Е.Н. Соловова
David Sixbey
John Parsons
АНГЛИЙСКИЙ
язык
ШКОЛЬНОЕ
ОБРАЗОВАНИЕ
Задания к разделам
- аудирование
- чтение
- грамматика и лексика
- письмо
Ответы ко всем заданиям
Критерии оценивания
Компакт-диск
с текстами для аудирования
М ОСКВА , 2011
УДК 372.8:811.111
ББК 74.268.2Англ-922
С60
Соловова, Е.Н.
С60 ЕГЭ. Английский язык. Тематические тестовые задания. Школьное образование / Е.Н. Соловова,
David Sixbey, John Parsons. — М.: Центр изучения английского языка Елены Солововой, 2011. —
143, [1] с.
ISBN 978-5-451-00002-1
Тематические тестовые задания по английскому языку ориентированы на подготовку учащихся сред
ней школы для успешной сдачи Единого государственного экзамена.
Предлагаемое пособие содержит информацию о структуре и содержании ЕГЭ по иностранному языку в
целом и каждой части экзамена в отдельности. Особенностью данной книги является то, что она основана
на контроле умений общения в пределах одного тематического блока в соответствии с Государственным
образовательным стандартом и кодификатором ЕГЭ: Школьное образование. Данный тематический раз
дел включает такие темы как: Изучаемые предметы и отношение к ним, Каникулы, Досуг молодежи: по
сещение кружков, спортивных секций, клубов по интересам, Возможности продолжения образования в
высшей школе, Проблемы выбора будущей сферы трудовой и профессиональной деятельности, профес
сии, Планы на ближайшее будущее, Языки международного общения и их роль в выборе профессии в со
временном мире, и т.д.
В начале каждого раздела даются пошаговые инструкции по эффективному выполнению данного тесто
вого задания ЕГЭ. Инструкции сопровождаются тренировочными заданиями на отработку приемов, необхо
димых для успешной сдачи ЕГЭ в разделах «Аудирование», «Чтение», «Грамматика и лексика» и «Письмо».
В разделе «Письмо» преподаватели и учащиеся найдут также параметры и критерии оценивания обеих час
тей письменной работы, что поможет им точнее понять, на что следует обращать внимание при подготовке и
написании личного письма и эссе.
Помимо тренировочных заданий в пособии предлагаются два полных варианта пробного экзамена и
образцы бланков для внесения ответов, что позволяет смоделировать ситуацию реального экзамена.
Компакт-диск содержит тексты к заданиям по аудированию, воспроизведенные профессиональными
дикторами — носителями языка.
Данное пособие может быть использовано как в классе под руководством учителя, так и дома для са
мостоятельной работы.
Пособие предназначено учителям и методистам, использующим тесты для подготовки учащихся к
Единому государственному экзамену, оно также может быть использовано учащимися для самоподготов
ки и самоконтроля.
УДК 372.8:811.111
ББК 74.268.2Англ-922
ok-language
Электронная копия
никогда не заменит
книгу
П о я с н и т е л ь н а я з а п и с к а ....................................................................................................................... 5
С П ЕЦ И Ф И К А Ц И Я кон трольн ы х и зм ерительн ы х м атериалов
Е ди н ого госу д ар ствен н о го э к з а м е н а по и н о с тр а н н ы м я з ы к а м ......................................... 6
Б л а н к ответов № 1 ..................................................................................................................................15
Б л а н к ответов № 2 ................................................................................................................................ 16
ТРЕН И РО ВО ЧН Ы Е ЗА Д А Н И Я
К Р А З Л И Ч Н Ы М Ч А С Т Я М Э К ЗА М Е Н А
Р а з д е л 1. « А у д и р о ван и е» .......................................................................................................................... 19
П ервое за д а н и е ( В 1 ) ...............................................................................................................................20
В торое за д а н и е ( А 1 - А 7 ) ....................................................................................................................... 23
Т ретье за д а н и е ( А 8 - А 1 4 ) .................................................................................................................... 26
Р а з д е л 2. « Ч тен и е» ........................................................................................................................................ 30
П ервое за д а н и е ( В 2 ) ...............................................................................................................................31
В торое за д а н и е (ВЗ) ...............................................................................................................................37
Т ретье за д а н и е (А 1 5 -А 2 1 ) ............................. ................................................................................... 42
Р а з д е л 3 « Г р а м м а т и к а и л е к с и к а » ........................................................................................................ 50
П ервое за д а н и е ( В 4 - В 10) ...................................................................................................................51
В торое за д а н и е (В 1 1 -В 1 6 ) ................................................................................................................. 56
Т ретье за д а н и е (А 2 2 -А 2 8 ) ............................................................. ...................................................60
Р а з д е л 4 «П и сьм о» ........................................................................................................................................ 64
П ервое за д а н и е ( С 1 ) ...............................................................................................................................65
В торое за д а н и е (С2) ...............................................................................................................................70
С хем ы о ц е н и в а н и я в ы п о л н е н и я з а д а н и й р а з д е л а « П и с ь м о » ........................................... 74
Содержание
ТРЕН И РО ВО ЧН Ы Е ВА РИ А Н ТЫ
Е Д И Н О ГО ГО С У Д А РС ТВ ЕН Н О ГО Э К З А М Е Н А
В ар и а н т 1 ...................................................................................................................................................79
В ар и а н т 2 ...................................................................................................................................................93
А Л Ь Т Е Р Н А Т И В Н Ы Й К О Н Т Р О Л Ь .................................................................................................. 107
Т Е К С Т Ы Д Л Я А У Д И Р О В А Н И Я ........................................................................................................ 117
Т е к с ты д л я а у д и р о в а н и я к тр е н и р о в о ч н ы м з а д а н и я м ......................................................119
Т ек с ты д л я а у д и р о в а н и я к в а р и а н т а м э к з а м е н а ................................................................ 132
К л ю ч и ............................................................................................................................................................... 140
К л ю ч и к тр е н и р о в о ч н ы м з а д а н и я м ............................................................................................140
К л ю ч и к п о л н ы м в а р и а н т а м э к з а м е н а ....................................................................................... 142
П р е д п о л а га ем ы е отв еты к за д а н и я м н а а л ь т е р н а т и в н ы й к о н т р о л ь ............................143
4
Пояснительная записка
5
СПЕЦИФИКАЦИЯ
контрольных измерительных материалов
Единого государственного экзамена
по иностранным языкам
Соотношение оценок
М аксималь
вы полнения отдельных
Разделы Кол-во ный Тип
№ частей работы
работы заданий первичный заданий
в общей оценке
балл
(в % от макс. балла)
1 Аудирование 15 25% 20 Задания
2 Чтение 9 25% 20 на соответствие,
с выбором ответа и
3 Грамматика
20 25% 20 с кратким ответом
и лексика
4 Письмо Задания с развер
2 25% 20
нутым ответом
Итого 46 100% 80
1 Общеевропейские компетенции владения язы ком : Изучение, преподавание, оценка. МГЛУ, 2003.
2 Поскольку весь возможный спектр уровней владения иностранным язы ком представлен в доку
менте Совета Европы лиш ь шестью уровнями, очевидно, что внутри каждого из них можно вы делять оп
ределенные подуровни. Обозначение базового уровня ЕГЭ к а к А 2+ означает, что из описания уровня А2
для подготовки заданий базового уровня разработчики ориентируются на дескрипторы, леж ащ ие ближе
к уровню В1, а не к А1.
7
Спецификация
В разделе «Письмо» контролирую тся умения создания различны х типов письменных тек
стов.
Соотношение проверяемых умений и навыков и первичных баллов представлено в таблице 2.
Таблица 2
Распределение заданий экзаменационной работы по содержанию и видам
проверяемых умений и навыков
8
Спецификация
Таблица 3
Распределение заданий по уровням сложности
Таблица 4
Аудирование Чтение
Базовый К раткие вы сказы вания информаци К раткие тексты информационного и
онно-прагматического характера научно-популярного характера
Повышенный Беседа или вы сказы вание в стан Публицистические {напр, рецензия)
дартны х ситуациях повседневного и научно-популярные тексты
общения
Высокий Интервью, развернутое тематическое Художественный или публицистиче
высказы вание, репортаж ский {напр, эссе) текст
10
Спецификация
12
Спецификация
П рилож ение 1
Обобщенный план
экзаменационной работы 2011 г. по иностранны м язы к ам
13
Спецификация
1 2 3 4 5 6
21 А18 2.2 В 1
22 А19 2.2 В 1
23 А20 2.2 В 1
24 А21 2.2 в 1
Итого 20
Раздел 3. Грамматика и лексика
25 В4 5.2.1 (англ., исп., Б 1
26 В5 ф ранц.яз.) Б 1
27 В6 5.2.2 (англ., исп. яз.) Б 1
28 В7 5.2.3 (англ., исп., нем., Б 1
Грамматические
29 В8 франц. яз.) Б 1
навы ки
30 В9 5.2.4 (англ., исп. яз.) Б 1
31 В10 5.2.5 (англ., исп., нем., Б 1
франц. яз)
5.2.6 (англ., исп., нем. яз.)
32 В11 5.3.1 (англ., нем., исп. яз.) Б 1
33 В12 5.1.2 (франц.яз.) Б 1
Л ексико-грам
34 В13 5.2.2 (франц.яз.) Б 1
матические
35 В14 5.2.3 (франц.яз.) Б 1
навы ки
36 В15 5.2.6 (франц.яз.) Б 1
37 В16 Б 1
38 А22 П 1
39 А23 П 1
5.3.3 (англ. яз.)
40 А24 Л ексико-грам П 1
5.3.3 (исп. яз.)
41 А25 матические П 1
5.3.3 (нем. яз.)
42 А26 навы ки П 1
5.3.2 (франц. яз.)
43 А27 П 1
44 А28 П 1
Итого 20
Раздел 4. Письмо
Письмо личного
45 С1 4.3 Б 6
характера
Письменное вы
сказы вание с эле
ментами рассуж
46 С2 дения по 4.6 В 14
предложенной
проблеме «Ваше
мнение»
Итого 20
Всего заданий — 46, из них по типу заданий: А — 28, В — 16, С — 2;
по уровню сложности: Б — 16, П — 15, В — 15.
М аксимальный первичный балл за работу — 80.
Общее время выполнения работы — 160 мин.
14
Бланк ответов № 1
а Е дины й г о с у д а р ст в е н н ы й э к з а м е н
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АБвГАЕЁЖЗИЙКЛ«НОПРСТУ<РХЦЧШЩ'ЬЫЬЭЮЯ I 1 Ъ Ч Ъ Ь ? $ 9 0
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15
Бланк ответов № 2
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Ы ЬЛШ Ш
т п ё е т е в N8 2
Штн
в н т МАНИ®! Мшимый бланк использовать тояьно совместно с двумя друшими бланками из данного патта
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16
ТРЕНИРОВОЧНЫЕ
ЗАДАНИЯ
К РАЗЛИЧНЫМ ЧАСТЯМ
ЭКЗАМЕНА
Г ok-language |
Электронная копия
никогда не заменит
книгу
РАЗДЕЛ 1. «АУДИРОВАНИЕ»
Данный раздел экзамена состоит из трех заданий. Каждое задание проверяет тот или иной
вид аудирования: понимание основного содерж ания текста, понимание запраш иваемой инфор
мации, детальное понимание текста.
Задание В1 Базового уровня (7 баллов) с кратким ответом (задание на соответствие). Это
задание на контроль умений понимания основного содерж ания аудио текста.
Задание А 1—А7 П овыш енного уровня (6 баллов) с выбором ответа (верно — неверно — в
тексте нет информации). Это задание на контроль понимания запраш иваемой информации в
аудио тексте.
Задание А 8—А 14 Высокого уровня (7 баллов) с выбором ответа из трех предложенных (за
дание на множественный выбор). Это задание на контроль детального понимания аудио текста.
Ж елательно заранее ознакомиться с форматом данной части экзам ена и установками,
предлагаемыми к каж дому заданию, а такж е бланками ответов и инструкциям по их заполне
нию. Установки к заданиям, к ак правило, формулируются одинаково во всех вариантах ЕГЭ —
это позволит сэкономить время на экзамене.
19
Тренировочные задания к различным частям экзамена
В данном задании надо установить соответствие между заголовком, (темой или кратким
утверждением) и небольшим текстом. В задании предлагаются шесть коротких вы сказы ваний,
отмеченных буквами A -F и семь заголовков (тем, или кратких утверждений), отмеченных циф
рами 1 -7 . Один заголовок (тема или краткое утверждение) — лиш нее. За каж дое правильно ус
тановленное соответствие дается 1 балл. За все задание можно получить максимально 6 баллов.
После прослушивания
1. Записать окончательный вариант ответа в таблицу после задания.
2. Определить лиш ний заголовок (тему, краткое утверждение).
3. Еще раз проверить точность записи ответов и перенести их в бланк.
Раздел 1. «Аудирование». Первое задание (В1)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Говорящий A В С D E F
Утверждение
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 2
Говорящий A В С D E F
Утверждение
21
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3
Говорящий A В С D E F
Утверждение
22
Раздел 1. Аудирование. Второе задание (А1-А7)
В данном задании надо выбрать правильный ответ из трех предложенных: Верно/ Неверно/
В тексте не сказано. В задании предлагается семь утверждений, связанных с содержанием аудио
текста (беседы или небольшого сообщения в пределах тем повседневного общения). Текст записи
звучит дважды. В ходе выполнения задания требуется установить, является ли каждое из утвер
ждений верным, ложным, или текст не дает достаточной информации по данному вопросу. За ка
ждый правильный ответ дается 1 балл. За все задание можно получить максимально — 7 баллов.
До прослушивания текстов
После прослушивание
Проверить однозначность выбора ответа и перенести ответы в бланк.
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1
В ы услы ш ит е разговор двух ст удент ов о выборе курса истории. Определите, какие из при
ведённы х утверж дений ( А 1 - А 7 ) соответствуют содержанию т екст а (1 ), какие не соот-
вет ст вую т (2 ) и о чём в т екст е не сказано, то есть на основании т екст а нельзя дать ни
полож ительного, ни отрицательного от вет а(З). Обведите номер выбранного вами вариан
та ответа. Вы услы ш ит е запись дважды.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 2
24
Раздел 1. Аудирование. Второе задание(А1-А7)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3
25
Тренировочные задания к различным частям экзамена
ТРЕТЬЕ ЗАДАНИЕ (А 8 -А 1 4)
ДЕТАЛЬНОЕ ПОНИМАНИЕ ТЕКСТА
В данном задании надо выбрать правильны й ответ из трех предлож енных. Текст записи
звучит дважды. Это либо интервью, либо развернутое тематическое высказы вание, либо репор
таж . Задание на множественный выбор может быть представлено либо к ак вопрос с тремя вари
антами ответа, либо к ак начало предложения с тремя вариантами его заверш ения, при этом в
том и другом случае только один вариант является верным. За каж ды й правильны й ответ дает
ся 1 балл. За все задание можно получить м аксимально — 7 баллов.
Д о прослушивания текста
Обратить особое внимание на задания, где изначально были выбраны несколько возмож
ных ответов. Слушая текст, записывать ключевые слова, которые помогают обосновать выбор.
После прослушивания
Проверить однозначность выбора ответа и перенести ответы в бланк. Если однозначного от
вета нет, ВЫ БРАТЬ ЛЮБОЙ, но не оставлять пропусков.
Раздел 1. Аудирование. Третье задание (А8-А14)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
27
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Вы услы ш ит е рассказ о первом годе работы молодого учит еля. В заданиях А 8 - А 1 4 обведи
те цифру 1, 2 или 3, соответствующую выбранному вами вариант у ответа. Вы услы ш ит е
запись дважды.
А8 The speaker decided not to enroll fo r a U niversity g rad u ate program because he
1) was poor and needed to earn money to buy a car first.
