connected to the Internet, you can find the answers to questions like these in seconds.

Although people sometimes confuse astronomy and astrology, they arc completely different. Astronomy is the scientific study of the universe. Astronomers study stars, planets and other things in space, such as comets, and record their findings scientifically. Astrology, which is based on the belief that the position of the planets affects human behaviour, is not a science. It is astrologers who write horoscopes in magazines, telling us what they think is going to happen to us in the future.

A guide book can be extremely helpful when you’re visiting a place for the first time. Guide books provide loads of practical information, such as the opening times and entrance fees of the main attractions, and often recommend sights to visit and places to stay. They can also provide interesting information about the history of the place and famous people who lived there.

№ текста	1	2		4	5	6
Тема

TEST 2 B – 2

Oliver glanced at his watch. There were ten minutes left until the supermarket closed and he was rushing round, quickly dropping things he needed for the weekend into his trolley. He hadn’t been in his own flat long and now his mother had invited herself for dinner the following day. He really wanted to impress her with his ability to cope on his own, but he knew that the usual critical comments would soon appear if everything wasn’t perfect. He hoped that the three days he’d spent cleaning the place from top to bottom wouldn’t be wasted, and he’d even gone so far as painting the front door. His mother wouldn’t notice that, though, of course. What she would notice was the dust on top of the pictures, or the old sofa, or one of a thousand other things that Oliver had forgotten about. Still, he was determined to give her a good meal, and maybe that would put her in a slightly better mood than usual.

He checked his shopping list again and bent over to look through his trolley. He mentally ticked off the items and then realised that he still needed eggs. As he straightened up to set off towards the dairy section, there was an enormous collision, a clatter of tins and a loud shriek of pain. When Oliver had recovered his balance, he saw an attractive woman of about nineteen on her knees, putting tins and vegetables back into a handheld basket.

‘Why don’t you watch where you’re going?’ she snapped at him over her shoulder. ‘Some people just have no manners. Honestly … ‘

‘Er … sorry,’ stammered Oliver. ‘Let me help you.’ He began to pick tins up. ‘It really wasn’t my fault, though, you know. I was just … ‘The girl grabbed a tin of tuna from his hands.

‘Never mind,’ she said, her basket now full, and she strode off down the aisle without looking back. Oliver watched her go and sighed. He never seemed to have much luck with girls. Maybe that was just what he needed to show his mother how grown up he was. He turned back to his own trolley and began to push it. Maybe if she came to dinner and he introduced her to an intelligent, charming young woman then she would stop calling him every day to check he was okay. As Oliver thought about this possibility, something caught his eye and he stopped his trolley. There was a red leather purse on top of his shopping. It must have come out of the girl’s basket and landed in his trolley. Oliver quickly glanced around, looking for the girl. She wouldn’t be able to pay for her shopping. He picked up the purse, left his trolley and sprinted towards the line of checkouts.

When he got there, he scanned the lines of customers waiting to pay. There were about a dozen queues, but Oliver couldn’t see the girl in any of them. Thinking that she must still be shopping somewhere in the supermarket, Oliver turned to go and find her when he suddenly heard a familiar voice at the front of the queue next to him.

‘I’m sure I had it here a minute ago. I want to speak to the manager. I think it’s been stolen. It must be someone in this supermarket because I know … ‘

She stopped as she realised that Oliver was standing next to her, holding her purse out towards her.

‘Lost something?’ Oliver asked.

The girl smiled, then recognised Oliver and frowned, before her expression softened again and she took the purse with a faint smile on her lips.

‘Thanks,’ she said quietly.

А15

А17

А18

А19

А20

А14 Oliver is anxious to prove to his mother that he

has learned a lot about cooking.
is capable of living independently.
knows she looked after him very well.
has learned not to be so negative.

When she visits his flat, Oliver’s mother will

appreciate the effort he has made.
find something she isn’t happy about.
help him do up his flat.
remind him to get new furniture.

The young woman drops her shopping because

she and Oliver bump into each other.
her basket is too full.
she is frightened by Oliver.
she feels pain in her knees.

When Oliver offers to help, the young woman

forgives him for what he has done.
shows that she doesn’t trust him.
thanks him despite her anger.
refuses to listen to his explanation.

Oliver thinks that his mother might give him more independence if he

found a friend for her.
had a girlfriend.
told her to stop phoning him.
had nicer friends.

When he sees the purse, Oliver realises that

he might be accused of theft.
there’s no money in it.
he could get his revenge.
it fell into his trolley by accident.

Oliver manages to find the girl because he

sees her standing in one of the queues.
knows where she is still shopping.
recognises her voice when she speaks.
joins the same queue as her.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются е разных, частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

Прочитайте утверждения 1 -6 и следующие за ними тексты. Установите соответствие между утверждениями и содержанием текстов. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

Buckingham Palace has
always been the official
London residence of the
British King or Queen.
Queen Victoria was the
first British monarch to
live there.
Queen Elizabeth II and
her husband live in the
‘state rooms‘ in the
palace.
Elizabeth II has been
queen for mare than fifty
years.

No visit to London is complete without a trip to Buckingham Palace, the official London residence of the British monarch (currently Queen Elizabeth II).

Buckingham Palace was built for the Duke of Buckingham in 1703 and, as such, was known simply as Buckingham House. Its first royal resident was King George III, who bought it in 1762, but it was not until 1837, when Victoria became queen, that it became die official royal palace of die British monarch.

Approximately 450 people work at Buckingham Palace, and each year more than 50,000 people enjoy some form of entertainment there — the Queen often holds garden parties and receptions for invited guests. In die 1990s, the palace became even more open, with members of die public being allowed to go on a tour of the ‘state rooms’. These are the official reception rooms in the palace, rather than the rooms that die Queen and her husband live in.

In June 2003, a concert of classical music and a pop concert were held in die grounds of Buckingham Palace. This was to celebrate Elizabeth’s 50m anniversary as queen.

Kings and queens once
lived in the Palace of
Westminster.
If you stand outside the
Palace of Westminster and
look up, you can see Big
Ben.

No king or queen has lived in die Palace of Westminster, which is on the north bank of the River Thames in London, since the 1500s. Today, die Palace of Westminster is better known by its other name: the Houses of Parliament.

Although the oldest part of the palace in existence today is over 900 years old, most of die building is less than two hundred years old. In 1834, the palace was almost completely destroyed by fire and had to be rebuilt. Parts of the building were also damaged by bombs during the Second World War.

At one end of the palace is a famous tourist attraction: a tower, often mistakenly referred to as ‘Big Ben’. In fact, its actual name is the Clock Tower, or St. Stephen’s Tower, and Big Ben is the large bell hidden inside which rings every hour on the hour.

1	2	3	4	5	6

TEST 3 B — 2

Установите соответствие тем А — G текстам 1 ~ 6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. UNUSUAL VIEWS

B. EARLY INVENTORS

C. SENSIBLE DECISIONS

D. POPULAR ARTISTS

E. COMMON MISTAKES

F. FUTURE DEVELOPMENTS

G. SCIENTIFIC VALUE

Photography has many uses. Most of us use photographs to save special moments for the future, but scientists can also learn a lot from them. In the nineteenth century, for example, people argued about whether all four of a horse’s legs left the ground at the same time when it ran. A man call Eadwcard Muybridge took high-speed photographs of a horse and proved that all four legs were indeed off the ground at the same moment.
The ordinary camera that uses film seems to be a thing of the past. These days, more and more people are using digital cameras to capture those unforgettable moments. In ten years’ time, we’ll all be taking pictures that we then put on our computers to print out or to send around the world by e-mail. The cameras will get better and cheaper, and the world of photography will never be the same again!
Is your album full of boring snapshots? Taking good photographs is a lot easier than you might think. The secret is to find new ways of looking at an ordinary scene. If you’re taking a picture of a building, what happens if you look up? Or perhaps the back of the building is more interesting than the front. Photography is about surprises and discovering new points of view.
Before buying a camera, it’s important to decide what you’re going to use it for. Do you want to take-quick photos of your friends and family? In that case, you should go for a cheap camera that you can keep in your bag or pocket, always ready. Do you want to take artistic pictures? If so, you will probably want to spend a bit more on a more expensive professional camera. A little thought now can help you choose wisely.
Many people hope to simply pick up a camera, point it and produce great pictures. Photography is a lot easier than it used to be, but it’s still easy to get it wrong. Remember that you should have the sun behind you. Too many people take photographs facing the sun and then are surprised when there’s too much light! Another thing to avoid is taking pictures of something far away in the dark. Your flash won’t help at a distance.
When the Englishman William Henry Fox Talbot first pointed his camera at a window in his home, Lacock Abbey, in 1835, he helped to start a revolution. This was the moment he created the first photograph on paper. His ideas, together with those of other pioneers, including the Frenchmen Daguerre and Niepce, changed things forever. Today’s world of full-colour images had its beginnings in their experiments.

№ текста	1	2	3	4	5	6
Тема

TEST 3 B— 3

Прочитайте утверждения I — 6 и следующий за ними текст Установите соответствие между утверждениями и содержанием текста. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

1. England was a part of the Roman Empire.

2. The wall went from one side of England to the other.

3. Building the wall helped to stop the soldiers from thinking about home.

4. The wall showed how powerful the Roman people were.

5 None of the wall has survived to the present day.

6 There is a large collection of Roman objects at Chesters House.

In 122 AD, the Roman Empire stretched across Europe, the Middle East and north Africa. In Britain, it reached to the far north of England. However, many Scottish tribes resisted the Romans. So, in that year, Emperor Hadrian decided to build a huge wall across the island to keep them out.

The wall ran all the way across England, from what is now Carlisle in the west to Newcastle in the east — 73 miles in total. It was built by Roman soldiers, and was a useful way of keeping them busy. Remember that in those days they were living on die edge of the civilised world. To stop them missing home too much, it was important to give them something to do, and building a ten-foot-thick wall certainly did that. Local people also benefited, since the soldiers and craftsmen working on the wall needed to buy supplies wherever they were. It took six years to build and was a very clear symbol of the strength of the Romans.

Today, this wall is known as Hadrian’s Wall and, although most of it has disappeared, it is still possible to see parts of it. The Romans built forts along the wall for the men to live in and some of these buildings have survived. The best example is the fort at Chesters House on the River Tyne, in an area which the Romans called Cilurnum. The soldiers living here did not just come from Rome. They also came from modern-day Germany and areas of central Europe, which at the time the wall was built were under Roman control. Visitors to the fort today can see a small number of everyday objects in the museum and get an idea of what life was like on the edge of the Roman world.

1	2	3	4	5	6

TEST 3

I looked out of the window again and then back at the clock. ‘Typical Helen!’ I thought to

myself, wondering what excuse she would try this time. We had had this arrangement for a

year now. We took it in turns to drive to work, stopping along the way to pick the other up. It

saved petrol and was better for the environment, which was something that Helen claimed to

care about, although I had seen her empty her ashtray out of the car window more than once.

For me, the main advantage was the stress reduction. If I could avoid battling the city centre

traffic a few days a week, I’d put up with any amount of meaningless gossip along the way.

A car horn sounded and I looked up to see Helen waving from her car window and pointing at

her watch as if to say, ‘Hurry up’. I deliberately sat down out of view and counted to thirty before picking up my jacket and bag and heading towards the car, locking the front door behind me.

‘Sorry,Vanessa!’ Helen called. ‘Justin just wouldn’t get ready for school this morning.’ If

Helen’s excuses were to be believed, then Justin was the most difficult child imaginable. He also seemed to be the unluckiest, having suffered from half a dozen different minor illnesses in

the last month alone. It was strange that he never seemed to have any problems on mornings when it was my turn to drive.

‘Never mind,’ I replied, fastening my seat belt. ‘We should be okay.’ Helen set off and we joined the rush hour traffic.

‘Did you read the report?’ she asked me after a minute and I nodded. ‘What did you think?’ I had been’ expecting the question, but still I hesitated for a moment. I couldn’t say what I really thought, which was that Helen would be lucky to keep her job because the report was very critical of her department. Helen glanced at me.

‘I know,’ she said. ‘It’s bad, isn’t it? I knew that Peterson was out to get me.’

Carl Peterson was the area manager. The report was the result of a month-long study of the company and we had all been asked to read it over the weekend. I understood why Helen didn’t get on with him. Both were determined to get to the top in the company. The difference

was that where Helen had no idea how to deal with other people and spent her time finding ways of avoiding blame, Carl was a talented manager.

‘I’m sure that’s not the case,’ I said. ‘He’s just doing his job.’ Helen’s lips tightened.

‘Hmm,’ she said. After a moment, she continued. ‘Look. I know I’m not perfect, but it’s not my fault. I …’

Just at that moment, a young child on a bicycle pulled out into the road in front of us. I shouted ‘Look out!’ and Helen slammed on the brakes and turned the wheel quickly. There was a crunch of metal as we hit the back of the car in front, which had stopped at the traffic lights. The boy glanced over his shoulder before quickly pedalling off. Steam began to rise from under the bonnet. Helen hit the steering wheel in anger and frustration.

‘You okay?’ I asked.

‘Yes, fine,’ she replied, and then I saw her expression change from anger to shock and she let her head fall forward onto die wheel. I followed where she had been looking and saw what she had seen. The driver of the other car had got out and was standing by the car, looking at us with a fixed expression. It was Carl Peterson .

TEST 3

A14 When Vanessa thinks ‘Typical Helen!’ she implies that

she feels sorry for Helen.
Helen is often late. »
Helen will be in a hurry.
they will be lace for work.

A15 Vanessa mentions Helen emptying her ashtray to show

how much Helen’s views on the environment have changed.
how their arrangement makes a big difference to pollution.
that she thinks their arrangement is a bad idea.
that she doubts that Helen really cares about the environment.

A16 Vanessa feels that the driving arrangement

gives her and Helen a good chance to chat.
makes getting to work more relaxing.
causes arguments between her and Helen.
helps to reduce the amount of traffic on the road.

A17 Vanessa waits before leaving the house to join Helen

to show that she won’t allow Helen to hurry her.
to check that she has everything she needs.
because she knows they have .plenty of time.
because she has to check that the door is locked.

A18 Vanessa believes that Justin

gets ill more than other children his age.
is used as an excuse by his mother.
is a difficult child to deal with.
should learn to deal with his problems himself.

A19 Vanessa thinks that Carl

is jealous of Helen’s success.
wants Helen to do his job for him.
is very good at his job.
gives everyone too much work to do.

A20 In the final paragraph, Helen realises that

she and Vanessa will be late for work.
she is lucky to be alive.
the boy is badly injured.
she has made her situation worse.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

TEST 4

‘Congratulations, Angela! You’ve won the car, you’ve won the holiday for two in the Caribbean, and now you’re through to the final for a chance to win one million pounds!’

Angela was sure that even the screaming and clapping of the audience wouldn’t be able to drown out the sound of her beating heart. She couldn’t believe it — the first time she’d ever taken part in a game show and here she was in a potentially life-changing situation. ‘Stay calm,’ she thought to herself. ‘Don’t lose control now.’

‘Okay, Angela,’ said Bob, the presenter. ‘Now, skill has got you this far but, as you know, there’s always an element of chance in the final and this week is no exception.’ Angela nodded. She’d never missed an episode and knew what every round entailed. ‘So let’s have a look at how you could win one million pounds!’

A brightly-coloured board descended from the ceiling of the studio. On the board were three large doors. ‘Angela, behind one of these doors is one million pounds. Pick the right one, and you’re going home today a millionaire. Pick the wrong one and you’re going home with… ‘The audience didn’t hesitate to complete Bob’s catchphrase for him: ‘… just your bus fare!’ Even Angela mouthed it, she knew it so well.

‘That’s right! And we don’t want that, do we? So pick a door, Angela, and may luck be with you!’

Angela thought carefully before answering. ‘The middle door please, Bob,’ she said finally.

‘The middle door!’ repeated Bob. ‘Okay! But before we have a look, I’m going to open a door that you were wise not to choose. He opened the door on the far left, revealing a picture of a bus ticket. The audience cheered. Angela’s heart started beating faster.

‘Now, Angela,’ said Bob. ‘We’re going to be nice to you. You’ve got another choice to make. You can either stick with your original choice — the middle door — or you can change your decision and opt for the door on the right-hand side. What’s it to be?’

As a mathematician, Angela had come across the very same problem at university. Now, here she was, facing it in real life. She couldn’t believe her luck. She knew what not many people know, a fact that seemed to contradict all reason and common sense. She did the maths in her head one more time just to make sure she wasn’t mistaken. She wasn’t. When she’d picked the first door, she had a one in three chance of being right. Looking at it the other way round, she had a two in three chance of being wrong. Those were not good odds. But one of the wrong doors had now been eliminated, so if she changed her choice to the other possibility, she would double her chances of being right, of winning the million. It seemed impossible, but she knew it was true.

‘What are you going to do Angela? Stick with your original choice or switch to the other door?’

‘Bob, I’d like to switch, please,’

‘Angela’s going to switch! Let’s get this right, Angela. You now believe — you now hope – the million pounds is behind the right-hand door. Is that correct?’

«The right-hand door, yes,’ said Angela weakly.

‘Not the middle door?’

‘No, not the middle door.’

‘What are you going to do if it is actually behind the middle door?’ asked Bob.

‘Cry, probably!’ said Angela. The audience laughed,

‘I’m going to open the door you chose, Angela — the right-hand door. Let’s hope there isn’t a bus

ticket behind it. Here we go!’

Time seemed to stand still as Bob outstretched his arm and began to open the door. Angela had never known a feeling like this. Surrounded by so many people, she felt like the only person in the universe. Here was the moment of truth, and she was not sure she could face the consequences, whatever they were.

TEST 4

A14 When she got through to the final, Angela couldn’t believe that

her heart was beating so loudly.
she’d never taken part in a game show before.
the audience were supporting her so much.
her life might be about to change completely.

A15 The presenter tells Angela that

she will need some luck to win the money.
he won’t make an exception for her.
her skill will increase the chances of her winning.
there is a small chance her skills will be useful.

A16 When the presenter doesn’t finish a sentence, it’s clear that

the audience has already been told what to say.
the presenter is unsure exactly what to say.
the presenter is well known for saying something.
Angela had to complete a well-known saying.

A17 When the presenter opens the first door,

he knows that Angela has won the money.
he doesn’t know which door the money is behind.
he knows which door the money is behind.
he thinks she has made a bad choice.

A18 Angela ‘couldn’t believe her luck’ that

her education would help her with this decision.
the presenter was giving her an extra chance.
she’d been in the same situation at university.
she knew far more facts than most people.

A19 Angela was absolutely certain that

the money was behind the right-hand door.
she could increase her chances of winning.
she had an impossible decision to make.
she had to analyse the problem in a different way.

A20 As Bob began to open the right-hand door, Angela felt

there were too many people around her.
knowing the truth was the most important thing.
worried by what the future would bring.
annoyed by Bob being so slow.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А 14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

Test 4 B— 3

Прочитайте утверждения 1 — 6 и следующие, за ними тексты. Установите соответствие между утверждениями и содержанием текстов. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

We know for certain
where and when chess
was invented.
We will never know for
sure why the game is
called ‘chess’.
It is possible that the
rules of the game will
change in the future.

The two-player game chess is one of the most popular board games in the world. It is also one of the oldest, although there is uncertainty regarding where and when chess originated. Several countries claim to have invented the game.

One possibility is that chess was invented in India about 1,500 years ago. Another theory, however, says that die Chinese were playing a form of chess over 800 years before that. We shall probably never know for sure, but we do know where the word ‘chess’ comes from. It comes from the Persian word shah, which means ‘king’.

The rules for chess have changed several times during the centuries. Many of the modern rules were introduced in the 15th century, and minor changes to the game were also made in the 19th century. An international organisation called FIDE (Federation Internationale des Echecs) is now responsible for making any further changes to the rules. ,

4 A man called Charles
Darrow invented
Monopoly.

Darrow’s family helped
him make the board
game.
Parker Brothers also
made a version of the
game for the UK.

The enormously successful board game Monopoly has an interesting history. Although many people believe that Charles Darrow created the game, it is now known that he did not. In the 1920s, there were a number of home-made games in the USA called Monopoly, all very similar to the game we play today. Charles Darrow played one of these games, enjoyed it, and decided to make his own version. He, his wife and his son made the sets by hand and he began to sell them. The game’s popularity grew and, in 1935, Darrow sold the game to the American company Parker Brothers. The UK version of the game, with London street names, was produced byWaddington Games in 1936. In a short space of time, there were versions for cities and countries all round the world. It has been estimated that since 1935 more than 500 million people have played Monopoly.

1	2	3	4	5	6
					1

TEST 4 В — 2

A. EXPENSIVE NEWSPAPERS

B. SERIOUS PROBLEM

C. DIFFERENT TOPICS

D. WAYS OF READING

E. INSTANT INFORMATION

F. EASIER READING

G. FAMOUS AUTHOR

1 There are two main types of newspaper: ‘broadsheets’ and ‘tabloids’. Broadsheets are often larger than tabloids, and are ‘serious’ newspapers. They present the news in detail, and do not have many stories about the private lives of famous people. Tabloids, on the other hand, are much more interested in news and scandals involving stars than they are in serious news. They often have very big headlines, particularly on the front page, and have lots more photographs.

2 There is an organisation in the UK called the Plain English Campaign. Their aim is to try to get official documents, such as government leaflets, written in a style of English that is easy to understand. They say that a lot of written English, particularly when it’s talking about legal issues, is confusing-, even to British people. They have had a lot of success, and many government departments now make sure that the documents they produce are checked to make sure they’re understandable.

3 The Tolstoy family have contributed much to Russian society andculture for many hundreds of years. One of the most famous Tolstoys, Count Lev Nikolaevich, better known to the world as Leo Tolstoy, was born in 1828. He was a writer, politician and philosopher, and is now considered to be one of the greatest novelists of the 19lh century. Many of his books, including War and Peace and Anna Karenina, are still extremely popular today. LeoTolstoy died in 1910.

4 If you’re reading a newspaper and you want to find out what’s on TV at 8 o’clock tonight, you don’t read every word on the TV page. You ignore all the programmes on earlier in the day, and just look at the information about programmes on at 8 pm. With a news report, however, you may read the whole thing through quickly to get a general idea of what it’s about. If it looks interesting, you might decide to read it in more detail.

5 When we want to find a company’s telephone number, we look in a telephone directory. The Internet, however, doesn’t have a directory of websites, so how can we find the website of a business we’re interested in? The answer is to use a ‘search engine’. One of the most popular search engines at the moment is Google. Let’s say you want to find a company called Haymarket. You do a quick search on Google, and all the websites which have the word Haymarket in them appear in a list.

6 Many people suffer from some form of dyslexia. This means that their reading or writing ability is not as good as you would expect from their level of intelligence. There are actually many different types of dyslexia. If you have ‘scotopic sensitivity syndrome’, for example, you find it difficult to read black print on white paper. Other colours, however, are much easier to read.

№ текста	1	2	3	A	5	6
Тема

TEST 5 В — 2

A. SIMPLE MEALS

B. POPULAR COOKS

C. SAFE COOKING

D. NEW DISCOVERY

E. DIFFICULT JOB

F. DELICIOUS SNACKS

G. CHANGING HABITS

We’re all used to the idea that there are simply four tastes. Our food can be sweet (like sugar), sour (like lemons), salty (like salt, of course) and bitter (like olives). Now scientists have found that parts of the tongue react to a fifth taste, which they call ‘umami’. Umami is quite a rich taste, found in red meat, soy sauce, mushrooms and hard cheese, such as Parmesan. The word ‘umami’ comes from Japanese.
One thing you have to remember is that meat can contain bacteria. You have to be particularly careful with white meats like chicken and pork. Make sure that you cook them properly. Use a metal skewer or a fork to test whether the meat is done or not. The juices from the meat should be clear. You should also be careful when preparing food. Use separate chopping boards for meat and vegetables. The reason for this is that we don’t want any bacteria from the meat to find their way onto our vegetables. They might not be killed when we cook the vegetables.
Running a busy restaurant is a real challenge. A head chef has to be part army officer, part artist and part businessman. With so many people working in a busy kitchen, it’s not easy to keep control and a head chef has to make sure that everyone does their job properly. At the same time, he or she has to create great food without wasting ingredients. It takes years of training to become a head chef and not everyone can do it.
Walk into any bookshop or turn on your TV and you can’t avoid celebrity chefs. They are famous for cooking and for teaching the nation how to cook. They each have their own style and their own fans, from the very friendly style of Jamie Oliver to the more formal style of Delia Smith. However, they all have one thing in common: they are all very good at communicating their enthusiasm for food and for cooking.
The thought of cooking for friends at home makes most of us a little nervous. It needn’t be such a nightmare, though. The secret is planning. If you keep your menu simple and stick to dishes you know well, your dinner party will be a success. Give your guests something that is easy to prepare and that doesn’t mean you have to be in the kitchen all the time. That way, you can enjoy the occasion too!
Traditionally, eating was something that we all did together as families. In the past, most parents insisted that the whole family sat around the dining table at a certain time. All that has changed. These days, we’re more likely to watch TV while we eat, or to eat at different times from the other members of our family. In a world where it’s so easy to cook a microwave meal in seconds and both parents go out to work, it’s very rare for families to share their news over a good meal.