2) p u t his fam ily responsibility higher th a n his education.
3) knew there were no scholarships fo r th a t program .
А9 The speaker went to teach in a sm all unknow n city fo r the sake of
1) b e tte r clim ate and safer environm ent fo r his fam ily.
2) m eeting the utm ost professional challenge.
3) g ettin g b e tte r paym ent.
А10 W hen the speaker says ‘W e were expected to sponsor stu d en t activ itie s’ he means
1) all teachers had to arrange stu d e n ts’ ex tra -c u rric u la r activities fo r free.
2) firs t year teachers had to find ways to help stu d en ts earn pocket money.
3) male teachers were in charge of e x tra -c u rric u la r sport activities.
A ll Coaching the school basketball team , the speaker m anaged to
1) influence the developm ent of stu d e n ts’ academic m otivation as well.
2) persuade school athletes to take a course in m ath.
3) organize a professional basketball team .
А12 The way the speaker chose to celebrate his firs t ch ild ’s b irth suggests th a t he was
1) concerned w ith his image of a Teacher.
2) still m uch of a nau g h ty boy him self.
3) a quick th in k er.
А13 The play th e speaker p u t on w ith his stu d en ts tu rn e d out to be a success th an k s to
1) the stu d e n ts’ poor acting.
2) the speaker’s guidance.
3) the genre of th e selected play.
А14 The US Congress G rant program , which th e speaker became p a rt of, was m eant to
1) select capable candidates for th e g rad u ate program s in science.
2) provide b e tte r professional tra in in g fo r young teachers.
3) support devoted teachers from sm all village schools.
28
Раздел 1. Аудирование. Третье задание (А8-А14)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3
Вы услы ш ит е рассказ взрослого человека о том, ка к будучи ш кольникам и, они зарабат ы ва
л и деньги в лет ние каникулы . В заданиях А 8 - А 1 4 обведите цифру 1, 2 и ли 3, соответст
вующую выбранному вам и вариант у ответа. В ы услы ш ит е запись дважды.
Sum m er w ork
А8 For the speaker and his friends sum m er w ork was a way to
1) escape from fam ily chores.
2) active and useful pastim e.
3) earn fo r the living.
А9 The th ree boys decided to go to W isconsin fo r th e sum m er work because
1) they could not stand the heat a t home any more.
2) it was a chance to travel and see th e country.
3) it was a financially tem pting adventure.
А10 Five weeks the boys worked for 1 5 -1 7 hours a day because
1) they decided to compete w ith professional farm ers from th e South.
2) seasonal harv est necessity required it.
3) they w anted to earn as m uch as possible.
АН The boys worked in
1) fields, c u ttin g and loading pea vines.
2) the factory, processing and canning peas.
3) d ifferen t places doing all sorts of work.
А12 The next sum m er the boys m anaged to get a job
1) on several pea canneries, m oving from place to place.
2) in th e same factory, b u t in a bigger company of friends.
3) in a d ifferen t cannery fa rth e r n o rth , b u t on th e same term s.
А13 In two years pea picking became
1) the only sum m er work fo r teenagers from th is so u th ern town.
2) a special brand m ark among the school stu d en ts.
3) a very risky and challenging way to spend the sum m er.
А14 Pea-picking developed a unique sense of brotherhood among th e boys and they
1) still can’t talk of anything else.
2) became really in terested in agricu ltu re.
3) are eager to reflect on th a t experience years a fte r.
29
РАЗДЕЛ 2. «Чтение»
Данный раздел экзамена состоит из трех задан и й . Каждое задание проверяет тот или иной
вид чтения: понимание основного содержания текста, понимание структурно-смысловых свя
зей текста, детальное понимание текста.
Задание В2 Базового уровня (7 баллов) с кратким ответом (задание на соответствие). Это
задание на контроль умений просмотрового чтения, направленного на понимание основного со
держ ания прочитанного.
Задание ВЗ Повышенного уровня (6 баллов) с кратким ответом (задание на соответствие).
Это задание на контроль понимания структурно-смысловых связей текста.
Задание А 15—А21 Высокого уровня (7 баллов) с выбором ответа из четырех предложенных
(задание на множественный выбор). Это задание на контроль изучающего чтения, направлен
ного на детальное понимание прочитанного.
Ж елательно заранее ознакомиться с форматом данной части экзамена и установками,
предлагаемыми к каж дому заданию. Установки к заданиям, как правило, формулируются
одинаково во всех вариантах ЕГЭ — это позволит сэкономить время на экзамене.
30
Раздел 2. Чтение. Первое задание(В2)
В данном задании надо установить соответствие между заголовком, (темой или кратким
утверждением) и небольшим текстом. В задании предлагаются семь коротких текстов, отме
ченных буквами А-G , и восемь заголовков (тем, или кратких утверждений), отмеченных циф
рами 1 -8 . Один заголовок (тема или краткое утверждение) — лишнее. За каж дое правильно ус
тановленное соответствие дается 1 балл. За все задание можно получить максимально 7 баллов.
До чтения текстов
31
Тренировочные задания к различным частям экзамена
1. Обратить особое внимание на тексты, где изначально были выбраны несколько возможных
соответствий.
2. Обосновать самому себе выбор того или иного соответствия с опорой на текст.
3. Проверить правильность других выбранных соответствий.
После прочтения
32
Раздел 2 . Чтение. Первое задание(В2)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
A. H igh school students have rig h ts protected by th e C onstitution like everyone else, b u t it
is com plicated. There is no one set of rules. State laws d iffer from federal laws, and
school board regulations vary from place to place. S tudents discover w hat rig h ts they
have by try in g to exercise them , and, if prevented, tak in g th e school to court.
B. Kids who live on ju n k food grow up to be fa t and unhealthy, so schools should teach good
health. They should fill th e ir vending m achines w ith health foods, and lunch program s
should serve nothing b u t n u tritio u s meals. If some kids com plain, so w hat? They
complain about algebra, too.
C. There is a new five-year program th a t lets stu d en ts earn a high school diplom a and two
years of college a t no cost. It is g ettin g kids who are a t risk to become more m ature in
the lower grades, to take college-prep courses, study h ard er, and focus on a career. Once
in the program , very few drop out.
D. Neuroscience (brain science) is fin d in g out how teaching affects th e brain. It has
discovered pre-school kids can learn num bers and simple m ath because the num ber
in stin c t is hard-w ired in the brain. So is the language in stin ct, b u t teaching kids to read
is h ard er. It takes longer for the brain to connect sounds w ith le tte rs —up to 11 years.
E. In h ard tim es, colleges m ust be relevant. Today’s stu d en ts w ant Chinese and A rabic, not
L atin and Greek. Economics is in demand; and even English classes are teaching how to
netw ork, w rite a resum e, and presen t oneself in an interview . It is no t a good tim e to be
a philosophy professor.
F. Com puters help w ith drills and practice, b u t they are not m uch help in higher-level
thinking. In the lower grades, money is b e tte r spent on new textbooks, music program s
and the a rts. In the higher grades, th ere is no choice. Everyone should learn to use the
electronic genie.
G. The US program , No Child Left Behind, seeks to place a qualified teacher in every
classroom. B ut where is the pool of qualified people out th ere w aiting to teach
disadvantaged kids in the cities? US policy should provide b e tte r tra in in g and support
for those already teaching. They could s ta rt a new program and call it No Teacher Left
Behind.
A В С D E F G
33
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
B. The best choice fo r me was to take a business GNVQ (G eneral N ational V ocational
Q ualification) a t a College of F u rth e r E ducation. The course was fa irly h ard
academ ically b u t m uch broader, p ractical and applied th a n th e A Level. Of course I
could go on to do B usiness S tudies a t U n iv ersity b u t, honestly, I can ’t w ait to have a
crack a t s ta rtin g my own business. There is no b e tte r way to learn th a n teaching
yourself. I m ig h t m ake a few m istakes along th e way b u t I am confident I ’ll succeed.
W hen my frien d s eventually g rad u ate w ith th e ir nice paper degrees, I hope to be on
th e w ay to my f ir s t million!
C. Alan Sugar founded AMSTRAD (Alan M ichael Sugar Trading) in 1968 a t th e age of 21.
A t its peak th is electronics and com puter company was w orth 1.2 billion pounds. He
founded m any other successful businesses and fo r a num ber of years owned London
Football Club, T ottenham H otspurs. M any o th er en terp rises followed and he became
fam ous as the name behind one of B ritish TV’s m ost popular shows — “The A pprentice” .
He was A lan, then S ir A lan and now Lord A lan Sugar. Educational background? He left
school a t 16 and boiled and sold beetroot from a m arket stall.
34
Раздел 2. Чтение. Первое задание (В2)
E. I th in k a university degree is all about proving th a t you can take the pressure, meet
deadlines and perform to a high standard, especially if you take a course in the
hum anities. Of course you absorb huge am ounts of inform ation taking a degree. B ut how
much of it tu rn s out to be directly relevant to th e job you finally get? Developing skills in
critical thinking and draw ing clear conclusions from wide ranging and sometimes
contradictory sources is of more im portance. It doesn’t m a tte r much w hat you study. A
good degree tells an employer th a t you are a high achiever and serious about your career.
G. MBA is a m aster's degree in business ad m in istratio n , which a ttra c ts people from a wide
range of academic disciplines. It originated in th e U nited States, late in th e 19th
century — th e country in d ustrialized and companies needed scientific approaches to
m anagem ent. The core courses in th e MBA program are designed to introduce stu d en ts
to various areas of business such as accounting, m arketing, hum an resources,
operations m anagem ent, etc. S tu d en ts in MBA program s can select a personal area and
focus about one-third of th e ir studies on it.
A В С D E F G
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
У ст ановите соответствие между заголовками 1—8 и т екст ами A —G. Занесит е свои отве
ты в т аблицу. И спользуйт е каждую цифру т олько один раз. В за да ни и один заголовок
лиш ний.
A. My problem w ith homework is th a t I am ra th e r fond of TV and com puter gam es. Every
evening a fte r school it is the same. I s ta rt w ith th e h ighest in ten tio n s. I ’ll ju s t play one
round of Final fan tasy and then begin. B ut it tends to be th ree rounds and th en tea tim e.
Oh — and th en my favourite program begins in 10 m inutes so I ’ll s ta r t a fte r th a t. And
so it goes on. Probably I lack m otivation.
35
Тренировочные задания к различным частям экзамена
B. It is so much fa ster doing homework these days. All o ur assignm ents can be done on the
PC which means correcting and changing th in g s is so easy. B ut of course th e In te rn e t is
the biggest sh o rtc u t of all. Maybe i t ’s tru e w hat they say th a t it stops you reading
textbooks. You get snatches of inform ation ra th e r th a n the whole story. Maybe I should
try to use the in te rn e t less.
C. I am a drum m er and a pianist. The school really encourages th is and I have two one hour
lessons a week plus one to two hours daily practice. I am in th e basketball team . The
school encourages th is and we practice twice a week. I got picked to be in the school play.
R ehearsals are two hours a week. W ill somebody please tell me when I am supposed to
get my homework done?
D. Exam practice, constant revision, exam techniques and how to get th e h ighest possible
grade — is th is w hat education is supposed to be about? The school seems obsessed w ith
grades and the school results league table. W e are c u rre n tly 17th h ighest achievers in
England b u t if we really try hard th is year we m ight make top 10. Silly me! I th o u g h t
education was about learning and preparing fo r ad u lt life.
E. For some kids exams bring more pressure th a n they can cope w ith. They w orry about
w hat th e ir parents will say, not to m ention w hat th e ir teachers or class m ates will think.
No wonder some of them freeze up in the exam hall and are unable to w rite an y th in g out
of sheer nerves.
F. W hy do they do it? W e get th ree weeks in a row w ith m inim al homework and th en every
teacher in th e school sets a m assive assignm ent to be com pleted “by next F riday — no
late subm issions” . W hy don’t they get to g eth er and try and even th e load?
G. I th in k Continuous A ssessm ent is a very sensible idea. E ducation should not sim ply be
about slick exam perform ance, b u t about overall how you perform in school — how you
study, how much you read, how logical and clear your essay argum ents are. 50% of our
final grading should be based on course work. I th in k it is fair.
A В С D E F G
36
Раздел 2. Чтение. Второе задание (ВЗ)
<$> понимание ст рукт урны х связей между от дельными фрагментами предложения, в том
числе и с учетом, сущ ест вую щ их грам м ат ических и лексических норм сочет аемост и,
принят ы х в английском язы ке;
поним ание смысловых связей всего т екст а и его от дельны х фрагментов.
1. Читать текст последовательно, обращая особое внимание на последнее слово или вы раж е
ние перед каждым пропуском. Если это слово или вы раж ение требует определенного согла
сования или управления (использование герундия, инфинитива, предлога, союза и т.д.) на
до искать соответствующее начало в выделенном фрагменте.
2. Если одна и та же грамматическая структура используется в начале нескольких выделен
ных фрагментов, учитывать смысловое содержание предлож ения с пропуском, а такж е
предыдущих и последующих предложений.
3. По ходу чтения отмечать все возможные варианты соответствий, указы вая нуж ные цифры
рядом с буквой пропуска или наоборот.
4. Делать нужные исправления по ходу чтения, т.к. после каждого заполненного пробела не
ясные варианты ответов будут определяться точнее, отпадать методом исклю чения.
5. Обратить особое внимание на пропуски, где изначально были выбраны несколько возмож
ных соответствий. Обосновать для себя выбор того или иного соответствия с учетом грам
Тренировочные задания к различным частям экзамена
После прочтения
38
Раздел 2. Чтение. Второе задание (ВЗ)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1
A В С D E F
39
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 2
A В С D E F
40
Раздел 2. Чтение. Второе задание(ВЗ)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 3
A В С D E F
41
Тренировочные задания к различным частям экзамена
В данной части раздела чтения предлагаются семь тестовых заданий, обозначенных буквой
и цифрами (А 15-А 21). К каждому заданию предлагается четыре варианта ответа, обозначен
ных цифрами (1 -4 ), из которых только один является правильным. К ак правило — это либо
начало предложения, к которому предлагается четыре возможных варианта окончания, либо
вопрос, к которому дается четыре варианта ответа. Д ля каждого задания (А 15-А 21) надо вы
брать один правильный ответ из четырех предложенных. За каж ды й правильно выбранный от
вет дается 1 балл. За все задание можно получить максимально 7 баллов.
содержания ( дет али, связанные: с факт ической информацией, с от вет ами на вопросы по
ключевым словам - кто, где, когда, как часто, сколько, зачем, с кем и т.д.);
<§> смысла ( дет али, связанны е с им плицит ной, т.е. не явной, а косвенной информацией, осно
вывающейся на поним ании причинно-следст венны х связей, модальности вы сказы ваний,
т.е. намерений и от нош ения автора и ли других ли ц к кому-либо и ли чему-либо и т.д.).
До чтения текста
42
Раздел 2. Чтение. Третье задание (А15-А21)
♦ доказат ь, что остальные варианты неверны, или что в тексте нет информации, предла
гаемой в ответах. Д ля этого стоит обратить особое внимание на различия между основ
ной идеей и второстепенной информацией в проверяемом фрагменте текста и в содерж а
нии самого вопроса, а такж е на различия между явно и неявно вы раженной
информацией.
3. Если не можете осознанно выбрать ни один из предложенных вариантов, не понимаете сути
вопроса, все равно не оставляйте задание без ответа. Выбирайте ответ интуитивно.
После прочтения
43
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Keeping busy
The public school in town served a num ber of purposes. Education, of course, was one. It
offered a curriculum in general education, m anual education, and p rep arato ry education fo r
college. Its m usic and sports program s provided en tertain m en t to th e school and its patrons. And
the school served as an agency of social cohesion, brin g in g th e com m unity to g eth er in a common
e ffo rt in which everyone took pride.