№ текста	1	2	3	4	5	6
Тема

Test 5 B— 3

Прочитайте утверждения 1 — 6 и следующие за ними тексты. Установите соответствие между утверждениями и содержанием текстов. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

Chaplin’s first performance was in America.

Chaplin made the first
full-length comedy film.
Chaplin stopped making
silent films in the late
1920s.

Charlie Chaplin was the greatest comedian of his generation, and probably of all time. He was born in 1889 in England, where he first appeared on stage at the age of five. He travelled to America in 1912 and stayed to work for the Keystone Film Company. Films in those days were silent, so actors had to find characters that could be recognised immediately on the screen. Chaplin’s great character was the little tramp, who appeared in around 70 short films, as well as a number of feature-length comedies. In fact, Chaplin was the first comedian to make a full-length comedy, Tillie’s Punctured Romance (1914).

Talking films began to appear in the late 1920s, but Chaplin continued to make silent films until the mid 30s. He was unusual because he not only starred in his films but also wrote, directed and produced them. He even wrote the music for some of his later films. He will long be remembered for bringing enjoyment to millions throughout the world..

Stan Laurel was famous
for appearing with
Charlie Chaplin,
Stan Laurel’s parents
both appeared on stage.
Laurel and Hardy
became famous for acting
together in the early
1920s.

When Charlie Chaplin went over to America, there was another comedian on the same boat — Stan Laurel, who was to become famous as one half of Laurel and Hardy. Stan was born in 1890. His mother was an actress, while his father managed a number of theatres. His family moved around during his childhood and he spent some time living with his grandparents. He learned a lot from watching the comedians who performed at the theatres run by his father.

Stan first appeared in a film with Oliver Hardy in 1921, but their fame as a double act didn’t begin until 1927. They starred together in dozens of films over the next 30 years until Oliver’s death in 1957. Even today, their films bring pleasure to young and old alike.

1	2	3	4	5	6

Test 5

Things weren’t working out quite as Lazlo had expected. He’d been in London for six months now and all his early optimism had almost disappeared. None of the galleries were interested in his paintings and he was tired of carrying die same pictures from one buyer to the next. The response was always die same: a shake of the head, some comment about portraits not being fashionable dicse days and a suggestion to try somewhere else, usually somewhere he had already tried. He was beginning to lose hope and was thinking of going back home. It would be difficult, and he would have to face his parents saying ‘I told you so’, but at least he could find a steady job.

He was sitting on a bench in a park one day considering this when he noticed a newspaper beside him. He glanced at it and the word ‘artist’ caught his eye. He picked the paper up and read more closely. It was a job advertisement. Ал advertising company was looking for a portrait artist to work on a new advertising campaign. Lazlo ripped the advertisement out of the paper and started to look for a public phone. ‘I won’t be able to choose my subjects,’ Lazlo thought to himself, ‘but at least I’ll be able to pay the rent, and that’s a bit more important right now.’ He spotted a phone, put a few coins in and dialled. After a few moments, a female voice answered. Lazlo explained who he was and that he was applying for the job. They arranged for him to go to their office the next day with some of his work. He went home excited and nervous.

That night, he chose three paintings from die dozens in his flat mat he thought showed what he was capable of. He selected a self-portrait he had done a few years before; he thought it showed a thoughtful side to his work. He also chose a portrait of an old man that he had met in a cafe. It was simple but clear, and Lazlo thought mat maybe mat was the style they would want for an advertising campaign. The third one was a painting of his mother. It had always seemed to him that that picture captured a lot of feeling mat was difficult to put into words. A lot of people thought it was the best portrait he had ever done, and Lazlo knew that if anything was going to impress them, that painting would.

The next morning, he woke early and got ready. He rolled the pictures up, placed them in a large tube so that they wouldn’t get damaged and set off towards the bus stop. There was a lot of traffic, but he arrived on time. When he got to the office, he saw that another four people were waiting, each with a large tube of paintings just like his. The secretary asked him to take a seat.

Lazlo sat and waited for his name to be called. He knew that a lot depended on the next half an hour or so. With a job, he could begin to sort out his life, maybe doing his art in his spare time. He knew he would never completely give up on his dream, but he had also come to realise that he had to live in die real world, and talent doesn’t pay bills. Without a job, he wouldn’t survive the month; he had just about enough for the ticket home. The secretary picked up the phone and had a short, quiet conversation. She turned to Lazlo. ‘You can go in now,’ she said, smiling.

Test 5

A14 When Lazlo first arrives in London, he

immediately loses his job.
is confident of success.
doesn’t expect to stay for six months.
knows that he will have to work hard.

A15 The people at the art galleries Lazlo visits

are very impressed by his work.
often give him helpful advice.
ask him to come back with different paintings.
tell him that his work is old-fashioned.

A16 It seems that Lazlo’s parents

disapprove of his choice of career.
forced Lazlo into becoming an artist.
will be happy to welcome him home,
can help him to achieve his ambitions.

A17 Lazlo thinks the job will

give him more artistic freedom.
provide him with a salary.
mean that he has to move house.
stop him from studying.

A18 Lazlo chooses to take the portrait of his other because

it was the third one he thought of.
it was used in an advertisement before.
the people at the company ask to see it.
it expresses emotion well.

A19 At the office, Lazlo realises that

his paintings are the same as everyone else’s.
he isn’t the only person interested in the job.
he should have chosen different paintings.
he has come at the wrong time.

A20 One of the things Lazlo’s experience has taught him is that

he needs money to live.
art is more important than money.
following your dream is a waste of time.
he has no artistic talent.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ CBOИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1! ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в гаданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

TEST 6 В — 2

A. LIGHTER SUITCASES

B. BUYING TICKETS

C. FAST-MOVING TRANSPORT

D. TRANSPORT CHOICES

E. AEROPLANE EXERCISES

F. LONGER HOLIDAYS

G. FOOD INCLUDED

Package holidays, which include flights and hotel accommodation in the same booking, have been popular for several decades. Recently, however, a new type of package holiday has been introduced: the ‘all-inclusive’ package. Many holidaymakers, particularly those with families or those on a limited budget, are attracted by all-inclusive holidays. This is because all meals, drinks and snacks such as ice creams, as well as flights and accommodation, are included in the price.
The Isles of Scilly, off the south-west coast of Cornwall in the UK, are a popular tourist destination. Many of the visitors to the islands arrive in their own boats, either from Cornwall or from the north coast of France. Those without a boat have a range of options for getting there. There are daily flights from Plymouth and Newquay airports, and a helicopter flies several times a day from Penzance. The ferry Sсillonian III is also based in Penzance, sailing to the islands once a day, and twice on Sundays.
If you’re going on a trip and are unsure what and how much to pack, follow this simple rule. Get everything that you could possibly want to take with you ready. Then, when you’ve made a big pile, put half of it back. Be strict with yourself! People always take too much with them when they travel -clothes they won’t wear, toiletries they won’t use. Carrying heavy bags is never fun, so don’t take too much with you!
Bicycles are not just used for recreation. In Britain, thousands of postmen and women deliver the mail each day by bike as it’s much quicker than walking. In towns and cities with traffic problems, such as Los Angeles in the USA, a bike is often the quickest way for a police officer to move around. In India, bicycles are often used to deliver lunch to shop and office workers. At large airports in Germany, it’s quite common to see airport workers riding around on bikes.
On long flights, it’s important not to sit still for too long, as this can be bad for your health. A good exercise for your hands is to squeeze a tennis ball — or even a pair of socks if you haven’t got a tennis ball — ten or fifteen times. For your feet, take your shoes off and put your feet on the floor. Raise your toes as high as possible and hold them there for about five seconds. Repeat the exercise until your toes get tired.
Not long ago, if you wanted to book a plane ticket or a package holiday, you had no choice — you had to go to a travel agent’s. The Internet has changed that, however, and now flights and trips can be booked in the comfort of your own home. It’s often cheaper, quicker and more convenient to book tickets online, but you do need a credit card. If you want to pay by cash or cheque, you still have to make that visit to the high street.

№ текста	1	2	3	4	5	6
Тема

Test 6 B— 3

Прочитайте утверждения 1 -6 и следующие за ними тексты. Установите соответствие между утверждениями и содержанием текстов. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

The hamburger got its
name from one of its
ingredients.
Roast pork sandwiches
were eaten in Hamburg
for the first time a
hundred years ago.
Charlie Nagreen changed
the shape of the meatballs
to make them more
popular.
We know why Charlie
Nagreen decided to call
them ‘hamburgers’

5. Many people believe that

eating sushi means eating

raw fish.

6. Modern-day sushi was introduced approximately two hundred years ago.

Hamburgers are one of the most popular kinds of fast food in the world today. The name, however, can be misleading, as the burger in a hamburger is not made of ham. It is beef.

Although the name ‘hamburger’ almost certainly comes from the town Hamburg in Germany, the history of the hamburger is unclear.

There was a popular dish in Hamburg several hundred years ago which was basically a roast pork sandwich. It is possible that, in time, that became the hamburger as we know it today.

However, the town of Seymour in Wisconsin in the USA is just one of several other places that claim to have created the hamburger. Their story goes back to 1885, when a man called Charlie Nagreen tried to sell meatballs at a county fair. They weren’t popular, though, as customers had difficulty eating them while walking. Nagreen came up with the idea of flattening out the meatballs and putting them in a bread roll. He called this meat sandwich a ‘hamburger’. Why he chose that name is unclear, and it seems likely that he was not actually the first to use it.

Many large towns and cities in Europe and the USA have at least one sushi restaurant, but what exactly is sushi? A widely-held belief is that it is a type of Japanese cuisine mat involves raw fish. Certainly, if you go to a sushi restaurant, you are likely to eat some raw fish.

In fact, however, sushi is a number of different dishes all made with a certain type of rice. The rice has a topping or filling with it which may be raw fish, but could also be cooked fish, vegetables or egg. Food similar to sushi has been eaten in Japan for centuries, but sushi as it’s eaten today was developed by HanayaYohei in Tokyo, Japan in the early 1800s. It was designed to be a type of fast food that could be eaten at the theatre or in the street.

1	2	3	4	5	6

Test 6

Прочитайте текст и выполните задания А14-A20, обводя цифру 1, 2, 3 или 4, соответствующую номеру выбранного вами варианта ответа.

Sean had never felt so nervous before in his life. Sitting alone outside the closed door, he suddenly realised he was physically shaking. ‘This is ridiculous,’ he thought to himself. ‘Pull yourself together. You’ve got to stay calm.’

This was easier said than done, and when a middle-aged woman in a smart business suit opened the door and asked, ‘Sean Perkins?’, there was a definite tremor of fear and weakness in his voice as he answered that that was indeed him.

‘Hello, I’m Katie Sutherland. Do come in,’

Sean was invited into a comfortable and spacious office. The walk from the door to the chair he was to sit on seemed to last a lifetime, and Sean was terrified with each step that he’d suddenly trip or stumble. How could something so simple as walking and sitting down be so difficult?

As the interview progressed, however, Sean slowly began to relax. If he’d had time to think about it, he would have realised he was answering the questions put to him quite well. He was giving clear, full answers without saying too much or anything irrelevant. Then came a question which, at first, he was uncertain how to answer.

‘So, tell me, why do you want to leave your current job?’

Sean hesitated. Should he tell her the truth? This was, of course, that he didn’t feel respected. His boss, Mr Dominguez, took him for granted, overworked him, was often rude, patronising and unpleasant and made him dread going in to work each morning. Sean decided a more positive response was called for.

‘Well,’ he said, ‘I’ve been with Brookes Brothers for over four years now, and although I’ve learned a lot there, and I’m very grateful for the opportunities they’ve given me, I think it’s time for some new challenges, and this seems the ideal company to provide them. From what I’ve seen, Fisher & Fisher is an extremely dynamic company, and I’d like to be a part of that. I really think I could help contribute to the company’s future success.’

Sean was pleased with his answer and knew he’d been right not to criticise his current employer. From Katie Sutherland’s expression, it seemed she was satisfied with his answer too. Her next question prompted Sean to smile. ‘What would you say were your biggest weaknesses, Sean?’

He’d thought he might be asked this, and so had already rehearsed an answer. He didn’t want it to sound rehearsed, though, so he purposefully hesitated slightly before answering. ‘That’s a tricky question, isn’t it?’ he said. ‘In fact, I think we both know it’s a bit of a trick question too, because if I give a list of serious weaknesses, you won’t think I’m suitable for the job, and if I say I haven’t got any, you’ll think I’m arrogant and over-confident. So, in answer to your question, I’d have to say that one of my biggest weaknesses is not being able to talk about myself in too negative a light, even when I know I’m not perfect. For any other weaknesses I’ve got, you might be better off asking my current employer, Mr Dominguez.’

His answer was a risk, but he knew that if he said it in a fairly light-hearted manner, he could probably get away with it. From Katie’s response, it was clear that he had. ‘Yes,’ she said, ‘it is a bit of a silly question, isn’t it?You’d be amazed what some people say when I ask it, though. It can tell me a lot. I’m glad you didn’t fall into that trap.’

This was the first clearly positive comment that Katie had made on his interview so far, and filled Sean both with joy and hope. Perhaps he really was in with a chance of getting this job. Perhaps he would be able to put Mr Dominguez and Brookes Brothers behind him once and for all.

Test 6

A14 Waiting outside for the interview, Sean realizes that

his shaking must look totally ridiculous.
staying calm is not difficult to do.
he has to take control of his emotions.
it’s the first time he’s ever been nervous.

A15 When Sean enters the office, he

wishes the chair he has to sit on is nearer the door.
takes too long to walk from the door to the chair.
almost trips over the chair he is supposed to sit on.
tries to get to the chair without doing anything foolish.

A16 The answers Sean gives to the questions he is asked

do not contain unnecessary information.
show he knows he is doing quite well.
are a little longer than they should be.
show he is often unsure what to say.

A17 Sean feels that the question about why he wants to leave his current job

deserves a totally truthful answer.
should not be answered in a negative way.
was not asked in a respectful way.
is an impossible question to answer.

A18 Sean’s answer to the question about why he wants to leave his current job implies that

he is not at all happy with the way he is treated at Brookes Brothers.
Fisher & Fisher will be more successful in the future than Brookes Brothers.
both he and Fisher & Fisher could benefit from him joining the company.
the work at Fisher & Fisher will be much more difficult than his current work.

A19 Sean is careful to hide from Katie Sutherland the fact that he

has practised giving an answer.
has a lot of serious weaknesses.
thinks he doesn’t have any weaknesses.
knows she is trying to trick him.

A20 Katie suggests that she asks the ‘silly question’ because

she’s always amazed by the answers she gets.
she wants the people answering to feel trapped.
people usually give long answers to that question.
the answers people give can reveal things about them.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1 !

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях 112, ВЗ буквы записываются без пробелов и знаков препинания

Test 7

Прочитайте вопросы 1 — 6 и рекламу книжных новинок A— G. Установите соответствие между вопросами и рекламными объявлениями. В каждом тексте вы найдете ответ только на один вопрос. В приведенной ниже таблице под номером вопроса впишите букву, соответствующую тексту, в котором вами найден ответ В задании один текст лишний.

Which book …

takes its title from another piece of writing?
proves that some old theories are incorrect?
is written by a television presenter?

is being published in a new form?
includes useful information for travellers?
contains pictures that explain how to do things?

A As you accompany author Nick McDonald on his journey through France, you’ll feel like you’re really there with him. My Trip And Other Mistakes isn’t just the usual collection of local people and landscapes. With real practical tips on where to stay and where to eat, it’s a must for every tourist.

Squaring the Triangle, from Vivian Norris, is one of those rare books that gives you a new understanding of an old subject. Everyone knows that planes and ships have disappeared in the part of the Atlantic known as the Bermuda Triangle, but no one knows why. Norris discounts all previous ideas and comes up with one or two interesting theories of her own to solve the problem.

C Crime writer Carol Masterton has done it again. In her latest work Not One Before Another, she creates a mystery that will have you scratching your head. The unusual name for the book comes from the last words of Shakespeare’s well-known play A Comedy of Errors, and like that work, this book involves a lot of confusion over who’s who.

After the success of the hardback version last year, it was only a matter of time before Introducing Myself appeared in paperback. Now everyone can enjoy Henry Banncrman’s stories of his travels round London as a taxi driver. It’s only £3.99, compared to £15 for the hardback, so there’s no excuse for not getting to know this lovable character.

E Beginners will find it too difficult, but expert photographers will love Shooting Animals by Ian Clarke. Clarke shows you in great detail how to catch those moments when animals are at their best. If you want to improve your pictures of wildlife, then this is the book for you.

F For years now Karen Wilde has been recreating history on our TV screens in Past Lives. Finally, fans of the show can buy her book that shows exactly how our great-grandparents lived — Past Lives: The Book is the result of three years of research and it gives you a very accurate idea of what it was like to be a child back then.

G This is the perfect book for those of you who are thinking of taking up a new pastime. The author, Greg King, certainly knows his stuff, and Fishing Essentials tells you everything you need to know to start catching the big fish. Simple techniques are explained for beginners with the aid of detailed colour photographs.

1	2	3	4	5	6

TEST 7 В — 2

Установите соответствие тем. A—G текстам 1-6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. UNEXPLAINED EVENTS

B. SPACE TOURISTS

C. DISTANT WORLD

D. ANCIENT SCIENCE

E. FAILED HOPES

F. SPECTACULAR SIGHT

G. SERIOUS RISKS

When Neil Armstrong first set foot on the Moon in July 1969, many people around the world thought that it was the beginning of mankind’s journey to the stars. They expected to see people living on the Moon in special bases. However, it wasn’t to be. Getting to the Moon was expensive and of limited scientific value. Those who were expecting a golden age of space exploration were disappointed.
Astronauts face many dangers in space. The take-off and landing are dangerous, and there’s always a chance that a meteor is going to hit your spacecraft. Other threats come from something you can’t see: radiation. X-rays and other forms of radiation can cause health problems for astronauts above the protection of Earth’s atmosphere.
For tie first time, it’s possible to buy yourself a ticket to space — that’s if you’ve got $20 million to spend. Dennis Tito, an American businessman, arid Mark Shuttleworth, a businessman from South Africa, have both visited the International Space Station. They were taken up on Russian Soyuz rockets and enjoyed a week of weightlessness before returning to Earth.
Look up into the sky at the right time and the right direction and you’ll see Saturn. It will look like a bright star, but a pair of binoculars or a small telescope will give you an amazing view. Saturn has rings around it, giving it a beautiful appearance unlike anything else in the night sky. No wonder Saturn has been called the ‘Jewel of the Solar System’.
Discovered in 1930, the planet Pluto circles the Sun at a distance of approximately six billion kilometres. That’s about 40 times further away from the Sun than the Earth is! At that distance, me Sun looks just like a bright star and provides very little heat. A spacecraft launched from the Earm would take twelve or thirteen years to get to Pluto, so don’t expect to see close-up phorographs any time soon!
We’re used to the idea of modern telescopes giving us views of the universe and astronauts flying to the space station and back again. But did you know that the roots of astronomy go back thousands of years? The Egyptians studied the night sky, as did the original people of North America. The famous circle of stones at Stonehenge in Britain shows that people there knew about [he movements of the Sun and the Moon at least 2,500 years before Christ was born.

№ текста	1		3	4	5	6
Тема

Test 7

Прочитайте текст и выполните задания А14 – А20, обводя цифру 1,2,3, или 4, соответствую номеру выбранного вами варианта.

The ticket inspector handed the ticket back to Dora with a nod of his head and continued on his way down the train. He was a handsome young man? Dora thought, and he reminded

her a little of her husband when he had been the same age. She smiled a little at the thought as she watched the coutryside roll past the window of the train. She was now 84 and although she regularly forgot things that other people found so easy to remember, like where she had put her glasses, that March day when she and Ralph had got married stood out clearly in her mind. They hadn’t known each other long, and relatives had tried to advise Dora against it, but they had known it was the right thing to do. They quickly found a house to buy and the wedding was organized in a couple of days. Dora was grateful for the forty happy years they had had together.

The sound of someone sniffing brought Dora’s attention back to her surroundings. Sitting opposite her in the carriage was a woman, who Dora estimated to be in her early thirties. She looked up at Dora, who realised that the woman would welcome conversation. Dora pulled a tissue from her bag and passed it over.

‘What’s his name?’ Dora asked with a friendly smile. The woman wiped her eyes with the tissue.

‘Michael. He’s just got a new job … ‘ the woman began, then laughed a little. ‘How did you know?’

‘I wasn’t always old, you know/ Dora said and looked more closely at the woman. She was smartly dressed, although her clothes weren’t new. Clearly she had had money in the past but now couldn’t afford luxuries. Dora noticed that she had brought her own sandwiches on the journey, rather than spend money on the train. She had the air of someone who is educated but who has never had much luck at turning that education into money. Dora knew what it was like to keep up appearances on a small income and her heart went out to her fellow traveller.

‘Tell me about it,’ she said. For the next half an hour, the woman, whose name turned out to be Sandra, told her story. Dora listened. The details of the relationship escaped her and Sandra mentioned people without explaining who they were, but Dora knew it wasn’t important. Sandra wasn’t looking for solutions from Dora. The only thing that mattered was that she gave Sandra a shoulder to cry on and a sympathetic ear. She nodded in all the right places and by the time the train pulled in at the next station, Sandra seemed a lot happier. Sandra looked up and cried, ‘Oh, this is my stop!’ She grabbed her bags, thanked Dora for listening and hurried off the train.

Dora sat back and closed her eyes. A feeling of sadness came over her for a moment. Listening to Sandra talk had been what she imagined being a grandmother was like. It would have been nice to have had children and watch their children grow up. Still, it wasn’t to be and she and Ralph had spent many happy years travelling the world. She opened her eyes and looked out onto the platform as the train pulled away. Sandra was looking up at the train window and waving at her. Dora waved back and smiled, watching over her shoulder as the train station got smaller and smaller. She turned back to see a teenage girl standing beside her seat. She had a suitcase in one hand and the make-up around her eyes had run as if she had been crying. She looked exhausted.

‘Excuse me,’ she said in a quiet voice. ‘Is anyone sitting here?’ She pointed to the seat where Sandra had been sitting.

‘No, my dear. Sit down,’ said Dora, and began to reach into her bag for a tissue. It’s going to be one of those days, she thought to herself.

Test 7

A14 Dora has problems remembering

how long she was married со Ralph.
simple, everyday things.
where her husband had gone.
what her wedding day was like.

A15 Before getting married, Dora and her husband

waited until they knew each other well.
asked their families for advice.
arranged everything very carefully.
made sure they had somewhere to live.

A16 Dora thinks the young woman

would like to chat.
wants to ask her for a tissue.
looks younger than she really is.
is looking at her in a strange way.

A17 The young woman seems to

be poorer than she once was.
like only home-made food.
have problems finding a job.
be careless about her clothes.

?A18 While Sandra talks about her life, Dora

gives her some useful advice.
tries to focus on the important details.
asks her to explain things more clearly.
acts as if she understands everything.

A19 When Sandra leaves, Dora feels unhappy for a moment because she

misses her husband.
never had children.
feels sorry for Sandra.
doesn’t see her grandchildren often.

A20 Dora thinks it’s going to be ‘one of those days’ because

she would prefer the girl to sit somewhere else.
she can’t find the tissues in her bag.
the girl seems to have the same problems as Sandra.
the girl doesn’t realise that Dora is exhausted.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1!

TEST 8 В -2

Установите соответствие тем A — G текстам 1 — 6. Занесите, свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. SLOW SUCCESS

B. FILM MUSICIAN

C. LONG HISTORY

D. SEA SOUNDS

E. GREAT CHANGES

F. WONDERFUL PLAYER

G. LIVE PERFORMANCES

While the electric guitar was invented quite recently (in 1931, by Adolf Rickenbacker), the guitar itself has been around in various forms for an incredibly long time. Musical instruments remarkably similar to the guitar have been played for at least the last five thousand years. The instrument which million of teenagers today dream of playing in a rock band started its life’in Persia (now called Iran), in Central Asia.
Humans have only been able to record sounds to listen to later since the middle of the 1800s. Since then, however, technology has developed at an enormous speed. Records, cassettes and CDs have all allowed people to listen to recorded music in their own home. These days, more and more music is becoming ‘digital’. We can save pieces of music as files on our computer, and can carry thousands of songs around on personal MP3 players.
Everyone knows that the British group The Beatles was « the most successful pop group of all time. In the early 1960s, John Lennon, Paul McCartney, George Harrison and Ringo Starr changed popular music forever. Things weren’t easy for the band at the beginning, though. Lennon and McCartney started making music together in 1957. By 1962, almost every single record company in Britain had rejected them, saying they would never achieve anything. Finally, one record company decided to take a risk with them. By 1964, they were the most popular band in the world.
Before pop groups and singers go on tour, they have to make a decision regarding their music. They probably want to play the songs from their latest album in their concerts, but the question is: should the songs sound as similar as possible to the sound created on the album, or should the audience hear a new version of the song? Madonna, for example, is always keen to sing her songs in a different way at concerts. Other singers choose to sing their songs as they sang them on the album.
Jerry Goldsmith spent much of his career writing the music for Hollywood movies. From the early 1950s until 2003, Goldsmith wrote the soundtracks for several hundred hit movies, including the Star Trek and Rambo series of films. He often worked on as many as six major movies in one year. If that wasn’t enough, he also found the time to come up with the theme tunes for a large number of American TV and radio shows.
Dolphins and whales can hear much better than humans can. They can also hear much better than they can see. This does not cause them many problems, however, as sound travels through water much better than light does. They often use sounds to locate things such as rocks and food. Male humpback whales make noises that sound like they’re singing. One whale can hear another whale’s ‘song’ hundreds of miles away.

1	2	3	4	5	6

Test 8

Прочитайте текст и выполните задания А14~А20, обводя цифру 1, 2, 3 или 4, соответствующую номеру выбранного вами варианта ответа.

I want everyone to be absolutely clear how seriously I’m taking this/ said Mrs Lowry.The twelve children stated at her silently and intently, their frightened expressions demonstrating that they did indeed recognise the gravity of the situation. ‘We will not tolerate stealing in this school. It’s quite simple. Whoever has taken Julie’s purse must return it to me during the lunch break. If you do that, we won’t say anything more about it. I shan’t punish you, and I won’t tell the head teacher or your parents, But if Julie’s purse hasn’t been returned by the end of lunch, then I’m afraid I’ll have no choice but to go to Mr Jenkins, and you know what he’ll do. There’s a school policy for situations like this and there’s no getting out of it. That’s right — he’ll bring the police in. They’ll come this afternoon, and they’ll interview you all. They’ll find out who took the purse, I’m sure of it, and whoever it is will be in very, very serious trouble. So, please, for your own good, if you took Julie’s purse, bring it to me during the lunch break. I’ll be in here, on my own, the whole time. Does everyone understand?» Yes, Mrs Lowry,’ said the group of nine-year-olds in chorus. Lunch break came and went with no one handing in the purse to Mrs Lowry. ‘This is a great shame,’ said Mrs Lowry sadly. ‘Before I go and talk to Mr Jenkins, I’m just going to ask you, Julie, one more time: are you absolutely one hundred per cent sure you brought your purse to school this morning?’ ‘Yes, Mrs Lowry.’ ‘And when did you last see it?’ ‘During the break, at eleven o’clock. Just as I told you. I took out a pound coin to go and buy a can of Coke. When I came back with the change, it had gone.’ ‘And Elizabeth, you saw Julie take the pound coin out of her purse, did you?’ ‘Yes, Mrs Lowry,’ said the girl sitting next to Julie. ‘Julie’s telling the truth.We went to the drinksmachine» together and when we came back, Julie’s purse wasn’t in her bag anymore. That’s when wecame to find you.»I’ll ask you all one more time. Does anyone know anything about the whereabouts of Julie’s purse?’There was absolute silence in the classroom. ‘Then I shall go and get Mr Jenkins now.’Mrs Lowry had already opened the door and stepped into the corridor when a voice shouted; ‘MrsLowry!’

She immediately turned and came back into the room. ‘What is it?’ she asked.

David, sitting right at the back of the class, was pointing excitedly at the radiator on the wall next to

him. ‘Look, Mrs Lowry! Behind the radiator! I think it’s Julie’s purse!’

There did seem to be something colourful behind the radiator. Mrs Lowry ran to the wall, bent down

and picked it up. ‘Is this your purse, Julie?’

‘Yes!’ said Julie.

‘Remind me how much was in it.’

‘A five-pound note.’

Mrs Lowry opened the purse. ‘Thank goodness for mat,’ she said.»JuliSj, here you are. David, I’d like to

talk to you outside, please. The rest of you just sit quietly until I return.’

Mrs Lowry and David stood silently outside the door. She looked at him sadly. ‘I’m waiting, David,’

she said eventually.

‘What for, Mrs Lowry?’

‘For an explanation.’

‘What do you mean?’ Tears were already beginning to well up in his eyes.

‘I’m not stupid, David. Don’t think I am. I want you to tell me exactly what you did and why you did

it. If you do that, it’ll go no further, I promise.’

‘I didn’t do anything! I saw the purse and I called you in.’

‘I don’t think your parents are going to believe that, are they? Do you want them to know you’re a

thief?’

‘I’m not a thief! I’m not!’ He wiped his eyes with his sleeve. ‘How can I make you believe me?’

Test 8

A14 The children’s faces showed that they

were going to remain silent for a long time.
were scared of having things stolen.
knew exactly what Mrs Lowry would do.
were aware how serious the theft was.

Д15 Mrs Lowry said that, if the purse wasn’t returned, she would have to

punish all of the children.
tell their parents.
tell the head teacher.
inform the police.

A16 Mrs Lowry was confident that

the purse would be returned during the lunch break.
she knew who had taken Julie’s purse.
the police would be able to solve the crime.
the thief was really a good person.

A17 After lunch, Mrs Lowry wanted to make certain that

Julie’s purse had been stolen.
Julie’s purse was still missing.
Elizabeth hadn’t taken the purse.
Julie’s purse did have money in it.

AI8 Mrs Lowry showed she was relieved that

it was, actually Julie’s purse.
Julie’s money was still in the purse.
it was David who had found the purse.
Julie hadn’t had more money in the purse.

A19 In the corridor with David, Mrs Lowry

asked David to explain why he was crying.
realised how sad he was about what had happened.
felt very sorry that David had to experience this.
was hoping that David would confess to the crime.

А20 Mrs Lowry made it clear to David that

she’d definitely tell his parents he was a thief.
she knew why he had stolen Julie’s purse.
she would not tell anyone if he confessed.
his crying would not change anything.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. 112, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях /12, ВЗ буквы записываются без пробелов и знаков препинания

TEST 9 В — 2

A. EASY PICTURES

B. EXPENSIVE MISTAKES

C. FUTURE POSSIBILITIES

D. DREAM PAINTER

E. ANIMAL ARTIST

F. SHOCKING STYLE

G. STOLEN PAINTINGS

It was the kind of event that every museum has nightmares about. In 2004, two robbers threatened
guards at the Munch Museum in Norway and took two of Edvard Munch’s pictures: The Scream and
Madonna. Munch was Norway’s best-known artist and the two works are worth about $19 million
together.
Congo’s art is bought and sold by collectors. His paintings have been sold at auction for around
$8,000 each. It doesn’t sound out of the ordinary, until you hear that Congo was actually a
chimpanzee. He produced abstract paintings in the late 1950s and a number of collectors are
interested in his bright colours and bold splashes of paint. Congo died in 1964.
Jackson Pollock was famous for his action pictures, although many people say that it didn’t take
much artistic skill to produce them. Pollock would hang a bucket of paint on the end of a piece of
rope over a canvas. As the bucket swung over the canvas, paint would fall through a hole, creating a
painting without Pollock having to do anything.
When buying a work of art, it’s very important to be sure that it is genuine. Buying a fake work of art
can cost you a lot of money that you will probably never get back. Some people make a living from
copying famous works and selling them to unsuspecting collectors. To make sure that never happens
to you, always have paintings you are thinking of buying checked out by an expert.
In these days of rapid change, it’s not easy to predict what kind of art we will be enjoying in 50 years’
time. Of course, traditional art and abstract art will still be around. However, we may find that artists
prefer to work with computers more and more because of the control it gives them. We may even
discover that computers are capable of creating art on their own.
In 19lh century France, a group of artists appeared who are known as the Impressionists. Their art
was very new and many people were shocked by their paintings when they first appeared. They were
full of light, energy and ordinary life while the art world was used to formal paintings. Not everyone
welcomed this new view of art at the time, although Impressionists such as Monet and Cezanne are
very popular today.

1	2	3	4	5	6

Test 9 В — 3

Прочитайте утверждения 1 -6 и следующий за ними текст Установите соответствие между утверждениями и содержанием текста. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

People lived in Machu
Picchu from 1440 to
1911.
The Incan Empire
included the whole of
modern-day Chile.
The Incas lived in a
simple society and only
had basic skills.
We know why the Incas
disappeared.

High in the mountains of Peru can be found the ruins of the city of Machu Picchu. Built in around 1440, it was inhabited for nearly a hundred years and then was forgotten until it was rediscovered in 1911. What is the story behind this amazing ‘lost city’?

It was once lived in by a people called the Incas. The Incas started as a small group of people in the twelfth century AD, who built a city called Qosqo. From the middle of the fifteenth century onwards, the Incas began to take control of other areas. They built a large empire, which included the modern-day countries of Peru, Ecuador and Bolivia and parts of Argentina, Chile and Colombia. They had a very developed society and were expert builders, engineers, artists and farmers. There was one reason why they never grew further as a civilisation and why they disappeared: the Spanish arrived in South America in 1532.

Pizzarro persuaded
Atahualpa to join his
army.
The Spanish beat the
Incas because they had
better weapons.

1	2	3	4	5	6

Francisco Pizzarro, a Spanish explorer, landed in Peru with two hundred men, not nearly enough to beat the Incas. However, he invited the ruler of the Incas, Atahualpa, to a meeting and then captured him, later killing him and many members of the royal, family. More people joined Pizzarro’s army and the Incas were gradually defeated. They lasted for approximately 40 years and fought back against the Spanish, but the Incas were no match for European technology. They had never seen guns and cannons before and had nothing similar. The last Inca leader, Tupac Amaru, was finally killed in 1472.

When the Incas left Machu Picchu, nobody else knew it was there. In 1911, an American historian named Hiram Bingham was led to the site by people living in the area. Today, so many tourists visit Machu Picchu each year that there is a real chance that this amazing place could be damaged.

Test 9

А14 According to the writer, the Sharpes

were very noisy neighbours.
often found things to complain about.
were sad to leave the street.
came round with helpful advice.

А15 The writer says her mother

is annoyed that she has to work so much.
doesn’t know what her child likes to eat.
tries to do something she isn’t very good at.
thinks that more women should have careers.

A16 Judging from the text, the word ‘dash’ in paragraph 2 probably means

run very quickly.
write something down.
make up a story.
become excited.

A17 When the van finally arrives, the writer

is eager to tell her family what is happening.
tries to follow it on her bicycle.
sees Ben for the first time.
falls over and hurts herself.

A18 The writer’s mother

decides to go to meet the new neighbours.
feels’ as excited as the writer does.
tells her to go and help the neighbours move in.
suggests that she waits before going to introduce herself.

A19 The family stand outside the house looking at it because

they are not sure they’re at the right house.
they are happy to be moving into a new house.
it’s the first time they have seen it.
they are trying to decide whether to buy it or not.

A20 The writer looks up to see the boy at the window because

she hears a loud noise.
the workmen point in that direction.
she hears a voice from that direction.
she feels someone is looking at her.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ТВЕТЫ В БЛАНК ОТВЕТОВ №1!

Test 9

The first time I saw Ben was when his family moved in next door. It was a hot, sunny day and we’d heard mat the new neighbours were arriving that day. Our old neighbours, the Sharpes, had moved out a couple of months before and, to be honest, we had not been sorry to see them go. They were an argumentative couple and once a month there would be one or other of them at the door, going on about noise, or our cat, or where Dad parked his car. We were all hoping that whoever moved in next would make a bit more of an effort to get on.

That morning, Mum and Dad were both busy on various projects of their own. With Mum, it was her ongoing attempt to turn herself into her idea of a traditional housewife, at least for a weekend. She was going through a baking phase so she spent hours in the kitchen making biscuits that were either too hard or too sweet for even my young taste. She had a successful career as a lawyer so she didn’t take her domestic failure too badly. Dad was decorating one of the bedrooms. I was cycling up and down the street, looking for the removal van every time I reached the corner and turned back. I wanted to be the first to see it so that I could then be the one to dash inside with the news. Finally, a large green van with the words ‘Baxter’s Removals’ in gold lettering on the side turned into our street, followed by a blue car. I can’t say mat that was the moment when I first saw Ben, although I suppose I registered that there were people in the car. I was too busy dropping my bicycle by the side of the road and running into the house shouting, ‘They’re here! They’re here!’

Mum wiped her hands on a towel and said, ‘Yes, Katy. Let them settle in, though. We’ll give them a few hours before we start bothering them, shall we?’ I felt disappointed that her reaction wasn’t more like my own. I ran back outside and down our garden path to the front gate. I stood, on the gate, watching. By this time, the removal van and the car had both pulled up next door and two large workmen had begun to open up the back of the van. Inside were neatly packed items of furniture. The family had also got out of the car and were looking up at the house as if they’d never seen it before, although Dad said he’d seen them looking round when they were thinking of buying it. The man was tall and dark-skinned, while the woman was very beautiful and looked younger than my own mum. They were clearly enjoying die moment of arriving at a new place. A boy of about my own age stood between them, looking at me. He didn’t smile.

They unlocked the door and went inside, the workmen following with the first of their belongings. I watched for a while as they came back and forth with boxes, banging them down noisily, occasionally pointing to tell each other where to put things. I had an odd feeling of being watched and something made me look up. At one of the windows stood the boy, looking down at me. I smiled and he disappeared into the room. I had had such high hopes, and now it seemed that it was going to take a lot of hard work to make friends. I sighed and watched the workmen a little longer. Just as I was thinking of going inside to see how Dad was getting on, I heard a small voice behind me.

‘I’m Ben. Hello.’

I turned to see the boy standing behind me.

Test 10 В — 3

Прочитайте утверждения 1-6 и следующий за ними текст Установите соответствие между утверждениями и содержанием текста. Напишите цифру 1 — если утверждение верное, и цифру 0 ~ если утверждение неверное. Занесите свои ответы в таблицу.

1 Roald Dahl wrote a book called Matilda.

Matilda’s brother Mikey
is usually very kind to
her.
Mrs Trunchball is nicer
to Matilda than her
parents are.
Both adults and
children will find this
film funny.
The film is in a very
different style to the
book.
The person who wrote
the screenplay is also a
famous film director.

Several of Roald Dahl’s children’s books, including James and the Giant Peach and Charlie and the Chocolate Factory, have been made into successful films.

The film Matilda, directed by and starring comic actor Danny DeVito, is based on die Roald Dahl book of die same name and is perhaps the most successful adaptation of them all.

Mara Wilson stars as Matilda,- a sweet and intelligent six-and-a-half-year-old girl whose parents (Danny DeVito and Rhea Perlman) treat her terribly. When they’re not ignoring her, they’re mean and rude to her, and make her life a misery, as does her horrible brother Mikey (played by Brian Levinson).

Matilda is desperate to go to school and eventually her parents send her to Crunchem Hall, where the evil headmistress Mrs Trunchball (brilliantly played by Pam Ferris) treats her worse -if that’s possible — than her family does at home.

Matilda has friends at school, though, including her kind teacher Miss Jenny Honey (played by Embeth Davidtz), and she soon discovers she has some strange powers which enable her to fight back against the people who want to harm her.

Although Matilda, which was originally released in 1996, is a highly amusing children’s movie, much of me humour will appeal to adults too and the film is extremely well directed and acted. As a director, DeVito manages to capture completely the tone and style of the original book. Indeed, this is one of the rare occasions where the film of a book is equally good, if not better. The screenplay was written by Nicholas Kazan, son of the famous film director Elia Kazan.

The film is also known as Roald Dahl’s Matilda in some countries.

1	2	3	4	5	6

TEST 10 В — 2

Установите соответствие тем A—G текстам 1 ~6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. EXPENSIVE EQUIPMENT

B. CONFUSING RULES

C. NO WINNERS OR LOSERS

D. LEARNING AND ENJOYMENT

E. IN CONTROL

F. A MAJOR EVENT

G. A DANGEROUS ACTIVITY

1 In football and rugby it’s the ‘referee’, in tennis and cricket it’s the ‘umpire’. Whatever name each sport decides to give to this particular person, their role is essentially the same. They are in charge. They start and stop the game, they make sure the players follow the rules, and they have the power To make decisions when there are disagreements between players on opposing teams. With this power comes responsibility, however, and referees and umpires must be equally fair to both teams.

2. The most important game in American football each year is the Super Bowl. This is the final of the National Football League, which is held either on the last Sunday of January or die first Sunday of February. This championship game is so popular in the States that it’s always one of the most watched TVshows of the year. At any one moment during the game, approximately 80 to 90 million Americans are watching it on TV!

Motorcycle racing has been popular with riders and spectators alike for about a hundred years. The high speeds at which the riders go, however, can sometimes lead to disaster. For example, on the Isle of Man, which is a small island between England and Ireland, an annual motorcycle race called the Isle of ManTT has been held since 1907.The roads and tracks which the riders race on are extremely narrow, increasing the chances of accidents. Since the race started, almost 180 riders have been killed while racing there.
If you ask most people why they choose to do a particular sport, they’ll probably tell you it’s because it’s fun and gives them pleasure.They might also say that it helps keep them fit. Another major benefit of team sports such as football, basketball, cricket and rugby is that They can teach us to work together as a group. This is particularly useful for children, who can then use die skills they have learnt while doing sports in their working and social lives as adults.
Although most sports are competitive, involving individuals or teams trying to be better than their opponents, recreational fishing is quite different. Whether you’re salt-water fishing in die sea, or fresh-water fishing in a river or lake, whether you’re on your own or with other people, fishing is about relaxation, enjoyment and the occasional moment of excitement. There are no prizes for catching the most or the biggest fish, and no one goes home at the end of the day thinking they’ve lost. It’s not that kind of sport.
The games snooker and pool, both of which involve hitting balls into pockets on a table covered with material, are extremely popular in the UK, and many pubs have either a pool or a snooker table. If you want to play at home, Though, it can be costly. A full-size professional snooker table can cost several thousand pounds — The price of a new car, in other words — and a good ‘cue’, which is the name of The stick used to hit The white ball, can cost several hundred pounds.

№ текста	1	2	3	4	5	6
Тема

TEST 10

Although Julie had been with Mrs Worthington just three days, she had already learnt that her boss was the kind of person one had to be careful with. Her changes of mood could be rapid, she definitely did not tolerate failure, laziness or poor work and she firmly believed that everyone’s highest priority should be their work for the company. Julie was enjoying her job as Mrs Worthington’s personal secretary, but she knew that today would be tough.

For several days, Julie had been experiencing toothache. At first, it was merely a minor annoyance that could be ignored. ‘It’ll probably go away by itself,’ Julie told herself. ‘If not, I’ll see the dentist when I’m more settled here at work. It’s not that urgent.’

It didn’t disappear, however, and after an extremely uncomfortable night, Julie awoke to severe dental pain. ‘That’s just what I need,’ she said to herself. ‘Maybe I can get a dentist’s appointment for this evening, after work.’

Julie called the dentist’s. ‘I’m afraid the only time the dentist has available today is at 3.30 pm this afternoon,’ said the receptionist. Julie had to make an immediate decision. ‘I’ll take it,’ she said. The question was, how was Mrs Worthington going to react? Would she say, ‘Of course you can leave early, Julie. In fact, leave at lunchtime and don’t come back until you’re completely better.’? Julie knew a far more likely response would be something along the lines of: ‘Well, that really is most inconvenient. Couldn’t you have arranged to see the dentist in your own time? You have to think about the company as well, you know. We can’t all take time off whenever we feel like it. We’d never get any work done if we all spent the day running around seeing doctors and dentists. Can’t you change the time of your appointment?’

The pain was increasing in intensity, though, and Julie knew she had to see a dentist today. If the only solution was to leave work early and face Mrs Worthington’s displeasure, then so be it.

‘Here’s your coffee, Mrs Worthington,’ said Julie, as she went into her boss’ office for the first time that morning.

‘Thank you, Julie,’ said Mrs Worthington, without looking up. ‘Don’t forget I need those reports typed up by three o’clock at the latest. I’ve got a meeting with Mr Price this afternoon.’ ‘Yes, Mrs Worthington. I’ve nearly finished them. Umm … Sorry, Mrs Worthington, but I wonder if I could ask you something. It’s quite important.’

‘What is it, Julie?’ She looked up from the documents she’d been studying, and without giving Julie

a chance to reply, said: ‘Oh my goodness! What’s happened to your face? It’s all swollen on one

side. Are you all right?’

‘I’ve got really bad toothache, Mrs Worthington. I called the dentist and tried to make an

appointment for this evening but the only time he can see me is at half past three and I know that

would mean leaving early but I don’t know what else …’

‘Stop!’ said Mrs Worthington. ‘I quite understand. These things have to be dealt with or they only

get worse, don’t they? Get it sorted out, as quickly as possible.’

«Thank you, Mrs Worthington.’

‘Do you think you can work this morning, Julie? If you can’t, tell me and we’ll find a solution. If

you can, just finish those reports as quickly as you can and then go home. Have you taken anything

for it, by the way?’

‘No, I haven’t. I think I’d better wait as the dentist will probably have to give me an anaesthetic and you have to be a bit careful, don’t you? But, yes. I can definitely stay and finish the reports. It’s not that bad.’

‘Well, it looks bad enough. I do appreciate it, Julie. I really do.’

As Julie returned to her desk, she wondered if she hadn’t misjudged Mrs Worthington. ‘I couldn’t have asked for a more understanding person to work for — this morning, at least,’ she said to herself, and smiled, despite the pain.

TEST 10

А14 Julie knows that Mrs Worthington

thinks all of her staff are lazy and bad at their work.
is only in a good mood for a few minutes each day.
thinks that Julie is not hard-working enough.
wants Julie to put her work before everything else.

A15 When Julie says ‘That’s just what I need’, she

means the opposite of what she says.
is being optimistic about the situation.
is trying to pretend she is okay,
suggests she has found a solution.

A16 Julie expects Mrs Worthington to respond by

suggesting Julie sees a doctor instead.
allowing Julie to leave work early.
criticising Julie for being selfish.
telling Julie to stop complaining.

A17 Mrs Worthington doesn’t look at Julie because she is busy

drinking a cup of coffee.
talking to Mr Price.
typing some reports.
looking at some documents.

A18 Mrs Worthington interrupts Julie to

give her permission to see the dentist.
tell her to leave the building immediately.
express her displeasure at what she said.
find out some more information from her.

A19 Mrs Worthington asks Julie whether she

can think of a solution to the problem.
has taken any medicine for the pain.
has already finished typing the reports.
can tell her what work has to be done.

A20 When Julie leaves Mrs Worthington’s office, she

feels that she hadn’t misjudged Mrs Worthington after all.
wonders why she’d misjudged Mrs Worthington so badly.
recognises some good qualities in Mrs Worthington.
wishes Mrs Worthington had been more understanding.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2, ВЗ расположены в нижней части бланка. При переносе ответов в заданиях В2 , ВЗ буквы записываются без пробелов и знаков препинания.

TEST 11 В — 2

Установите соответствие тем A —G текстам 1 — 6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. EASILY LEARNED

B. EXTREMELY DANGEROUS

C. SADLY DISAPPEARING

D. REALLY VALUABLE

E. RARELY BEATEN

F. SURPRISINGLY SUCCESSFUL

G. QUICKLY GROWING

Draughts (or ‘checkers’ as the Americans call it) is one of the most popular games around the world. The rules are simple. Even young children have no problem working out how to play. The top players study moves in the same way that chess players do but anyone can pick it up and have a go. Getting to a high standard takes a lot of hard work and practice but the basics are not particularly difficult.
Since 1997, when the game Ultima Online became popular, many thousands of people have played all kinds of games online — and the numbers are still increasing rapidly. Every year, more and more people discover the pleasures of playing over the Internet and the next generation of games consoles are being designed with that in mind. There seems to be no sign that this explosion in online games will stop any time soon.
It has been called the greatest phenomenon in the history of games, but when Trivial Pursuit was created by two friends in 1981, few people had any idea what a hit it would be. It was a quiz game and none of the games companies expected i: to do well, until an American company became interested in it. Many millions of Trivial Pursuit games have been sold since then in 19 languages and 33 different countries.
Tigran Vartanovich Petrosian was chess world champion from 1963 to 1969. He dominated the game during those years and almost never lost. He was known as a player who was strong in defence and very few players got the better of him. In fact, his defensive play was so good that he was known as ‘Iron Tigran1. When he did lose, it was big news in Moscow chess circles.
It seems that there have been some big changes in the British playground. Twenty years ago, traditional children’s games were played in every school across the country during the break. These days, they are quickly being replaced by hand-held games consoles and other electronic games. Before long, there is a danger that traditional games could die out. Once they are forgotten, it may be impossible to bring these enjoyable pastimes back to the playground.
In 1831, a farmer on the Isle of Lewis, north of mainland Scotland, discovered sets of chess pieces that dated from the middle of the 12th century. Carved from walrus tusk, it is almost impossible to put a price on these pieces because they are a unique find. There are 78 pieces in total, 67 in the British Museum and the rest in the Edinburgh National Museum. Whatever they are worth, you can be sure it’s a lot more than the average chess set.

1	2	3	4	5	6

TEST 11 В — 3

Прочитайте вопросы 1 — 6 и рекламные объявления A —G о спортивных центрах и установите соответствие между вопросами и рекламными объявлениями. В каждом тексте вы найдете ответ только на один вопрос. Занесите свои ответы в таблицу, приведенную ниже, где под номером вопроса впишите соответствующую букву. В задании один текст лишний.