The sports program was the center of g rav ity of e x tra-cu rricu lar activities. The school fielded
ju n io r and senior v a rsity team s in football, basketball and track . A ny young man w ith enough
coordination to walk and chew gum a t the same tim e could find a place on one of those team s. In
addition, sports generated a need for pep rallies, cheerleaders, a band, homecoming activities,
parades and floats, a homecoming queen and m aids of honor, and a sports banquet. It also mobilized
paren ts to support the activities w ith tim e and money.
There were any num ber of clubs a stu d e n t m ig h t join. Some were related to academ ics, like
th e L atin Club, the Spanish Club, and th e Science Club. Others b ro u g h t to g e th e r stu d en ts
in te re sted in a profession, like the F u tu re F arm ers of A m erica, th e F u tu re H om em akers of
A m erica, the F u tu re Teachers of A m erica, and th e Pre-M ed Club. S till others were focused on
service. The In tra-M u ral Council, made up of g irls (who had been neglected in the re g u la r sports
program ), organized to u rn am en ts in a v a rie ty of sp o rts fo r g irls. The L ibrary Club worked to
im prove lib rary holdings and equipm ent. The Pep Club organized homecom ing a ctiv ities, parades
and ath le tic banquets.
The S tudent Council, including represen tativ es from each class, was elected by th e stu d en t
body a fte r a heated political cam paign w ith banners and speeches. It represented stu d en t in terests
to the ad m in istratio n and the school board. It approved stu d en t clubs th a t were form ed, helped
resolve discipline problem s, and played a role in settin g codes of conduct and dress. For the m ost
p a rt, it was a docile body th a t approved th e policies of th e a d m in istratio n .
The Journalism Club published a m onthly new spaper of school news and opinion. It was
financed by selling ads to business men in the com m unity. A nother group planned and published the
school Yearbook, which was a pictorial record of th e stu d en t body, the y e a r’s activities, sports, and
achievem ents. The Yearbook s ta ff sponsored a beauty contest, p ictu red o u tstan d in g stu d en ts
selected by the faculty, and a W ho’s W ho of popular and talen ted stu d en ts selected by th e stu d en t
body.
C hurches in tow n, of which th e re w ere m any, sponsored th e ir own activ ities fo r youth; and
th e com m unity sponsored a recreatio n center, called Teen Town, fo r chaperoned S atu rd ay n ig h t
dances each week. Com m unity and school leaders seemed d eterm ined to keep th e yo u th of th e town
busy and out of trouble. In a sm all S outhern tow n in th e Bible B elt w here very few stu d en ts had
access to a car, which had been voted dry and in w hich no alcohol was sold, they succeeded
m arvelously well.
44
Раздел 2. Чтение. Третье задание (А15-А21)
45
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Lucky Break
For th e f ir s t ten years of my life my fa th e r was in th e RAF (Royal A ir Force). This m eant th a t
he was frequently posted to d ifferen t a ir bases around th e UK and I, as frequently, changed schools.
One year we moved no few er th a n three tim es and each tim e I tried , in vain, to settle and make
friends. For a young child th is frequency of change can only have a d etrim en tal effect and I still
have school reports sta tin g th a t I was “lazy” and a “dream er”.
W hen I reached ten, my w orried parents decided I needed a personal tu to r. She tu rn e d out to be
a kindly and p atien t old lady who presented me w ith a large, black book of te sts. She made me
complete it as a home task and I scored about 20 out of 100. A t out next m eeting, on a Saturday
m orning, she w ent th ro u g h it w ith me item by item , u n til I completely understood each task . She
th en made me retake th e te st and of course I got alm ost every question correct. Then we again
moved house!
In our new town I took and failed the 11 plus exam (my excuse was th a t I was still only ten!) and
my prospects looked dim . I was destined to go to the local com prehensive which had a rep u tatio n for
being quite rough. B ut also nearby was an ancient public school, set in a castle. This was a place for
rich kids only — ap art from every year they gave 2 free places to the h ighest perform ing local boys
(it was a boys only school) in th e ir entrance exam.
My crazy parents decided I should en ter the exam. I had as m uch chance of succeeding as going
to the moon - or so I th o u g h t. B ut when I sat down to take the te st, a ra th e r fam iliar black book of
100 tests was placed on th e desk!
I did the te st and kept quiet and th e next term , as a te rro r stru ck 11 year old in an ill fittin g
su it, I arrived fo r my f ir s t day a t “the castle” .
Clearly I was going to have problems in th is new, intensely academic environm ent and I did.
There were 31 boys in my class and in every subject, despite my best effo rts, I finished in the bottom
5 in every te st, exam and report.
W e were th en stream ed in to “s e ts ” fo r each subject and I ended up being ta u g h t w ith boys
closer to my own ability. I w orked really h a rd and at th e end of my th ird year th e re , I won my f ir s t
form prize. I was top of th e bottom class! B ut I was really m otivated and in tim e got “prom oted” to
h ig h er “se ts” . I worked really h ard and won prizes every year u n til I le ft a fte r A Levels. My
grades were all A ’s — th e h ig h est you can g et - and I was offered a place to stu d y a t a p restig io u s
u n iv ersity .
So when a certain old Lady presented me w ith a large black book fu ll of te sts, you could say it
was my lucky break. A lthough I would argue th a t if you work really h ard and keep your w its about
you — then you begin to make your own luck.
46
Раздел 2. Чтение. Третье задание (А15-А21)
47
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Joseph Knecht must have been twelve or thirteen years old at the time. For quite a while he had
been a scholarship pupil in the Latin school of Berolfingen. His teachers at the school, and especially
his music teacher, had already recommended him two or three times to the highest Board for
admission into the elite schools__ His music teacher, from whom he was learning violin and the
lute, told him that the Music Master would shortly be coming to Berolfingen to inspect music
instruction at the school. Therefore Joseph must practice like a good boy and not embarrass his
teacher.
“What would you like to play?” — the Master asked. The boy could not say a word. Hesitantly,
he picked up his exercise book and held it out to the Master. “ N o,” the Master said, “ I want you to
play from memory and not an exercise, something easy that you know by heart.” Knecht was
confused and unable to answer. The Master did not insist. W ith one finger, he struck the first notes
of a melody, and looked questioningly at the boy. Joseph nodded and at once played the melody with
pleasure.
Once more, the Master said. Knecht repeated the melody, and the old man now played a second
voice to go with it. Once more. Knecht played, and the Master played the second part, and a third
part also. Once more. And the Master played three voices along with the melody....The boy and the
old man ceased to think of anything else; they surrendered themselves to the lovely, congenial lines
and figurations they formed as their parts crisscrossed. Caught in the network their music was
creating, they swayed gently along with it, obeying an unseen conductor...
“ Do you happen to know what a fugue is?” — the Master now asked. Knecht looked dubious.
“ Very well,” the Master said, “ then I’ ll show you. You’ ll grasp it quicker if we make a fugue
ourselves. Now the first thing you need in a fugue is a theme, and we don t have to look far for the
theme. W e’ ll take it from our song” . He played a brief phrase, a fragment of the song’s melody. He
played the theme once more, and this time he went to the first entrance and then to the second
entrance. He changed the interval, then the third entrance repeated the first one again an octave
higher, as did the fourth with the second. The exposition concluded with a cadence in the key of the
dominant.
The boy looked at the player’ s clever white fingers__ His ear drank in the fugue; it seemed to
him that he was hearing music for the first time in his life. Behind the music being created in his
presence he sensed the world of Mind, the joy-giving harmony of law and freedom, of service and
rule. He surrendered himself, and vowed to serve that world. In those few minutes he saw himself
and his life, saw the whole cosmos guided, ordered, and interpreted by the spirit of music__
He had experienced his vocation, which may surely be spoken of as a sacrament. The ideal world
had suddenly taken on visible lineaments for him. Its gates had opened invitingly__ And through
this venerable messenger — the Music Master—an admonition and a call had come from that world
even to him, the insignificant Latin school pupil.
48
Раздел 2. Чтение. Третье задание (А15-А21)
А18 The Master started playing the melody with the boy because he wanted to
1) check the boy’s ability for improvisation.
2) demonstrate his technical superiority.
3) show him the correct way to play it.
4) warm the boy up and reduce his tension.
А19 Explaining to Knecht what a fugue was, the Master
1) spontaneously created the needed piece on a well-known simple melody.
2) improvised a fugue on the melody of the exercise they have just played.
3) created a fugue, inviting the boy to participate in the improvisation.
4) played a well known fugue of Bach, based on the melody of the song.
А20 The world of Mind that Joseph suddenly discovered for himself and vowed to serve was the
world
1) where music alone reigned supreme.
2) of sacred service and self - sacrifice.
3) created by improvisation and free will of a Master.
4) based on the interdependence of regularities and freedoms.
А21 The short lesson with the Master helped the boy to
1) understand his strong points and weaknesses.
2) widen his academic horizons.
3) mature and get ready for a real life.
4) choose a profession.
49
Раздел 3 «Грамматика и лексика»
Данный раздел экзамена состоит из трех заданий. Каждое задание проверяет языковую
грамотность, но не на уровне знания правил употребления грамматики и лексики, а на уровне
способности выбирать нужный языковой материал и грамотно использовать его с учетом спе
цифики коммуникативной ситуации.
Задание В4—В10 Базового уровня (7 баллов) с кратким ответом проверяет владение грам
матическими навыками в коммуникативном контексте.
Задание В11—В16 Повышенного уровня (6 баллов) с кратким ответом проверяет владение
способами словообразования в коммуникативном контексте.
Задание А 22—А28 Повышенного уровня (7 баллов) на множественный выбор проверяет
способность грамотно использовать слова в конкретном коммуникативном контексте с учетом
их формы, значения и особенностей употребления, принятых в английском языке.
Желательно заранее ознакомиться с форматом данной части экзамена и установками,
предлагаемыми к каждому заданию. Установки к заданиям, как правило, формулируются
одинаково во всех вариантах ЕГЭ. Это позволит сэкономить время на изучение установки на эк
замене.
50
ПЕРВОЕ ЗАДАНИЕ (В4-В10)
ОБРАЗОВАНИЕ ГРАММАТИЧЕСКИХ ФОРМ
В данном задании дается связный текст с семью пропусками. Напротив каждого пропуска
справа на полях дается слово, написанное ЗАГЛАВНЫМИ БУКВАМИ, от которого надо обра
зовать ту или иную грамматическую форму для правильного заполнения пропуска. За каждый
правильно заполненный пропуск дается 1 балл. Учитывается не только грамматическая, но и
орфографическая точность ответа. За все задание можно получить максимально 7 баллов.
51
Тренировочные задания к различным частям экзамена
52
Раздел 3. Грамматика и лексика. Первое задание (В4-В10)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
All our students enjoy two day trips each week, visiting cultural sites
В9
as well as m uch_________ attractions. All of the trips last a full day, so CHEERFUL
there is plenty of time for the students to experience everything.
53
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
В5 If y o u ________ for a summer camp your kids will love, we invite you to LOOK
consider Skylake.
В8 The pine forest surrounding the camp _________ plenty of beautiful OFFER
open land to accommodate horseback riding, a challenging ropes
course, sand volleyball court, tennis courts, arts and crafts building
and much more.
В9 Day trips and backpack trips into Yosemite National Park are
scheduled almost d a ily .______camp-meal menus are creatively varied, WE
always with lots o f fresh ingredients.
В10 ____________to camp is easy, because we offer charter bus service from GET
Northern and Southern California and provide complimentary pick up
at the Fresno Yosemite International Airport, located only one hour
from camp.
54
Раздел 3. Грамматика и лексика. Первое задание (В4-В10)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Last year I started a new school. We have lots of clubs a n d __________ SOCIETY
В4
at our school and we are supposed to be involved in quite a few after
school.
Some of them are pretty boring but it could b e ________ . At least there BAD
В5
is a lot of choice and it can make a nice change from the unnatural
quantities of homework or even from natural quantities of computer
games and TV!
If that doesn’t work I am almost sure I __________ the part. Tragically NOT GET
В8
enough only myself (and possibly my Mum) might argue I have the good
looks needed for a romantic hero.
Please don’t get the wrong idea. It is nothing to do with the fact I just
В10
learned that Kim White __________the chess club! JOIN
55
Тренировочные задания к различным частям экзамена
В данном задании дается связный текст с шестью пропусками. Напротив каждого пропуска
справа на полях дается слово, написанное ЗАГЛАВНЫМИ БУКВАМИ, от которого надо обра
зовать однокоренное слово для заполнения пропуска. За каждый правильно заполненный про
пуск дается 1 балл. Учитывается не только словообразовательная, но и орфографическая точ
ность ответа. За все задание можно получить максимально 6 баллов.
Читать текст внимательно до пропуска. При работе с каждым фрагментом текста с пропус
ком используйте следующую логику и последовательность действий:
♦ прочитать текст до пропуска и слово, написанное ЗАГЛАВНЫМИ БУКВАМИ на полях
и определить, какой частью речи должно являться пропущенное слово;
♦ определить, используется ли данное слово в положительном или отрииательном зна
чении в данном контексте^
♦ образовать нужное слово с использованием нужных сиффиксов или префиксов, а воз
можно и тех и других одновременно ( особенно для слов с отрицательным значением);
♦ если вы не знаете, как образовать слово от указанного опорного слова, вспомните суф
фиксы и префиксы, которые могут использоваться для образования данной части речи,
используйте их, определите, насколько естественно выглядит образованное вами сло
во.
♦ определите, есть ли у данной формы особенности написания, поскольку правильно вы
бранная словообразовательная модель не бидет засчитана как верный ответ, если в ней
есть орфографическая ошибка.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
57
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
B14| The interest in fashion combined with peer pressure often lead to
th e __________________of spending more money than some families NECESSARY
can afford: school uniforms refocus this issue.
58
Раздел 3. Грамматика и лексика. Второе задание (В11-В16)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
g jj The public school uniform discussion has been a debatable issue for
teachers, parents, and students for years. The question of what
students should wear to school rouses strong _________ . Many FEEL
people are opposed to school uniforms and give reasons like the
following.
g jg l But on the other hand, wearing school uniforms may give students
the __________ ______ that conformity is the way to prevent IMPRESS
conflict, and this is not an appropriate message for schools to send.
59
Тренировочные задания к различным частям экзамена
В данном задании дается связный текст с семью пропусками. В данной части экзамена —
это самое сложное задание. Для каждого пропуска предлагаются четыре варианта ответа, из
которых только один является правильным. За каждый правильно выбранный ответ дается
1 балл. За все задание можно получить максимально 7 баллов.
1. Читать текст до пропуска. При работе с каждым фрагментом текста с пропуском использо
вать следующую логику:
♦ читать внимательно весь фрагмент, но особое внимание уделить предложению с пропу
щенным словом;
♦ внимательно изучить все предложенные варианты ответа, выбрать наиболее подходя
щий с учетом значения и норм лексической сочетаемости пропущенного слова. ОСОБОЕ
ВНИМАНИЕ уделить синонимам (у них могут быть разные оттенки значения, они мо
гут иметь различия в управлении и сочетаемости с другими словами), а также созвуч
ным словами или словами со сходным написанием (у них могут быть разные значения).
♦ прочитать предложение с пропуском еще раз, убедиться, что выбранное слово является
наиболее корректным для заполнения пропуска. ОБОСНОВАТЬ СВОЙ ВЫБОР, опреде
лив, почему другие варианты неверны в данном случае. Если задание выполняется не на
экзамене, проверить правильность сделанного выбора по словарю.
2. Обвести/ записать окончательный вариант ответа в тексте задания.