Which sports centre …

is more than thirty years old?
offers discounts for beginners?
has recently grown larger?

4 charges extra for the use of equipment?

provides equipment for the disabled?
organises special events for children?

A Redwood Sports Complex

We offer a full range of sports and exercise sessions with trained members of staff. Whether you’re looking for a new hobby or just want to get in shape, Redwood Sports Complex has something for young and old alike. For membership rates, please call.

Crooksworth Sports Centre

Crooksworth Sports Centre has been serving the local community for over three decades. It’s the
largest recreation centre in the region. Membership costs just £40 per year (children and seniors
/20) and for that you get training and use of all equipment.

C Dentington Sports Centre

Dentington Sports Centre is a great place to work out. You can now fit your exercise session into
your lunch break with ourWorktime programme. Younger members will also enjoy our after-school club, Kicks for Kids. One month’s membership costs £5, while a year’s membership is £50 (contact us for details of discounts).

D Sir Peter Walker Sports Centre

With the newly-built swimming pool, the Walker Centre is now even better. It’s got the best indoor rock-climbing wall in the country, where training is given by climber Denise Holmes. Join for a year (£45) or a trial membership of a month (£7). Please note that an extra charge is made for the sessions with Denise Holmes.

E West Norton Recreation Centre

Although the West Norton Recreation Centre is offering a reduced service until the new
gymnasium is completed, there’s still lots to do. If you’re thinking of taking up a new hobby, why
not try our Newcomers Scheme, where you pay half-price to try a new sport? Please note that
there is no wheelchair access until the building work is completed. F

1	2	3	4	5	6

Inborough Sports Centre (ISC)

The newly-opened sports centre at Inborough has an Olympic-sized swimming pool, together with
a fully-equipped gym. The ISC philosphy is that sport is for all, so we’re pleased to be able to offer
special exercise machines for members in wheelchairs. Children are welcome to join ISC, but there
are no discounts on the membership fee of £55 per year

Herne Sports and Leisure Complex

We are offering a full year for just £20 (OAPs and children £16), although that does not include the use of equipment such as rackets, for which a small charge is made. However, feel free to bring your own equipment and take advantage of the lessons we run at no extra cost.

TEST 11

The plane circled and the pilot pointed down into the Australian desert below.

‘That’s the runway there,’ he said, ‘next to the store.’ Nancy looked. There was a strip of level ground next to a few wooden buildings. It looked small and unimportant in the middle of the empty stretches of red earth and small bushes that stretched as far as the eye could see, but Nancy knew that it was a vital link to the outside world for the farmers in the area. As she looked, a figure appeared at the door of one of the buildings and waved up at them. The pilot turned the plane expertly and they soon touched down on the line of hard sand. They came to a stop by the largest building and Nancy stepped out. A woman of perhaps forty held out her hand.

‘Hi. Welcome to Carter’s Cross. I’m Shelley.’ Nancy looked at her. She was not unattractive, although long hours in the sun were beginning to take their toll and she had a number of lines and wrinkles. Nancy was surprised to see that her clothes were quite fashionable, despite a bit of dust. Something in Nancy’s expression must have communicated itself to Shelley because she laughed and said, ‘We’re not quite as backward as you might think. This is the 21st century.

Come on into the store.’

They went inside while the pilot checked his plane. The store was well stocked with farming equipment, tinned food and clothes. An old man was cleaning the counter. He looked up when they entered and then carried on with his task without catching Nancy’s eye.

‘Now, come on, Dad,’ Shelley said. ‘We all know how you feel about them finding oil outside Carter’s Cross, but that’s no reason to be rude. This is Nancy Edwards, from the university.’ She turned to Nanсy. ‘He’s stuck in his ways. Thinks it’ll mean the end of farming round here.

Not such a bad thing, if you ask me.’

‘Well, nobody did ask you.’ It was the old man. ‘My granddad farmed this land, and so will my grandson. I’m not having this land turned into a great big ugly oil refinery.’ He looked at Nancy. ‘And I won’t be bought off, either.’

Nancy had heard from her colleagues that this kind of resistance just disappeared when people realised quite what the find was worth and they happily packed up and headed for the comforts of the nearest city. She hoped this time would be no exception.

‘I’m here to assess the environmental impact, Mr Williamson,’ Nancy said:’I have no intention of building anything.’The old man looked at her and then walked to the door. He pointed out at the land.

‘Environmental impact?’ He shook his head. ‘What environment? It’s a baking desert and a person’s got to work hard to make a living off sheep in a land like this. You aren’t going to find any endangered species out there, and so you’ll go back and write your report and the oil

companies will move in. But there’s one thing that I bet you don’t mention in your report. The

village.’ He looked out into the sun again. Nancy was a little confused. There had been no

mention of a village in any of the information she had read.

‘What village?’ she asked.

‘There are ten farms that rely on this store. Together, they cover an area of nearly 400 square kilometres. And they’re our neighbours. We never miss a birthday, or a wedding, or any other event. You’re going to destroy our village.’ Nancy could think of nothing to say. Shelley shrugged her shoulders. Nancy wandered back to the plane to get her equipment.

TEST 11

A14

А15

А16

А17

А18

А19

А20

The buildings Nancy sees from the plane are

smaller than she expected.
very important to the local people.
left empty most of the time.
used to store farming equipment.

The phrase ‘take their toll’ in paragraph 2 means that

the sun has improved Shelley’s appearance.
Shelley enjoys spending time in the sun.
Nancy and Shelley both find the sun too hot.
the sun has damaged Shelley’s skin.

Shelley laughs when she realises that Nancy

wasn’t expecting her to be wearing new clothes.
didn’t know mat there would be so much dust.
is using strange expressions.
wants to be invited into the building.

The man ignores Nancy at first because he doesn’t

like meeting new people.
approve of what is happening.
see her behind Shelley.
want her to see how upset he is.

Nancy hopes that the old man will change his mind when

he learns how comfortable the city is.
he sees there is no point hiding his true feelings.
he is offered enough money.
she explains how important the find is.

Mr Williamson believes that

Nancy has no intention of doing her job properly.
the discovery of oil mreatens the local wildlife.
the oil companies will ignore what Nancy tells them.
there is no wildlife worth saving in the area.

Nancy doesn’t understand Mr Williamson’s reference to ‘the village’ because

it covers a large area and is never marked on maps.
the oil company didn’t give her all the relevant information.
he’s talking about relationships and not a physical place.
it’s a long way from where they are.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1!

TEST 12 В — 2

A. GOING ABROAD

B. BECOMING RICH

C. LIVING WITHOUT MONEY

D. BUYING PROPERTY

E. EARNING MONEY

F. USING PLASTIC

G. HELPING THE POOR

The World Bank is officially part of the United Nations. Its aim is to fight poverty around the world and, to do that, it lends money to governments and countries which need financial help. Since it was created in 1945, after the end of the Second World War, the World Bank has helped improve the lives of millions of poor people in many different countries.
Credit cards have made shopping much easier for millions of people. With a credit card, you don’t have to carry lots of cash with you when you go shopping. You just need to take one plastic card with you. With credit cards, you get a bill at the end of each month. If you pay the bill immediately, you don’t have to pay the credit card company any money. If you delay paying some or all of the bill, however, the credit card company charges you extra.
In America it’s the dollar and in Russia it’s the rouble. Many countries have their own ‘currency’ -their own money. This means that when you travel from, say, Russia to the USA you have to exchange your roubles for dollars, as shops in America don’t accept roubles. Many countries in Europe, such as France, Germany and Italy, |now have the same currency, called the euro. This means that Italians travelling to Germany don’t have to worry about exchanging money when they travel.
In Britain, people who work receive either a ‘salary’ or a ‘wage’. They are both money that workers receive, but there are small differences between them. If you get a salary, you are paid at the end of each month. A job with a salary of £20,000 means that you get that amount over a year, not each month. A wage is usually paid at the end of each week. A factory worker in Britain might get a weekly wage of about £300.
Most people do not have enough money to pay in cash if they want to buy a house or a flat. Because of this, they have to borrow money from a bank. The name for the loan that most people get when they buy property is a ‘mortgage’. In Britain, it’s common to get a mortgage for up to twenty-five years. In other countries, it’s more common to get a mortgage that lasts for only ten or fifteen years. When you’ve finished paying your mortgage, the building is yours!
What would the world be like if we didn’t have money? It would be a very different place! We would probably have to exchange different things to get what we needed. For example, imagine that you heeded some bread. You would go to a baker, but you couldn’t buy the bread with money. You would have to give the baker something that the baker needed. If you were a farmer, perhaps you could offer the baker some fresh vegetables. It would be very difficult to get everything we needed, wouldn’t it?

1	2	3	4	5	6

TEST 12 В — 3

Прочитайте вопросы 1 — 6 и рекламу театральных спектаклей A— G. Установите соответствие между вопросами и рекламной спектаклей. В каждом тексте вы найдете ответ только на один вопрос. В приведенной ниже таблице под номером вопроса впишите букву, соответствующую тексту, в котором вами найден ответ В задании один текст лишний.

Which production …

has only two actors performing?
involves a police officer?
partly concerns young people’s fashion?

4 includes songs written for the show?

5 involves someone talking about their work?

6 is based on a well-known book?

What’s On At The Theatre

February

A Let The Good Times Roll . Shaftsbury Theatre — Plymouth

Let The Good Times Roll is a comedy for all the family. Set in the late 1950s, the play is a humorous look at the relationships between two teenagers and their parents. The kids are mad about rock ‘n’ roll and uhe parents are mad with their kids for what they wear and the music they like!

Working For A LIVING Angel Theatre — Exeter

A new musical written specifically for the Angel Theatre Company by John Chappell, Working For Л Living shows us office life as we’ve never seen it before! With secretaries singing their hearts out at the photocopying machine and managers dancing on their desks, you’re assured of a fabulous and highly entertaining night out.

C The Doonray Affair • Torbay Theatre — Torquay

When strange messages start appearing on the notice board of a sleepy Yorkshire village, the inhabitants are confused. When a horrifying murder terrifies them, it’s time for Chief Inspector Carlton to try and discover what’s going on. Will he find the murderer before another innocent person is killed?

Richard and Liz • Theatre Royal — Topsham

Corin Davers stars as Richard Burton and Wendy Davis is Elizabeth Taylor in this two-person production exploring the relationship between two of the most famous film stars of the twentieth century. Their love for each other was powerful, but so was their jealousy and ambition. There’s never a dull moment when Richard and Liz get together!

E Talent Contest • Lydford Theatre — Lydford

On Friday 17th February, the 13th Annual Lydford Talent Contest gives you the chance to show off your talents! If you can sing, dance, tell jokes, juggle or do anything else that’s entertaining, contact Pete Graham on 2341 5654333 before 31« January.

F Alice In Wonderland • Tavistock Theatre — Tavistqck

This new adaptation of Lewis Carroll’s famous children’s book has been especially designed for younger children (aged 3-10). The show’s only one hour long, the costumes are fantastic and there’s lots of audience participation. Saturdays and Sundays only. Don’t miss it!

G Roger Linbuck — Live! — Harvest Festival Theatre — Exmouth

For one night only (Tuesday 14th February), successful local poet Roger Linbuck will be reading poems from his latest collection and answering questions about the life of a poet. His latest book Devon Dumplings will also be on sale, and Roger will be happy to sign copies after the event.

1	2	3	4	5	6

TEST 12

Whether you call it a ‘gap year’, a ‘year out’ or a ‘year off’, the decision to delay going to university for a year after leaving school is a difficult, but important, one.

Becky Roberts, now studying history at the University of Warwick, doesn’t regret herdecision to take a year off. ‘I’d worked so hard for my A levels,’ she says. ‘I knew it would do me good

to do something totally unrelated to studying before embarking on a three-year degree course.

My year off working for my dad’s company wasn’t a holiday by any means, but it was a break

from the world of education, and that’s just what I needed.’

Carl Sanchez agrees. Now halfway through a biology degree at Cardiff University, Carl spent

much of his gap year travelling. ‘I worked for about three months to save up enough money,

then went to stay with some friends who live in France. I ended up travelling round most of

Europe, and even got over to Russia for a few weeks, which was fantastic’

Both Becky and Carl enjoyed their year off, but do they feel it’s benefited them in terms of

their university life now? ‘Definitely,’ says Carl. ‘When I left school, I was a normal, fairly

irresponsible eighteen year-old. I hadn’t been anywhere, I hadn’t done anything. A year later,

when I went to university, I felt much more like an adult than a child.’

‘I know a few people at Warwick who took a year off,’ says Becky. ‘Generally, we’re more

dedicated to our studies than those students who came straight from school. We’ve got

different priorities. We want to have fun, of course, but we realise we’re here to get our degrees.

I don’t think some of the others have quite realised why they’re at university yet.’

There are drawbacks to taking a gap year, though. Penny Cartwright went straight from school

to study medicine at Imperial College, London. ‘I thought about taking a gap year but decided

against it and don’t regret the decision for a minute. Becoming a doctor takes such a long time

— I’ll be about 26-year’s old before I can start earning any money — that the sooner you start,

the better, in my opinion. It might be fun, but it’s really just a wasted year in terms of career

development.’

There’s also the financial consideration. If you do decide to take a year off, and you don’t want

to work the whole time as Becky did, you have to be able to pay for it. Susan Jenkins, a

Careers Officer, points out that parents are now less likely to fund their child’s year off.

‘Twenty years ago, it was fairly common for parents to say to their son or daughter, ‘Here’s

two thousand pounds, go and have fun abroad for a few months.’ Nowadays, because parents

have to pay so much more for their child’s education while they’re at university, they just can’t

afford to pay for this extra year too.’

One option, of course, is to do what Carl did: work for a few months in order to save up for a

trip abroad. Another option is to find casual work while travelling abroad. ‘There are now a lot

of books and websites with loads of information for people who want to do this,’ says Susan.

‘It’s a great way to see the world, gain experience, and get money for living expenses all at the

same time. But don’t expect to earn enough to save any money.’

So, should you take a gap year? The answer is: it depends. If you want a break from books and

essays, then it’s probably a good idea — as long as you, or your parents, can afford it and as

long as you’re going to do something worthwhile during your time off. Sitting at home

watching TV doesn’t count! If you want to get your degree and start regular employment as

quickly as possible, a gap year may not be so sensible.

TEST 12

А14 Becky took a year oil’ because she

needed to see what working for her father was like.
felt she needed a long holiday before university.
had done so well in her A level exams at school.
wanted to do something different for a while.

A15 Carl says that a year off helped him

1) learn the importance of saving money.

2) become more mature and experienced

3) make friends in many different countries.

4) become more knowledgeable about geography.

A16 According to Becky, students who didn’t take a year off

are less hard-working than those who did.
probably won’t end up with a degree.
don’t want to have fun at university.
are less intelligent than those who did.

A17 According to Penny, a year off

should be taken when you’re about 26 years old.
is better once you’ve actually started your course.
merely delays the time when you can get a job.
can be enjoyable and useful for your future work.

A18 In the past, parents were more likely to

pay for their child’s education at university.
encourage their child to go straight to university.
force their child to take a year off before university.
give their child money to help with their year off.

A19 Susan issues a warning about

1) information from books and websites.

2) low wages for casual work abroad.

3)paying for everyday expenses abroad.

4)the difficulty of finding casual work.

A20 This article would probably not appear in

1) a textbook for university students.

2) a handbook for school-leavers.

3) a magazine for young people.

4) the education section of a newspaper.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ МП

TEST 13 B — 2

A. FAST HUNTER

B. POWERFUL DIGGER

C. PATIENT KILLER

D. TALENTED BUILDER

E. FAITHFUL FOLLOWER

F. STRONG LIFTER

G. CLEVER HELPER

1 You may have seen dolphins performing tricks, but did you know that they are amongst the most
intelligent creatures on the Earth? They are so intelligent that they can be trained to assist divers in the
sea. They are sometimes used by the US Navy to search harbours for mines. They also seem to know

‘when humans in the sea are in trouble. There have been a number of reports of dolphins protecting swimmers from sharks until the humans can escape.

How do you get a duckling to go everywhere you do? The secret is to take advantage of its powerful
instincts. A duckling is programmed by nature to think that the first large moving object-it sees is its
mother. This is so that it doesn’t get lost while very young. If, instead, the first thing it sees is a
human’s green Wellington boots, the duckling will go wherever the boots go.
Imagine carrying a huge leaf or an enormous piece of food on your back that weighs 50 times more
than you do. It sounds impossible, but that’s exactly what millions of ants do every day. Different ants
might have different jobs in the colony and for some of them that means going out and about,
searching for things to eat. Once they find a small piece of fruit or a grain of sugar, they have to bring it
back home — and the only way to do that is on their backs.
One of the most unusual spiders in Australia is the trapdoor spider. This spider doesn’t spin a web in a
bush or tree but creates a trap on the ground. It digs a hole and covers the entrance. It then waits,
sometimes for hours, for its prey to walk into the trap. When it finally senses an insect such as a beetle
or a moth outside, the trapdoor spider comes out and takes its meal back into its hole to enjoy in
private.
Most birds collect twigs and leaves to create a nest, and you’ve probably seen them in trees. However,
most birds look like beginners next to the weaver birds of Africa. The weaver birds put together an
enormous nest 10ft high and 15ft across. The nest is more like a block of flats! It consists of up to 300
separate ‘rooms’, each with a nesting pair of birds inside, which get into their private nest through a
tunnel at the bottom.
The cheetah is perfectly suited to a life where speed is all-important. It spends its time on the wide
open plains of Africa, searching for food and caring for its young. A cheetah can reach speeds of up to
70 miles per hour for short periods, and it needs every bit of that speed to catch its prey. Gazelles and
other similar animals are quick and the cheetah has to be quick to catch them. Despite their ability to
run so well, the cheetah is still only successful in catching its prey about fifty per cent of the time.

№ текста	1	2	3	4	5	6
Тема

TEST 13 B – 3

1 Birmingham grew because it was easy to get coal and iron there.

2 The Birmingham Carnival lasts for a month.

3 People from lots of different cultures live in Birmingham.

4 Every year, actors perform at Aston Hall.

Birmingham is England’s second city. It has always had a good supply of water and the easy access to coal and iron meant that it became an important industrial centre. Today, heavy industry is less important to Birmingham. Other parts of the local economy, such as shopping and tourism, now provide jobs and an income for many people.

One of the highlights of the year is the Birmingham Carnival. This takes place one day in August and includes music, dancing, food and arts and crafts. It is a great opportunity to find out about the many different cultures that make up modern-day Birmingham. The city has Chinese, Muslim, Hindu and Sikh communities, all with their own cultural traditions.

A great place to visit in the local area is Aston Hall. Completed in 1635, the hall contains examples of furniture and paintings from different historical periods. Every two years, you can attend ‘Aston Hall by Candlelight’, when die house is lit by candles and actors recreate a l7th -century Christmas.

5 Ships from Glasgow took rum and tobacco to America.

6 Glasgow recently became well known for its sport.

Glasgow is a modern, multicultural city in Scotland witii a long history. Starting as a fishing village, by the end of die 18th century it had become a centre for shipbuilding. Being on the west of Scotland meant that it was in an excellent position for sending ships full of cloth and iron to America and the West Indies. These ships brought back sugar, rum and tobacco and Glasgow grew. Many local merchants became rich through trade.

Glasgow has long been famous for its sport. The two biggest teams in Scottish football, Celtic and Rangers, are both based in Glasgow and it was the European Capital of Sport in 2003. There are three world-class football stadiums in Glasgow and the Glaswegians (as people from Glasgow are called) are very proud of their sporting history.

1	2	3	4	5	6

TEST 13

When they first saw the dog, they weren’t sure, in fact, that it was a dog. A small pile of rubbish by the side of the litter bin began to move. Verity and Sally, walking past on their way to the beach, both jumped back, expecting a rat to emerge from the litter. What they saw instead was the back end of a small brown dog, which seemed to be connected to a plastic bag. They both let out shrieks of delight.

‘Oh, it’s a puppy!’ cried Verity, and bent down to release the dog’s head from the plastic bag. The dog looked up at them with ketchup on its face. Now that they could see the whole animal, it was clear that it was not quite as young as Verity had thought at first sight. It carried one or two scars of life on the streets — it had a cut below one eye and one ear seemed to be permanently at an angle — but on the whole it was not in bad health for a stray dog. Its coat was shiny and you couldn’t see its ribs under the skin, like you could with many dogs in a similar position. Judging by the litter bin, visitors to the beach were a good source of chips, hot dogs and hamburgers without knowing it. The dog sat, looking up at the girls with its tongue hanging out as it panted.

‘Come on,’ said Verity. ‘Let’s take him down to the beach!’ Sally hesitated a moment before agreeing. She could see where it was leading. Her father always told her to walk away from a stray animal because there was a danger you would want to keep it. Then it would be harder when you actually did have to walk away. However, she couldn’t deny that the dog was cute, so she was pleased when it trotted along behind them on the way to the beach.

They spread their towels on the beach and got sun cream out of their bags. When they turned round, the dog had settled on one of the towels as if he owned the place. He seemed glad of the opportunity to rest and Verity could imagine the constant battle he faced each day to survive. Apart from the search for food and shelter, which perhaps were less of a problem here than they would have been in the city centre, there was the competition from other dogs. This dog must be pretty smart, she decided, to survive against the others because he certainly wouldn’t win too many fights, even if his injuries showed that he didn’t give up easily.

They spent the day lazing in the sun, swimming and playing beach tennis. The dog joined in after resting for a while. To the casual observer, it would have looked like two girls and their dog playing together. Sally knew, however, that that wasn’t the case and she was dreading the moment when they would have to leave. Eventually, the sun began to set and it got cooler. Verity stared at the sun, as if willing it to stay in the sky for another hour. She avoided looking at Sally and didn’t seem to notice Sally looking at her watch. Verity stroked the dog, which was lying on the towel next to her. Sally knew that they couldn’t put it off any longer.

‘It’s probably time we were getting back,’ she said at last. Verity turned round and Sally saw tears running down her face. The dog looked from one of them to the other and waited.

TEST 13

А14 Verity and Sally’s first reaction is

amusement at the dog’s appearance.
worry about the dog’s condition.
fright at what might be under the rubbish.
curiosity at the dog’s behaviour.

A15 The dog seems to be

in good condition despite its injuries.
in a worse state than most stray dogs.
rather overweight for its size.
in urgent need of medical attention.

A16 It seems that people who go to this beach

enjoy feeding the stray dogs.
are careless with their rubbish.
throw a lot of food away.
don’t know they are harming the dogs.

A17 Sally doesn’t immediately agree to take the dog to the beach because

they don’t have a lead to put on the dog to control it.
her father stops her from doing what she wants to do.
she thinks the dog might be dangerous, in spite of his appearance.
she doesn’t want to form a relationship with the dog.

A18 Verity thinks that the dog

needs their help to avoid the other dogs.
is a coward when it comes to fighting other dogs.
is more attractive than the other dogs.
uses his brains to beat the other dogs.

A19 The girls don’t want to leave the beach because

they think the dog will be attacked.
they want to sunbathe for another hour.
they want people to think it’s their dog.
they are trying to delay leaving the dog.

A20 Sally feels uncomfortable because

she and Verity have argued about the dog.
she thinks that someone is watching them.
she knows that leaving the dog will be hard.
she wants to get rid of the dog without Verity knowing.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № 1 !

TEST 14 В — 2

Установите соответствие тем A — G текстам 1-6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. FINAL PRACTICE

B. PERFORMANCE PROBLEMS

C. UNSEEN PEOPLE

D. ACTORS’CLOTHES

E. REMEMBERING WORDS

F. INFORMATION BOOKLET

G. WRONG WORDS

Congratulations! The director’s just called and you’ve got the part you wanted in the play. Now comes the difficult bit: learning your lines. If it’s a main part, that’s a lot of speech to memorise. So how should you learn the script? Firstly, don’t panic. You don’t have to be word perfect in the first rehearsal and, the more you actually rehearse on stage, the easier memorising your lines becomes. But there is a let of work to do at home too.
The last rehearsal of a play before the first performance is called the ‘dress rehearsal’. Dress rehearsals almost never go well. Indeed, many actors believe that if the dress rehearsal goes well, the first performance in front of the public will be a disaster! The dress rehearsal is probably ;he first time the whole play has been performed from start to finish in one go. It’s also probably the first time all the costumes have been worn, the lighting plan has been followed, and all the props have been used.
Costumes are an extremely important part of any production. If you get the costumes wrong, you create the wrong atmosphere, and that can be disastrous for a play. It’s also very important for an actor to feel comfortable in what they’re wearing. There are practical considerations here. A costume may be lovely to look at, but if it stops an actor from moving in the way that he or she wants to, then it’s getting in the way of the performance and should be changed.
One of the worst things you can do to an actor before a performance is wish him or her ‘Good luck!’. In the theatre in Britain, saying ‘Good luck!’ is considered very bad luck, and should be avoided at all costs. If you want to express the meaning without actually using those words, you should say ‘Break a leg!’. This doesn’t mean, of course, that you want the actor to break a leg. It means you hope that their performance is a success.
The programme is the audience’s first contact with the play on the night, and it’s important to make a good impression. A good programme should give background information about the play if necessary, short biographies of the playwright, the cast, and director and the full cast list, including the names of the characters they are playing. The names of all the backstage crew should be listed in the programme too. If there are different scenes and acts in the play, these should be mentioned. If there’s an interval, that should be indicated as well.
A play cannot be put on without a number of people who the audience never get to see. The director is one such person. There’s also the backstage crew, and they do an extremely important job. The director has responsibility for the play during rehearsals, but it’s a member of the backstage crew, the stage manager, who’s in charge during performances. Lighting technicians, costume designers and sound engineers are all also part of the backstage crew.

1	2	3	4	5	6

TEST 14 В – 3

Прочитайте утверждения 1 -6 и следующий за ними текст Установите соответствие между утверждениями и содержанием текста. Напишите цифру 1 — если утверждение верное, и цифру О — если утверждение неверное. Занесите свои ответы в таблицу.

1 The ancient Egyptians

made use of the sun to help

tell the time.

2. The ancient Chinese were unable to measure time.

3.The first mechanical
clocks had bells rather
than hands.

4. The hand on a table
clock moved every fifteen
minutes.

5. Most people say that
Galileo invented the
pendulum clock.

6. Clocks nowadays are
used for more than just
showing us what time
it is.

1	2	3	4	5	6

What time is it? To answer that question today, all we have to do is look at a watch or clock. It wasn’t always that simple, however.

For thousands of years, people have wanted a more accurate way of telling the time than merely looking at die position of the sun in the sky to see how close to dawn or nightfall it is. We know that the ancient Egyptians had sundials, which required sunlight to work, and it is thought they also had a way of measuring time using running water. The ancient Chinese also developed non-mechanical ways to measure the passing of time. The first mechanical clock appeared around the 9Ih century. This did not have hands as modern clocks do. Early mechanical clocks ‘told’ the time by ringing bells, although they were not very accurate.

The first reasonably accurate clocks were developed in Italy in the 13th century. Unlike modern clocks, they did not tell the time to the nearest minute; rather, they announced when an hour had passed.

Table clocks became popular in the 1500s. They usually only had one hand, which had four possible positions each hour, allowing someone to tell the time to the nearest fifteen minutes.

In 1657 the pendulum clock was invented. Although Galileo came up with a similar idea first, it is Christiaan Huygеns who is generally considered to be the inventor. Since then, clocks have become more and more accurate. Today, clocks are not just used to tell us the time. They are also used to control other devices. The clock on a video cassette recorder, for example, can be programmed to start and stop recording at a certain time

TEST 14

When Carrie joined the school’s debating team, she hadn’t considered die fact that she would have to speak confidently and clearly in front of an audience of strangers. She’d merely gone down the list of possible Thursday afternoon activities, crossing off first the ones which she liked die least. When there was one activity left on the list — the Debating Club — she thought to herself, ‘Well, at least it’s indoors.’ She put a tick next to it and thought no more about it. The reality of what membership actually involved sunk in the following Thursday. ‘This year, we’ll be competing with schools in the local area,’ said Miss Forbes. ‘The first debate is next Saturday evening at Daversham College. We’ll need two speakers, and die topic is capital punishment. We have to argue in favour of it. Any volunteers?’

There was silence in the room. ‘Nobody?’ said Miss Forbes. ‘Well, in that case I’ll decide who’s going to speak. Alison, will you do the main, five-minute speech, and Carrie, can you do the two-minute summing up at die end?’

Although Miss Forbes had phrased it as a question, it was not die kind of school where you could say no to a teacher. ‘Yes, Miss Forbes,’ said Carrie weakly.

Miss Forbes explained to Carrie exactly what she would have to do. ‘The actual summing up of our main arguments should be the last thirty seconds or so of your speech. That bit’s easy, and can be written in advance. Discuss with Alison what the main points she’s making are. For the first minute and a half, though, you have to respond to the points made by die opposition, and explain why they’re wrong. I won’t lie to you, it’s not easy. You have to listen very, very carefully to what they say in their main speech, make notes as you listen, and come up with reasons why those points are wrong.’

Carrie was terrified. She’d never done anything like this before in her life, and was sure she would make a fool of herself. What if she couldn’t think of anything to say? A minute and a half is a lifetime when you’re standing in front of a microphone and everyone’s looking at you. Still, at least none of her friends would be there to see her mess up. ‘Thank goodness it’s not at our school,’ she thought.

The debate at Daversham College was held in the Main Hall. The whole school was present. The rows of unknown faces seemed to Carrie to be waiting for her to fail. Her heart had never beaten so fast, and as she walked across the room with Alison and Miss Forbes, her hands were shaking so much she could hardly hold the pen and paper she was carrying. Alison opened die debate. Although she had written her speech out in full, she rarely glanced at the papers in front of her. ‘She must have learnt it by heart,’ thought Carrie admiringly. Alison made some forceful arguments, her points were clear, her timing was excellent, and there was thunderous applause as she sat down. Carrie just had time to whisper, ‘Well done, AH. Great job!’ before the main speaker of the opposing team stood up. ‘Come on, Clare Dalton of Daversham College,’ thought Carrie. ‘Say something ridiculous that I can easily argue against.’

For the first thirty seconds of Clare’s speech, Carrie couldn’t find any points to disagree with. She stared at her blank piece of paper, and dreaded what would happen if it remained blank for the whole five minutes. Suddenly she found herself thinking, ‘Wait a minute. What she’s just said doesn’t make sense. Does it? No, it doesn’t!’ As quickly as she could, she wrote down Clare’s exact words, and made a note next to them as to why her point was illogical. ‘One or two more like that,’ thought Carrie, ‘and I’ll be able to make a speech after all.’

TEST 14

А14 Carrie had chosen to join the Debating Club because it was

at the bottom of the list of possible activities.
the only activity which didn’t take place outdoors.
the activity on the list she disliked least of all.
a chance to give speeches in front of strangers.

A15 The following Thursday, Carrie realised for the first time that

she would actually have to speak in public.
she didn’t believe in capital punishment at all.
Miss Forbes would always decide the speakers.
she was allowed to volunteer to be a speaker.

A16 Miss Forbes told Carrie that Carrie’s main responsibility would be to

help Alison come up with a list of points to make.
write Alison’s speech for her before the debate.
answer the opposition’s questions during the debate.
disagree with arguments made by the opposing team.

A17 Carrie was glad the debate had been arranged at another school because

she would be able to use a microphone there.
her friends wouldn’t be able to see her fail.
the atmosphere would help her succeed.
she had never taken part in a debate there.

A1S In the Main Hall before the debate, Carrie felt that everyone in the room

could hear her heart beating.
was looking at her hands shaking.
expected her to do badly.
knew she would drop her things.

A19 Carrie was particularly impressed that Alison

1) had written her speech on several pieces of paper.

2) had made so many clear, forceful arguments.
.3) didn’t look at the papers in front of her at all.
4) had memorised her speech before the debate.

A20 During Clare’s speech, Carrie was surprised that she

had found a point to make in her own speech.
was able to remember Clare’s exact words.
had time to make a note next to Clare’s words.
could make notes on the piece of paper so quickly.

По окончании выполнения заданий В2, ВЗ и А14-А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ № l!

ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В2, ВЗ и А14-А20 располагаются в разных частях бланка. В2. ВЗ расположены е нижней части бланка. При переносе ответов в заданиях В2, ВЗ буквы записываются без пробелов и знаков препинания.

TEST 15 В — 2

Установите соответствие тем А — G текстам 1-6. Занесите свои ответы в таблицу. Используйте каждую букву только один раз. В задании одна тема лишняя.

A. HOUSING SOLUTION

B. TRANSPORT IMPROVEMENTS

C. SAFE AREAS

D. NATURAL REGIONS

E. MODERN ARCHITECTURE

F. PROTECTED HISTORY

G. GENEROUS BUILDERS

1 Between 1946 and 1970, 21 new towns were built in Britain. Town planners knew that the number of people in Britain was going to increase and those people would need somewhere to live. Eight of these new towns were built in the areas surrounding London and were designed to provide homes for .the growing population of the city. The others were built to provide accommodation in other areas where large numbers of people worked. More than two million people now live in new towns.

The amount of traffic on Britain’s roads increased quickly after the Second World War. People knew
that the road system was not good enough for the increase, so motorways were built. These are large
roads that are designed to take a lot of heavy traffic, with three lanes in each direction. The first
motorway, which today is part of the M6, opened in 1958. It was an immediate success and since
then motorways have continued to make travelling by road faster.
In order to protect areas of countryside, a number of English towns have created what are known as ‘green belts’. Building within a green belt is very tightly controlled and the area is protected from
housing developments. This helps to prevent towns from growing so much that they destroy the
beauty of the surrounding areas. Since 1955, 14 different green belts have been set up, covering
about 12% of England.
In nineteenth century Britain, many factory owners and other businessmen made large amounts of
money. In some cases, they decided to give something back to their community by providing money
to build schools, libraries or hospitals. Many wealthy Victorians (as the people who lived under
Queen Victoria are called) felt it was their responsibility to provide places where the poor could learn
and improve their chances, or where they could get healthcare. A number of these buildings still
stand today.
Since the 1960s, many British towns have created ‘pedestrianised areas’. Cars are not allowed in
these areas and they are sometimes known as ‘auto-free areas’. They enable people to shop on foot
without fear of being in an accident. Visitors to the town centre feel more comfortable and don’t have
to avoid traffic or worry about their children, as they would if cars were permitted.
Buildings in Britain that are important might be added to a government list. These listed buildings
may be special for archaeological reasons or they may be of historic interest. There are many
restrictions on changing listed buildings in order to preserve their character. A number of churches,
large country houses, castles and museums are listed so that future generations can enjoy them and
the owners can only change them after getting special permission.

1	2	3	4	5	6

TEST 15 В — 3

Прочитайте утверждения 1 -6 и следующий за ними текст. Установите соответствие между утверждениями и содержанием текста. Напишите цифру 1 — если утверждение верное, и цифру 0 — если утверждение неверное. Занесите свои ответы в таблицу.

Yellowstone is named
after the man who
discovered it.
American Indians first
heard about the area
in 1806,

Another name for Yellowstone National Park is Old Faithful.

4 Yellowstone National Park is the only place on Earth where geysers exist.

It is possible to stay in a tent inside the park.

6 Wblves can be seen today in Yellowstone National Park.

1	2	3	4	5	6

Yellowstone National Park is in the north-west corner of the American state of Wyoming. This national park covers an area of 3,470 square miles and its name comes from certain rocks that have a yellow colour because of the chemicals in them. It was explored by a man named John Colter in 1806, although native American Indians had known about the area for thousands of years.

Yellowstone is famous for its geysers. These are hot springs that explode and send water and steam into the air. They occur when underground water meets hot rock far beneath the surface of the earth. The water boils and is forced back to the surface, where it explodes upwards. The most famous is called Old Faithful and it sends thousands of litres of boiling water into the air approximately once an hour. Geysers are quite rare but can also be found in places such as the Kamchatka peninsula, Russia.

About three million people visit the park each year, most either camping or staying in one of the park’s nine hotels. Many of them enjoy picnics or walks through the park, where they might spot some of the 50 or so species of mammals and 311 species of birds. The park advises visitors to be very careful and to-remember that many of the larger wild animals, including bears, can be dangerous. Another potentially dangerous animal, the wolf, disappeared from the park in the 1930s. However, it was reintroduced in the 1990s in order to control the population of large animals, such as bison and elk, and is doing well.

Since Yellowstone was made into a national park in 1872, many other national parks have been created to protect areas of natural beauty.

TEST 15

Terry stood on deck as the ferry slowly arrived at the island. He watched the sailors throw ropes to their colleagues on shore and then looked up at the villages of small white houses that dotted the mountainside above the small town. He was planning a six-month stay, much longer tiian the few days or weeks that the noisy crowds of tourists around him were planning. He had given himself that long to write a novel and he was determined to succeed, whatever the temptations to enjoy himself might be. Leaving his life behind was just the thing he needed, he thought, and the island seemed to him to be the ideal place for it. He collected his things and made his way onto the concrete quay.

He was immediately surrounded by local people, all rudely pushing each other out of the way to offer him a room that was guaranteed to be ‘the cheapest in town’, although he knew that they couldn’t all be the cheapest. Terry politely shook his head and peered around for the Paradise Hotel and one ‘Mrs Magda’. She had sounded quite intimidating on the phone, so when a young woman approached him and quietly asked in perfect English if he was Terry Snow, he wasn’t sure how to respond. The woman smiled and said: ‘Perhaps you were ■ expecting my mother? I hope you are not disappointed.’

‘N … No, no. Not at all,’ stammered Terry. She picked up one of his bags and they set off into the small town. She asked him about his stay and he told her that his plan was to stay a week at the hotel while he found more permanent accommodation.

‘Six months is a long time to be on the island,’ she said. ‘You’ll find it different in winter. Once, there was farming and fishing on die island but diey’ve practically disappeared. Tourism is the only source of income and so few of the locals fancy sitting and watching winter come when the tourists leave. Almost all of them have second jobs on the mainland and the heart has been ripped out of the place.’

‘And you?’ Terry asked.

‘I went away to the mainland for my education. Since I came back, I stay here all year round.’ They stopped outside a hotel. It reminded Terry of an old woman who still managed to keep a certain air of dignity. It could do with a bit of paint and one of the letters in the name was missing, but it must have once been one of the most impressive buildings on the island. Terry began to wonder about its decline and what caused it but realised that the young woman was waiting for him to say something. ‘I’m sorry,’ he said. ‘What did you say?’

‘I asked you what you thought of the hotel.’ She looked at it. ‘Since Dad died, it hasn’t been the same. Mum gets a few of the local men in to help out every now and then, but you never do as good a job when you’re being paid as when it’s an act of love, do you? And Dad loved that hotel. It was his gift to his grandchildren, he used to say.’Terry looked at the hotel again. He felt that he had come somewhere where buildings were much more than shelter. Each brick held a story ready to be unlocked and he felt inspired just by touching them. If he felt like that after such a short time, imagine what he might achieve in six months. ‘Well, maybe I could help out a bit, while I’m here,’ he said, excitedly. The young woman nodded and said, ‘Maybe,’ before leading the way into die cool interior of the hotel.

TEST 15

A14 Terry thinks the island looks

like it will be too noisy for him.
suitable for what he wants to do.
too far from the mainland for him.
so relaxing that he will never do any work.

A15 Terry rejects the offers of rooms because

he has heard that it is easy to be cheated.
no one asks him politely to look at a room.
he has already booked somewhere.
he would rather find a hotel himself.

A16 Terry is surprised when the young woman speaks to him because

she was much less attractive than he had hoped.
her English is better in real life than on the phone.
he was expecting to meet someone different.
he thought he would have to find the hotel on his own.

A17 The young woman tells Terry that

traditional sources of money have become less important-
most local people are relieved when the tourists finally go.
people complain about the effects of tourism on local industry.
sometimes tourists find work and decide to stay longer.

A18 It seems to Terry that the hotel

has never been an attractive building.
has had work done on it recently.
makes an impression on everyone who sees it.
used to be nicer than it is now.

A19 The young woman says that one problem is that

her mother can no longer afford to pay people to work on the hotel.
nobody in the area is willing to do this sort of work.
workmen are less careful when they don’t own the building.
some people pretend to enjoy the work and then do it badly.

A20 Terry is excited by the idea of

finally doing some physical work instead of just writing.
getting ideas for his work from the things around him..
spending six months researching the history of the island.
building a house of his own on the island one day.

По окончании выполнения заданий В2, ВЗ и А14~А20 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1!

Источник

OLYMPIAD WORK 2017

English Contest

11 form

Variant II

I. Read the text and choose the right variant (a-d) in every sentence (1-5). Complete the table.

When my Uncle Alan turned up at my thirteenth birthday party without a present, I couldn’t hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents.

“Don’t look so sad, Anna,” he said kindly. “I haven’t forgotten to get you a present. I just couldn’t bring it with me. Tomorrow, I’m taking you abseiling.”

“I didn’t know you had a boat,” I said.

“No, not sailing! Abseiling!”

“What’s that?” I asked. “I’ve never heard of it.”

“You’ll see,” he said mysteriously.

When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She put me completely at ease, and I knew that, whatever I was going to be doing, I’d be quite safe with her.

“So, Anna, have you ever been abseiling before?” she asked. I admitted I didn’t even know what abseiling was. “Well, it’s always fun to experience something new, isn’t it?” she said.

“Oh, I’m going rock climbing!” I said excitedly.

“Not exactly,” said Uncle Alan.

Isabelle explained. “With rock climbing, you start at the bottom and go up, but with abseiling, you start at the top and go down.”

Now I understood.

We carried the equipment up a path to the top of the smallest rock face. I carefully looked over the edge. The ground was about five metres below. “This is going to be fun,” I thought.

“Fantastic!” shouted Uncle Alan from below me.

“That’s wonderful,” said Isabelle. “Now, slowly start to walk down the rock.”

“I’m so proud of you!” he said. “Do you want to try a higher rock face now?” “You bet!” I said. “The higher, the better!”

1. When Uncle Alan saw Anna’s disappointment, he realized that…

a) he should have brought a present with him.

b) he really was her favourite uncle.

c) she thought he had forgotten to bring her a present.

d) he had to take her somewhere the next day.

2. Anna had frequently told her parents that…

a) Lamerton Adventure Park appealed to her.

b) she had never been abseiling before.

c) Uncle Alan’s birthday presents were unforgettable.

d) abseiling sounded like a very interesting activity.

3. Isabelle made Anna…

a) admit how little she knew about the park.

b) feel totally secure and comfortable.

c) think about previous enjoyable experiences.

d) realize that abseiling would be easy.

4. When Anna saw the equipment, she

a) understood immediately what abseiling was.

b) tried hard to guess what it would be used for.

c) asked Isabelle for an explanation.

d) still didn’t understand what she would be doing.

5. After reaching the bottom, Anna

a) thought she had achieved enough for one day.

b) wanted to abseil down a more difficult rock face.

c) made a bet with her uncle about the height of the rock.

d) felt relieved to be on the ground again with her uncle.

10 POINTS

II. Choose the correct answer.

1. He is very honest, he never tells … lie.

a) — , b) a, c) an, d) the.

2. Your hair … beautiful today.

a) look, b) is looking, c) are looking, d) looks.

3. I have no pen. I have nothing to write … .

a) by, b) with, c) on, d) about.

4. Would you like … milk in your tea?

a) some, b) any, c) none, d) every.

5. I’m afraid I can’t tell you … about the accident.

a) many, b) much, c) little, d) a little.

6. There was an interesting film on TV yesterday, … ?

a) was there, b) was it, c) wasn’t there, d) wasn’t it.

7. I … getting up very early.

a) am used to, b) used to, c) didn’t use to, d) never used to.

8. They all have worked … at their English.

a) good, b) well, c) hard, d) hardly.

9. Kate is the … dancer in our class.

a) good, b) better, c) best, d) best of all.

10. I can speak French. — So … .

a) I can, b) can I, c) I can’t, d) can’t I.

11. The mother didn’t let her daughter … late.

a) to stay out, b) stayed out, c) stay out, d) staying out.

12. You … do it now, you can do it tomorrow.

a) mustn’t, b) needn’t, c) can’t, d) may not.

13. Steve … English since he was 5 years old.

a) learns, b) learned, c) has bееn learning, d) is learning.

14. How long … you … to drive a car? — For three years now.

a) are able, b) were able, c) will be able, d) have been able.

15. She … to do the work immediately.

a) tells, b) told, c) was told, d) was telling.

16. We wanted to know if they … to the party.

a) come, b) would come, c) came, d) have come.

17. If it’s dark, you may … the light.

a) turn on, b) turn in, c) turn out, d) turn off.

18. He is known … from the trip.

a) to return, b) to be returned, c) to have returned, d) returned.

19. Can you tell me how far …? I can’t walk.

a) is it, b) it is, 6) it was, d) was it.

20. I haven’t taken my exam yet. — … .

a) I haven’t too, b) I also haven’t, o) Neither have I, d) Neither have.

21. If I … some fish ,will you cook it for me?

a) will catch, b) catch, c) caught, d) am catching.

22. Diana’s parents don’t let her go to late-night disco. She … be at home at 9 o’clock in the evening.
a) must, b) can, c) may, d) have to.

23. … old, … sick, … unemployed need our special care.
a) _, _, _ b) an, the, an c) the, the, the d) everybody, an

24. Excuse me, but does this umbrella belong … you?
a) to, b) for, c) at, d) with.
25. I listened to the radio every day to know the weather forecast but I can never rely … it.
a) at, b) in, c) to, d) on.

25 POINTS

III. Cultural Quiz

1. On what rivers does Washington D.C. stand?

2. What is the largest lake in North America?

3. What are the largest British universities?

4. What’s the nickname of New York city?

5. What is the most popular sport in Wales?

6. What country is called a “melting pot” or “mixed salad”?

7. In what country do the people most speak Gaelic?

8. What country did America buy Alaska from?

9. What state is Disney World in?

10. In what city were Paul, John, George and Ringo (Beatles) born?

11. What is the national Scottish musical instrument?

12. Where is the tallest skyscraper in the world?

13. What is the national symbol of America?

14. When do the Americans celebrate the Day of Independence?

15. What is Eisteddfod?

15 POINTS

IV. Translate into English.

1. Эти сведения очень важные.

2. Куда вы едете на каникулы?

3. Мне придется перевести еще один текст.

4. Мы надеялись, что погода будет хорошая.

5. Как часто он ходит в спортзал?

6. Об этом фильме в последнее время много говорят.

7. Что вы делали вчера в это время?

8. Где вы шили себе это платье?

9. Я тоже не знаю, где он.

10. Она спросила, где ближайшее метро.

10 POINTS

V. Word formation. Form a word that fits.

Homework

School inspectors have found that contrary to all (0) expectations (EXPECT)

children don`t (1)_________________( LIKE ) homework at all. In fact, many do more than their teachers suggest, either because of (2) ___________ (ANXIOUS) about their marks or simply for (3) __________ (ENJOY). The inspectors` findings add to the evidence of the (4) __________ (POWER) beneficial effects of homework on pupils` (5) _________ (ACHIEVE).

The inspectors also recommend the (6) _________ (INTRODUCE) of “homework charters”. These tell parents and children how much (7) ________ (ADD) work is expected and provide (8) __________ (ENCOURAGE) to schools to form links with parents who can check that tasks are (9) ___________ (PROPER) completed. International (10) ___________ (COMPARE) suggest that a typical 14-year-old does 6 hours homework in Britain, 8 hours in Italy, and almost 9 hours in Hungary, Japan and Poland.

20 POINTS

VI. Continue the text. Offer your succession of events. Write 150-180 words.

Sam was a greedy and selfish man. He always desired to have lots and lots of money and never hesitated to cheat others to make money. Also, he never wished to share anything with others. He paid very low wages to his servants. However, one day, he learned a lesson that changed his life forever. It so happened that one day, a small bag that belonged to Sam was missing. Sam searched high and low for the bag, but could not find it. Sam’s friends and neighbours also joined in the search, but all their efforts were in vain…

25 POINTS

+ 5 bonus

TOTAL 100 POINTS

Источник

ч. 1 … ч. 5 ч. 6 ч. 7 ч. 8
Part 3

Questions 16-20

Read the text and the following questions. For each question, mark the correct

letterА, В, С or D on your answer sheet.

Exercise can be fun!

Exercise has become a huge part of our world. There are gyms everywhere, but if you’re not keen on them, there are hundreds of exercise videos to choose from. Exercise is good for you. It makes you feel better, look better and can help you live longer.

But what happens if you are the kind of person who would do anything rather than spend five — minutes on an exercise bike, including cleaning the house, visiting a boring relative or watching a terrible TV programme? If you are that kind of person, you need a plan!

First of all decide when you are going to exercise. Choose three times a week, like me.

Write EXERCISE in your diary, on your calendar, on the wall if necessary! Then make sure you do it. Don’t do anything else. I never make other arrangements.

Next, vary what you do. I went to the same aerobics class for two years! No wonder I was bored! Now I use different machines at the gym, I often change my jogging route and I never do aerobics.

Make exercise fun and find an exercise you enjoy

. Why not play a sport, or join a dance class? I recently started a modern dance class. It’s great fun and I’ve met lots of new people, but as soon as I get bored I’ll find something else!

Q16. What is the writer’s main aim in writing the text?

A) to describe different ways of keeping fit

В) to persuade people about the benefits of exercise

С) to talk about the exercise classes she goes to

D) to encourage people to take exercise

E’tibor beramiz: matndagi ko‘p gaplar buyruq maylida berilgan. Muallif kishilarni sport bilan shug‘ullanishga chorlayapti va fikrini isbotlash uchun shaxsiy tajribasidan misollar keltiryapti. Qolgan variantlar yoki matnda uchramaydi, yoki matnning asosiy g‘oyasini tashkil qilmaydi.

Q17. What does the writer say about herself?