60
Раздел 3. Грамматика и лексика. Третье задание (А22-А28)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Gifted programs often provoke controversy because there is no standard definition of what a
gifted student is. There are six A22 _______ of ability often evaluated in order to determine
A23 _______ a child is gifted: general intellectual ability, specific academic aptitude, creative
thinking, leadership ability, visual and performing arts, and psychomotor ability. They are
A 24_________ by combinations of standardized tests, plus peer and teacher evaluations.
On the one hand schools for gifted and talented may A 25_________ the emotional stress of
isolation and peer rejection often experienced by gifted students in a traditional school. On the
other hand - social development of a child may be impeded as a result of isolation from the general
population.
We can’t deny the fact that gifted programs offer personalized instruction and enriched
curriculum suited to the needs of students gifted in this or that area. Such programs allow students
to learn at a highly A 26______________ rate according to their ability. School administrators in
such schools hire gifted teaching staff and select teachers who can be a source of instructional
innovation.
Such schools normally have smaller classes and in general these schools for the gifted are few.
Access A 27________________ them may be physically difficult because of their location. Besides,
they may be not available for families with limited income as they may be expensive. If such schools
are publicly funded, they may be opposed as elitist and A 28__________ of misusing money that
might go to traditional schools.
A27 1) to 2) for 3) at 4) in
61
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Some students find transition from secondary school to tertiary education painful. Well-known
life is left A22 _____with familiar home and community environment, parents, siblings, friends.
Anticipation of unpredictable academic responsibilities and fear o f failure, together with fear of
disappointing one’s parents and friends A 23_______to the stress. They are both A 24_________and
afraid of new social responsibilities like dealing with roommates, instructors, male and female
student friends. There is fear of not being accepted; fear of loneliness; anxiety and guilt about
breaking with the past. They are on the edge o f redefining themselves as adults, finding a
satisfactory career, abandoning old friends and finding new.
What can be done to A25 this stress? Firstly, it’s important to become A26
with the university’s scholastic and non-scholastic programs: check the university’s website and
request informational brochures. You can also visit the campus and introduce yourself at the
Departmental office; talk to students majoring in the Department. If the university can provide the
names of roommates, become acquainted in person or by A 27_______ prior to classes. Most
Universities have orientation programs — first year student assemble on campus for a week before
the start of classes. Orientation can be led by Departmental deans, instructors, and majors,
introducing new students to academic procedures and standards, enrolling students in their first
term classes, assigning |A28|________ each new student an upperclassman as mentor to help them
adjust to their first year at the university.
A28 1) to 2) for 3) at 4 )-
62
Раздел 3. Грамматика и лексика. Третье задание (А22-А28)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Prior to 1944 the British secondary education system was rather haphazard. Schools were
created by local governments, private charities, and religious foundations. Schools varied greatly
by region. A 22_____ was not available to all, and secondary schools were mainly for the upper and
middle classes.
In 1944, secondary education was A23 _____as a right for all children, and universal, free
education was introduced. From 1944 to 1976 state-funded secondary education A 24________ of
three types of schools (the Tripartite System): Grammar School, Secondary Technical School and
Secondary Modern School. The basic assumption o f the Tripartite System was that all should be
entitled to an education appropriate to their needs and abilities. It also assumed that students with
different abilities should have a different A 25_______. Pupils were assigned to one of the three
types of school according to their performance in an examination taken at age eleven, the Eleven
Plus examination. ____
Grammar Schools were intended to A26 _____a highly academic curriculum. There was a
strong focus on intellectual subjects, such as literature, classics and complex mathematics, aimed
A 27_________ developing students’ ability to deal with abstract concepts. Secondary Technical
Schools were designed to train children with ability in mechanical and scientific subjects. The focus
of the schools was on providing scientists, engineers and technicians. Secondary Modern Schools
would train pupils in practical skills, equipping them for less skilled jobs and home management.
Due to the expense of building facilities for three types of schools, very few Technical Schools
were built, and education in the UK retained its class character: the upper class children attended
Grammar School which received the lion’s share of funding, lower class children attended Modern
Schools which were largely neglected. Only children who A 28_______to Grammar Schools had a real
chance of getting into a university.
A27 1) on 2) at 3) to 4) for
63
РАЗДЕЛ 4 «ПИСЬМО»
Данный раздел экзамена состоит из д в у х заданий. Все задания данного раздела направлены
на контроль продуктивных умений письменной речи и являются заданиями с развернутым от
ветом.
Задание С1 Базового уровня (6 баллов) с развернутым ответом проверяет умение написать
личное письмо в страну изучаемого языка.
Задание С2 Высокого уровня (14 баллов) проверяет умения написания развернутых выска
зываний с элементами рассуждения на заданную тему или проблему.
Желательно заранее ознакомиться с форматом данной части экзамена и установками,
предлагаемыми к каждому заданию. Установки к заданиям, как правило, формулируются
одинаково во всех вариантах ЕГЭ. Это позволит сэкономить время на изучение установки на эк
замене.
64
Раздел 4. Письмо. Первое задание (С1)
До написания текста
65
Тренировочные задания к различным частям экзамена
1. Сначала напишите то, что связано с соблюдением формальных норм оформления личного
письма. Не забудьте написать:
♦ адрес (можно краткий) в правом верхнем углу;
♦ дату (под адресом);
♦ неформальное обращение к другу (его имя дается в тесте инструкции);
♦ фразу, указывающую на предыдущие контакты (это может быть просто благодарность
за полученное письмо или извинение за задержку с ответом).
2. Затем переходите к написанию содержательной части письма по составленному плану. Не
забудьте, что в содержании есть как минимум две части:
♦ ответы на заданные вопросы;
♦ постановка вопросов в соответствии с текстом письма и и н с т р у к ц и и .
3. Помните о требованиях к объему текста.
4. Помните о требованиях к структурному оформлению текста, в частности о делении текста
на смысловые абзаиы. При выделении абзацев можно начинать каждый новый абзац с
красной строки, а можно пропускать одну строчку между абзацами, но красной строкой их
не выделять. В рамках личного письма возможны несколько вариантов деления текста:
♦ ответ на каждый поставленный вопрос может быть выделен в отдельный абзац;
♦ ответы на все вопросы можно рассматривать как один абзац, а все ваши вопросы — как
другой абзац.
5. В тексте письма необходимо использовать логические связки (вводные и связующие слова
и выражения, клише и т.д.), помогающие читателю понять вашу мысль.
66
Раздел 4. Письмо. Первое задание (С1)
67
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
С1 Personal letter
You have 20 minutes to do this task.
You have received a letter from your English-speaking pen-friend Jack who writes:
... This year we started learning French. I think it’s fun. I can already use some simple
phrases. I like the melody of the language, but it’s quite difficult to pronounce some sounds.
Is English the only foreign language that pupils learn in Russia or can you choose other
foreign languages? Is it fun to learn a foreign language for you? How do you plan to use it
in the future?
B y the way, I was elected to our School Government and hope to get the position of the
Minister of Sports...
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Cl Personal letter
You have 20 minutes to do this task.
You have received a letter from your English-speaking pen-friend Lisa who writes:
... Our school administration is planning to introduce a new school uniform. Students and
parents are welcome to come up with ideas. Personally I ’m quite happy with the old one— a
white shirt or a blouse and a tie for both boys and girls. Do all school students in Russia
wear a uniform? W hat’s your idea of a good school uniform? Should it be the same for boys
and girls?
Just imagine I am going on an exchange school program to France!
68
Раздел 4. Письмо. Первое задание (С1)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
С1 Personal letter
You have 20 minutes to do this task.
You have received a letter from your English-speaking pen-friend David who writes:
...Thank you for the book you sent me about the Lyceum years of Pushkin and his friends.
I ’m glad it was in English. M y elder sister is reading it now. Isn ’t it amazing that all the
10-year-old boys could read, write and speak French before they got to the Lyceum?! W as
home education typical for all kids under 10 in Russia in the 19th century? Would you like
to study in a boarding school like Pushkin’s Lyceum?
N ext week I am planning to apply to a University._______________________ _ _ ______________
69
Тренировочные задания к различным частям экзамена
ЦЕЛЬ ЗАДАНИЯ:
70
Раздел 4. Письмо. Второе задание (С2)
До написания текста
1. Внимательно изучите текст инструкции и предлагаемый план ответа и определите, как они
регламентируют содержание вашего высказывания (что требуется: высказать свое мнение
по проблеме, аргументировать свою позицию, предусмотреть иную/иные точки зрения,
высказать свое отношение к ней/ ним, сделать окончательный вывод и т.д.).
2. Внимательно изучите текст-стимул (предложенное высказывание). Определите суть за
прашиваемой информации. При чтении можно и нижно пользоваться карандашом или
ручкой, подчеркивать и выделять ключевые слова, делать различные пометки.
71
Тренировочные задания к различным частям экзамена
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Some people think that it is possible to get good education only in elite single sex boarding
schools, like Eton in England or the Lyceum A. Pushkin learnt at.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Some people think that one should learn a foreign language mainly to build a good profes
sional career; others believe that it is much more needed for general educational and social
development.
What is your opinion? What do you think is the main reason for learning a foreign
language?
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Some people think that in the future computers will replace teachers. Others believe that a
Teacher has always been and will remain one of the key elements of good education.
What is your opinion? Do you think the role of teachers will decline?
73
Тренировочные задания к различным частям экзамена
Решение коммуника
Организация Языковое оформление
Баллы тивной задачи (содер
текста текста
жание)
К1 К2 КЗ
2 Задание выполнено Высказывание логич Используемый словарный запас и
полностью: содержание но; средства логиче грамматические структуры соот
отражает все аспекты, ской связи использо ветствуют поставленной задаче
указанные в задании; ваны правильно;текст (допускается не более 2-х негрубых
стилевое оформление разделен на абзацы; лексико-грамматических ошибок);
речи выбрано правиль структурное оформле орфографические и пунктуацион
но с учётом цели вы ние текста соответст ные ошибки практически отсутст
сказывания и адресата; вует нормам, приня вуют (допускается не более 2-х не
соблюдены принятые в тым в стране грубых орфографических и
языке нормы вежливо изучаемого языка. пунктуационных ошибок).
сти.
1 Задание выполнено не Высказывание не все Имеются лексические и граммати
полностью: содержание гда логично; имеются ческие ошибки, не затрудняющие
отражает не все аспек недостатки/ ошибки в понимание текста (допускается не
ты, указанные в зада использовании средств более 4-х негрубых лексико
нии; встречаются на логической связи, их грамматических ошибок); имею
рушения стилевого выбор ограничен; де щиеся орфографические и пунк
оформления речи ление текста на абза туационные ошибки не затрудняют
и/или принятых в язы цы нелогично / отсут коммуникацию (допускается не
ке норм вежливости. ствует; имеются более 4-х негрубых орфографиче
ошибки в формате вы ских и пунктуационных ошибок).
сказывания.
0 Задание не выполнено: Отсутствует логиика в Многочисленные ошибки базового
содержание не отража построении высказы уровня в языковом оформлении
ет те аспекты, которые вания; формат выска текста препятствуют эффективной
указаны в задании, или зывания не соблюдает коммуникации: ограниченный
не соответствует тре ся. словарный запас / многочисленные
буемому объёму. ошибки в словоупотреблении и со
четаемости; несоблюдение грамма
тических правил; многочисленные
орфографические и пунктуацион
ные ошибки.
Примечание: При получении экзаменуемым 0 баллов по критерию «Содержание» всё зада
ние оценивается в 0 баллов.
74
Раздел 4. Письмо. Второе задание (С2)
Орфография и
Баллы Лексика Грамматика
пунктуация
КЗ К4 К5
3 Используемый словарный Используются граммати
запас соответствует постав ческие структуры в соот
ленной задаче; практически ветствии с поставленной
нет нарушений в использо задачей. Практически от
вании лексики. сутствуют ошибки.
2 Используемый словарный Имеется ряд грамматиче Орфографические ошиб
запас соответствует постав ских ошибок, не затруд ки практически отсутст
ленной задаче, однако няющих понимание тек вуют. Текст разделен на
встречаются отдельные не ста. предложения с правиль
точности в употреблении ным пунктуационным
слов либо словарный запас оформлением.
ограничен, но лексика ис
пользована правильно.
75
Тренировочные задания к различным частям экзамена
Орфография и
Баллы Лексика Грамматика
пунктуация
КЗ К4 К5
1 Использован неоправданно Либо часто встречаются Имеется ряд орфографи
ограниченный словарный ошибки элементарного ческих и/или пунктуаци
запас; часто встречаются на уровня, либо ошибки не онных ошибок, которые
рушения в использовании многочисленны, но за незначительно затрудня
лексики, некоторые из них трудняют понимание тек ют понимание текста.
могут затруднять понимание ста.
текста.
0 Крайне ограниченный сло Грамматические правила Правила орфографии и
варный запас не позволяет не соблюдаются. пунктуации не соблюда
выполнить поставленную ются.
задачу.
При оценивании заданий раздела «Письмо» (С1-С2) следует учитывать такой параметр,
как объем письменного текста, выраженный в количестве слов. Требуемый объем для личного
письма С1 — 100-140 слов; для развернутого письменного высказывания С2 — 200-250 слов.
Допустимое отклонение от заданного объема составляет 10% . Если в выполненном задании С1
менее 90 слов или в задании С2 менее 180 слов, то задание проверке не подлежит и оценивается
в 0 баллов. При превышении объема более чем на 10% , т.е. если в выполненном задании С1 бо
лее 154 слов или в задании С2 более 275 слов, проверке подлежит только та часть работы, кото
рая соответствует требуемому объему. Таким образом, при проверке задания С1 отсчитываются
от начала работы 140 слов, задания С2 — 250 слов и оценивается только эта часть работы.
При определении соответствия объема представленной работы вышеуказанным требовани
ям считаются все слова, начиная с первого слова по последнее, включая вспомогательные гла
голы, предлоги, артикли, частицы. В личном письме адрес, дата, подпись также подлежат под
счету. При этом:
Ф стяженные (краткие) формы can't, didn't, isn't, I'm и т.п. считаются как одно слово;
Ф числительные, выраженные цифрами 1; 25; 2009, 126204 и т.п. считаются как одно слово;
ф числительные, выраженные словами, считаются как слова;
ф сложные слова, такие как good-looking, well-bred, English-speaking, twenty-five считаются
как одно слово;
Ф сокращения, например, USA, e-mail, TV, CD-rom считаются как одно слово.
76
ТРЕНИРОВОЧНЫЕ ВАРИАНТЫ
ЕДИНОГО
ГОСУДАРСТВЕННОГО
ЭКЗАМЕНА
Вариант 1
ВАРИАНТ 1
Желаем успеха!
79
Тренировочные варианты ЕГЭ
Раздел 1. Аудирование
Вы сейчас будете выполнять тест по аудированию. Во время его выполнения перед каждым
заданием дана пауза с тем, чтобы вы смогли просмотреть вопросы к заданию, а также паузы по
сле первичного и повторного предъявления аудиотекста для внесения ответов. По окончании
выполнения всего раздела «Аудирование» перенесите свои ответы в бланк ответов.
Говорящий А В С D Е F
Утверждение
Childhood
А8 The place where the speaker lived when in elementary school was kids’ paradise thanks to
1) a variety of possible seasonal activities offered by local nature.
2) the opportunity to earn pocket money easily in any season.
3) risk and adventure of everyday life kids value so much.
А9 Names of most significant town sites and places were connected with
1) the history of American Indians.
2) George Washington.
3) the first settlers—French veterans.
А10 For most of the run-away slaves before the Civil War the town of Marietta was a
1) a stop on the long way from slavery to freedom.
2) the final point of destination on the way to freedom.
3) the most dangerous place on the escape itinerary.
A ll The speaker calls his elementary school years the time of fun and adventure as
1) he had lots of free time to spend as he wanted, uncontrolled by adults.
2) his life was full of events and emotions meaningful for a little boy.
3) he had adventures comparable to the ones of Huckleberry Finn.