A) She prefers to exercise at home.

В) She isn’t keen on joining classes.

С) She likes to do different kinds of exercise.

D) She doesn’t like watching TV.

I went to the same aerobics class for two years! No wonder I was bored! Now I use

differentmachines at the gym, I often change my jogging route and I never do aerobics.

Q18. What does the reader learn about the writer’s habits?

A) She exercises three times a week.

В) She often exercises with friends.

С) She does aerobics regularly.

D) She runs the same route every day.

Choose three times a week, like me.

Q19. What does she say about her dance class?

A) She sometimes finds it boring.

В) She may not do it forever.

С) She thinks some people are unfriendly.

D) She prefers doing sport.

I recently started a modern dance class. It’s great fun and I’ve met lots of new people, but as soon as I get bored I’ll find something else!

4 – qism (21-27 savollar)

Tekshiriladigan ko‘nikmalar: detallarni tushunish, matndan mantiqiy xulosa chiqara olish.

Savol turi: ko‘p variantli savol.

Ushbu qismda Siz autentik badiiy matndan parcha o‘qiysiz.

Vazifa: berilgan variantlardan to‘g‘risini tanlash.

Qismni bajarish uchun:

1. Berilgan savollarni tez ko‘z yugurtirib o‘qib chiqing.

2. Esda tuting: savollar ma’lumotning matnda uchrashi tartibida berilgan. Matnni o‘qish

davomida javoblaringizni belgilab boring.

3. Matnning so‘ralgan ma’lumotni o‘z ichiga olgan qismlarini diqqat bilan o‘qing.

Notanish so‘zlar uchrasa, ularning ma’nosini kontekstdan topishga harakat qiling.

Namuna

Questions 21-27

Read the text and the following questions. For each question, mark the correct

letterА, В, С or D on your answer sheet.

When my Uncle Alan turned up at my thirteenth birthday parry without a present, I couldn’t hide the disappointment on my face. He was my favourite uncle, and he always bought me fantastic presents.

‘Don’t look so sad, Anna,’ he said kindly. ‘I haven’t forgotten to get you a present. I just couldn’t bring it with me. Tomorrow, I’m taking you abseiling.’

Q21. When Uncle Alan saw Anna’s disappointment, he realised that …

A) he should have brought a present with him.

B) he really was her favourite uncle.

C) she thought he had forgotten to bring her a present.

D) he had to take her somewhere the next day.

Early the next day, Uncle Alan drove me to Lamerton Adventure Park. I’d never been there before, but

had often told my mum and dad how exciting it sounded.

As we drove through the gates, it seemed that, once again, Uncle Alan had found me a birthday present I’d never forget.

Q22. Anna had frequently told her parents that …

A) Lamerton Adventure Park appealed to her.

B) she had never been abseiling before.

C) Uncle Alan’s birthday presents were unforgettable.

D) abseiling sounded like a very interesting activity.

When we arrived, we went to find my instructor, a friendly young woman called Isabelle. She put me completely at case, and

I knew that, whatever I was going to be doing, I’d be quite safe with her.

Q23. Isabelle made Anna …

A) admit how little she knew about the park.

B) feel totally secure and comfortable.

C) think about previous enjoyable experiences.

D) realise that abseiling would be easy.

‘So, Anna, have you ever been abseiling before?’ she asked. I admitted I didn’t even know what abseiling was. ‘Well, it’s always fun to experience something new, isn’t it?’ she said. We walked through the park, and ended up at a rocky hill. The biggest rock face was extremely high and steep, but there were smaller, easier faces too. ‘When I saw the equipment waiting for me — a rope, a harness and a helmet — I guessed what I was going to be doing.

‘Oh, I’m going rock climbing!’

I said excitedly.

‘Not exactly

,’ said Uncle Alan.

Q24. When Anna saw the equipment, she …

A) understood immediately what abseiling was.

B) tried hard to guess what it would be used for.

C) asked Isabelle for an explanation.

D) still didn’t understand what she would be doing.

5 – qism (21-27 savollar)

Tekshiriladigan ko‘nikmalar: umumiy ma’noni tushunish, detallarni tushunish, matndan mantiqiy xulosa chiqara olish.

Savol turi: ko‘p variantli savol.

Ushbu qismda Siz autentik akademik matnni o‘qiysiz.

Vazifa: berilgan variantlardan to‘g‘risini tanlash.

Qismni bajarish uchun:

1. Berilgan savollarni va javob variantlarini tez ko‘z yugurtirib o‘qib chiqing.

2. Matnning so‘ralgan ma’lumotni o‘z ichiga olgan qismlarini diqqat bilan o‘qing.

Notanish so‘zlar uchrasa, ularning ma’nosini kontekstdan topishga harakat qiling.

Namuna

Questions 28-30

Read the text and the following questions. For each question, mark the correct

letterА, В, С or D on your answer sheet.

To see the big obstacle facing renewable energy, look at Denmark. It has some of the world’s largest wind farms. Yet because consumer demand for electricity is often lowest when the winds blow hardest, Denmark sometimes has to sell its extra electricity to neighbouring countries at low prices — only to buy energy back when demand rises, at much higher prices.

Q28. According to the passage, Denmark …

A) sells all of the energy it produces to other countries for profit.

B) has been experiencing the drawbacks of using wind farms for energy.

C) pays a lot of money for electricity it does not use.

D) wants to reduce the demand for electricity when the winds are blowing hard.

“Leksik va grammatik kompetensiyalar” bo‘limi”

5 qism / 30 savol / 40 daqiqa

Tekshiriladigan ko‘nikmalar: leksik va grammatik birliklarni kontekstda to‘g‘ri qo‘llay olish;

perefrazani (bir xil ma’noning har xil leksik va grammatik vositalar orqali berilishini) tushunish.

Savol turi: ko‘p variantli savollar.

Bo‘limni bajarish bo‘yicha umumiy tavsiyalar:

— Kontekst bilan tanishish uchun matnni ko‘z yugurtirib ko‘rib chiqing.

— Berilgan leksik yoki grammatik birliklardan birini tanlayotganda qo‘yilayotgan so‘zdan oldingi va keyingi so‘zlarga e’tibor bering. Qo‘yilayotgan so‘z qanday Grammatik shakllar va predloglarni talab qilishiga e’tibor bering.

— Perefraza tanlayotganda tanlayotgan javob variantingiz topshiriqda berilgan gap bilan aynan bir xil ma’no berishiga e’tibor bering.

Namuna

Dogs are thought to be easier to train than cats, but this may be because they

evolved to hunt in packs, cooperate with other dogs and be obedient (Q19) … a

leader.

Q19. A) toB) by C) with D) about

obeyto smb/smth – obedient to smb/smth

“YOZISH” BO‘LIMI

2 topshiriq / 45 daqiqa

Tuzilishi va hajmi: 1-topshiriq: rasmiy xat (150 so‘z); 2-topshiriq: muammoli mavzu yuzasidan esse (insho) (250 so‘z).

Baholash mezonlari: topshiriqning bajarilishi (mavzuning ochib berilishi), leksika, grammatika, matn yaxlitligi (bog‘langanligi).

1-topshiriq: berilgan vaziyat va tayanch savollar asosida rasmiy xat yozish.

Baholash: yozilgan xat belgilangan baholash mezonlar asosida 0 baldan 10 balgacha baholanadi.

2-topshiriq: berilgan muammoli mavzu yuzasidan kirish, asosiy qism va xulosadan iborat insho yozish. Inshoda berilgan muammoli mavzu yuzasidan nuqtai nazar fikr va dalillar yordamida ochib beriladi.

Baholash: yozilgan insho belgilangan baholash mezonlar asosida 0 baldan 20 balgacha baholanadi.

Formal letter

Style: Formal

Characteristics: to someone you have not met, whose name you may not know

Opening:

Dear Sir / Madam

Dear Mr …

Dear Mrs …

Ending:

Yours faithfully

Yours sincerely

Task 1 includes three bulleted points which you need to mention in your letter. Make sure you include these three points or else you will not get high marks, no matter how well you write.

Writing Sample Letter:

Topic:You travelled by long distance bus recently and your suitcase was damaged.

Write a letter to the store manager. In the letter

Prompts:

— inform the bus company of when and to where you travelled

— describe your suitcase and what happened to it

— explain why the company should pay for a new suitcase

Write at least 150 words.

You do NOT need to write your own address.

Begin your letter as follows:

Dear Sir or Madam,

Model answer:

Dear Sir or Madam,

I am writing to require a compensation for the property damage, taken place at the time of the travelling by the bus of your company.

I travelled from Washington, D.C. to Boston by the bus #220 on March 9, 2012. Before the trip I passed my luggage to the driver, who helped me to place my suitcase in the luggage compartment of the bus. After arrival the driver opened this back compartment and the first thing I saw was that my new and brand-name suitcase was smashed under the pressure of the weight of the other’s luggage.

My suitcase was quite firm and very beautiful in its brown colour and modern design. However it obviously hasn’t been designed to resist such a weight on it. I am very depressed because I can not use anymore my broken suitcase, its handle was bended and two wheels out of 4 were detached.

Since damage stated above was caused by the careless actions of your employee, I would like to require a compensation of $100, which was the original price of my suitcase.

Faithfully yours,

(Full Name)

Namunaviy topshiriqlar

You visited a museum with an elderly relative recently. However, he or she had difficulty walking around the museum.

Write a letter to the manager of the museum. In your letter:

— say who you visited the museum with;

— describe the problems he or she faced;

— suggest a solution that will improve the museum visit experience for an elderly person.

You have some library books that you are unable to return as a member of your family in another city has fallen sick and you have had to go to look after him / her.

Write a letter to the manager of the library. In your letter:

— explain the situation;

— apologize for any inconveniences called;

— say what action you are going to take.

You recently stayed in a hotel in as large city. The weather was very unusual for the time of the year and the heating / cooling system of the hotel was quite inadequate.

Write a letter to the manager of the hotel. In your letter:

— give details of what went wrong;

— explain what you had to do to overcome the problem at the time;

— say what action you would like the manager to take.

You are applying for a job and you need a letter of reference.

Write a letter to one of your old teachers asking for a reference letter for a job. In your letter, explain:

— why you have chosen him/her to write a reference letter;

— what job you are applying for;

— why you think you are suitable for the job.

You eat at your college cafeteria every lunch time. However, you think it needs some improvements.

Write a letter to the cafeteria management. In your letter:

— explain what you like about the cafeteria;

— say what is wrong with it;

— suggest how it could be improved.

You have seen an advertisement for a special offer for a holiday at a beautiful tourist resort. You would like to book a holiday.

Write a letter to the travel company. In your letter:

— say when you would like to arrive and leave

— describe the type of accommodation you require

— ask for more information about activities available.

You took a two-day course and you are asked to send your comments about the course.

Write a letter to the manager of the course. In your letter

— give details of the course

— say which part of the course was useful

— give your suggestions on improving the course.

You live in a room in college. There is a problem in the bathroom that you would like repaired.

Write a letter to the accommodation officer at the college. In your letter:

— describe the problem

— explain how the situation affects you

— suggest a time when a repairman could visit.

You are organizing a graduation party for your class and you want to book a restaurant.

Write a reply to the manager of your favourite restaurant. In your letter:

— explain the reason for the party and the date and time it will be held

— describe some particular food you would like served

— say how many people will be attending and what their dietary requirements are.

You are unhappy about a plan to make your local airport bigger and increase the number of flights.

You live near the airport.

Write a letter to your local newspaper. In your letter

— explain where you live

— describe the problem

— give reasons why you do not want this development.

Argumentative Essay

In many countries it is now illegal to smoke in public places. It is only fair that people who wish

to smoke should have to leave the building.

To what extent do you agree or disagree with the following statement?

State:

· whether you agree or disagree with the statement;

· bring examples to justify your opinion;

· include personal examples where appropriate.

Your essay should follow the structure:

· Introduction

· Body (the main part)

· Conclusion

Write your essay in appropriate style and format in 250 words on your answer sheet.

Model answeromponents Example

INTRODUCTION

The issue of smoking and smoking bans is an emotive one because smokersand non-smokers both tend to hold strong views about theirrights. Many countries have now chosen to ban smoking altogether fromindoor areas and public places, which is a radical change from the waythings used to be until quite recently.

BODY

Paragraph 1

Non-smokers have been complaining for years that they should not have to breathe in other people’s smoke in places such as the workplace,restaurants and cafes and on buses, trains and planes. It is hard toargue that non-smokers do not have a right to be protected from this.

Smoking also causes problems for the owners and workers in suchplaces who have to clean up after smokers or redecorate more often.

Paragraph 2

Generally speaking, therefore, I am in favour of smoke-free workplaces, transport and buildings. Non-smokers should not have other people’ssmoke imposed on them. We have to accept, however, that there are alarge number of people who smoke and will continue to smoke. Many ofthem enjoy the company of other smokers and feel it is unfair that theyshould always be made to stand in doorways when they want to smoke.

CONCLUSION

In a consumer age that seems to put choice above everything else,shouldn’t they have the right to meet and socialise with other smokers ifthey want to? A more balanced policy than the one now in place in manycountries would be to allow certain cafes and restaurants to apply for asmoking licence. These places would then have to advertise themselvesas smoking places. Certain areas of buildings such as workplaces couldalso be made into smoking rooms or areas but only if the companywished to. Such measures would still give the majority their smoke-freeenvironment but protect the wishes of the minority that smoke.

Namunaviy topshiriqlar

Do you agree or disagree with the following statement?

Money is the single motivational factor for success in any work field.

Television dominates the free-time for too many people and makes people lazy, preventing them from socializing with others.

It is generally accepted that families are not as close as they used to be.

Young people today spend more time than ever before playing video games.

This is harmful to their physical and social development.

It is inevitable that as technology develops traditional cultures will be lost.

Although being rich makes life easier, money doesn’t necessarily make you happy.

Living much longer in the future will be of great benefit to everyone.

Some people warn that the era of silver screen is coming to an end and that people will eventually lose interest in going to the cinema.

All education, primary, secondary and further education, should be free to all people and paid for by the government.

“GAPIRISH” BO‘LIM

3 topshiriq / 15 daqiqa

Procedure

An examiner brings you into an examination room from a waiting area. You the examiner and the invigilator are alone in the examination room, sitting facing each other, with a desk between you.

A recorder is switched on a recorder to ensure that the examiner has conducted the test correctly.

Structure

The test consists of three parts, each with a different format.

Part 1: Introduction and conversation

(6 minutes)

You come into the examination room and are invited to sit down. You and theexaminer exchange greetings and the examiner confirms your identity.

The examiner asks a few initial questions and then goes on to ask questions fromQuestion pool 1 and 2 related to your personal experience, your life, yourinterests and topics on social life. In your answer you should also try to expand alittle by giving a reason or example, or by making a comparison.

Sample Speaking Section topics (for Part 1) are given below.

Part 2: Monologue

(3 minutes, including 1 minute to think and prepare)

The examiner gives you a topic and you have one minute to prepare your talk. A

piece of paper with pencil is given and you can make notes and use these notes

during your monologue. The examiner will not ask you any questions during this

part of the test, so you must know how to answer and after preparation time you

should speak fluently for a two minutes by yourself.

Sample Speaking Section topics (for Part 2) are given below.

Part 3: Integrated task

(5 minutes, including 2 minutes to think and prepare)

The examiner gives you a text and you have two minute to prepare your talk.

You should summarize the key points from the text. Then, you need to give your

opinion on the problem raised in the text. You can either extend the side that the

text looks at, or bring some counter-arguments.35

You cannot ask questions in Parts 2 and 3, but you can do so, if necessary in Part1.

Assessment

Marks are awarded in nine areas: communicative effectiveness, discourse

management, organization, coherence, grammar range, vocabulary range,

paraphrase, accuracy and pronunciation. You will receive a band score between 0

and 30 depending on your performance.
ч. 1 … ч. 5 ч. 6 ч. 7 ч. 8

Источник


Прочитайте текст с пропусками, обозначенными номерами. Эти номера соответствуют заданиям А21-А28, в которых представлены возможные варианты ответов. Обведите номер выбранного вами варианта ответа. TEST 01 ( part 3)

When Andrew Garter was offered the position of Senior European Sales Manager in a large, successful multinational corporation, he A21 jumped at the chance. One of the main

reasons for his immediate acceptance was the opportunity for a large amount of foreign travel. He could see himself relaxing in a cafe by the Seine after a hard day’s business, before jetting

A22 off to an important meeting the next morning in Prague. How romantic it all seemed.

And yet now, only eight months after his first day in the job, how different his emotions were. For Andrew Carter was experiencing what many international business travellers had experienced before him, and will experience for years to come, that a life A23 spent on planes and in hotels is lonely, dull and exhausting.

He longed to be back at home, and dreamt of the simple pleasures of having someone to watch television with, of being asked how his day was. As he lay on the bed in his luxurious, yet strangely soulless hotel room, he A24 dreaded the empty evening ahead of him. ‘What’s the A25 point,’ he asked himself, as he had done so many times, ‘of going out this evening?

I won’t talk to anyone. I won’t have anyone to enjoy it with. Every city’s the same when you’re alone.’ Not wanting to sit alone at a table in the hotel restaurant, he decided to have his evening meal delivered to his room by room service. Leafing through the menu, Andrew was

A26 struck by another desire — for some simple, home-cooked food. He sighed.

And then he thought the unthinkable. ‘I don’t have to A27 go on like this,’ he said out loud. ‘I’m still young. My whole life’s ahead of me. I could quit my job and do something I really enjoy. So what if I don’t make so much money? Money isn’t everything.’

It would take several years, and a number of A28 false starts, but finally Andrew Carter did leave his highly-paid position. He was scared, but for the first time in his life he was truly content.

A21

1) took

брать

2) jumped

прыгать из всех предложенных слов только jump используется с at

3) seized

ловить

4) had

иметь

A22

1) by

jet by — такого сочетания не существует

2) forward

jet forward – такого сочетания не существует

3) up

jet up — усиленно работать

4) off

jet off — улететь куда-либо

A23

1) spent

проведенной

2) paid

оплаченной

3) passed

сданной

4) taken

взятой

A24

1) dreaded

боялся

2) distrusted

недоверял

3) depressed

4) disappointed

разочаровался используется с in

A25

1) theme

тема

2) topic

тема

3) point

точка зрения

4) subject

предмет

A26

1) attacked

атаковал

2) smashed

разбил

3) knocked

стучал

4) struck

struck by поражать (чем-л.)

A27

1) live

live on — кормиться; промышлять

2) go

go on — продолжать

3) move

move on – пройти (дальше)

4) continue

continue on – продвигаться

A28

1) false

false start – фальстарт; только слово false сочетается со словом start

2) fake

ложный

3) artificial

искуственный

4) forged

фальсифицированный

По окончании выполнения заданий В4-В18, А21-А28 НЕ ЗАБУДЬТЕ ПЕРЕНЕСТИ СВОИ ОТВЕТЫ В БЛАНК ОТВЕТОВ №1! ОБРАТИТЕ ВНИМАНИЕ, что ответы на задания В4-В18 и А21-А28 располагаются в разных частях бланка. В4-В18 расположены в нижней части бланка. При переносе ответов в заданиях В4-В18 буквы записываются без пробелов и знаков препинания.

Источник

Пояснительная записка

Рабочая
программа по английскому языку для 11 класса составлена на основе:

1. Федерального
компонента государственного стандарта общего образования по английскому языку
(Приказ Министерства образования России «Об утверждении федерального компонента
государственных стандартов начального, основного общего и среднего (полного)
общего образования» от 05.03.2004 г.);

2. Примерной
программы среднего общего образования по английскому языку 2004
г.

3. Авторская
программа по английскому языку «Английский с удовольствием» для учащихся 2-11
классов общеобразовательных учреждений авторов М.З.Биболетовой,
Н.Н.Трубаневой. – Обнинск: Титул, 2010.

Цели и задачи программы

В
программе поставлена цель обеспечить комплексное решение задач, обозначенных
федеральным компонентом государственного образовательного стандарта по ИЯ, а
именно:

развитие иноязычной коммуникативной
компетенции осуществляется в совокупности всех её составляющих — речевой, языковой,
социокультурной, компенсаторной, учебно-познавательной:

— речевая
компетенция – развиваются сформированные на базе основной школы коммуникативные
умения в говорении, аудировании, чтении, письме;

— языковая
компетенция – систематизируются ранее усвоенные и накапливаются новые языковые
средства, обеспечивающие возможность общаться на темы, предусмотренные
стандартом и примерной программой по английскому языку для данного этапа
школьного образования;

— социокультурная
компетенция – школьники приобщаются к культуре и реалиям стран, говорящих на
английском языке, в рамках более широкого спектра сфер, тем и ситуаций общения,
отвечающих опыту, интересам учащихся 15-16 лет, соответствующих их
психологическим особенностям.

Формируется умение
выделять общее и специфическое в культуре родной страны и стран, говорящих на
английском языке, строить свое речевое и неречевое поведение, исходя из этой
специфики; представлять свою собственную страну в условиях межкультурного
общения посредством мобилизации жизненного опыта учащихся, наблюдений за
событиями, происходящими в реальности и ознакомления их с соответствующим
страноведческим, культуроведческим и социолингвистическим материалом.

— копменсаторная
компетенция – развиваются умения в процессе общения выходить из
затруднительного положения, вызванного нехваткой языковых средств за счет
перифраза, использования синонимов, дефиниций, а также таких невербальных
средств, как жесты, мимика;

—
учебно-познавательная компетенция – развивается желание и умение школьников
самостоятельно изучать английский язык доступными им способами (интернет,
словари, справочники и т. д.).

Продолжается развитие
и воспитание школьников средствами предмета «иностранный язык». В
частности, углубляется понимание учащимися роли изучения языков международного
общения в современном поликультурном мире, ценности родного языка как элемента
национальной культуры; осознание важности английского языка как средства
познания, профессиональной состоятельности. Продолжается воспитание
толерантности по отношению к иным языкам и культуре; воспитание качеств
гражданина и патриота своей страны.

Все эти
перечисленные цели раскрываются и конкретизируются в данной рабочей программе.

Общая
характеристика предмета «Иностранный язык»

Иностранный язык как учебный предмет
характеризуется:

– межпредметностью
(содержанием речи на иностранном языке могут быть сведения из разных областей
знания, например, литературы, искусства, истории, географии, математики и др.);

–
многоуровневостью (с одной стороны, необходимо овладение различными языковыми
средствами, соотносящимися с аспектами языка: лексическими, грамматическими,
фонетическими, с другой – умениями в четырех видах речевой деятельности);

–
полифункциональностью (может выступать как цель обучения и как средство
приобретения сведений в самых различных областях знаний).

Являясь
существенным элементом культуры народа – носителя данного языка и средством
передачи ее другим, иностранный язык способствует формированию у школьников
целостной картины мира. Владение иностранным языком повышает уровень
гуманитарного образования школьников, способствует формированию личности и ее
социальной адаптации к условиям постоянно меняющегося поликультурного,
полиязычного мира.

Иностранный язык
расширяет лингвистический кругозор учащихся, способствует формированию культуры
общения, содействует общему речевому развитию учащихся. В этом проявляется
взаимодействие всех языковых учебных предметов, способствующих формированию
основ филологического образования школьников.

Рабочая программа
ориентирована на использование учебника: Биболетова М.З., Трубанева
Н.Н. «Английский с удовольствием», так как
обучение английскому языку по данному курсу на старшей ступени полной средней школы обеспечивает
преемственность с основной школой.

Виды контроля.

Текущий контроль позволяет судить об успешности овладения определенной части
учебного материала.

Промежуточный контроль проводится по завершению темы и позволяет судить об эффективности
овладения разделом программного материала (проводится в конце каждой четверти).
Данный контроль осуществляется с целью проверки усвоения основных языковых
навыков (чтения, аудирования, письма, говорения), а также знание грамматики и
лексики.

Итоговый контроль направлен на установление уровня владения языком, достигнутого в
результате освоения значительного по объему материала (проводится в конце
учебного года).

Формы промежуточного и
итогового контроля: лексико-грамматические тесты, письменные контрольные
работы, устный опрос, зачеты, проекты, презентации, диктанты. Ведущий вид
контроля – тестирование.

Цель – научить учащихся
правильному и грамотному оформлению ответов по требованиям ЕГЭ.

В рабочую программу были внесены изменения:

1)
Выделены часы для проведения контрольных
работ.

В рабочую программу по
английскому языку включены уроки по проектной методике как способ организации
речевого взаимодействия учащихся. Использование метода проектов на уроке
способствует акцентированию деятельностного подхода в целостном
коммуникативно-ориентированном характере языкового образования. Кроме того,
нашли отражение также уроки с компьютерной поддержкой как средство формирования
информационно-коммуникативной компетенции учащихся.

Место предмета в учебном плане школы

Учебный план МОУ-СОШ №13 отводит 102
часа для обязательного изучения учебного предмета на этапе полного среднего
образования из расчета 3-х учебных часов в неделю в 11 классе. Рабочая
программа рассчитана на год.

Содержание программы

1. Речевая компетенция

1.1. Предметное содержание устной и
письменной речи

Предметное содержание устной и
письменной речи, предлагаемое в авторской
программе, полностью включает темы, предусмотренные федеральным
компонентом государственного стандарта по
иностранным языкам*. Ряд тем рассматривается более подробно.

Старшеклассники учатся
общаться в ситуациях социально-бытовой, учебно-трудовой и социально-культурной
сфер общения в рамках следующей тематики:

Социально-бытовая сфера. Повседневная жизнь семьи, ее доход, жилищные и бытовые условия
проживания в городской квартире или в доме / коттедже в сельской местности.
Образ жизни и отношения между людьми.
Место, где ты живешь. История моей
семьи: связь поколений. Памятная семейная дата. Распределение домашних
обязанностей в семье. Общение в семье и в школе, межличностные отношения с
друзьями и знакомыми. Семейные ссоры как способ решения проблем. Отношение
родителей к моим друзьям. Здоровье и забота о нем, самочувствие, медицинские
услуги.

Социально-культурная
сфера. Молодежь в современном мире. Досуг молодежи: необычные
хобби, виртуальные игры, музыкальные предпочтения, популярные солисты и группы. Письмо в молодежный журнал. Музыка в культуре и жизни
разных стран. Имидж молодого человека как проявление его внутреннего мира. Любовь и дружба.

Спорт в
жизни подростка. Спортивные занятия в школе. Безопасность при занятиях
спортом. Спортивная честь и сила
характера.

Твое участие в жизни общества.
Публичные фигуры. Права и обязанности
старшеклассника.

Страны изучаемого языка, их культурные достопримечательности. Путешествие как способ расширить свой кругозор. Известные программы обмена для
школьников за рубежом. Путешествия по своей
стране и за рубежом, его планирование и организация, заказ и покупка
автобусных, железнодорожных билетов и авиа- билетов, места и условия проживания
туристов, осмотр достопримечательностей.

Некоторые особенности
поведения в разных странах. Восточный и западный стили жизни. Культурный шок
как восприятие нами непонятных явлений
другой культуры. Соблюдение культурных традиций.

Природа и экология,
научно-технический прогресс. Глобальная
деревня: плюсы и минусы глобализации. Древние цивилизации. Влияние изобретений
на развитие человечества. Наука или выдумка. Незаурядные умы человечества. Зависимость человека от современных технологий.

Перспективы технического прогресса. Генно-модифицированные продукты. Медицина и
нано-технологии. Роботы будущего. Влияние человека на окружающую его среду и жизнь планеты в целом. Нравственный аспект технического прогресса. Угрозы среде и их устранение. Киотский протокол
как шаг к безопасности планеты.

Учебно-трудовая
сфера. Современный мир профессий.
Возможности продолжения образования в высшей школе. Традиции образования в
России. Обычные и виртуальные университеты. Альтернативы в продолжении
образования. Стратегии самостоятельной учебной работы. Призвание и карьера.
Непрерывное образование как условие
успешности. Проблемы выбора будущей сферы трудовой и профессиональной деятельности, профессии. Последний школьный
экзамен. Английский язык и другие языки международного общения и их роль при выборе профессии в современном
мире.

1.2.
Продуктивные речевые умения

Умения диалогической речи

При
овладении диалогической речью в рамках обозначенной тематики, в ситуациях официального и неофициального повседневного
общения, а также в связи с прочитанным или прослушанным старшеклассники продолжают учиться участвовать в
диалогах этикетного характера (с использованием необходимых речевых клише), диалогах-распроссах, диалогах-побуждениях к
действию, диалогах-обмене информацией, а также в диалогах смешанного типа, включающих элементы разных типов диалогов. При этом развиваются следующие умения:

•
участвовать в беседе /
дискуссии на знакомую тему, в том числе используя заданные алгоритмы ведения
дискуссии;

•
осуществлять
запрос информации / самому делиться известной информацией;

•
брать интервью / проводить
опросы в классе на заданную тему с опорой на предложенный план / алгоритм;

•
обращаться за разъяснениями /
давать собственные разъяснения, в том числе при выполнении совместной проектной
работы;

• выражать свое отношение к
высказыванию партнера, свое мнение по обсуждаемой теме. Объем диалогов до шести-семи реплик со стороны
каждого участника диалога.

• выражать свое отношение к
высказыванию партнера, свое мнение по обсуждаемой теме. Объем диалогов до шести-семи реплик со стороны
каждого участника диалога

Умения монологической речи

При овладении монологической
речью школьники учатся выступать с сообщениями
в связи с увиденным, услышанным, прочитанным, а также по результатам выполненной
проектной работы. При этом развиваются следующие умения:

—делать сообщения, содержащие наиболее важную информацию по
заданной теме / проблеме;

—делать презентации по выполненному проекту;

—кратко передавать содержание полученной (в устной или письменной
форме) информации;

—рассказывать о себе, своем окружении, своих планах, обосновывая
свои намерения / поступки;

—рассуждать о фактах / событиях, приводя примеры, аргументы, делая
выводы;

—рассуждать о фактах / событиях, приводя примеры и аргументы;

—описывать особенности жизни и культуры своей страны и стран,
говорящих на английском языке.

Объем монологического высказывания —
двенадцать-пятнадцать фраз.

Умения письменной речи

В плане совершенствования письменной речи
школьники продолжают учиться:

—делать выписки, заметки при чтении / прослушивании текста;

—составлять план, тезисы устного / письменного сообщения, в том
числе на основе выписок из текста;

—заполнять бланки, анкеты, сообщая о себе сведения в форме,
принятой в странах, говорящих на английском языке (автобиография / резюме);

—писать небольшой рассказ / эссе на известную тему (пользуясь
образцом / алгоритмом), придерживаясь заданного объема;

—писать неформальное (личное) и формальное письмо (например, заявку
на участие в образовательной программе обмена) с опорой на заданный алгоритм.

При этом развиваются следующие умения:

•
фиксировать
необходимую информацию с целью ее дальнейшего использования (например, в собственном высказывании, в проектной
деятельности);

•
указывать требующиеся данные о
себе в адекватной форме, например, в форме CV;

•
сообщать / расспрашивать в
личном письме об интересующих новостях / проблемах, описывать свои планы на будущее;

•
сообщать / рассказывать об
отдельных фактах / событиях, выражая свои суждения;

расспрашивать
в формальном письме об условиях обучения, уточняя интересующие

детали.

1.3. Рецептивные речевые умения

Умения аудирования

В плане аудирования школьники
продолжают учиться понимать на слух с различной степенью полноты и точности
высказывания собеседников в процессе общения, а также содержание аутентичных
аудиотекстов различных жанров: понимать основное содержание несложных текстов
монологического и диалогического характера: отрывков бесед / интервью, теле- и
радиопередач, в рамках изучаемых тем;

выборочно понимать необходимую информацию в объявлениях и информационной
рекламе;

относительно полно понимать высказывания собеседников в наиболее
распространенных стандартных ситуациях повседневного общения.

При этом развиваются следующие умения:

·
опираться на языковую и
контекстуальную догадку при восприятии аудиотекста;

·
добиваться полного понимания
собеседника путем переспроса;

отделять главную информацию от
второстепенной;

·
выявлять наиболее значимые
факты;

·
извлекать из аутентичного
аудиотекста необходимую / интересующую информацию;

·
определять своё отношение к
услышанному.

Умения
чтения

При обучении
чтению развиваются умения школьников во всех основных видах чтения аутентичных текстов различных жанров
и стилей: публицистических, научно-популярных, художественных, прагматических,
а также текстов из разных областей
знания (в частности, с учетом выбранного профиля):

·
ознакомительного
чтения — с целью понимания основного содержания сообщений, репортажей, отрывков из произведений
художественной литературы, несложных
публикаций научно-познавательного характера;

·
изучающего чтения — с целью
полного и точного понимания информации прагматических
текстов (инструкций, рецептов, статистических данных; алгоритмов /
памяток для формирования стратегий учебной деятельности);

·
просмотрового / поискового
чтения — с целью выборочного понимания необходимой или интересующей информации
из текста статьи, проспекта.

При этом развиваются следующие умения: предвосхищать /
прогнозировать возможные события / факты;

·
восстанавливать целостность
текста, путем добавления выпущенных фрагментов;

·
догадываться о значении
отдельных слов с опорой на языковую и контекстуальную догадку;

·
выделять основные факты;

·
отделять главную информацию от
второстепенной;

·
устанавливать логическую
последовательность основных фактов текста;

·
раскрывать
причинно-следственные связи между фактами;

·
понимать аргументацию автора;

·
извлекать необходимую /
интересующую информацию;

·
определять свое отношение к
прочитанному;

·
пользоваться сносками,
лингвострановедческим справочником, словарем.

2. Социокультурная
компетенция.

Дальнейшее развитие
социокультурных знаний и умений в 10
классе происходит за счет углубления
социокультурных знаний:

— о правилах вежливого поведения в стандартных ситуациях социально-бытовой, социально-культурной и
учебно-трудовой сфер общения в англоговорящей среде (включая этикет поведения
при проживании в зарубежной семье, при приглашении в гости, а также этикет
поведения в гостях); о языковых средствах,
которые могут использоваться в ситуациях официального и неофициального
характера;

— о
культурном наследии стран, говорящих на
английском языке, об условиях жизни разных слоев общества в них, возможностях получения образования и
трудоустройства, их ценностных ориентирах; этническом составе и религиозных
особенностях этих стран.

Происходит дальнейшее развитие социокультурных умений использовать:

— необходимые языковые
средства для выражения мнений (согласия / несогласия, отказа) в некатегоричной
и неагрессивной форме, проявляя уважение к
взглядам других, в частности, используя уместные речевые клише;

— необходимые языковые средства, с помощью которых можно представить родную страну и культуру в общении с представителями других стран, говорящими на английском языке, оказать
помощь зарубежным гостям в ситуациях повседневного общения;

—принятые в английском языке формулы речевого этикета в стандартных
ситуациях общения.

3. Учебно-познавательная и компенсаторная компетенции

Наряду с умениями,
сформированными в основной школе (2-9 классы), старшеклассники овладевают следующими умениями и навыками, позволяющими самостоятельно приобретать знания:

—пользоваться такими приемами мыслительной деятельности, как сравнение,
сопоставление, анализ, обобщение,
систематизация;

—выделять нужную / основную информацию и фиксировать основное содержание сообщений на английском языке из различных источников, воспринимаемых в устной или письменной форме;

—критически оценивать информацию, получаемую из прослушиваемых или прочитанных текстов, а также в
процессе обсуждения проблем;

— использовать языковую и
контекстуальную догадку, двуязычный /
одноязычный словарь и другую
справочную литературу при восприятии на слух или чтении текстов на
английском языке;

—участвовать в проектной деятельности (в том числе межпредметного характера), осуществляя ее в сотрудничестве
или индивидуально;

—пользоваться разными учебными стратегиями, позволяющими рационально планировать свое время, снимать
стрессы во время учебы, готовиться к
предстоящим выпускным экзаменам.

Развитие специальных учебных умений:

—интерпретировать языковые средства, отражающие особенности иной культуры, использовать выборочный перевод для уточнения понимания
иноязычного текста;

—пользоваться справочным материалом УМК (лингвострановедческим
справочником, грамматическими правилами,
таблицами, словарем, памятками специального предметного характера).

4. Языковая компетенция

Произносительная сторона речи. Орфография

На старшем этапе совершенствуются следующие навыки:

—применять правила чтения и орфографии на основе усвоенного ранее и нового лексического материала,
изучаемого в 11 классе;

—соблюдать словесное и фразовое ударение, в том числе в многосложных словах;

—соблюдать интонацию различных типов предложений. Выражать чувства и эмоции с помощью эмфатической
интонации.

Лексическая сторона речи

К
окончанию 11 класса продуктивный
лексический минимум составляет около 1400
ЛЕ, включая лексику, изученную в предыдущие
годы, новые слова и речевые клише, а также новые значения известных
учащимся многозначных слов. Объем рецептивного словаря, включая продуктивный лексический минимум, увеличивается за счет текстов для чтения и аудирования.

Расширяется потенциальный
словарь за счет овладения интернациональной
лексикой и новыми значениями известных слов, образованных на основе
продуктивных способов словообразования.

Осуществляется
систематизация лексических единиц,
изученных в 2-11-х классах; овладение лексическими
средствами, обслуживающими новые
темы, проблемы и ситуации устного и письменного общения.
Систематизируются способы словообразования:
словосложения, аффиксации, конверсии.

Развиваются
навыки распознавания и употребления в речи
лексических единиц, обслуживающих речевые
ситуации в рамках тематики основной и старшей школы, наиболее
распространенных устойчивых
словосочетаний, реплик-клише речевого этикета, характерных для культуры стран изучаемого языка; навыков использования лингвострановедческого справочника учебника и различных
словарей, в том числе виртуальных.

Грамматическая сторона речи

В 11
классе происходит коммуникативно-ориентированная
систематизация грамматического материала и продуктивное овладение грамматическими явлениями, которые были усвоены
рецептивно в основной школе.

Систематизируются
способы выражения будущего,
вероятности, цели, предпочтения, запрещения,
разрешения, предположения (expressing the future, probability, purpose, preference, forbidding, obligation, necessity, permission, prediction, etc.).

Формируются и совершенствуются
навыки распознавания и употребления в речи коммуникативных и структурных типов предложения; систематизируются знания о сложносочиненных и
сложносочиненных предложениях, в том числе:

•
условных
предложениях с разной степенью вероятности: Conditionals I, II, III, в том числе условных предложениях, относящихся к настоящему
и будущему (If …V + ed… would…);

•
условных предложениях
смешанного типа (Conditionals II и III);

•
придаточных предложениях причины (to
/ in order to; so /such + that);

•
предложениях с конструкциями be used to / get used to; I
wish…;

•
эмфатических
предложениях с конструкцией It‘s him who… .

Совершенствуются навыки
распознавания и употребления косвенной речи (reporting commands, requests, instructions, suggestions).

Совершенствуются навыки
распознавания и употребления в речи глаголов
в наиболее употребительных временных формах действительного залога: Present/Future/Past Simple,Present/Future/ Past Continuous, Present / Past Perfect; Present Perfect Continuous / Past Perfect Continuous; модальных глаголов и
их эквивалентов (can/could/ be able to / must).

Систематизируются
знания о признаках и совершенствуются
навыки распознавания и употребления в речи
глаголов в следующих формах страдательного залога: Present Simple Passive, Future Simple Passive, Past Simple Passive, Present Perfect Passive и способов их перевода на русский язык.

Знание признаков и навыки
распознавания при чтении глаголов в Past Perfect Passive, Future Perfect Passive; неличных форм глагола
без различения их функций (infinitive / V—ing forms).

Систематизация знаний употребления определенного / неопределенного и нулевого артикля
и совершенствование соответствующих навыков.
Употребление артиклей с названиями стран и языков.

Совершенствование навыков употребления имен
существительных в единственном и множественном числе (в том числе исключений);
навыков распознавания и употребления в речи личных, притяжательных,
указательных, неопределенных, относительных, вопросительных местоимений; прилагательных
и наречий, в том числе наречий, выражающих количество; количественных и
порядковых числительных (Determiners: articles, indefinite pronouns, personal pronouns, relative pronouns, question words, comparatives, expressions of quantity, numerals).

Систематизация знаний о
функциональной значимости предлогов и
совершенствование навыков их
употребления: предлоги во фразах, выражающих
направление, время, место действия; о разных
средствах связи в тексте для обеспечения его целостности (Linking devices).

Содержание тем по разделам учебного
предмета

Раздел
1: Возможности продолжения образования в высшей школе.

Новая
школа – новые ожидания и тревоги. Некоторые особенности школьного образования в
США и Великобритании. Школа вчера и сегодня. Советы школьного психолога. Как
эффективно организовать свое время. Что я думаю о школе. Школьная форма.
Является ли форма проявлением дискриминации молодежи. Мода и индивидуальность.
Имидж молодого человека как проявление его внутреннего мира. Мода 70-х годов
прошлого века. Спорт в жизни подростка. Новые виды спортивных соревнований.
Олимпийские игры. Спортивная честь и сила характера. Спортивные занятия в
школе, их организация. Молодежь в современном мире. Досуг молодежи (музыкальные
предпочтения). Письмо в молодежный журнал. Музыка в культуре и жизни разных
народов. Повседневная жизнь подростка – отношение с друзьями. Как управлять
своим временем. Советы взрослых и личное мнение. Идеальный распорядок дня. Мой
распорядок дня.

Ученик
должен знать:

·
Глагольную форму Present
Simple.

·
Лексику по теме: «Возможности
продолжения образования в высшей школе».

·
Правила употребления в речи Present Perfect.

·
Правила построения условных предложений 1
типа.

·
Видовременные формы глагола в активном и
пассивном залоге.

·
Правила построения косвенной речи.

·
Правила словообразования.

·
Правила употребления наречий.

·
Образование сослагательного наклонения с
глаголом wish.

·
Выражения с союзами.

·
Использование слова time
в разных сочетаниях.

Ученик должен уметь:

·
Высказывать свое мнение и запрашивать
мнение других.

·
Читать текст с полным пониманием.

·
Кратко передавать содержание текста.

·
Найти наиболее значимые факты в тексте.

·
Использовать разные видовременные формы
глаголов.

·
Строить вопросительные предложения.

·
Активно использовать новую лексику в речи.

·
Переводить предложения из прямой речи в
косвенную.

·
Вести диалог.

·
Аргументировать свои идеи.

Практическое применение:

·
Написание письма- совета.

·
Заполнение таблицы.

·
Презентация идей о школе.

·
Высказывание по картинке.

·
Обобщение информации.

·
Контроль понимания прочитанного текста.

·
Конструирование сообщения по прочитанному.

·
Мини- сочинение.

·
Диалог- расспрос.

·
Описание одежды.

·
Тесты.

·
Письменные упражнения.

Раздел 2: Общение в
семье.

История
моей семьи. Связь поколений. Семейные легенды. Родные/ сводные братья и сестры.
Самый близкий человек в семье. Из истории моей семьи. Из жизни близнецов.
Бывает ли детям неловко за своих родителей. Что делает семью счастливой.
Большие и маленькие семьи. Я хочу иметь большую/ маленькую семью в будущем.
Полезны ли семейные ссоры. Психолог о пользе семейных ссор. Письмо в
подростковый журнал. Как родители относятся к моим друзьям. Кто выбирает друзей
для подростка: родители или он сам. Памятная семейная дата. Космическая
свадьба. Памятный день в моей семье.

Ученик должен знать:

·
Построение глагольных форм группы Past.

·
Видовременные формы глагола в активном и
пассивном залоге.

·
Употребление модальных глаголов.

·
Структуру построения вопросительных
предложений.

·
Структуру построения условных предложений
2 типа.

·
Глаголы с послелогами.

·
Употребление V-
ing.

Ученик должен уметь:

·
Читать многосложные слова с правильным
ударением.

·
Выразить свое отношение к прослушанной
информации.

·
Выделить основную мысль текста.

·
Кратко излагать содержание текста.

·
Аргументировать свои высказывания.

·
Употреблять в речи глаголы с послелогами.

·
Обсудить текст.

Практическое применение:

·
Заполнение таблицы.

·
Краткие записи.

·
Монологическое высказывание по теме.

·
Связное сообщение по теме.

·
Обсуждение текста.

·
Диспут по теме.

·
Ролевая игра.

·
Составление плана к тексту.

·
Поздравление к свадьбе.

·
Поздравление к празднику.

·
Тесты.

·
Письменные упражнения.

Раздел
3. Научно-технический прогресс.

Что
такое цивилизация. Как археологические открытия помогают узнать историю Земли.
Археологические догадки. Человек древнего мира. Археологические открытия.
Путешествие в доисторический период. Отличия и сходства древнего и современного
человека. Древние цивилизации: развитие и причины упадка. Прошлые цивилизации.
Влияние изобретений на развитие человечества. Высокие технологии как часть
нашей жизни. Может ли современный человек обойтись без компьютера. Техника на
службе у человека. Электричество в Древнем Египте. Вклад ученых в развитие
прогресса: приз для прославивших человеческий дух. Предсказания ученого
Вернадского. Жорес Алферов – лауреат приза Киото. Предложим новый приз. Мир
через 100 лет. Рукотворные чудеса света. Всемирно-известные сооружения XX
века. Местное рукотворное чудо. Перспективы технического прогресса. Работы
будущего. Преимущества и недостатки новых изобретений в области техники.
Создание нового робота.

Ученик
должен знать:

·
Порядок слов в предложении.

·
Употребление модальных глаголов may/might.

·
Правила образования степеней сравнения
прилагательных.

·
Правила словообразования существительных с
суффиксами.

·
Правила образования условных предложений.

·
Неличные формы глагола – инфинитив,
герундий.

·
Международные слова.

·
Способы выражения будущего действия.

Ученик
должен уметь:

·
Понимать высказывания в условиях
непосредственного общения.

·
Выделять и находить необходимую информацию
из текста.

·
Обсудить полученную информацию из печатного
и прослушанного текста.

·
Обобщить изложенные в тексте факты.

·
Отвечать на вопросы к тексту.

·
Выразить свое мнение.

·
Составить план к тексту.

·
Пересказывать текст.

·
Делать выводы.

·
Уметь использовать опоры для составления
моделей.

Практическое
применение:

·
Работа с картинками.

·
Работа с таблицей.

·
Небольшое сообщение по теме.

·
Диалог по теме.

·
Диктант.

·
Письменные заметки.

·
Эссе.

·
План к тексту.

·
Пересказ текста.

·
Постер.

·
Тесты.

Раздел
4: Путешествие по своей стране и за рубежом.

Мир
возможностей: путешествие как способ расширить свой кругозор. Известные
программы обмена для школьников за рубежом. Впечатления об образовании за
границей. Преимущества и недостатки программы обмена студентами. Образование за
границей. Твой опыт путешественника: маршрут, транспорт. Впечатления от моего
последнего путешествия. Лондонское метро. История и современность: Лондонское
метро. Преимущества и недостатки разных видов путешествий. Клуб
путешественников. Что такое хорошие манеры. Некоторые особенности поведения в
разных странах. Вызывающее и невежливое поведение в обществе. Как вести себя в
незнакомом окружении. Некоторые особенности поведения англичан. Культурный шок
как восприятие непонятных явлений другой культуры. Основные правила вежливости,
уважение к чужой культуре. Заметки для путешественника. В семье за рубежом.
Выполнение КИМов к ЕГЭ.

Ученик
должен знать:

·
Структуры разговорного характера.

·
Способы выражения предпочтения.

·
Употребление выражений
с
глаголом
get be used to/get used to.

·
Словообразование: глагол – существительное
– прилагательное.

·
Предлоги средств транспорта.

·
Интонацию в вопросительных предложениях.

·
Соединительные слова и словосочетания.

·
Значения слова mind.

·
Способы выражения запрета.

·
Выражение вежливого обращения.

Ученик
должен уметь:

·
На слух извлечь информацию.

·
Отвечать на вопросы.

·
Высказать свое мнение по теме.

·
Прогнозировать содержание текста по
предтекстовым упражнениям и по заголовку.

·
Задавать вопросы.

·
Озаглавить текст.

·
Кратко излагать прочитанное.

·
Вести беседу по теме.

·
Письменно фиксировать полученную
информацию.

·
Употреблять предлоги средств транспорта.

·
Обобщать информацию.

·
Правильно ставить ударение в сложных
словах.

·
Вести беседу – обмен мнениями.

·
Выявлять наиболее значимые факторы.

·
Выполнять КИМы к ЕГЭ.

Практическое
применение:

·
Краткий диалог.

·
Работа со словарем.

·
Заполнение таблицы.

·
Интервью.

·
Сообщение о своем последнем путешествии.

·
Письменные упражнения.

·
Мини-диалог.

·
Рисунки.

·
Эссе.

·
Мини-сочинение по теме.

·
Тесты.

Учебно-тематический план

11 класс

Тема	Количество часов	Контрольные работы
Языки международного общения.	7	1
Глобальная деревня.	6	—
Что ты знаешь о своих правах и обязанностях?	4	1
Твое участие в жизни общества.	3	—
Чувство безопасности или как защитить Землю от нас.	5	1
Профессия твоей мечты.	4	—
Что нас ждет после школы.	3	1
Образование и карьера.	6	—
Последний школьный экзамен.	4	1
Альтернатива: традиционные или виртуальные университеты.	5	1
Современные технологии.	5	—
Незаурядные умы человечества.	6	1
Наука или выдумка.	3	—
Как относиться к клонированью.	2	—
Медицина.	8	1
Современные технологии и окружающая среда.	3	—
Открываем путь в цифровую эпоху.	4	—
Город и село.	5	1
Интересы и увлечения.	6	—
Круг моих друзей.	5	—
Разные страны — разная жизнь.	3	—
Соблюдение традиций.	5	1
ИТОГО:	102 часа	10

Учебно — методическое и
материально-техническое обеспечение программы:

1.
УМК “ Английский с
удовольствием” для 11 класса:

Учебник:

Биболетова М.З., Бабушис Е.Е., Снежко Н.Д. «Английский с удовольствием»:
Учебники английского языка для 11 класса общеобраз. учрежд. — Обнинск: Титул,
2012.