А12 The attitude of the speaker’ s white friends towards their black classmates was
1) neutral, with subconscious desire to beat them even in athletics.
2) openly suspicious and prejudiced.
3) friendly, with open respect for their obvious athletic superiority.
А13 The episodes with school dance and the barber prove that white adults in Marietta
1) deliberately cultivated racial prejudice in their children.
2) were exceptionally tolerant towards Afro-American neighbors.
3) haven’ t yet overcome their biased racial attitudes.
А14 When the speaker says ‘The days of innocence ended with elementary school’ he means that he
1) was immature and naive when he went to elementary school.
2) first faced open racial hatred and despise.
3) disclosed the secrets he was unaware of in Marietta.
Раздел 2. Чтение
A. Lifelong learning, also known as LLL, is a broad, generic term. It has been defined as the
"lifelong, life wide, voluntary, and self-motivated pursuit of knowledge for either
personal or professional reasons” . And of course it makes sense, in a constantly chang
ing world, that our education should not end on the last day o f school.
B. I am rather proud of my mum. She decided to start learning Italian at the age o f 76. She
didn’t give a particular reason — other than she likes Italy. But really it is because she
understands that any and all mental exercise is as important for our wellbeing as
physical. A good daily workout is a recipe for a long and healthy life.
C. No more libraries, no more exams. An end to homework and revision. No more deadlines
and no more research. No more lectures, timetables and days and nights of pressure and
anxiety. So the last day of university passes and we cheer and scream with joy. Our lives
can go on without this terrible inconvenience of learning. But isn’ t it sad that somehow
intensive study can put us o ff from continuing to feed our minds?
D. There is a lot of controversy in academic circles concerning the pros and cons o f mixed
ability classes. As for me I think that streaming makes sense. I was in the weakest group
for maths, for example. I didn’ t find it demotivating. I accepted that I found maths hard
and needed to learn more slowly. I got better at it and was occasionally top (of the
bottom) class!
E. In our local primary school, the little children have to get their own books out from the
cupboard. They are required to take out and put away their projects and encouraged to
mark and grade their own work with the teacher. The idea is that they begin training
early to take responsibility for their own education and that in time they will be
independent learners.
F. SEN or "special educational needs" covers children who face barriers in their ability to
learn like dyslexia and autism and it also refers to children with moderate learning and
physical disabilities. The UK policy of inclusive education requires SEN students to
spend most or all of their time with non-disabled students. Inclusion rejects the use of
special schools to separate students out of respect for their social, civil, and educational
rights.
82
Вариант 1
A В С D E F G
Mikhail Lomonosov was one of the intellectual titans of XVIII century. His interests
ranged from history, rhetoric, art and poetry A ______. Alexander Pushkin described him as
В_________ , whose lifelong passion was learning.
Lomonosov’s activity is a manifestation of the enormous potential of the Russian
scientific community. Peter I reformed Russia, which allowed the country to reach the
standard of С_________ many spheres. Great importance was placed on education.
St. Petersburg Academy of Sciences, founded by Peter I, established a university and a
grammar school to educate intellectuals and researchers the country needed; however,
these educational establishments could not fulfill the task they took on. It was Michail
Lomonosov D_______ o f establishing a university in Moscow. An influential courtier and
the E_______ Count Shuvalov supported Lomonosov's plans for a new university and pre
sented them to the Empress.
In 1755, on 25 January-St. Tatiana's Day according to the Russian Orthodox Church
calendar— Elizaveta signed the decree that a university should be founded in Moscow. The
opening ceremony took place on 26 April, when Elizaveta's coronation day was celebrated.
Since 1755 25 January and 26 April F______Moscow University; the annual conference
where students present the results of their research work is traditionally held in April.
1. who suggested in his letter to Count Shuvalov the idea
2. to mechanics, chemistry and mineralogy
3. a person of formidable willpower and keen scientific mind
4. favourite of Empress Elizaveta Petrovna, the patron of arts and science
5. the contemporary European powers in
6. are marked by special events and festivities at
7. famous among all educated people
A В С D E F
83
Тренировочные варианты ЕГЭ
In the Lower Sixth form (year 12) my school announced the formation of a School Council. This
was a type of parliament comprising teachers, school governors and elected pupils representing each
of the four school houses. Little did I believe when I got elected to represent the kids in my house
that I would get into the deepest trouble of my whole school life: trouble, I believe, that affected the
course of my whole life!
On the whole I didn’ t get into very much trouble at school. I wasn’ t exactly a “ goody two shoes”
but on the other hand I managed to successfully avoid getting caught for most of my misdemeanors.
When I did get caught — the punishment was either detention or “ units” . Detention involved
staying behind after school to write a punishment essay of utter meaninglessness. For example, “in
no less than 1000 words, describe the inside of a table tennis ball” . “ Units” were blocks of 30 times
hand written “ Junior members of this school ought always to be seen and not heard” . But my brief
appearance before the School Council was to bring much worse punishment — and I suppose it was
my fault. Here’ s what happened so you can decide.
The school houses traditionally took part in fund raising activities with the money going to
charity — famine relief and the like. The Council voted on a suggestion that in the future all money
raised would go towards building a new classroom needed by the school. Encouraged by my voters
and supporters, and with all the grace o f a bull in a china shop, I said that this decision was an
“ utter disgrace” . I banged on about social justice and the uncaring nature of the privileged classes.
In my debut speech (actually my ONLY speech — I was promptly sacked) instead of politely offering
an opinion, I managed to insult everyone in the room. This included the chair of the governors and
the Head Master!
The next day I was called to the Head’ s office and given a thorough dressing down. I was, he
told me, rude, arrogant, a disgrace and disloyal to the school. He also told me that he was writing
my school reference for University applications and dismissed me — my ears red with shame.
Sometime later I applied to university. I wanted to go to study in London. I did two interviews
(with charm and aplomb I thought), completed their entrance exam and offered my A Level results:
3 A ’s - the highest possible. But I was turned down! I couldn’t understand it so I reapplied and was
turned down again. W hy? It didn’ t make sense. I was (so I thought) a perfect applicant. And then I
remembered.
The result was I didn’ t go to London as I had hoped and dreamed but ended up studying on the
south coast — in Brighton! I had no proof (the references were confidential) but I had my
suspicions. I still do. But I can honestly say I am so glad it turned out the way it did. I loved
university and have lived in Brighton ever since. In Brighton I met my wife and brought up my
family and I can honestly say there is no other place I’d rather live. Thank God — for The School
Council.
84
Вариант 1
85
Тренировочные варианты ЕГЭ
В7 Then follows a 20 minute (too short) break and two single periods on
History and French which leave my head spinning and the every part of
more than ready for the lunch break. I
В10 Three more lessons (Chemistry, Geography and Maths) and our day
finishes at 3.40 pm. It is generally not too bad and Tuesday is certainly
not the most difficult day. The last period — Maths with Mr Corner —
is the toughest but at least when it over we get to go home. BE
Вариант 1
В12 From the very beginning elitism was alien to the very spirit of the
University community. The Decree Elizaveta Petrovna signed stated
that the university was to educate commoners; it was the academic
_______________ o f a student that mattered, not his social position or ACHIEVE
family background.
В13 In the late part of XVIII century there were only three noblemen
among the 26 professors at Moscow University, most o f the students
were commoners too. The best students were sent to continue their
education abroad, establishing the contacts with the international
_________________community. SCIENCE
В14 Originally tuition at Moscow University was free for all students.
Later only poor students were exempt from tuition fees. The state
funding did not cover all the University expenses; thus the
administration had to find ways to raise_____________ funds. ADD
В15 The University was partly funded by its patrons, such as the rich
merchants of the Demidov and Stroganov families and some others,
who donated laboratory _________ , books, various collections and EQUIP
established scholarships for University students.
В16 University alumni supported their alma mater through hard times
raising money by public _________________. University professors SUBSCRIBE
traditionally bequeathed to the University library their private book
collections.
87
Тренировочные варианты ЕГЭ
The 1976 Education A ct abolished the Tripartite System in favour of a system of free Compre-
hensive Schools that were A22 ___to provide Grammar School education for all. In the UK to-
day, schools reflect elements of both the Tripartite and the Comprehensive models.
The UK system of state schools is complex and A 2 3 _______ the following types: Primary
Schools (ages 4 -1 1), Secondary Schools (ages 11-16), Sixth Form Colleges (non-compulsory, ages
16-18), Special Schools for children with physical, emotional and behavioral learning needs, City
Technology Colleges (CTCs) and City Colleges for the Technology of the Arts (CCTAs) (ages 11-18).
These schools provide a broad secondary education with special emphasis on science and technology
and offer a A24 range of vocational qualifications.
Grammar Schools remain and continue to select almost all of their pupils A 2 5 ______reference
to high academic ability. Independent Schools are private schools that obtain most of their finances
from A 2 6 _______ paid by parents and income from investments. Some of them are selective but
many are not. Some of the larger independent schools are A 2 7 _______ as Public Schools. Most Inde
pendent Schools are Church Schools.
Most state schools (primary and secondary) are co-educational day schools, but some secondary
schools accept boarders. Independent Schools include day and boarding schools and are mostly
single-sex, although an increasing number of junior and some senior schools are co-educational.
There has been a sharp increase in the number of children A28 ____ Independent Schools, owing
to the increasing dissatisfaction with academic standards at State Comprehensive Schools.
А22 1) intended 2) aimed 3) offered 4 ) proposed
88
Вариант 1
Раздел 4. Письмо
С1 Personal letter
... Yesterday, during our football game my best friend James seriously hurt his leg. H e ’ll
have to stay at home for more than a month. H e won’t physically go to school, but he’ll learn
with us via computer. Don’t you think home schooling is great? Is it possible to choose this
form of education in Russia? Do you personally know anyone who used the form of home or
distance learning?
Oh, before I forget, I got very high scores in my midterm science test and almost failed
Literature.
In your letter
answer his questions
ask 3 questions about the test in Literature
89
Тренировочные варианты ЕГЭ
The earlier a child joins long-term educational exchange programs and gets a chance to
study and live in a foreign country at least for a year, the better it is for his/her language,
educational and social development.
90
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92
Вариант 2
ВАРИАНТ 2
Желаем успеха!
93
Тренировочные варианты ЕГЭ
Раздел 1. Аудирование
Вы сейчас будете выполнять тест по аудированию. Во время его выполнения перед каждым
заданием дана пауза с тем, чтобы вы смогли просмотреть вопросы к заданию, а также паузы по
сле первичного и повторного предъявления аудиотекста для внесения ответов. По окончании вы
полнения всего раздела «Аудирование» перенесите свои ответы в бланк ответов.
Говорящий А В С D Е F
Утверждение
94
Вариант 2
Раздел 2. Чтение
A. In school we had a cadet force. This meant that one afternoon a week we had a choice of
being in the Army, Navy or A ir Force. But my school was very aware that there might be
some “ conscientious objectors” or pacifists amongst us. To spare their feelings a fourth
choice was given - The Gardening Squad. I am a conscientious objector to gardening so I
joined the army!
B. One day our school, which traditionally excelled in soccer and cricket, decided that the
school should have a rugby team. For some weeks we trained hard learning how to pass,
throw and kick this oddly shaped ball. The rules were taught and tactics settled for our
debut match with a neighbouring school. I forget the score but the real result was five boys
with broken bones! Somehow the rugby programme was allowed to disappear after this.
C. At school I was part of the Vernacular Architecture Group or VAG. We were allowed,
under the supervision of our history teacher, to approach the owners of very old houses
(Elizabethan and earlier) and if permission was given, research the history of the
building. We would measure wooden beams, look at construction techniques, consult
archives and so on until we felt able to make a guess at when each house was built and
sometimes were able to identify the original owners.
D. My team once came third in a national public speaking competition. There were three of us
in the team: a Chairman, a Speaker and a Vote of Thanks. Each speaker had to address an
audience on a given subject, with strict timing and to an approved formula. I was the Vote
of Thanks person. It was all nonsense really but at the time we felt very proud.
E. The School Wind Ensemble was an offence to good taste. No matter how hard we
practiced we sounded rubbish! I played an unusual instrument called a В Flat
Euphonium, usually playing a catching bass line totally out of sync with my fellow
musicians. But what we lacked in skill we certainly made up for in enthusiasm.
F. Our school had no shortage of clubs and societies but the most successful in terms of size
of membership was the Fishing Club! I was the founder and to my astonishment the first
meeting was crowded out. There was a large pond in the school grounds. It was shallow,
overgrown with weed and full of tiny fish. We got permission to clear it out and then I hit
the jackpot! A local farmer, my classmate’s father, gave us permission to stock the lake
with some of his prize carp. Within a couple of years it became an excellent place to fish.
96
Вариант 2
G. Our school plays were such good fun. Every year in the summer term we’ d put on a
production - usually Shakespeare - and give it everything we had got. I actually think
the process helped us grow socially and become more confident. I can’ t say that we were
nominated for any awards but one of the pupils went on to become a famous TV actor.
A В С D E F G
An academic student exchange is when a student aged 15-18 years old, signs up with a student
exchange program in their country to go abroad, live in another country with a volunteer host
family and attend a local high school for either a single semester or an entire academic year. The
local program A ___ , or cooperates with "sister" programs in other countries. The host country is
the sponsoring agency; it issues the required forms that make it В____ , usually a J -l in the United
States. Students will carry health insurance, С____ of the language spoken in the host country.
Volunteer host families provide the student with room (his/her own bed, and a quiet place to study),
board (three meals a day), and most importantly, LOVE! The student becomes part of the host family
and participates in all aspects of the host family's life. The student is responsible D__ and for
taking on chores as does any other family member. Each student and host family is supported by
agency's volunteer representative whose main responsibility is to check up with the student, the
host family, and the school to assure that the exchange is going smoothly. This may be your first
trip away from home or your first airplane ride. Regardless, E___ to enjoy life in your host country
as no tourist can ever imagine, participating in your host country's holidays just as the natives do.
How about having a host brother or sister who will be your brother/sister for the rest of your life or
making friends with whom you can stay in contact year after year? Most importantly, F____ where
it is exclusively spoken. For more information Contact the Student Exchange Resource Center at
StudentExchange.net.
A В С D E F
97
Тренировочные варианты ЕГЭ
Moira and Molly have finally parked illegally across from St. Agnes — the church and the
parish school. “ It looks smaller than it did. Can it really be twenty years since Tim and I both went
to school here? Dear Lord!” Molly thought.
‘ It’ s sort of scary.’ Moira clutched at Molly’ s hand and moved closer. ‘ I wish my dad could of
com e.’ ‘ Could have come’ , corrected her Molly. ‘Oh, you should have seen how scared I was when my
mother brought me here. But Tim — your father—was already enrolled, so — ‘ , Molly began to be
interrupted by the girl — ‘And so you were both the nicest students in the school?’ Molly almost
choked. ‘ Eh — yes, of course.’ she lied heartily. ‘We — were the very model of outstanding
students. Yes, your father and I — well!’
Sister Alice was standing at the open door. ‘I’m sure you don’t remember me,’ Molly started to
say; when the nun waved them both into her office. ‘Molly Patterson. I was looking out of the window
when you got out of your car, and the moment I saw that hair I knew it had to be Molly Patterson.
Well, little Molly, all grown up, and bringing your daughter to us?’ ‘Eh — not exactly. I don’ t
suppose you remember Timmy Holland? ‘ ‘Of course I do. The Terrible Duo. How could I forget?’
‘Oh, you knew my Dad?’ Moira’s reserve was overcome by the magic word—dad. The old nun
smiled gently. ‘So — Tim Holland’ s girl. Why, of course I knew your Dad and — ‘Aunt Molly,’ the
child prompted. ‘Aunt Molly, is it? Always in trouble, that pair. Your father was the ringleader, but
he never realized that any time there was a commotion Molly’s head of red-gold hair could be seen,
standing out in the crowd like a lighthouse. We always knew right away who the culprits were!’