Методические
пособия для учителя:

Биболетова М.З., Бабушис Е.Е., Снежко Н.Д. Книга для учителя к учебнику
английского языка «Английский с удовольствием -11» для общеобраз. учрежд. —
Обнинск: Титул, 2010.

Аудиоприложения (аудиокассеты и CD MP3).

Дополнительная
литература для учителя:

Барашкова Е.А. Грамматика английского языка: проверочные работы: к учебнику
М.З. Биболетовой и др. «Английский с удовольствием — 10, 11»./ Е.А.Барашкова, —
М.: Издательство «Экзамен», 2006.

Дополнительная
литература для учащихся:

Барашкова Е.А. Грамматика английского языка: сборник упражнений: часть I
к учебнику М.З. Биболетовой и др. «английский с удовольствием — 10, 11»./
Е.А.Барашкова, — М.: Издательство «Экзамен», 2010;

Барашкова Е.А. Грамматика английского языка: сборник упражнений: часть II
к учебнику М.З. Биболетовой и др. «Английский с удовольствием — 10, 11»./ Е.А.Барашкова,
— М.: Издательство «Экзамен», 2010;

Рабочая тетрадь к учебнику «Английский с удовольствием» 11 кл. Биболетова
М.З.; Обнинск: Титул, 2012.

1. Компьютер

2. Наглядные пособия

3. Дидактический материал

4. Мультимедийный
проектор

НОРМЫ
ОЦЕНКИ ЗНАНИЙ, УМЕНИЙ, НАВЫКОВ УЧАЩИХСЯ

Аудирование

Отметка
«5»

Отметка
«4»

ставится в том случае, если
коммуникативная задача решена и при этом обучающиеся полностью поняли
содержание иноязычной речи, соответствующей программным требованиям для каждого
класса, за исключением отдельных подробностей, не влияющих на понимание
содержания услышанного в целом.

Отметка
«3»

ставится в том случае, если
коммуникативная задача решена и при этом обучающиеся полностью поняли только
основной смысл иноязычной речи, соответствующей программным требованиям для
каждого класса.

Отметка
«2»

ставится в том случае, если
обучающиеся не поняли смысла иноязычной речи, соответствующей программным
требованиям для каждого класса.

Говорение

Отметка
«5»

ставится в том случае, если
общение осуществилось, высказывания обучающихся соответствовали поставленной
коммуникативной задаче и при этом их устная речь полностью соответствовала
нормам иностранного языка в пределах программных требований для данного класса.

Отметка
«4»

ставится в том случае, если
общение осуществилось, высказывания обучающихся соответствовали поставленной
коммуникативной задаче и при этом обучающиеся выразили свои мысли на
иностранном языке с незначительными отклонениями от языковых норм, а в
остальном их устная речь соответствовала нормам иностранного языка в пределах
программных требований для данного класса.

Отметка
«3»

ставится в том случае, если
общение осуществилось, высказывания обучающихся соответствовали поставленной
коммуникативной задаче и при этом обучающиеся выразили свои мысли на
иностранном языке с отклонениями от языковых норм, не мешающими, однако, понять
содержание сказанного.

Отметка
«2»

ставится в том случае, если
общение не осуществилось или высказывания обучающихся не соответствовали
поставленной коммуникативной задаче, обучающиеся слабо усвоили пройденный
материал и выразили свои мысли на иностранном языке с такими отклонениями от
языковых норм, которые не позволяют понять содержание большей части сказанного.

Чтение

Отметка
«5»

ставится в том случае, если
коммуникативная задача решена и при этом обучающиеся полностью поняли и
осмыслили содержание прочитанного иноязычного текста в объёме, предусмотренном
заданием, чтение обучающихся соответствовало программным требованиям для
данного класса.

Отметка
«4»

ставится в том случае, если
коммуникативная задача решена и при этом обучающиеся полностью поняли и
осмыслили содержание прочитанного иноязычного текста за исключением деталей и
частностей, не влияющих на понимание этого
текста,   в объёме,   предусмотренном
заданием, чтение обучающихся   соответствовало
программным   требованиям   для   данного класса.

Отметка
«3»

ставится в том случае, если
коммуникативная задача решена и при этом обучающиеся поняли, осмыслили главную
идею прочитанного иноязычного текста в объёме, предусмотренном заданием, чтение
обучающихся в основном соответствует программным требованиям для данного
класса.

Отметка
«2»

ставится в том случае, если
коммуникативная задача не решена, обучающиеся не поняли прочитанного
иноязычного текста в объёме, предусмотренном заданием, чтение обучающихся
соответствовало программным требованиям для данного класса.

Планируемые результаты освоения программы
по английскому языку к концу 11 класса

В результате изучения
иностранного языка на базовом уровне ученик должен

знать/понимать

значения
новых лексических единиц, связанных с
тематикой данного этапа обучения и соответствующими ситуациями общения, в том
числе оценочной лексики, реплик-клише речевого этикета, отражающих особенности
культуры страны/стран изучаемого языка;

значение
изученных грамматических явлений в
расширенном объеме (видо-временные, неличные и неопределенно-личные формы
глагола, формы условного наклонения, косвенная речь / косвенный вопрос,
побуждение и др., согласование времен);

страноведческую
информацию из аутентичных источников, обогащающую социальный опыт
школьников: сведения о стране/странах изучаемого языка, их науке и культуре,
исторических и современных реалиях, общественных деятелях, месте в мировом
сообществе и мировой культуре, взаимоотношениях с нашей страной, языковые
средства и правила речевого и неречевого поведения в соответствии со сферой
общения и социальным статусом партнера;

уметь

говорение

вести диалог,
используя оценочные суждения, в ситуациях официального и неофициального общения
(в рамках изученной тематики); беседовать о себе, своих планах; участвовать в
обсуждении проблем в связи с прочитанным/прослушанным иноязычным текстом,
соблюдая правила речевого этикета;

рассказывать
о своем окружении, рассуждать в рамках изученной тематики и проблематики;
представлять социокультурный портрет своей страны и страны/стран изучаемого
языка;

аудирование

относительно
полно и точно понимать высказывания собеседника в распространенных стандартных
ситуациях повседневного общения, понимать основное содержание и извлекать
необходимую информацию из различных аудио- и видеотекстов: прагматических
(объявления, прогноз погоды), публицистических (интервью, репортаж),
соответствующих тематике данной ступени обучения;

чтение

читать
аутентичные тексты различных стилей: публицистические, художественные,
научно-популярные, прагматические – используя основные виды чтения
(ознакомительное, изучающее, поисковое/просмотровое) в зависимости от
коммуникативной задачи;

письменная речь

писать личное
письмо, заполнять анкету, письменно излагать сведения о себе в форме, принятой
в стране/странах изучаемого языка, делать выписки из иноязычного текста;

Использовать
приобретенные знания и умения в практической деятельности и повседневной жизни для:

·
общения с представителями
других стран, ориентации в современном поликультурном мире;

·
получения сведений из
иноязычных источников информации (в том числе через Интернет), необходимых в
образовательных и самообразовательных целях;

·
расширения возможностей в
выборе будущей профессиональной деятельности;

·
изучения ценностей мировой
культуры, культурного наследия и достижений других стран; ознакомления
представителей зарубежных стран с культурой и достижениями России.

Контрольно — измерительные материалы (11 класс)

Входящий контроль:

Choose the best variant :

1. _______ you work in a bank?

a) Why c) Are b) Do d) Really

2. ________ you work in a bank 3 months ago?

a) Do c) Did b) Have d) Will

3. It rains a lot at present, but it _____ at
all a week ago.

a) doesn’t rain b) rained
c) didn’t rain d) doesn’t rain

4. It __________ hard now. Let’s stay at
home.

a) snow c) is snowing b) snows d) snowing

5. A
strong wind ____ when she left the house.

a) blew c) were blowing
b) blows d) was blowing

6. ____________ your translation yet?

a) You have finished
b) Have you finished
c) Did you finished
d) You finished

7. Sally ____ an “A” on the exam yesterday.

a) has got c) was getting b) got d) gets

8. They _________ since 3 o’clock.

a) aren’t working c) don’t work
b) didn’t work d) haven’t been working

9. During the last 100 years people ________
a lot of carbon dioxide.

a) have produced c) have been producing
b) produced d) are producing

10. Weather _________ every day.

a) forecast c) is forecast
b) is forecasting d) forecasts

11. Rain __________ this week.

a) expects c) is expecting
b) is expected d) was expected

12. Food __________ tomorrow.

a) is bought c) will bought
b) is buying d) will be bought

13. The story ________.

a) must finish c) must be finished
b) must be finishing d) must to be finished

14. The bill ________ now.

a) should pay c) should paid
b) should be paid d) shouldn’t pay

15. If they (1)________ rainstorms, we
(2)______ to the city.

a) (1) will forecast, (2) will return
b) (1) forecast, (2) will return
c) (1) forecast, (2) return
d) (1) are forecasting, (2)return

16. The air in the country is ________ than
the air in the city.

a) more cleaner c) the cleaner
b) the cleanest d) cleaner

17. Life is _______ boring in the city.

a) less c) few b) few d) the fewer

18. The speaker advised us to save energy and
to use ______ electricity and gas.

a) a few c) less b) fewer d) more

19. I am going to be a lawyer. So ________.

a) Nick does c) does Nick b) Nick is d) is
Nick

20. Nelly asked if I ________ her to solve
the problem.

a) will help c) am helping b) help d) would
help

21. Polly told Caroline ______ in direct
sunlight.

a) doesn’t stay c) not stay
b) not to stay d) don’t stay

22. The teacher asked Ann what international
organisations ___________.

a) does she know c) she knew
b) did she know d) she will know

23. Moscow is a very old city; _______
history goes back to the XII century.

a) her c) it’s
b) its d) it

24. I like Moscow. _______ a nice city.

a) She’s c) It’s
b) Its d) It

25. The girl ______ to Tim is his sister.

a) talking c) is talking
b) talked d) has talked

26. The game _______ yesterday was lost.

a) playing c) played
b) was playing d) was played

27. What ______ attractive faces!

a) a c) an
b) the d) –

28. It is ______ exciting news.

a) such c) an
b) so d) very much

29. The idea is _______ attractive.

a) such c) no
b) an d) so

30. ______ an exciting trip it has been.

a) What c) Not
b) How d) Very much

31. We wouldn’t like ________ late.

a) your to return c) you will return
b) you return d) you to return

32. They expect the train ______ on time.

a) will arrive c) to arrive
b) arriving d) arrives

33. You should make _______ his trousers.

a) him to clean c) he to clean
b) him clean d) he cleans

34. My parents won’t let __________ late.

a) me to come back c) I come back
b) me come back d) I to come back

35. The children were allowed ____________ in
the show.

a) take part c) to take part
b) took part d) taking part

36. Mother watched the children _______.

a) to play c) played
b) were playing d) playing

37. Can you hear a child _______?

a) cried c) crying
b) is crying d) to cry

38. Mother _______ the flat before we all
returned .

a) cleaned c) has cleaned
b) had cleaned d) was cleaning

39. The teacher said that water ______ at 100
degrees Centigrade.

a) boils c) boiled
b) had boiled d) was boiling

40. I _________ over the Atlantic Ocean at 12
o’ clock tomorrow.

a) will fly c) am flying
b) will be flying d) fly

Итоговый контроль

Раздел 1. Чтение

1. First computers

2. Risky sport

3. Shopping in comfort

4. Difficult task

5. Professional sport

6. Shopping from home

7. New users

8. Digging for the past

A. A group of
university students from Brazil have been given the job of discovering and
locating all the waterfalls in their country. It is not easy because very often
the maps are not detailed. The students have to remain in water for long
periods of time. Every day they cover a distance of 35 to 40
kilometers through the jungle, each carrying 40 kilos of equipment.

B. For many years
now, mail-order shopping has served the needs of a certain kind of customers.
Everything they order from a catalogue is delivered to their door. Now, though,
e-mail shopping on the Internet has opened up even more opportunities for this
kind of shopping.

C. Another
generation of computer fans has arrived. They are neither spotty schoolchildren
nor intellectual professors, but pensioners who are learning computing with much
enthusiasm. It is particularly interesting for people suffering from arthritis
as computers offer a way of writing nice clear letters. Now pensioners have
discovered the Internet and at the moment they make up the fastest growing
membership.

D. Shopping
centres are full of all kinds of stores. They are like small, self-contained
towns where you can find everything you want. In a large centre, shoppers can
find everything they need without having to go anywhere else. They can leave
their cars in the shopping centre car park and buy everything in a covered
complex, protected from the heat, cold or rain.

E. Not many people
know that, back in the fifties, computers were very big, and also very slow.
They took up complete floors of a building, and were less powerful, and much
slower than any of today’s compact portable computers. At first, the data they
had to process and record was fed in on punched-out paper; later magnetic tape
was used, but both systems were completely inconvenient.

F. Potholing is a
dull name for a most interesting and adventurous sport. Deep underground, on
the tracks of primitive men and strange animals who have adapted to life
without light, finding unusual landscapes and underground lakes, the potholer
lives an exciting adventure. You mustn’t forget, though, that it can be quite
dangerous. Without the proper equipment you can fall, get injured or lost.

G. Substantial
remains of an octagonal Roman bath house, probably reused as a Christian
baptistry, have been uncovered during a student training excavation near
Faversham in Kent. The central cold plunge pool was five metres across, and
stood within a structure which also had underfloor heating and hot pools,
probably originally under a domed roof.

A	B	C	D	E	F	G

B3 Прочитайте
текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7.
Одна из частей в списке 1–7 — лишняя. Занесите цифры, обозначающие
соответствующие части предложений, в таблицу.

Fire
Crews Hunt Escaped Hamster

Eight firefighters have been called in to help find an escaped hamster. Two
crews used a chocolate-covered camera and a vacuum cleaner A ____ , called
Fudgie, at the home of a six-year-old girl in Dunbar, Scotland.

The
girl’s mother said: ‘We came down for breakfast and discovered Fudgie had
opened the top lid of her cage and had made her way into the kitchen and we
think she has gone В ____ .’

The
fire crews spent five hours trying to recover the pet after it ran down a hole
in the kitchen floor. But, the hamster still refused С ____
.

In
the search for Fudgie, the firefighters took the family cooker and gas pipes
apart. They also dropped a mini-camera coated with chocolate under the
floorboards.

They
then hoped to take out the hamster using a vacuum cleaner. Despite all their
efforts, they failed to find Fudgie.

In
the end, the firefighters put another camera down the hole D ____ , connected to
the screen of the family home computer, to see if Fudgie appeared. Besides,
the girl and her parents regularly dropped food E ____ .

At
last, after eight days the hamster returned to her cage safe and sound. She
crawled from the hole in the kitchen floor early in the morning. It was the
girl’s father who first found Fudgie F ____ .

The
girl said that day it was like Christmas morning for her. Her parents added
that they too felt extremely happy when Fudgie had finally returned.

1.
through
a small hole in the floor

2.
through
the hole for the hamster

3.
and
locked the runaway hamster

4.
to
come out of the hole

5.
to
look after the pet

6.
to
try and locate the missing hamster

7.
and
left it under the floorboards

A	B	C	D	E	F

When my Uncle Alan turned
up at my thirteenth birthday party without a present, I couldn’t hide the
disappointment on my face. He was my favourite uncle, and he always bought me
fantastic presents.

‘Don’t look so sad,
Anna,’ he said kindly. ‘I haven’t forgotten to get you a present. I just couldn’t
bring it with me. Tomorrow, I’m taking you abseiling’. ‘I didn’t know you had a
boat,’ I said. ‘No, not sailing! Abseiling!’ ‘What’s that?’ I asked. I’ve never
heard of it.’ ‘You’ll see,’ he said mysteriously.

Early the next day, Uncle
Alan drove me to Lamerton Adventure Park. I’d never been there before, but had
often told my mum and dad how exciting it sounded. As we drove through the
gates, it seemed that, once again, Uncle Alan had found me a birthday present
I’d never forget. When we arrived, we went to find my instructor, a friendly
young woman called Isabelle. She put me completely at ease, and I knew that,
whatever I was going to be doing, I’d be quite safe with her. ‘So, Anna, have
you ever been abseiling before?’ she asked. I admitted I didn’t even know what
abseiling was. ‘Well, it’s always fun to experience something new, isn’t it?’
she said. We walked through the park, and ended up at a rocky hill. The biggest
rock face was extremely high and steep, but there were smaller, easier faces
too. When I saw the equipment waiting for me — a rope, a harness and a helmet —
I guessed what I was going to be doing. ‘Oh, I’m going rock climbing!’ I said
excitedly. ‘Not exactly,’ said Uncle Alan. Isabelle explained. ‘With rock
climbing, you start at the bottom and go up, but with abseiling, you start at
the top and go down.’ Now I understood. We carried the equipment up a path to
the top of the smallest rock face. I carefully looked over the edge. The ground
was about five metres below. ‘This is going to be fun,’ I thought. Isabelle
tied the rope carefully to a metal ring, and then threaded it through my
harness, which by now I was wearing round my waist. She threw the other end of
the rope over the edge of the rock face, and it fell to the ground. ‘This is
where I say goodbye,’ said Uncle Alan. I’m going back down to the bottom. I’ll
be holding the other end of the rope, so you’ll be quite safe. See you when you
come down!’ Isabelle was the perfect instructor. She talked me through what to
do step by step. I stood on the edge of the rock face with my back to the drop.
My left hand was holding the rope in front of me, my right hand holding the
rope behind me. ‘Now,’ she said, ‘gently lean back’. This was the most
difficult part. It’s a terribly scary experience leaning back over a cliff,
especially the first time you attempt it, and for the first few minutes I
wondered whether I could actually do it. Finally, I decided to risk it. I
didn’t want Uncle Alan thinking I was a coward. Keeping my feet still, I leant
back a little. Then a little more. ‘Fantastic!’ shouted Uncle Alan from below
me.

‘That’s wonderful,’ said
Isabelle. ‘Now, slowly start to walk down the rock.’ It was more like bouncing
than actual walking, but I started to go down. It didn’t take long to reach the
bottom, but I felt a huge sense of achievement when I put my feet on the ground
next to Uncle Alan.I’m so proud of you!’ he said. ‘Do you want to try a higher
rock face now?»You bet!’ I said. ‘The higher, the better!’

А15
When Uncle Alan saw Anna’s disappointment, he realised that

1)
he should have brought a present with him.

2)
he really was her favourite uncle.

3)
she thought he had forgotten to bring her a present.

4)
he had to take her somewhere the next day.

A16 Anna had
frequently told her parents that

1)
Lamcrton Adventure Park appealed to her.

2)
she had never been abseiling before.

3)
Uncle Alan’s birthday presents were unforgettable.

4)
abseiling sounded like a very interesting activity.

A17 Isabelle made
Anna

1)
admit how little she knew about the park.

2)
feel totally secure and comfortable.

3)
think about previous enjoyable experiences.

4)
realize that abseiling would be easy.

A18When Anna saw the
equipment, she

1)
understood immediately what abseiling was.

2)
tried hard to guess what it would be used for.

3)
asked Isabelle for an explanation.

4)
still didn’t understand what she would be doing.

А19Uncle Alan didn’t
stay at the top of the rock face because

1)
he wanted to seе Anna when she
reached the bottom.

2)
he had to hold the rope at the bottom.

3)
the rope had fallen over the edge by mistake.

4)
he thought she would be safer without him up there.

A20 As Anna started
to lean back, she

1)
felt extremely frightened.

2)
wondered if she was a coward.

3)
knew she had to risk the danger.

4)
remembered the first time she’d done this.

A21 After reaching
the bottom, Anna

1)
thought she had achieved enough for one day.

2)
wanted to abseil down a more difficult rock face.

3)
made a bet with her uncle about the height of the rock.

4)
felt relieved to be on the ground again with her uncle.

Раздел
2. Грамматика и лексика

B10

«I have never searched for happiness. Who wants
happiness? I have searched for pleasure.»

«And found it, Mr. Gray?»

«Often. Too often.»

The duchess sighed. «I ____
for peace,» she said, «and if

I ___ and dress, I shall have none
this evening.»

«Let me get you some orchids,
Duchess,» cried Dorian, ______ to his feet and walking down the
conservatory.

«You are flirting disgracefully
with him,» said Lord Henry to his cousin. «You had better take
care. He is very fascinating.»

«If he were not, there would be
no battle.»

«Greek meets Greek, then?»

«I am on the side of the
Trojans. They fought for a woman.»

«They _______.»

«There are ______ things
than capture,» she answered.

«You gallop with a loose
rein.»

«Pace gives life,» was the
riposte.

«I shall write it in my diary
to-night.»

«What?»

«That a burnt child loves the
fire.»

«I am not even singed. My wings
______.»

«You use them for everything,
except flight.»

«Courage ______ from men
to women. It is a new experience for us.»

«You have a rival.»

«Who?»

He laughed. «Lady
Narborough,» he whispered. «She perfectly adores him.»

«You fill me with apprehension.
The appeal to antiquity is fatal to us who are romanticists.»

NOT GO

START

DEFEAT

BAD

UNTOUCH

PASS

В11

B12

B13

B14

B15

B16

«What are you two talking about?» said
Lord Henry, strolling over to the table and putting his cup down. «I
hope Dorian has told you about my plan for rechristening everything, Gladys.
It is a _____ idea.»

«But I don’t want to be
rechristened, Harry,» rejoined the duchess, looking up at him with her
wonderful eyes. «I am quite satisfied with my own name, and I am sure
Mr. Gray should be satisfied with his.»

«My dear Gladys, I would not alter either name
for the world. They are both perfect. I was thinking ____ of flowers.
Yesterday I cut an orchid, for my button-hole. It was a _______ spotted
thing, as ____ as the seven deadly sins. In a
_______ moment I asked one of the gardeners what it was called. He told me it
was a fine specimen of Robinsoniana, or something dreadful of that kind. It
is a sad truth, but we have lost the faculty of giving lovely names to
things. Names are everything. I never quarrel with actions. My one quarrel is
with words. That is the reason I hate vulgar ____ in literature. The man who
could call a spade a spade should be compelled to use one. It is the only thing he is fit for.»

DELIGHT

CHIEF

MARVEL

EFFECT

THINK

REAL

Each man lived his own life and paid
his own __A22___ for living it. The only pity was one had to pay so
often for a ___A23__ fault. One had to pay over and over again, indeed.
In her dealings with man, destiny never closed her accounts.

There are moments,
psychologists tell us, when the passion __A24__ sin, or for what the
world calls sin, so dominates a nature that every __A25___ of the body,
as every cell of the brain, seems to be instinct with fearful impulses. Men and
women at such moments lose the freedom of their will. They move to their
terrible end as automatons move. Choice is taken from them, and conscience is
either killed, or, if it lives at all, lives but to give rebellion its
fascination and disobedience its charm. For all sins, as theologians weary not
of reminding us, are sins of disobedience. When that high __A26___, that
morning star of evil, fell from heaven, it was as a rebel that he fell.

Callous, concentrated on
evil, with stained mind, and soul hungry for rebellion, Dorian Gray hastened
on, quickening his __A27__ as he went, but as he darted aside into a dim
archway, that had served him often as a short cut to the ill-famed place where
he was going, he felt himself suddenly seized from behind, and before he had
time to defend himself, he was thrust back against the wall, with a brutal hand
___A28___ his throat.

A22 1) money 2) worth 3)price 4)value

A23 1) one 2) singular 3)single 4)
alone

A24 1) for 2) to 3) of 4) at

A25 1) substance 2) cell 3) part 4)
fibre

A26 1) spirit 2) ghost 3) personality
4)spook

A27 1) stride 2)footprint 3)walk 4)step

A28 1) on 2)round 3)around 4) close

Раздел 3. Письмо

С1 You have 20
minutes to do this task.

You have received
a letter from your English-speaking pen-friend Rosie who writes:

…I’ve decided to send you a book in English for your
birthday. What kind of book would you like? What kind of books do you usually
read in your own language? Is there a particular book you know about that you
would like me to get for you? Are there any kinds of books you definitely
don’t like? Give me some idea of what I could get for you?

This summer we plan to go hiking with my parents.

Write
a letter to Rosie.

In
your letter

—
answer
her questions

—
ask
3 questions about her summer plans

Write 100-140
words.

Remember
the rules of letter writing.

С2 You have 60
minutes to do this task.

Comment
on the following statement.

Many
people enjoy visiting zoos and seeing the animals. Other people believe that
animals should not be taken from their natural surroundings and put into zoos.

What
do you think about this issue? Do you think that people should defend animal
rights?

Write
200-250 words.

Use
the following plan:

—
make
an introduction (state the problem)

—
express
your personal opinion and give 2-3 reasons for your opinion

—
express
an opposing opinion and give 1-2 for this opposing opinion

—
explain
why you don’t agree with the opposing opinion

—
make
a conclusion restating your opinion

Источник

Внутришкольный контроль

Составители: М.А. Дручина, О.П. Булатова ,школа № 1246, Москва

Английский язык Тесты

Поможем написать учебную работу

Составители: М.А. Дручина, О.П. Булатова ,
школа № 1246, Москва