‘Trouble?’ Moira looked astonished. ‘ Molly said they was—were perfect students!’ Sister Alice
rang a little hand-bell on her desk and smiled amiably. ‘Yes, of course. Perfect students — your
father and your aunt. Yes, I recall that now’ . A senior girl student came in. ‘A nn,’ the Principle
said gently, ‘this is Moira Holland, who is considering entering our school. W ould you show her
around the building while her Aunt and I have a talk?’
‘Now,’ Sister Alice said briskly, when the door closed behind the girls, ‘to business. You said on
the telephone that she was a special interest child?’ ‘She has a hearing problem,’ said Molly. ‘One
ear is totally deaf; in the other she requires a hearing aid, about which she’ s very sensitive. It’s a
degenerative hereditary disease, and I’m afraid there is no cure.’ ‘Does she know?’ ‘Yes, she knows
and seems so light-hearted about it all that I suspect she’s all bundled up inside.’ ‘And may break
down or out at any time,’ added the Principle. ‘ She m ight,’ Molly sighed, ‘but before it all happens,
she needs to mix with others, to build up a large vocabulary, to become adjusted to her peers. And I
intend to teach her sign language! Besides, there are more problems. They’ve been living in France
and there are no school records, so I guess she has been educated haphazardly, by private tutors. I
have no idea what grade she would fit in .’
‘No problem, we’ll test her today and then make an assignment. But you know — apart from school
fees, we require parents to participate in the school’s activities. You are the best Special Needs teacher
in Massachusetts. Unfortunately, we can’t afford to pay you, but it would be wonderful if you might
teach a class in sign language once a week. No, we don’t have many physically handicapped kids,
although we have our share, but this is not what I have in mind. We need to sensitize our
non-handicapped children to the needs of others, and learning a sign language would be the ideal way.’
98
Вариант 2
99
Тренировочные варианты ЕГЭ
SPORTS DAY
В5 Traditionally we were treated to this day of horrors two days before the
end of the school year. Even now I remember well the awful practice
afternoons__________ up to this inglorious spectacle! LEAD
В7 For useless athletes like me, these were the worst days of our school
LIFE
В10 Finally, on my last Sports Day - two days before my last ever school
day - I cam e________ in the Hammer Throw, stood on a podium and THREE
was presented with a bronze medal!
100
Вариант 2
Boarding schools
A boarding school is when the pupils sleep, eat and work in or near
B ll
the school grounds. A typical modern fee-charging boarding school
has several separate___________________ houses, either within the RESIDENCE
school grounds or in the neighborhood of the school.
In some schools each house has pupils of all ages, in which case
В14
there is usually a prefect system, which gives older pupils limited
authority and some privileges together w ith _____________ for the ACCOUNTABLE
welfare of the younger ones.
101
Тренировочные варианты ЕГЭ
The majority of modern public schools in the UK and state schools in the USA — schools that
offer free education— are co-educational day schools. Children that attend these schools remain in
family settings with family support and nurture that helps to reduce the stress of A 22_____ any
school for a child. They are able to retain contacts with friends and neighbours.
Being less expensive, these schools offer a wider A 23_____ of courses and activities. On the
other hand, these schools have larger classes and lower academic standards as compared to more
selective schools.
Pupils there have a greater A 24_____ of encountering bad social trends: drug culture, gangs,
anti-intellectualism. Of course, much depends on the regional location and the administrative policy
of each school.
Boarding or recreational schools have smaller classes with more individualized instruction; can
often (though not always) boast higher academic standards that are focused A 25 _____ making
students more independent thinkers; encourage them to make many decisions on their own.
Graduates of such schools may have an advantage when applying at more popular universities.
Students of such schools A26 __ lifetime friendships and the so-called ‘old school tie’ — the
system o f afterschool, lifelong support and lobbying former schoolmates — can be truly applied in
this case.
But there is the A27 side of the medal: missed opportunities for parents to educate their
children on values; disruption of family: homesick kids, parents missing their children; narrower
and less-diverse А28 contacts; expensive tuition.
А25 1) on 2) at 3) for 4) to
102
Вариант 2
Раздел 4. Письмо
С1 Personal letter
You have received a letter from your English-speaking pen-friend Mike who writes:
...Next week we’re presenting orally the results of our individual projects in science. M y
project is good, but I hate oral assessment in general and I ’m afraid I won’t present my
project well orally. Do you have projects? How often do your teachers ask you to make
projects in different subjects? What do you prefer: written reports or oral presentations?
...Imagine my brother Dan will have no homework for the whole term! His class’s been
chosen for the experimental group by his school administration!!!_________________________
In your letter
answer his questions
ask 3 questions about the Dan’s reaction to the experiment
103
Тренировочные варианты ЕГЭ
Paper books will soon disappear as it is easier and cheaper for the publishers to sell a
computer version of a book or sell the right to retailers to print them out directly in the
bookstore on customers’ order.
104
ы Единый государствен н ы й экзам ен
а (Б л а ш г бш В ет & В - № 1
■ □□ □□ □ □ □
ВНИМАНИЕ! [В т блаж и и лист ы о контрольными измерительными материалами рассматриваются е комтгеют
□□□□□□□□□□□ошопо
;oomooomoomoooo ооооооооошоооош
шшоошооооооооо 813 □ошшшшшшшо
доошоооооооооооо т а
ототоотоош ооо
•Qommcommmom ей»
ошшшооооошооо
лоооооооооооооооо ■0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
■OnODDUOODQOOQDODO •□□□□шототтто
:□□□□□□□□ооооооооо ■шоошшшшшоаа
:□□□□□оштошошо •ошошооооооошоо
ОШОШШШШОООШ 'О а ш п п п п ш )
Зам ен а ошибочных о тв ето в на задания типа В
Si Единый г о с у д а р с т в е н н ы й э к з а м е н
ы
о ш im tto i) № 2
Код
Рвиж Vv';;
П е р е п и ш и т е з н а ч е н и я у к а з а н н ы х в ы ш е н о л е й и з БЛ АН К А РЕГИСТРАЦИИ.
Отвечая на заданий теста, пишите аккуратно и разборчиво, соблюдая разметку страницы.
Не забудьте указать номер задания, на которое Вы отвечаете, например, С 1 ,
Условия задания переписывать не нужно. _____ ______________
ВНИМАНИЕ! Данный бланк использовать тол ьк о совместно с двумя другими бланками из данного пакета
106
АЛЬТЕРНАТИВНЫЙ
КОНТРОЛЬ
Альтернативный контроль
1. Test yourself. Answer the questions individually, then discuss them in small groups or in class
and write the key words of your friends’ answers in the space provided. Use your notes to
summarize your friends’ opinions. Use the texts of the tests given in the book or other
reference materials for more information, if necessary.
109
Альтернативный контроль
14. What is the school of your dream? Can you describe it?
Don’t forget to mention its:
♦ location;
♦ architectural peculiarities of the building (if any);
♦ technical facilities;
♦ teaching staff;
♦ school policy: regulations and style of management;
♦ curriculum;
♦ homework,
♦ extracurricular activities;
♦ role of students ‘council / self government;
♦ holidays (duration and activities);
♦ field trips, etc.
15. Do you agree that books that we listen to or read in our
childhood shape our mentality, social values and way of
life? What books in your opinion should all the children
read? W hat/W ho can influence a child’ s mental and
social development?
16. Do you think conventional reading of paper books will
die out and give way to electronic books and their video
versions?
17. What is the main aim of international school exchange
programs? If you had been given a chance to join such a
program when you were 11-12, would you have been a
hundred percent happy to do it?
18. How can a person benefit from speaking a foreign
language? How many languages is it important to know
to make a good academic or professional career?
2. Work in pairs or in small groups. Choose one of the lists (A—B). Write as many words or word
combinations as you can to each line. Compare your lists with your partners.
List A
Things you can write with
Things you can write on / i n _________________________________________________________________
Things you can p u t/ keep your school things i n _______________________________________________
List B*
School t h i n g s : ____________________________________________________________
Parts of School building: ____________________________ _ _ ___________________________________
Exams
110
Альтернативный контроль
3. Work in pairs or individually. Write the words and word combinations that can be used to
describe the following. Compare your lists with your classmates.
4. Work in small groups. Give as many related words as you can to the following words and word
combinations. Compare your lists.
5. Match the adjectives from the box to the nouns below they can describe. In groups, compare
your lists.
♦ A teacher:
♦ A student:
♦ A lesson/ task/test:
6. W ork in pairs or in small groups. Explain the difference between the words or illustrate it
with your own sentences. Use dictionaries if needed.
7. Read the proverbs and sayings. Find proverbs and sayings with similar/opposite meaning.
Think of their Russian equivalents.
8. Choose one saying from the list. In groups explain how you understand its meaning, illustrate
it with examples from history, literature or real life experience and let your classmates guess
your proverb.
9. It is a good strategy to design your own tests while preparing for exam. Take any of the texts
from the book and design your own tests using the pattern given below. Ask your classmates
to do your tasks. Choose the most challenging ones.
Text
Homework refers to any work or activity that students are asked to do outside the classroom,
either on their own or with other students or parents. Research indicates that schools in which
homework is routinely assigned and assessed tend to have higher achieving students. Learning is
not confined to the schoolroom environment.
Альтернативный контроль
Homework appropriately designed is able to enhance self-discipline and good study habits; to
develop students’ independence and initiative; to establish links between home and school; to
provide an opportunity to revise or complete classroom work, thus reinforcing what has been
taught; to help raise academic skills and standards; to provide parents an opportunity to become
engaged in the education of their children; to provide instructors further feedback on the students’
progress in learning.
On the other hand, there is no evidence to show that homework has any academic benefit to
children in elementary school. It has only moderate correlation in middle school. Even in high
school, research indicates the relationship between homework and test scores is small. No research
provides convincing evidence that homework builds responsibility and good study habits,
self-discipline and better time-management skills. Many times children develop poor work habits
when it comes to doing homework, lose joy and enthusiasm for learning. Homework leaves less time
for non-academic learning, including reading for pleasure, collecting bugs, visiting a zoo, learning
to dance or play a musical instrument. It leaves less time for play, social interaction, exercise, rest
and essential unsupervised time for self-development.
Homework erodes fam ily time — the opportunity to do things together to build family
solidarity. Homework often simultaneously overwhelms, frustrates and exhausts weak
students, while wasting the time and diminishing the joy o f learning for high achievers. There’ s
no reason to think that most students would be at a disadvantage if homework were reduced or
even eliminated.
Task #1
Homework refers to any 1 (work/ job ) or activity that students are asked 2 (to d o / to make)
outside the classroom, either on their 3 (own/ alone) or with 4 ( others/ other) students or parents.
Research indicates that schools in 5_(what/ which) homework is routinely assigned and assessed
tend to have higher 6 (achieved/ achieving) students. Learning is not confined 7 (a t/ to) the
schoolroom environment.
Homework appropriately designed is able to enhance self-discipline and 8 (good /well) study
habits; to develop 9 (students /students’) independence and initiative; to establish links 10
(between/ among) home and school; to provide an opportunity to 11 ( revise/ review) or complete
classroom work, 12 (thus/ nevertheless) reinforcing what has been taught; to help 13 {raise/ rise)
academic skills and standards; to provide parents an opportunity to become engaged in the
education of their children; to provide instructors 14 ( further/ farther) feedback on the students’
progress in learning.
Task #2
Read the text. Decide what is being tested by each gap and what part o f speech is needed in
each case. Fill in each gap with one word.
Homework refers 1 ) _________ any work or activity that students are asked to do outside the
classroom. Research indicates 2 ) ________ schools in which homework is routinely assigned and
assessed 3 ) _________ higher achieving students. Homework appropriately designed is 4 ) _________ _
113
Альтернативный контроль
to enhance self-discipline and good study habits; to develop student independence and initiative; to
help raise academic skills and standards; to revise or complete classroom 5 ) ______, thus reinforcing
6 ) _________ has been taught; to provide instructors further feedback 7 ) __________ the student s
progress in learning.
Task #3
Change the grammatical form of the word written in capital letters in the right hand column
to fit the gap in the text properly
Task #4
Change the lexical and grammatical form of the word written in capital letters in the right
hand column so that it fits the gap in the text
114
Альтернативный контроль
Task #5
Read the text and fill in the gaps 1-6 with the chunks of the sentences A-G
Homework refers to any work or activity that students are asked to do outside the classroom.
Research indicates that schools in which homework is routinely assigned and assessed have higher
achieving students. Homework appropriately designed is able to 1_______ ; to develop students’
independence and initiative; to help raise academic skills and standards; to revise or complete
classroom work, thus 2_____; to provide instructors further feedback on the student s progress in
learning.
On the other hand, there is no evidence to show that homework has any academic benefit to
children in elementary school. It has only moderate correlation in middle school. Even in high
school, research indicates the relationship between homework and test scores is small. No research
provides convincing evidence that homework builds 3 ______________ and better time-management
skills. Many times children develop poor work habits when it comes to doing homework, lose joy and
enthusiasm for learning. Homework leaves 4__________ , including reading for pleasure, collecting
bugs, visiting a zoo, learning to dance or play a musical instrument. It leaves 5_______________ rest
and essential unsupervised time for self-development.
Homework erodes family time - the opportunity to do things together to build family
solidarity. Homework often simultaneously 6 _______________ , while wasting the time and
diminishing the joy of learning for high achievers. There’s no reason to think that most students
would be at a disadvantage if homework were reduced or even eliminated.
115
Альтернативный контроль
1 2 3 4 5 6 7
116
ТЕКСТЫ
ДЛЯ АУДИРОВАНИЯ
Тексты для аудирования
к тренировочным заданиям
(Multiple matching)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Speaker A
I really regret going to university straight from school. I wasn’ t really old or mature enough to
understand what a huge opportunity I had. Basically I went because I couldn’ t decide on a
profession. I studied English because it was my favourite subject and simply kept my options open.
Truthfully I made a mess of it. I wish now that I’ d waited, got a few years work experience and then
gone to university to study something practical to help my career.
Speaker В
Taking a degree in the UK is now a major enterprise. Until about 10 years ago you could get a
government grant to pay for tuition fees and accommodation. Now you have to get a student loan.
This means that you can finish your university education owing a lot of money. When you start
working you begin to repay but it can take years to pay it all back. This makes it almost impossible
to be able to buy a house or treat yourself to decent holidays until the debt is paid off. But then
again, you can limit your job opportunity by not going to university. It’ s very hard.
Speaker С
I am going to Hull to study Computer Science. My boy friend is going to Strathclyde University
in Glasgow to study Civil Engineering. All my friends are either going to university somewhere or
taking a “ Gap” year. And of course I’ ll be leaving home, my parents and family. I haven’t gone yet
but already I feel lonely. Of course I am excited as well. I’ ll make new friends and have all kinds of
new experiences. But somehow I feel my young life is almost over. I imagine myself like a flower
that is about to be up rooted and planted somewhere else. I am trying to be cheerful but to be honest
I feel like crying. But I am sure everything will be OK.
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Тексты для аудирования к тренировочным заданиям
Speaker D
Speaker E
Our A Level results are due on August 30th. I need 2 A ’ s and a В to have a reasonable chance of
studying mathematics at Christ’ s College Cambridge - the university attended by John Milton and
Charles Darwin among others. I have to say that I am feeling positive. I think the exams went pretty
well. There was only one question that I found quite difficult. So - who knows? Maybe I will be
listed among the famous graduates of, arguably, the most famous university in the world. Only ten
more days until I find out. It’s too early to celebrate but.....
Speaker F
Today is my last day at school. I should remember how I feel now for the rest of my life. I will
never be a school pupil again! But somehow it feels rather ordinary and natural to me. I will say
goodbye today to some people I may never meet again. But on the other hand I will stay in touch
with my close friends and I do plan to attend school reunions when I get a chance in the future. But
still it probably should feel special today and sad. Certainly I have seen a few friends in tears today.
But for me, it’s just another day. The future lies ahead and I am ready to meet it. Nothing more.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Speaker A
The pay is terrible and the hours are long but at least I have a job. I must admit that I hadn’t
planned to work in a factory making cardboard boxes and other packaging. But on the positive side I
am a management trainee. I will only have to work on the factory machines for six months to get
experience but then I’ll go to the design department, the sales department, accounting and so on —
Первое задание(В1)
until I understand every aspect of the business. The owner says that if I work hard I stand a good
chance of being a departmental manager within three years.
Speaker В
We are enjoying our gap year. Just three girls on a big year long round-the-world adventure.
Luckily we managed to find jobs in most places we travelled to. W e’ve been waitresses, farm
workers, cleaners and once wore costumes advertising a toy shop! We feel quite proud actually. But
we did hit some problems — particularly in South America — where there was a lot of disapproval
about what we were doing. Probably they thought we should be married and keeping home for clever
and successful husbands!
Speaker С
When I started modern literature at Sussex University I somehow managed to fall out with my
tutor on the “ Modern European Mind” module. I am not sure how it happened but the early tutorials
were frosty to say the least. Then, mid-term, I presented a paper on Thomas Mann. He loved it! After
he returned my paper he asked to meet me and we spent two happy, animated hours discussing the
short stories and novellas. We are hardly best friends but the atmosphere in tutorials is 100% better.
Speaker D
I can’ t say I enjoyed my school days very much. In my opinion it was far too strict. I also felt
that I was forced to study too many subjects and ended up taking several GCSEs in subjects of little
interest to me. But I am o ff to university now and I am not looking back over my shoulder. No more
noisy classrooms and compulsory PE, no more memorising the rainfall graphs for Venezuela and the
fascinating (yawn) politics of Jacobean England. I am o ff to make a new start and will begin
learning what I need to know, to be the person I want to be.
Speaker E
Living in a hall of residence is not too bad. The people who live on our corridor have become a
little community. We often cook and socialise together. It’ s pretty comfortable in my bedroom, if a
bit small. The woods at the back are beautiful, especially now that it is autumn, and make up for
horrid green paint with which the walls are painted. Of course the walls are thin and it can be a bit
noisy studying there. But I prefer to work in the library so it is not a problem.
Speaker F
I thought I had been robbed. My wallet was gone with just about all the money I currently have. I
reported it of course to the Campus administrator and Dad kindly offered to send some money to help
me out until the end of term. I was even briefly jealous of my friends who are now earning a salary
rather than going to university. But the great news is that I have found my wallet and truth be told,
my room is so untidy that I wasn’t entirely surprised. I wonder if I should give my Dad a call....
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Speaker A
At the end of June, a week after my 16th birthday, my compulsory education finished. I was
free to go o ff and find a job or continue with academic or vocational learning. Because I am still
undecided about a career and I’m not even sure if I will want to eventually go to university, I chose
to go to Brighton, Hove and Sussex 6th form College. So far it is OK. I have chosen A Levels in
English, French and History for no better reason than these were my favourite subjects at school.
Speaker В
I got a letter from the College today offering me the chance to take Spanish as well. It will be a
lot more work of course but I did a GCSE in Spanish at school and quite enjoyed it. It’ s also a useful
language for me potentially as it is spoken widely throughout the American continent. Even in the
USA, where I wouldn’t mind working one day in the future, almost 40 million people speak Spanish
as a first language. I think I’ ll at least start the course and see how it goes.
Speaker С
I downloaded my college term planner today. It is not as overcrowded as I feared it might be.
Actually Tuesdays and Fridays are horrid as I have lessons at the beginning and end of each day
with a 3 hour gap in the middle. I’ ll just have to get use to working in the library I suppose but I get
easily distracted there.
Speaker D
I go by bus to College but the bus timetable is awkward. I either arrive very early or bang on
time if the bus is on schedule. But the bus is often a few minutes late. Unfortunately for me, the
college is really tough about being on time. If you are late regularly you run the risk of being told to
leave. Their policy is more or less that there are no excuses for being late or missing a class unless
you are sick and can prove it with a doctor’ s certificate. So I arrive very early...
Speaker E
I must admit that I am really enjoying my college atmosphere. I think the main difference
between college and school is that all the kids want to be here as opposed to being forced to be there.
There is a lot o f co-operation between the students, and the teaching staff at college speak to you
and treat you like an adult. The Spanish is coming on well but the work load is hard. I might take the
A level in June then drop Spanish next year. I’ d rather do one language well than two badly.
122
Первое задание(В1)
Speaker F
I got an A for my end-of-term test in French and hooray! I am going to Paris next week on an
exchange program. I’ ll be staying with Anne-Marie and her family for a week and then she’ ll come
and live with my family for a week. I haven’ t met her yet but I saw and spoke to her on the Skype
webcam. It was great. We understood each other perfectly well, my French professor can be proud
of me! But, strange enough, Ann- Marie finds my name hard to pronounce (I don’ t know why — I am
Virginia!) We already agreed that we’ ll have a girl’ s night out in Paris!
123
Тексты для аудирования к тренировочным заданиям
ВТОРОЕ ЗАДАНИЕ
(True/ False/ No information)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Вы услышите разговор двух студентов о выборе курса истории. Определите, какие из при
ведённых утверждений ( А 1 - А 7 ) соответствуют содержанию т екста(1), какие не соот-
ветст вуют (2 ) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни
положительного, ни отрицательного ответ а(3). Обведите номер выбранного вами вариан
та ответа. Вы услышите запись дважды.
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Второе задание
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
Anna. Hi, Victor. I just finished my last exam and I’ m on my way home. How about you?
Victor. One more. Dr. Smith’s history exam.
Anna. Oh, how was his class? Did you like it?
Victor. Not much. He just read from his notes the whole semester. You had Dr. Jones, didn’ t
you? What was her final exam like?
Anna. It was fun. She called it a multiple-choice essay exam. There were six essay questions and
we could choose any two to answer.
Victor. Just two?
Anna. She said she wanted to find out what we knew, not what we didn’t.
Victor. What kind of questions were they?
Anna. Remember, I told you she didn’t expect us to remember a lot of names and dates. She
called that “ the one-damn-thing-after-another" school of history. She wanted us to learn the
processes that shape communities.
Victor. Like what?
Anna. Well, in the Civilization course you took, it would be the processes that broke down medieval
institutions, or the processes of forming a national state, or the process of industrialization in Europe.
Things like that.
Victor. How do you write an essay about a process?
Anna. Well, one of the things I wrote about was imperialism. We learned to look for what was
happening inside a country to make it want to expand, to look at geography to see why it expanded
in the direction it did, to look for the goals of expansion and the methods of controlling new
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territory, and finally to look at the ways colonial people tried to defend themselves. That’s the
process. Then in the exam we applied that to an example, like Spanish imperialism in America, or
British imperialism in Africa, or whatever. That’ s where we used names and dates...giving details
for a specific case of imperialism.
Victor. I think you may have learned something. That sounds easier than trying to guess what’s
in Dr. Smith’s head. I have no idea what to study for.
Anna. Well, good luck, Victor. See you next semester.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Rosalind: David, listen to this! W e’re going to host an exchange student this year! Her name’s
Elena Yakunina. She’s from Bulgaria.
David: Elena Yakunina? That sounds Russian. I once had a pen-pal from Russia with the same
last name!
Rosalind: Her family was Russian. Her grandfather’s parents went to Bulgaria during the
Russian Civil War. They were Ukrainian. Oh, this is all so exciting!
David: I hope she speaks English. It will be a long year if she doesn’ t.
Rosalind: She probably speaks it better than we do. Her dad’ s a chemist, but her mom teaches
English.
David: I'll bet she’s read a lot about America. What do you know about Bulgaria?
Rosalind: Not much. But I’m on my way to the library to check out some books. Dad’s even
ordered some language books. W e’ re going to practice at home.
David: That should be a riot!
Rosalind: And mom’ s learning to cook some Bulgarian dishes.
David: W on’t that be a nice cultural experience! Feeding Bulgarian food to a Bulgarian!
Where’ d you find out about the program?
Rosalind: Mrs. Young, our French teacher, invited a lady from American Field Services to talk
to our language class. She told us we could get more information from the Student Exchange
Resource Center on the internet.
David: How’d your parents feel about hosting a foreign student?
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Второе задание
Rosalind: They had to think about it for awhile, but then they got excited, too. The AFS lady
came by to talk to us, and then we made arrangements for the new student at school.
David: I wonder what my parents would think about hosting a foreign student.
Rosalind: Who knows? They might prefer to send you o ff to some far-away country.
David: Timbuktu would be fun.
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ТРЕТЬЕ ЗАДАНИЕ
(Multiple choice)
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №1
Задание №1
Language and Me
Language has always been a struggle. When I was a very young child, my father was working
on his dissertation at Yale University. My mother worked to earn a living while he climbed the
academic ladder. That left me with a Negro maid for a companion. Everyone was too busy to talk, so
I grew up largely without language or, at most, its very basics: an angry rebuke here, a grunt there.
My brother, two years older, might have made an effort, but he was in elementary school and
thought I was too dumb to spend time with. I grew to be five years old, talking very little and very
badly. These are the years in which the cells that wire the brain for language are most active, and
less so thereafter.
Boys develop language later than girls, so that added another burden as I struggled through
primary school. By the time I was beginning to make progress, the family moved to another part of
the country that had a very different dialect, as well as some odd social customs that led me to avoid
conversation. I remember trying to speak like they did by saying. ‘Yes, sir’ and ‘Yes, ma-am’ , when
before I’d answered adults with a polite ‘Yes’ and ‘ No’ . Then in my effort to use the new tongue I
made a fatal mistake. I violated regional customs by saying ‘Yes, ma-am’ to a black woman,
bringing ridicule and contempt on myself by unforgiving classmates. Thereafter I decided to remain
mostly mute.
In secondary school, I was a good enough student, but lazy and satisfied with В grades. I didn’ t
have the language skills, nor did I come from the right part of the country to feel comfortable
talking to girls. Instead I drew attention to myself in sports and mathematics. I could work math
problems faster than the instructor, which brought me certain fame; and I played basketball better
than most at that school.
As I approached my senior year, my parents decided to do something about my verbal poverty,
neglected for so long, by insisting that I enroll in a course in Latin. By that time I was old enough to
rebel, so I enrolled like a good son and failed without a second thought.
Skill in math, athletic ability, and the fact that my father was a professor who passed on to me
and my brother good, textbook English, earned me an appointment to the US Naval Academy. At
that time the course of study was the same for everyone, Electrical Engineering, with one
exception: foreign language. We could choose the language we wanted to study. But a problem
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Третье задание
remained: how would I, with my lack of verbal skill, compete against those who had studied three
years of French in high school, four years of Spanish, or two of German? The solution became
obvious when I saw the list of choices. I would take Russian and be assured of a level playing field.
Had there been Chinese or Swahili on the list, the choice might have taken longer.
Russian language studies at the Naval Academy opened new worlds. Little need be said about
the quality of instruction, which was designed solely to produce junior naval officers with useful
skills. Instruction consisted of memorizing pages of technical vocabulary that might be used in
talking to a Russian pilot who boarded to guide the ship to port, ordering supplies from Russian
merchants, joining Russian officers on maneuvers, etc. I left the language program not knowing
the Russian words for horse, or grass, or even green.
But it wasn’ t fatal. For studying the language led to a study of Russian history and literature
which immediately became a passion. What a world Pushkin and Tolstoy, Dostoevsky and Chekhov,
and many, many others opened to an American student who had been fed nothing but anti-Soviet
propaganda since the end of World War II (the Great Patriotic War)! In time, the fragile balance
between studying naval boilers and Russian life couldn’t last. I left the Naval Academy in the third
year of study to begin an academic career that focused on Russian History and W orld Civilization.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №2
In the last semester of college, I married. I was poor and had no car; so I rode a bicycle and
carried my wife on the handlebars. By the end of college, it was clear we were going to have a baby,
so I needed to find a job soon and postpone my graduate program at the University for better times.
I took a job in another state in a town I’d never seen or heard of, because it paid more than any other
teaching position I could find.
It turned out to be a tiny village of 1300 that once was a lumber town with the largest sawmill
in the world. Now there was not a tree in sight, the low wet lands had been drained, and the region
produced soybeans and cotton. The school where I would teach had only sixteen teachers for grades
one through twelve. That meant we had to teach many courses. My college degree was in history,
but they already had a history teacher, so I taught geography, general math, algebra I, algebra II,
trigonometry, and physics. That was a challenge! Thank Lord I‘ve been keen on maths since junior
high school and later had a chance of getting more training in this area while temporarily studying
Electrical Engineering at the US Naval Academy.
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Teachers were also expected to sponsor student activities, and I was asked to sponsor the junior
class. That class earned money by staging a school play, and it also organized and decorated the
gymnasium for a junior-senior prom. I had no experience with drama, but that didn’t seem to
matter. My colleague, a new biology teacher was asked to coach the junior basketball team though
he had never played basketball. I had, and, after watching his misery during the first practice, I
volunteered to take his job too...without pay as well. Sometimes, riding on the back roads with the
team on a cold and crowded school bus, I wondered if I’ d lost my mind.
Basketball was this tiny school’ s only sport, so the boys played twelve months a year and
produced one of the finest teams in the state. For some reason, these rustic country athletes decided
to take my course in trigonometry. It was a delight. I sent them out in teams to see who could be the
first to measure the height o f a tree or building, with only a protractor and measuring tape. They
loved competition and in the process they learned trigonometry.
On the day my first child was born, I passed cigars around this class to smoke in celebration.
Unexpectedly, the school principal came to the door to see what was going on. Thinking quickly, I
offered him a cigar and saved my job.
The play the juniors put on that year under my direction was a surprise success. The class
selected a mystery that was intended to be scary, but their acting was so poor it became a comedy.
The audience left the building with tears in their eyes from so much laughing. The young woman
who had helped me with the play went home with a nervous breakdown.
In 1957, the Soviet Union launched Sputnik, the first spaceship to orbit the earth. The US Congress
responded to Sputnik by financing the National Defense Education Act, intended to produce a corps of
specialists who could help respond to what was thought to be a Soviet threat. Three of the first-year
teachers in this tiny school received three-year grants for university graduate programs. I was one, and
I’ve been grateful to the Soviet Union ever since for my graduate education.
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ №3
Вы услышите рассказ взрослого человека о том, как будучи школьниками, они зарабатыва
ли деньги в летние каникулы. В заданиях А 8 - А 1 4 обведите цифру 1, 2 или 3, соответст
вующую выбранному вами варианту ответа. Вы услышите запись дважды.
Summer work
When I grew up in the American South, summers were brutal, reaching 4 2 -46 C. We found
summer jobs at the cotton compress, the pickle plant, unloading railroad boxcars, painting houses,
mowing lawns — anything to occupy ourselves and make a little money.
When I was fifteen, the employment office in town listed a job in a canning factory in
Wisconsin, paying 85 cents an hour. That was more than we were making at home and Wisconsin
was cooler than where we lived, so I and two of my school friends embarked on the great adventure.
Третье задание
То get to the canning factory, we rode 1400 km in an old school bus filled with hard-scrabble
country farmers, who found they could make more money as itinerant workers in the North than
farming their small bean patches in the South. Once there, we slept in a barn on canvas cots, and
were assigned jobs in the factory or in the fields. The crop was peas; and when the peas were ripe
they had to be harvested immediately or they’ d rot. So we worked 16-18 hours a day for five weeks
to bring in the harvest.
Field work was a delight in the cool Wisconsin summers. The pea vines were cut at the ground
and loaded onto trucks with pitchforks. They were hauled several miles to a vinery that stripped the
vines and husks from the peas, which were then sent to the cannery. The vines were stacked and let
to rot for fertilizer; and every vinery smelled like a sewer that could be smelled miles away. In the
cannery, the peas were sorted into sizes, sent down a conveyor belt where we picked out any dirt or
weeds that remained, funneled into cans, cooked, and packed into cartons for shipping. Seeing the
dirt that survived the process, we stopped eating peas for years after.
When the season was over, we hitchhiked home, rather than endure the ride on the school bus.
We told friends about the work and beautiful weather, the money we’d made and the fun we’ d had.
So the next summer over twenty school mates hitchhiked north in teams of two, racing to get there
first, catching rides on freight trains when cars weren’t stopping for us on the road. We learned to
follow the harvest, working in the canneries farthest south where the peas came in first, then
moving to those farther north to catch the next harvest.
The following summer, probably forty school mates made the pea harvest. Some took other
paths and went to the cherry harvest in Michigan or the corn harvest in Illinois. Hitchhiking isn’t
always safe and there were many of us on the road, but as far as I know only one team was robbed
and left on the highway in their underwear. Other than lost dignity and bruised feelings they were
not harmed. Through some process at our school, the pea-pickers became a breed apart from any
group, to say nothing of the stay-at-homers. They were welcomed home by the girls at the end of the
summer; and the tales they told — some of them true — inspired awe and admiration. They became
a band of brothers, who, even when they meet years later, find themselves talking about little else.
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к вариантам экзамена
ВАРИАНТ 1
Задание В1
Speaker A
Today the “ mock” exams began. I had the history paper this morning. The choice of essay
questions was really tough. I managed two of them reasonably well (origins of W W II and the
Tudors) but struggled like mad on the Russian history task. I chose one on Kerensky in the end but
realised I simply hadn’ t done enough revision. This afternoon we had the multiple choice biology
paper — but again I had to do a lot of guessing. I’ ll have to work much harder before the real exams.
Speaker В
We had another of Mr Corner’s impossible revision tests today. I simply hate maths and can’t
wait until it’ s all over. Each practice test has 15 marks and we then pass our finished paper “ two
mathematicians to the right” : He then reads out the answers and we all mark the paper of our next
but one neighbour. Again I did really badly, managing to score only 6. “ The Corner” says I have as
much chance passing as getting an Olympic Gold in Figure Skating!
Speaker С
Susan took her Art History paper this afternoon. Her question was “ Compare and Contrast the
work of six 20th Century Sculptors” . Unfortunately she had only revised three, so in desperation she
“invented” three more. She “ created” three little-known sculptors who modelled in clay and lived
obscurely in tiny villages. She decided they were based in Sweden, Slovenia and Spain and is hoping
and praying that she will get some marks for creativity and some for her real knowledge of clay
sculpting techniques.
Speaker D
Harry struggles with remembering the useful quotations you should always use to illustrate
your points in exam essay questions. He’s OK with names and dates but he’s lost when trying to
1-32
Вариант 1
back up his answer with good quotes. So he has written all the most important ones out and to revise
he sings them with his guitar! It is the craziest revision strategy I have ever heard o f but he says it
works for him.
Speaker E
There are loads of revision aids on the internet providing sample answers for the questions that
are likely to come up in the exam. The trouble is that everybody reads them and our teachers believe
that this will result in 1000s of kids making almost identical answers. For teachers who have to
grade the papers, they can see instantly which students are recycling internet answers. They are
much more likely to give higher marks to students who have prepared thoroughly, read
independently and are not afraid of writing their own ideas.
Speaker F
Our French teacher seems to believe that practice tests are valuable regardless of whether you
have covered the material already. Maybe she’s right. At least with French there are “ compensation
strategies” and alternative ways of expressing things. Still I hate to be quizzed on vocabulary I have
not yet learned. It seems such a waste of time.
Rosalind: David, I told Mrs. Young, my French teacher, I want to teach foreign language after
college. She said if I do, I should have some good reasons why it’s important to learn one.
David: Well, most people in the world speak English, so why bother?
Rosalind: No, that’ s not true. She said less than 6% speak English as their first language, and
probably twice that number as a second or third language.
David: Let s see. That gives me about a billion and a half people to talk to. That should be
enough.
Rosalind I’m serious, David.
David: Well, what reasons have you thought of so far?
Rosalind: For one thing, studying a foreign language helps you understand language in
general, and that helps you understand and use your own better.
David: Give me something practical.
Rosalind: OK, it improves your chance of being accepted to college and graduate school, and it
opens the possibility of foreign studies.
Тексты для аудирования к вариантам экзамена
Childhood
Nature and history conspired to make the place where we lived when I first entered school a
wonderland. Glaciers during the Ice Age scooped the soil out the Great Lakes to the north, pushed it
south, and left our region a heap of hills and valleys, creeks and rivers that was a young boy’s
dream. Snow piled up in the narrow valleys in winter, and when it melted it flooded the town each
spring. When I was old enough to get a job delivering newspapers, we delivered them in a rowboat to
the houses near the rivers.
The town was located where the Muskingum River flows into the Ohio. It was a trading post for
American Indians, who built several sacred mounds there. When whites settled, they named the
town Marietta for Marie Antoinette, the French queen at the time of the American Revolution.
Marietta was settled in the 1790s by war veterans whose graves remain there still. The county, the
main street, the elementary school I went to, and many other sites were named for the president of
the country at the time, George Washington.
The Ohio River divided the free from the slave states before the Civil War, and Marietta was a
station on the Underground Railroad. It helped slaves from Virginia, across the river, escape to
northern cities and to Canada. A small number remained in town, though they were always in
danger o f being recaptured, until after the war.
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Вариант 1
Elementary school was a time of fun and adventure. I had a small boat, but it leaked so badly I
couldn’ t take it on the river without a friend along to bail out the water. I fell in love in the fifth
grade with a girl who had beautiful green eyes. They were crossed, but that didn’ t matter to a fifth
grader. I had a wonderful dog, a Samoyed, a Siberian sled dog, who slept on my bed and followed me
everywhere. Once she followed me to my girlfriend’s house and ate one of the family’ s chickens.
That was the end of my romance.
There were a few black students in our school, but at that age we didn’t have a name for them.
They were our friends, some better athletes than we were whom we greatly admired. Two events led
me to think that adults knew something we didn’t. In the 4th grade when we were practicing for the
May Pole Dance, a black boy in my class was allowed to dance with a black girl in another class. The
rest of us couldn’ t do that, so I didn’t think it was fair. Another time I wandered into a barbershop
that served blacks, and I got a bad haircut. My father took me back to have it cut again, but turned
around when he saw which shop I’ d gone to.
The days of innocence ended with elementary school. Our family moved to a racially divided
southern city, where I learned that one name often used for my black friends was nigger. Culture
shock set me adrift. Later in life I studied history and social science, still trying to learn why my
Southern white friends felt as they did about my Northern black ones.
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ВАРИ АН Т 2
Speaker A
Mobile phones: students are permitted to bring mobile phones into school but they must be
switched o ff at all times and kept out of sight. There are no exceptions. In case of an accident or
emergency of any kind students must report to the nearest teacher who will then phone if assistance
is needed. If any student is seen using a mobile, it will be immediately confiscated and not returned
until the end of term.
Speaker В
We have to keep our school diaries on us at all times and have them ready for inspection at any
time. It reminds me a bit of having your passport or documents checked! But it is a good idea. You
have to complete the diary daily — including homework assignments and deadlines. I find it really
helpful and to be honest I’d be lost without it. It’ s good for self management and probably good
practice for our future lives as adults. I’ d prefer an electronic version (less easy to lose) but still I
think it’ s a good system.
Speaker С
Home task deadlines are supposed to be very strict. The teachers can refuse to accept work that
is handed in late and since we have “ continuous assessment” this could be a problem. But in
practice, teachers are quite good about extending deadlines provided you are polite and honest. If
you are genuinely having trouble with a task they tend to be supportive and ready to help with ad
vice. However, although deadlines may be extended, they never actually go away!
Speaker D
I hate bullies. I simply don’t understand why some children behave in such an unkind and even
cruel manner. Perhaps it is just part of growing up. Anyway, especially since I became a school
prefect, I keep a close eye out for any such bad behaviour. If I witness something I think might be
bullying behaviour I tell a teacher and they also keep a close watch. It is generally difficult to catch
them and prove their wrong doing. But luckily it is quite rare in our school.
Speaker E
Our school has a three way-contract that has to be signed by parents, pupils and teachers. The
pupils sign, agreeing that they will follow all the school rules. The parents sign that they will ensure
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Вариант 2
the attendance and good behaviour of their child: Also that they will make sure their child does all
the prescribed homework. And the teachers sign that they will do their best to help the pupils fulfil
their full educational potential. It is more of a simple agreement rather than a contract. I am not
sure if in practice it is particularly valuable.
Speaker F
I am doing A Levels in Music and Music Technology plus History and Maths! I plan, after I
finish school, to take a degree in modern music and my ambition is to be a full time musician. So I
thought that my request to have two days approved holiday to attend a music festival was a
reasonable one. The teachers were not at all keen on the idea but luckily for me they finally agreed. I
expect I will learn a lot and that’ s what education is about — isn’t it?
Rosalind: David, you look so distinguished in your cap and gown. Did you ever think this day
would come?
David: Sure, but not so soon. Now I have to find a job. What are your plans?
Rosalind: Graduate school. I can’t do much with an undergraduate degree in foreign language.
David: You could teach. You always said more kids need to learn another language.
Rosalind: I can always teach. But I want to have more options, like diplomatic work or
international business or tourism.
David: I don’ t blame you. If I had the money I’ d go on for an MBA-Masters in Business
Administration, but I need to work first. French was your major wasn’t it?
Rosalind: Oui. Parlez vous francais?
David: Un peu.
Rosalind: Bravo, David!
David: And I know you learned Russian, but I’ m not sure why?
Rosalind: Remember when Elena, the exchange student, stayed with us in high school? We
couldn’ t find any Bulgarian language books, so we practiced Russian instead. It was pretty close.
David: Ты говоришь по-русски? Молодец! Это трудный язык.
Rosalind: David! Where did YOU learn Russian?
David: In ROTC, Reserve Officer Training Corps, a military program for college students. They
said a language would help if we ever chose a military career.
Rosalind: I’ m amazed! How well do you know it?
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David: Not very well, just phrase-book Russian. My favourite phrase is: «Простите, я заблу
дился. Как пройти к метро?»
Rosalind: Y ou’ re a man of many surprises! Uh-oh. Looks like we’ re lining up. See you after
graduation.
David: Do you have a date?
Rosalind: No, I was hoping you’ d be my date, David!
David: Oh, my heart! I think I'll die!
Rosalind: Very funny.
An increasing number of American children begin their academic life in a pre-school program
prior to entering elementary school at ages 5 or 6. Pre-school was aimed at children from
disadvantaged homes at first, but now growing numbers of families see the program as a way of
giving their children an academic advantage.
American children are required to attend school between ages 6 to 17 or 18. State attendance
laws vary. They can meet this requirement by attending public or private schools, or they may be
taught at home. Each program is certified by the state, and each is evaluated by student
performance on standardized tests. Elementary school covers grades 1-6, though some schools refer
to grades 4-6 as middle school. Junior high school refers to grades 7-9, and senior high school to
grades 10-12. These grade divisions can vary. They may be based on educational philosophy or they
may just be related to the school facilities available at a particular time and place.
Students go on to higher education after high school according to their interest, the
universities assessment of their ability, and their families’ ability to finance it. Students with
outstanding academic, musical or athletic ability may be awarded scholarships; and students may
apply for government or private loans.
Each state supports a small number of 4-year colleges and a larger number of 2-year community
colleges. Community colleges may offer diplomas for 2-year occupational curricula, and they also
serve as feeders to the 4-year colleges, offering the general education courses that would be
required there.
Four-year colleges and universities provide degree programs required for a professional career,
certified by a Bachelor s Degree. Degree programs include a general education component required
of all students, a major field of study, and a minor — generally a related or supplementary — field
of study. Majors in business, for example, may take a minor in international affairs if they’ re
interested in international business.
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Вариант 2
The Bachelor Degree is the minimal credential needed for entry into a profession. A Bachelor of
Science in Education (BSE), for example, is required of everyone entering the teaching profession.
Those who seek additional credentials needed for upward mobility in their profession go on to study
for degrees in graduate school, any level higher than the 4-year Bachelor’ s Degree.
A Master’ s Degree is generally the next degree earned. It focuses on an academic or
professional specialty, generally requiring a written thesis covering original research.
Requirements vary, but many master’ s programs require 30 hours of additional course work.
Some universities allow doctoral students to skip the master’ s degree and pursue advanced
studies leading to their doctorate (Ph.D). A doctorate degree certifies a level of academic
competence that allows one full membership and elite status in their chosen profession.
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ключи
КЛЮЧИ К ТРЕНИРОВОЧНЫМ ЗАДАНИЯМ
Первое задание
Второе задание
А1 А2 АЗ А4 А5 А6 А7
Тренировочное задание №1 3 2 1 1 1 3 2
Тренировочное задание №2 2 1 2 3 1 1 3
Тренировочное задание №3 3 1 3 3 2 1 2
Третье задание
Второе задание
Третье задание
140
Ключи
Первое задание
Второе задание
Третье задание
А22 А23 А24 А25 А26 А27 А28
Тренировочное задание №1 4 1 4 2 3 1 3
Тренировочное задание №2 2 4 1 2 3 1 4
Тренировочное задание №3 1 1 4 2 3 2 3
141
КЛЮЧИ К ПОЛНЫМ ВАРИАНТАМ ЭКЗАМЕНА
А1 А2 АЗ А4 А5 А6 А7
Вариант 1 1 1 1 3 2 3 3
Вариант 2 2 3 1 3 1 1 2
Вариант 1 Вариант 2
В1 176543 417263
В2 3516827 6421378
ВЗ 235 146 725614
В4 involves was called
В5 these leading
В6 are learning fittest
В7 me lives
В8 eating better
В9 was organised became
В10 is third
В11 scientist residential
В12 achievements permission
В13 scientific responsibility
В14 additional accountability
В15 equipment healthy
В16 subscriptions/subscription relaxation / relaxing
142
Ключи
ЕГЭ
АНГЛИЙСКИЙ язык
Тематические тестовые задания
ШКОЛЬНОЕ ОБРАЗОВАНИЕ
Гигиенический сертификат
№ 77.99.60.953.Д.007297.05.10 от 07.05.2010 г.
ЦЕЛЬ Н О В О Й СЕРИ И :
♦ Систематизировать информацию о ЕГЭ
♦ Конкретизировать информацию о каждой части экзамена (Аудирование, Чтение,
Лексика-грамматика, Письмо)
♦ Предложить алгоритм работы с каждым типом задания во всех частях экзамена
♦ Предложить тренировочные задания для отработки заданного алгоритма
О С О Б ЕН Н О С Т И СЕРИ И :
♦ Живой современный английский язык
♦ Точное соответствие формату ЕГЭ
♦ Понятные стратегии выполнения заданий
♦ Тематический подход с учетом требований
Государственного Образовательного Стандарта и кодификатора ЕГЭ
♦ Наличие дополнительных заданий, направленных
на систематизацию лексики по каждой теме
Предложенные в сборниках алгоритмы выполнения каждого задания ЕГЭ и
тренировочные задания помогут:
• повысить концентрацию внимания на ключевых моментах каждого задания
♦ избежать потери времени на экзамене
Полные варианты экзамена покажут, готовы ли вы к выполнению ЕГЭ в режиме
реального времени.
Если учащийся выполнил полные варианты экзамена и успел заполнить бланки ответов в
отведенное время, он может с уверенностью сказать: