ЕГЭ Англ. язык. Практикум. Чтение - Соловова, Parsons - 2011 -128с

ЕДИНЫЙ ГОСУДАРСТВЕННЫЙ ЭКЗАМЕН
Е.Н. Соловова
John Parsons
ПРАКТИКУМ
ПО АНГЛИЙСКОМУ ЯЗЫКУ
Чтение
Тренировочные задания
к разделу «Чтение»
Ответы ко всем заданиям
Центр изучения английского языка

Елены Солововой
МОСКВА
2011
УДК 372.8:811.111
ББК 74.268.2Англ-922
С60
Соловова, Е.Н.
С60 ЕГЭ. Английский язык. Практикум. Чтение / Е.Н. Соловова, John Parsons. — М.: Центр изучения анг
лийского языка Елены Солововой, 2011. — 127, [1] с.
ISBN 978-5-451-00008-3
Практикум ориентирован на подготовку учащихся школы для успешной сдачи Единого государствен
ного экзамена по английскому языку.
Предлагаемое пособие содержит информацию о структуре и содержании ЕГЭ по иностранному языку в
целом и части «Чтение».
В книге предложены пошаговые советы по эффективному выполнению каждого типа экзаменационного
задания ЕГЭ 2011 года в разделе «Чтение» и 20 вариантов тренировочных заданий каждого типа в формате
ЕГЭ для отработки предложенных алгоритмов.
Выполнение заданий с учетом предлагаемой последовательности действий поможет быстрее сформи
ровать нужные стратегии работы с данными типами заданий и сократить время на их выполнение на экза
мене.
Помимо инструкций и заданий в пособие входят ключи ко всем заданиям.
Данное пособие может быть использовано как в классе под руководством учителя, так и дома для само
стоятельной работы.
Пособие предназначено учителям английского языка и методистам, учащимся старших классов школ и
всем тем, кто готовит и готовится к ЕГЭ по английскому языку.
УДК 372.8:811.111
ББК 74.268.2Англ-922
Подписано в печать 13.09.2010.

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I S B N 978-5-451-00008-3 © Соловова Е.Н., John Parsons, 2011

© Центр изучения английского языка Елены Солововой, 2011
СОДЕРЖАНИЕ
Пояснительная записка...................................................... ................................... ............................4

СПЕЦИФИКАЦИЯ контрольных измерительных материалов
Единого государственного экзамена по иностранным язы к ам .......... ......................................5
Бланк ответов № 1 .................................................. ...................................... ....... ...........................14
ТРЕНИРОВОЧНЫЕ ЗАДАНИЯ К ЕГЭ.

РАЗДЕЛ «ЧТЕНИЕ»
Первое задание (В2). Понимание основного содержания текста............................................18
Второе задание (ВЗ). Понимание структурно-смысловых связей текста............................60
Третье задание (А 15-А 21). Детальное понимание текста...................................................... 82
КЛЮЧИ
Первое задание (В2). Понимание основного содержания текста......................................... 125
Второе задание (ВЗ). Понимание структурно-смысловых связей текста ........................... 126
Третье задание (А 15-А 21). Детальное понимание текста..................................................... 127
3
Пояснительная записка
Данная книга продолжает новую серию учебных пособий по подготовке к ЕГЭ по анг
лийскому языку. Основная цель данного пособия — предоставить учащимся и учителям не
обходимый материал для отработки стратегий выполнения трех типов заданий раздела
«Чтение», представленных в ЕГЭ.
С этой целью в практикуме дается полная информация о структуре раздела ЕГЭ «Чте
ние», о цели каждого задания в данном разделе, а главное — советов по их оптимальному
выполнению. Эти советы можно рассматривать как алгоритм, который поможет избежать
потери времени на экзамене, повысить осознанность действий и концентрацию внимания
на ключевых моментах каждого задания.
Для того чтобы данные советы стали реальным «руководством к действию», желательно
выполнять каждое задание практикума с опорой на пошаговые реком ендации предложенно
го алгоритма: вспоминать, что нужно сделать до начала непосредственной работы с данным
заданием, как эффективно выполнить его и как самостоятельно проверить правильность за
писи.
ВНИМАНИЕ! В бланке ответов к заданиям В2 и ВЗ раздела «Чтение» в ЕГЭ 2011 г.
учащиеся записывают цифры, а не буквы.
Тематика и речевое наполнение тестовых заданий практикума соответствует государст

венному образовательному стандарту и кодификатору ЕГЭ и охватывает следующие темати
ческие разделы:
1) « Человек и его окружение. Взаимоотношения в семье и с друзьями. Переписка. Внеш
ность и черты характера. Досуг и увлечения. Путешествия. П окупки»;
2) Школьное образование. Изучаемые предметы, отношение к ним. Каникулы. Досуг
молодежи: посещение кружков, спортивных секций, клубов по интересам. Возможности
продолжения образования в высшей школе. Проблемы выбора будущей сферы трудовой и
профессиональной деятельности, профессии. Планы на ближайшее будущее. Языки между
народного общения и их роль в выборе профессии в современном мире;
3) Родная страна и страны изучаемого языка: их географическое положение, климат,
столицы и их достопримечательности. Национальные праздники, традиции и обычаи. Вы
дающиеся люди и их вклад в науку и мировую культуру. Городская и сельская среда прожи
вания. Средства массовой информации и современные информационные ресурсы.
Материалы пособия можно использовать на занятиях под руководством учителя или в
ходе самостоятельной подготовки к экзамену.
Предложенные задания позволяют проверить и оценить уровень готовности к выполне
нию заданий ЕГЭ в разделе «Чтение», определить сильные и слабые стороны своей подготов
ки, восполнить имеющиеся пробелы.
ЖЕЛАЕМ УСПЕХА!
4
СПЕЦИФИКАЦИЯ
контрольных измерительных материалов
Единого государственного экзамена
по иностранным языкам
1. Назначение экзаменационной работы

Контрольные измерительные материалы позволяют установить уровень освоения выпу
скниками Федерального компонента государственного образовательного стандарта основного
общего и среднего (полного) общего образования.
Результаты Единого государственного экзамена по иностранному языку признаются об
щеобразовательными учреждениями, в которых реализуются образовательные программы
среднего (полного) общего образования, как результаты государственной (итоговой) аттеста
ции, а образовательными учреждениями среднего профессионального образования и образо
вательными учреждениями высшего профессионального образования как результаты вступи
тельных испытаний по иностранному языку.
2. Документы, определяющие содержание экзаменационной работы

1. Федеральный компонент государственных стандартов основного общего и среднего
(полного) общего образования, базовый и профильный уровень (Приказ Минобразования
России № 1089 от 05.03.2004 г.).
2. Примерные программы по иностранным языкам / / Новые государственные стан
дарты по иностранному языку 2 -1 1 классы / Образование в документах и комментари
ях. — М.: ACT. Астрель, 2004.
3. Программы общеобразовательных учреждений. Английский язык для 10-11 классов
школ с углубленным изучением иностранных языков. — М.: Просвещение, 2003.
4. Программы для общеобразовательных учреждений. Немецкий язык для общеобразо
вательных школ с углубленным изучением немецкого языка. — М.: издательство «Просве
щение», издательство МАРТ, 2004.
5. Программы общеобразовательных учреждений. Французский язык для 1-11 классов
6. Программы общеобразовательных учреждений. Испанский язык для 5-11 классов
При разработке КИМ также учитываются:

7. Общеевропейские компетенции владения иностранным языком: Изучение, преподава
ние, оценка. — МГЛУ, 2003.
3. Структура экзаменационной работы

Экзаменационная работа включает разделы «Аудирование», «Чтение», «Грамматика и
лексика» и «Письмо».
Для дифференциации экзаменуемых по уровням владения иностранным языком в пре
делах, сформулированных в Федеральном компоненте государственного стандарта общего об-
5
Специф икация
разования по иностранным языкам, во все разделы включаются наряду с заданиями базового

уровня задания более высоких уровней сложности.
Уровень сложности заданий определяется уровнями сложности языкового материала и
проверяемых умений, а также типом задания.
В работу по иностранному языку включены задания с выбором ответа из 3-х или 4-х
предложенных (28 заданий), 16 заданий открытого типа с кратким ответом, в том чис
ле задания на установление соответствия, и 2 задания открытого типа с развернутым отве
том.
Базовый, повышенный и высокий уровни сложности заданий ЕГЭ соотносятся с уровня
ми владения иностранными языками, определенными в документах Совета Европы1 следую
щим образом:
Базовый уровень — А 2+2
Повышенный уровень — В1
Высокий уровень — В2
V- Таблица 1
Распределение заданий экзаменационной работы по разделам
Соотношение оценок Макси

Разделы Кол-во выполнения отдельных частей мальный Тип
№
работы заданий работы в общей оценке первичный заданий
(в % от макс. балла) балл
1 Аудирование 15 25% 20 Задания
2 Чтение 9 25% 20 на соответствие,
с выбором ответа и
Грамматика
3 20 25% 20 с кратким ответом
и лексика
Задания с развер
4 Письмо 2 25% 20
нутым ответом
Итого 46 100% 80
4. Распределение заданий экзаменационной работы по содержанию и видам проверя

мых знаний и умений
В аудировании и чтении проверяется сформированность умений понимания как основно

го содержания письменных и звучащих текстов, так и полного понимания соответствующих
текстов. Кроме того, в чтении проверяется понимание структурно-смысловых связей текста,
а в аудировании — понимание в прослушиваемом тексте запрашиваемой информации или
определение в нем ее отсутствия.
1 Общеевропейские компетенции владения языком: Изучение, преподавание, оценка. МГЛУ,

2003.
2 Поскольку весь возможный спектр уровней владения иностранным языком представлен в доку
менте Совета Европы лишь шестью уровнями, очевидно, что внутри каждого из них можно выделять
определенные подуровни. Обозначение базового уровня ЕГЭ как А2+ означает, что из описания уров
ня А2 для подготовки заданий базового уровня разработчики ориентируются на дескрипторы, лежа
щие ближе к уровню В1, а не к А1.
6
В разделе «Грамматика и лексика» проверяются умения применять соответствующие

лексико-грамматические знания в работе с иноязычными текстами.
В разделе «Письмо» контролируются умения создания различных типов письменных
текстов.
Соотношение проверяемых знаний и умений и первичных баллов представлено в таблице 2.
Таблица 2
Распределение заданий экзаменационной работы по содержанию
и видам проверяемых знаний и умений
Проверяемые элементы Еол-во Максимальный Процент от максимального

содержания заданий первичный балл тестового балла
Аудирование
Понимание основного содержания
1 6
прослушанного текста
Понимание в прослушанном тексте 25%
7 7
запрашиваемой информации
Полное понимание прослушанного
7 7
текста
Чтение
Понимание основного содержания
1 7
текста
Понимание структурно-смысловых 25%
1 6
связей текста
Полное и точное понимание ин
7 7
формации в тексте
Грамматика и лексика
Грамматические навыки 7 7
Лексико-грамматические навыки 6 6 25%
Лексико-грамматические навыки 7 7
Письмо
Письмо личного характера 1
Письменное высказывание с эле 20 25%
ментами рассуждения по предло 1
женной проблеме
5. Распределение заданий экзаменационной работы по уровню сложности

В разделах «Аудирование» и «Чтение» представлены задания, относящиеся к трем раз
ным уровням сложности. В разделе «Грамматика и лексика» — к двум (базовому и повы
шенному). В разделе «Письмо» задания относятся к базовому и высокому уровням сложно
сти.
Распределение заданий по уровням сложности представлено в следующей таблице.
7
Таблица 3
Распределение заданий по уровням сложности
Процент максимального первичного

Уровень
Кол-во Максимальный балла за задания данного
сложности
заданий первичный балл уровня сложности
заданий
от максимального тестового балла
Базовый 16 32 40%
Повышенный 15 20 25%
Высокий 15 28 25%
Итого 46 80 100%
Задания в экзаменационной работе располагаются по возрастающей степени трудности

внутри каждого раздела работы.
6. Жанрово-стилистическая принадлежность текстов, используемых в разделах «Ауди

рование» и «Чтение»
Аудирование: высказывания собеседников в распространенных стандартных ситуациях
повседневного общения, прагматические (объявления) и публицистические (интервью, репор
тажи) аудиотексты.
Чтение: публицистические, художественные, научно-популярные и прагматические
тексты.
Распределение текстов определенной жанрово-стилистической принадлежности по за
даниям разного уровня сложности представлено в таблице 4.
Таблица 4
Аудирование Чтение
Базовый Краткие высказывания информаци- Краткие тексты информационного
онно-прагматического характера и научно-популярного характера
Повышенный Беседа или высказывание в стан Публицистические (напр, рецензия)
дартных ситуациях повседневного и научно-популярные тексты
общения
Высокий Интервью, развернутое тематиче Художественный или публицисти
ское высказывание, репортаж ческий (напр, эссе) текст
7. Требования к отбору текстов
Тексты, используемые для заданий всех разделов, должны отвечать следующим требова
ниям:
— выбранный отрывок должен характеризоваться законченностью, внешней связностью
и внутренней осмысленностью;
— содержание должно учитывать возрастные особенности выпускника, не должно выхо
дить за рамки коммуникативного, читательского и жизненного опыта экзаменуемого;
8
— текст должен соответствовать жанру, указанному в описании задания;

— содержание не должно дискриминировать экзаменуемых по религиозному, нацио
нальному и другим признакам;
— текст не должен быть перегружен информативными элементами: терминами, имена
ми собственными, цифровыми данными;
— языковая сложность текста должна соответствовать заявленному уровню сложности
задания (базовый, повышенный, высокий).
8. Система оценивания отдельных заданий и работы в целом

За верное выполнение каждого задания с выбором ответа и с кратким ответом ученик
получает 1 балл. За неверный ответ или отсутствие ответа выставляется 0 баллов.
Уровень сформированности комплекса продуктивных речевых умений и навыков выпу
скников определяется экспертами, прошедшими специальную подготовку для проверки за
даний ЕГЭ 2009 года в соответствии с Методическими рекомендациями по оцениванию зада
ний с развернутым ответом, подготовленными ФИПИ, на основе Критериев и схем
оценивания выполнения заданий разделов «Письмо» (задания С1-С2), а также дополнитель
ных схем оценивания конкретных заданий.
Особенностью оценивания заданий С1-С2 является то, что при получении экзаменуемым
0 баллов по критерию «Содержание» все задание оценивается в 0 баллов.
При оценивании заданий раздела «Письмо» (С1-С2) следует учитывать такой пара
метр, 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 выпол
ненном 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 более 154 слов или в задании С2 более 275 слов, проверке подле
жит только та часть работы, которая 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.
За верное выполнение всех заданий экзаменационной работы можно максимально полу
чить 80 первичных баллов. Баллы, которые фиксируются в свидетельстве о результатах ЕГЭ
для поступления в ссузы и вузы, подсчитываются по 100-балльной шкале на основе анализа
результатов выполнения всех заданий работы.
В свидетельство выставляются результаты ЕГЭ по иностранному языку при условии, ес
ли выпускник набрал количество баллов не ниже минимального,
9. Минимальное количество баллов ЕГЭ

После проведения экзамена Рособрнадзор устанавливает минимальное количество баллов
ЕГЭ по иностранному языку, подтверждающее освоение выпускником программы среднего
(полного) общего образования по иностранному языку.
Минимальная граница ЕГЭ по иностранному языку определяется объемом знаний и уме
ний, без которых в дальнейшем невозможно продолжение образования в учреждениях сред
него профессионального и высшего профессионального образования.
Экзаменуемые, набравшие не ниже минимального балла ЕГЭ по иностранному языку,
должны продемонстрировать:
— понимание основного содержания иноязычного звучащего и письменного текста;

— умение создать связное письменное высказывание в жанре личного письма (дать раз
вернутое сообщение в соответствии с коммуникативной целью, запросить информацию, со
блюдать принятые в иностранном языке нормы вежливости);
— владение лексико-грамматическими и орфографическими навыками базового уровня.
10. Время выполнения работы

Время выполнения четырех письменных разделов экзаменационной работы — 160 мин.
Рекомендуемое время выполнения отдельных разделов:
Аудирование — 30 мин.
Чтение — 30 мин.
Грамматика и лексика — 40 мин.
Письмо — 60 мин.
11. План экзаменационной работы

Варианты экзаменационной работы равноценны по трудности, одинаковы по структуре,
параллельны по расположению заданий: под одним и тем же порядковым номером во всех
вариантах работы по данному языку находится задание, проверяющее один и тот же элемент
содержания.
Содержание единого государственного экзамена по иностранному языку отражено в обоб
щенном плане экзаменационной работы. Обобщенный план экзаменационной работы 2011 г. да
ется в Приложении 1.
12. Дополнительные материалы и оборудование

Дополнительные материалы и оборудование на экзамене по иностранному языку вклю
чают звуковоспроизводящую аппаратуру (раздел 1 «Аудирование»), аудиокассеты или ком-
пакт-диски (CD) с материалами для выполнения заданий раздела 1 «Аудирование».
13. Общие требования к процедуре проведения ЕГЭ

Специфика структуры и формата ЕГЭ по иностранным языкам определяет специфику
кадрового обеспечения экзамена.
Проведение ЕГЭ по иностранным языкам осуществляется с привлечением специалистов
по данному предмету:
1. Председатель предметной комиссии;
2. Ответственный эксперт по подготовке и проведению установочного семинара для экс
пертов, проверяющих выполнение заданий раздела 4 «Письмо»;
3. Эксперт, оценивающий задания в разделе «Письмо».
Кроме них привлекаются организаторы.
Для проведения ЕГЭ по иностранным языкам на ППЭ выделяются аудитории для прове
дения письменной части (1 аудитория на группу экзаменуемых в 15 человек).
Каждая аудитория для проведения экзамена оснащена аппаратурой, обеспечивающей
качественное воспроизведение аудиозаписей.
Все ответы экзаменуемых на задания раздела 4 оцениваются двумя независимыми экс
пертами.
10
Результаты первого, второго и, при необходимости, третьего оценивания ответа экза

менуемого в разделе «Письмо» фиксируются экспертами в Бланках-протоколах оценивания
ответов на задания С1-С2.
14. Рекомендации по подготовке к экзамену

При подготовке к экзамену рекомендуется использовать учебники, имеющие гриф Ми
нобрнауки России и включенные в Федеральные перечни учебников, рекомендованных (допу
щенных) к использованию в образовательном процессе в образовательных учреждениях, реа
лизующих образовательные программы общего образования и имеющих государственную
аккредитацию, на 2010/2011 учебный год.
К экзамену можно готовиться по пособиям, включенным в следующие перечни, разме
щенные на сайте ФИПИ:
— Перечень учебных пособий, разработанных с участием ФИПИ;
— Перечень учебных пособий, имеющих гриф «Допущено ФИПИ к использованию в учеб
ном процессе в образовательных учреждениях».
15. Изменения в КИМ 2011 г. по сравнению с 2010 г.

Изменения в структуре и содержании КИМ ЕГЭ 2011 г. по сравнению с 2010 г. отсутст
вуют. Внесены изменения в схему и критерии оценивания задания С1 (личное письмо).
При сохранении общего максимального количества баллов, которое экзаменуемый может
получить за успешное выполнение задания (6 баллов), оценивание производится по 3 крите
риям: содержание (0-2 балла), организация текста (0 -2 балла), языковое оформление текста
(0 -2 балла).
В заданиях на установление соответствия B l, В2, ВЗ предусмотрен переход к единооб
разной цифровой форме ответов, что позволит сократить число ошибок выпускников при за
полнении бланков, брака при распознавании и верификации ответов экзаменуемых.
11
Приложение 1
Обобщенный план
экзаменационной работы 2011 г. по иностранным языкам
Обозначение заданий в работе и бланке ответов: А — задания с выбором ответа,

В — задания с кратким ответом, С — задания с развернутым ответом.
Уровни сложности заданий: Б — базовый (примерный интервал выполнения задания —
60%-90%), П — повышенный (40% -60%), В — высокий {менее 40%).
Коды проверяемых Макс. балл

Обозначение Проверяемые Уровень
элементов за выпол
№ задания элементы сложности
содержания нение
в работе содержания задания
по кодификатору задания
1 2 3 4 5 6
Раздел 1. Аудирование
Понимание основного 3.1 Б 6
1 В1 содержания прослу
шанного текста
2 А1 3.2 П 1
3 А2 3.2 П 1
4 АЗ Понимание в про 3.2 П 1
слушанном тексте за
5 А4 прашиваемой инфор 3.2 П 1
6 А5 мации 3.2 П 1
7 А6 3.2 П 1
8 А7 3.2 П 1
9 А8 3.3 В 1
10 А9 3.3 В 1
11 А10 3.3 В 1
Полное понимание
12 АН прослушанного текста 3.3 в
13 А12 3.3 в 1
14 А13 3.3 в 1
15 А14 3.3 в 1
Итого 20
Раздел 2. Чтение
Понимание основного 2.1 Б 7
16 В2
содержания текста
Понимание структур 2.4 П 6
17 ВЗ но-смысловых связей
текста
18 А15 2.2 в 1
19 А16 Полное
2.2 В 1
понимание
20 А17 информации в тексте 2.2 В 1
21 А18 2.2 В 1
12
1 2 3 4 5 6
22 А19 Полное 2.2 В 1
23 А20 понимание информа 2.2 В 1
ции в тексте
24 А21 2.2 В 1
Итого 20
Раздел 3. Грамматика и лексика
25 В4 5.2.1 (англ., исп., франц. Б 1
26 В5 яз.) Б 1
5.2.2 (англ., исп. яз.)
27 В6 5.2.3 (англ., исп., нем., Б 1
Грамматические
28 В7 франц. яз.) Б 1
навыки
5.2.4 (англ., исп. яз.) Б 1
29 В8
5.2.5 (англ., исп., нем.,
30 В9 франц. яз) Б 1
31 В10 5.2.6 (англ., исп., нем. яз.) Б 1
32 В11 5.3.1 (англ., нем., исп. яз.) Б 1
5.1.2 (франц. яз.) Б 1
33 В12
Лексико 5.2.2 (франц. яз.)
34 В13 5.2.3 (франц. яз.) Б 1
грамматические
35 В14 навыки 5.2.6 (франц. яз.) Б 1
36 В15 Б 1
37 В16 Б 1
38 А22 5.3.3 (англ. яз.) П 1
39 А23 5.3.3 (исп. яз.) П 1
5.3.3 (нем. яз.)
40 А24 Лексико 5.3.2 (франц. яз.) П 1
41 А25 грамматические П 1
навыки П 1
i 42 А26
43 А27 П 1
44 А28 П 1
Итого 20
Раздел 4. Письмо
Письмо личного ха Б 6
! 45 С1 4.3
рактера
Письменное высказы
вание с элементами
; 46 С2 рассуждения по пред 4.6 В 14
ложенной проблеме
«Ваше мнение»
Итого 20
Всего заданий — 46, из них по типу заданий: А — 28, В — 16, С — 2;
по уровню сложности: Б — 16, И — 15, В — 15.
Максимальный первичный балл за работу — 80.
Общее время выполнения работы — 160 мин.
13
Бланк ответов № 1
Единый государственный экзамен
Ы (Вш/ ia u it o m fie m o ii № 1
Заполнять гелевой или капиллярной ручкой МЕРНЫМИ чернмпами ЗАГЯАВИЫШ ГШЧАТНЫШ ВУШАШ М по следующим образцам.
АБВГДЕЁЖЗИЙКЛМИОПРСТУ'РХЦЧШЩ’ЬЫЬЭЮЙ ! 2 3Ч56? &90

A B C D E F G H ! JKLMNGPQRSTUVWXyZ,
предмета
С щавтами экзамена ознакомлен и согласен Резерв-5
Совпадение мошров вариантов g задана
□Q □□ 0 0 0 0 0 0 0 0 0 и бланке регистрации подтверждаю

Подпись участника ЕГЭ строго внутри окошка ODD
НомеразаданийтипаАовыборомответаизпредложенныхвариантов
О б р а зе ц н ап и сан и я м е тки [х ] ЗЭАГ№*ЕЩЕН1з!( и сп р ав л е н и я в о б л а с ти ответов.
Б у д ь те а ккур а тн ы Случайны й ш тр и х внутри кв а д р а та м о ж е т £5ытъ в о сп р и н я т как матке.
А1 А2 АЗ А4 А5 А6 А? АВ А9 А10 АН А12 А13 А14 A1S А18 А17 A1S А » А20 А21 А22 А » А24 А25 А26 А27 А28 А28 А »
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З ам н а А 00 DDDD АООПППП АООпппа Резерв - 6
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типаA a QQ □ □ □ □ а оо □□□□ а оо □□□□ Резерв-7
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Р е з у л ь т а т ы в ы п о л н е н и я В ответомв краткойформе
з а д а н и й ги п а с
^00000000000000000 =ш ш п п ш г ш о о
"00000000000000000 =00000000000000000
” 00000000000000000 -ооооооооош ососш
rooooooooooooooooo -о а з ш ш в ш о ш о
••OODOOOOODODODOOOO-о о о о о ш а п ш с х Е
гШООШШШШШШО-ООООООООООООООООО
-ooooooooooooooooo -ш ош ш ш ош ооош
“ 00000000000000000 -о о о о о о о о о о ш о о о о о
-00000000000000000 -о о о о а о о о о о о о о о о о о
•«ооооооооооооооооо ” 00000000000000000
ЗаменаошибочныхответовназаданиятипаВ
smcmooomomoooomi вш-соооспхппшсшо
в т л п т г т т т т т т т 1п п п т 1в п п л т г т т 1т п т т п т п
^ш ш ш пш пш лю оооооооооооооооо
■ ■
ТРЕНИРОВОЧНЫЕ
ЗАДАНИЯ К ЕГЭ.
РАЗДЕЛ «ЧТЕНИЕ»
ЧТЕНИЕ
Рекомендуемое время на выполнение данного раздела — 30 минут

Максимально 20 баллов за верное выполнение всех заданий раздела
Данный раздел экзамена состоит из трех заданий. Каждое задание проверяет тот или
нной вид чтения: понимание основного содержания текста, понимание структурно
смысловых связей 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
содержания прочитанного.
Задание ВЗ Повышенного уровня (6 баллов) с кратким ответом (задание на соответст
вие). Это задание на контроль понимания структурно-смысловых связей текста.
Задание А15—А21 Высокого уровня (7 баллов) с выбором ответа из четырех предложен
ных (задание на множественный выбор). Это задание на контроль изучающего чтения, на
правленного на детальное понимание прочитанного.
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 экзамене.
17
ПЕРВОЕ ЗАДАНИЕ (В2)
Понимание основного содержания текста
В данном задании надо установить соответствие между заголовком, (темой или крат
ким утверждением) и небольшим текстом. В задании предлагаются семь коротких текстов,
отмеченных цифрами 1—7, и восемь заголовков (тем или кратких утверждений), отмечен
ных буквами А —Н. Один заголовок (тема или краткое утверждение) — лишнее. За каждое
правильно установленное соответствие дается 1 балл. За все задание можно получить мак
симально 7 баллов.
Ц ЕЛЬ ЗАДАНИЯ: проверить умение
ф понимать основное содержание или основную идею высказывания;

<$> отделять главное от второстепенного;
•ф игнорировать избыточную информацию;
игнорировать незнакомые слова, не мешающие пониманию основной идеи или основного
содержания высказывания.
СОВЕТЫ ПО ЭФ Ф ЕКТИВНОМ У ВЫ ПОЛНЕНИЮ ЗАДАНИЯ

До чтения текстов
1. Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков для

данного задания.
2. Прочитать заголовки (темы или краткие утверждения) и попытаться определить:
♦ что их объединяет (тема, проблема, ситуация, ключевое слово и т.д.);
♦ чем они отличаются друг от друга (проблемой, отношением к проблеме и т.д.).
3. В процессе изучения заголовков (тем, кратких утверждений) подчеркивать в них ключе
вые слова, делать другие пометки, помогающие понять их смысл и отличия.
4. Глядя на заголовки, попытаться предвосхитить основное содержание текста, подходяще
го к каждому из них по смыслу, а также те слова, которые необходимы для раскрытия
данной темы/ проблемы/ ситуации.
Во время первого прочтения
1. Последовательно просматривать каждый из предложенных текстов, игнорируя незнако

мые слова и выражения, не углубляясь в детальное понимание его содержания. После
беглого просмотра каждого текста подобрать к нему один или несколько возможных за
головков, предложенных в задании.
2. По мере прочтения каждого текста отмечать все возможные варианты ответа, указывая
нужные буквы рядом с текстом или нужные цифры рядом с буквами.
3. Делать нужные исправления по ходу чтения, т.к. после ознакомления с другими тек
стами некоторые варианты предыдущих ответов будут определяться точнее, в том числе
и отпадать методом исключения.
18
П ервое за д а н и е (В 2 )
4. При возникших затруднениях с определением соответствия текста заголовку (теме, крат

кому утверждению), прочитать текст и попытаться сформулировать его основную идею
самостоятельно, затем выбрать наиболее близкую по содержанию из оставшихся вариан
тов ответа и отметить ее.
Во гремя второго прочтения
1. Обратить особое внимание на тексты, где изначально были выбраны несколько возмож
ных соответствий.
2. Обосновать самому себе выбор того или иного соответствия с опорой на текст.
■3. Проверить правильность других выбранных соответствий.
После прочтения
1. Записать окончательный вариант ответа в таблицу после задания.

2. Определить лишний заголовок (тему, краткое утверждение)
3. Еще раз проверить точность записи всех ответов.
19
Тренировочны е задания к ЕГЭ. Раздел «Чтение»
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1
В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

свои ответы в таблицу. Используйте каждую цифру только один раз. В задании
один заголовок лишний.
1. Thoughtless behaviour
2. Benefits o f private business
3. Too complicated to use
4. Bad for business
5. Science brings hope
6. A Road incident
7. More parking places
8. Personal choice
A. City centre parking is expensive and many important roads are now closed to private
transport. This would be fine — if public transport was cheap and convenient, but it
is neither. The result is that people are avoiding the city centre so restaurants,
cinemas and shops are closing.
B. The motorcyclist drew along side and I heard abusive language as he banged on the
car roof. I immediately locked the car doors and tried to work out was wrong. He
then shouted that I had almost collided with him. Truth to tell — I didn’t see him
until now. I tried to apologise but he wouldn’ t listen.
C. They now have cars that run on electricity, solar power and even on vegetable oil.
New petrol engines are super efficient and make less harmful emissions. More people
are working from home because o f advances in communication technology and
computer security. At last we have some grounds for optimism.
D. As she approached the traffic lights the driver in front of her tipped out a mess of
fast food boxes, polystyrene cups and chip bags. She pressed her horn angrily. “Why
don’ t people consider what they do” , she wondered helplessly. “ Some one will have to
clear this up and we all have to pay for it.”
E. Sarah has worked for herself more than 10 years now. It had been risky but now her
interior decoration business is a success. She loves being her own boss. It constantly
amazes her that her friends in big corporations believe they have job security. How
can they think this way when these companies are constantly firing people to make
bigger profits?
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F. It was not easy deciding. It never is when buying a new car. Reliability and comfort
are big issues as are fuel economy, maintenance and so forth. A car has to feel right
as well. Price and value for money are also critical. But in the end Ralph made his
decision confident that it was just the right one for him.
G. Jane studied the small print. To make a successful insurance claim for her accident
she needed so much information. Several complicated forms took hours to complete.
She then needed three independent quotations, a witness statement, and a police
statement and after everything she still had to pay the first J500 anyway.
A В С D E F G
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1. Just in time
2. Just in case
3. Eventful life
4. A curious case
5. Reduced Expectations
6. Royal brother
7. Royal ancestor
8. Double trouble
A. I am a mother of identical, mirror-image boys — David and John. No one in the

family but me can tell them apart. I am constantly amazed at how close they are.
Once when they were babies David was ill, but it was John who began crying wildly.
I tried to calm John first since I was sure nothing was wrong with him. But he only
cried louder. I finally gave up with him and gave some medicine to David — who
really was unwell. As soon as John sensed his brother felt better, he immediately
settled to sleep — like turning o ff a switch.
B. The 12 year old was playing near the Platte River in North Bend, Nebraska. The
river was high and as the boy stepped in, the current pushed his legs away. He
floated o ff, spinning in the powerful current. At the last possible moment before the
rapids, his yells were heard by his dog. It jumped in, reached the boy and towed him
ashore. Another second and the boy would have been swept away to certain death.
C. Armgaard Karl Graves, referred to in press reports as ‘the Glasgow Spy’ , was
convicted in Scotland under the Official Secrets Act (1911) for spying on the British
Navy. He spent years successfully creating an identity as an Australian doctor and in
Scotland “ furthered” his medical training and even conducted important clinical
experiments. But he was eventually caught by a suspicious post office worker as he
sent and received post under a variety of assumed names.
D. Zsa Zsa Gabor was born in Budapest on February 6th, 1917. Now in her 90s she has
had a long and varied life. She was a beauty queen and singer before becoming a
famous screen actress. Latterly her fame grew from her many public appearances
from the 1970’s onwards. She was married 8 times but only had one child with
second husband, Conrad Hilton. Her last marriage to Frederic von Anhalt gave her
the honorary title Prinzessin von Anhalt.
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E. “Who do you think you are” is one of my favourite TV programs. Each episode
researches the family history o f a celebrity, back into the mists of time. It gives
them a sense, genetically speaking, of who they really are. In the UK there are good
records of births, marriages and deaths going back hundreds of years. One o f the
best episodes was on Boris Johnson, the Mayor o f London. He was thrilled when he
discovered he was directly related to King George II.
F. Paris Hilton is a famous socialite, media personality, actress, model and singer. In
2007 her grandfather Barron Hilton pledged 97% o f his estate to a charitable
foundation founded by his father. A value of more than 2 billion US dollars was
cited in press reports. Many now believe that Paris and the other grandchildren have
had their potential inheritance sharply reduced. Others have commented that this
news was unlikely to place severe limitations on her future life style.
G. Andy always travels well equipped for any potential possibility. He has a sewing
repair kit and a small medical kit with aspirin etc. These are, I suppose, perfectly
sensible. But what about a ball o f string, tape measure, masking tape, Swiss army
penknife, disposable cutlery, disinfectant, dry bags and an inflatable back rest? Andy
says you never know what might happen and it’s always best to be prepared.
A В С D E F G
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1. Difficult job
2. Happy times
3. The fastest way
4. Now or never
5. Mission Impossible
6. Animal rights
7. Hardly likely
8. Warm welcome
A. My dog is a Border Collie called Rags. We have a big garden and Rags is taken for
walks mornings and evenings. But he gets lonely during the day. This probably
accounts for his mad greeting everyday when we return. He woofs, wags and jumps
in a blur of delight — so happy to see that we’re home!
B. Once a week we get a spelling test and we have to memorise fifty new words. I
generally get 45 or more but it is too difficult to get them all. I mean this is on top
o f all the other homework we have to do. How on earth do they expect us to find the
time?
C. It’s really hard for the nurses. They often work 12 hour shifts and in environment
that could mean life or death if they make a mistake. And their pay is so low. Yet
most of them just get on with it without complaining and they always seem to be
cheerful, kind and interested in their patients.
D. They say that a meteorite hit the Yucatan Peninsula 65 million years ago causing
mass extinctions of species. The dinosaurs were the most famous casualties. Some
people say it is bound to happen again any day now and that we will be the most
famous of the new casualties. Optimistically — I’ m still making appointments for
next week.
E. Learning English is a long, slow process. There are mountains of verb tables, forests
of vocabulary and wilderness plains of multiple choice questions. The only way to get
there quicker is to go and live in the UK for a couple of months. That will do the job
nicely!
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F. It was better in the 70s. Our lives weren’ t lived attached to mobile phones. There
were no speed cameras. The music was brilliant — Glam, Prog and Punk Rock. And
the fashion was outrageous. We must have looked complete idiots in our platforms
and feather cuts — but we thought we looked amazing. And maybe we were.
G. In Spain 11500 bulls are killed every year in official bull fights. They say it is
supposed to be a real match and the matadors risk death at every encounter. This is,
of course, nonsense. Really the poor old bull stands no chance of anything other than
a slow and painful death. I think it should be banned.
A В С D E F G
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Тренировочны е задания к ЕГЭ. Разд ел «Чтение»

1. Uncle Tom’s cabin

2. Unusual Harvest
3. Hidden clues
4. Little Tornado
5. Using the imagination
6. Fresh start
7. Secret imagination
8. New enthusiasm
A. My little sister has long red hair, blue eyes and a natural ability to cause chaos
wherever she goes. Last week she left the cold water tap on upstairs and caused a
flood. On Tuesday she left the fridge door open and spoiled the food. Yesterday she
spilt her drink on my computer and today she displayed a talent for turning the
breakfast toast in to charcoal. But she is kind hearted and beautiful and I love her.
B. The Hartley family had lived in South East London for several generations. But
when John was offered his dream job in Scotland they were all quite keen on the idea
o f living somewhere else. Scotland, especially, seemed to them in another universe
compared to Lewisham and Bexley. Although they are really missing their old
friends, their new neighbours have given them a really warm welcome.
C. While the adults stretched out sleepily in the sun and enjoyed the last of the picnic,
the small children began a shopping game. They used two chairs and the cutlery box
as a shop counter and took it turns to be the shop keeper. A blanket hung from a low
tree branch represented the shop front (and needed shade). On sale were leftovers
from the picnic, various garden ornaments and several pairs of shoes.
D. My father has two brothers; Billy and Tom. My favourite is Tom. He allows me to go
with him into his work shed at the very bottom of the garden, behind an unusual
screen of miniature birch trees. Actually you can’ t see the shed from the house at
all. In this special, secretive place he makes models with wood, paint and glue. He
likes making trains and cars but most of all he loves building toy sailing boats.
E. Mrs. Perkin learned her children’ s favourite birthday treat from her own mother
who in turn learned it from hers. It involved “ planting” lolly-pops, sherbet cones and
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other treats in the garden — as if they were small flowers and plants. Early each
birthday morning the children run in to the garden with baskets to fill. The smallest
ones seem to accept unquestioningly, that the “ crop” is entirely natural.
F. Every day after school, Jim likes to play in the park with his friends. But if it is
cold or raining, his Mum takes him to the swimming pool. Recently Jim has enjoyed
the swimming so much that if the weather forecast is bad, he sees this as good news.
Apparently he is quite a talented swimmer. He learned when he was small and then
somehow forgot all about it. Now I wouldn’ t be surprised if he forgets the park!
G. When we were small, my uncle and his family lived only 5 minutes walk from our
house. My cousins, Billy and Tom were often in our house and we nearly always
played our special game. It involved one of us hiding something and then making a
list o f obscure “directions” for the rest of us to “ follow” . It still took enthusiasm,
imagination and the talent of Sherlock Holmes to find the hidden object.
A В С D E F G
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один заголовок лишний. _____________
1. Naturally different
2. Big age difference
3. Different opinions
4. Different ambitions
5. Small differences
6. No difference at all
7. Different rules
8. Learning to be different
A. John and James are identical twins but they don’t go to the same school. Their
parents felt this would help them develop individual tastes, interests and styles —
but the boys at first hated the idea. Now they are really happy at their schools but
occasionally they swap places just for fun! The brothers are best friends but they now
agree that their parents were probably correct.
B. Anna and Beth are twin sisters but they are most unlike each other. Technically they
are “ non-identical” twins. Anna is blonde and Beth is a brunette. Anna is noisy,
energetic and always crashing around to hip hop and rap. Beth is much quieter and
likes listening to classical music and reading. Anna eats anything and Beth is a
vegetarian. But they are, absolutely, the closest and best of friends.
C. The Perkins children, Sally and John, both study hard every evening after college
and most weekends. Sally studies French, history and Art. She plans to go to
university in Paris and wants to either work in a museum or an art sale room. John
studies the Russian language, business studies and maths. He wants to study in
St Petersburg and to set up his own import business. I am sure both will succeed.
D. Greg’ s dad believes that there is no original, exciting new music being written and
performed today. Greg strongly disagrees and can name several new bands and
singers that are both completely original and really popular. But his Dad is a
professional musician and was quite successful when he was young. He argues that
nearly every successful song now is simply a reworked version of an older one.
E. In the UK you can legally do different things depending on your age. You can vote
for a new government at 18 but at 17 you cannot drink a beer. At 16 you can marry
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and become a parent but you cannot drive to your wedding or make a traditional
toast! Meanwhile lots of bars and clubs are open only to people above 21 which
means, married, voting, car driving parents could still be too young to enter.
F. Serious stamp collectors are men and women who appreciate details. To the casual
observer, the oldest postage stamps in the world — the Victorian “Penny Blacks” —
all look identical. Millions were made but only a few of them are truly valuable. A
serious collector knows this and the ability to find tiny variations in the paper, ink
or code used helps them to find the “ Penny Black’s” that are rare and valuable.
G. Dina Ruiz has Japanese and black ancestry on her father’ s side o f the family and
English, Welsh and German on her mother’ s. She was born in California and married
her husband, actor Clint Eastwood, in Las Vegas. When she first met Eastwood, she
was 28 and he was 63. She is most famous as a TV news “ anchor” and is Chair of The
California Museum for History, Women and the Arts.
A В С D E F G
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Тренировочны е задания к ЕГЭ. Разд ел «Чтение»

1. A change in temper
2. Devoted
3. Inappropriate self confidence
4. Nervous
5. Funny
6. Natural temper
7. Sensitive Soul
8. Inconvenient
A. My sister is a really happy soul and everybody loves her. She is often in a good mood
and rarely angry — but she does cry a lot! If she watches a film with a really sad
ending it makes her cry. What is more surprising is that is she sees a film with a
really happy ending — the chances are that we will still see wet cheeks. Even hearing
our baby brother singing one of his nursery rhymes will set her off!
B. Robert Long and Arthur Short are work colleagues and they have known each other
since school days. But they often make people laugh when first introduced since
Robert Long, could easily get a part in a stage production of “Snow White and the
Seven Dwarfs” . Arthur Short, meanwhile, would not look out o f place in a pro
Basket Ball team although he is useless at the game.
C. In the past, the smallest things made him angry — he was always shouting and
raging. Shop assistants, traffic lights, the TV news — almost anything could make
him erupt! Cynthia’s suggestion that he put a pound in a jar each time he got angry
proved helpful. Now, sometimes, he even begins to laugh the moment he notices he is
angry. When the jar is full he’ s promised to treat Cynthia to a meal.
D. We live in a village two miles away from Brighton. There is a good bus service in
terms of lots o f buses available that generally arrive on time. The problem is that
few o f them go direct to our village. Instead they make detours down to the Marina
and up various residential roads making dozens of stops before reaching our village.
What should take 5 minutes sometimes takes almost half an hour.
E. Andy has a terrible singing voice. However he likes to sing and when he sings he is
usually very loud and out o f tune. Liz thinks that he cannot hear his own voice
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properly. She assumes that Andy actually believes he has a marvelous voice and
anyone who happens to hear one of his beautiful performances is simply lucky.
Certainly nobody has ever suspected Andy of being faint hearted or shy.
F. Susie loves Rags — her cheerful, faithful and furry companion. She takes him
walking every morning and evening and if she cycles to her friend’s house, Rags is
invited to run along behind. She never forgets his birthday and is always buying him
special toys and tasty treats. I’ ll never forget how sad she was when Rags went
missing for a week. She cried every day he was away.
G. What starts the “ terrible two” syndrome on a child’ s second birthday? During the
first year and 364 days they are smiling, cooing and are sweet as can be. The next
day they become mini gangsters — screaming, biting, hair pulling and scratching! I
am not sure but many psychologists believe that it is because they lack needed
language skills and are angry because they can’t communicate.
A В С D E F G
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В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите |

свои ответы в таблицу. Используйте каждую цифру только один раз. В задании1
1. Motivating opportunity
2. Books come first
3. Teachers to come first
4. Junk food — out
5. Numbers come first
6. Relevant for today
7. Learn by using
8. Fewer and worse
A . High school students have rights protected by the Constitution like everyone else,
but it is complicated. There is no one set of rules. State laws differ from federal
laws, and school board regulations vary from place to place. Students discover what
rights they have by trying to exercise them, and, if prevented, taking the school to
court.
B. Kids who live on junk food grow up to be fat and unhealthy, so schools should teach
good health. They should fill their vending machines with health foods, and lunch
programs should serve nothing but nutritious meals. If some kids complain, so what?
They complain about algebra, too.
C. There is a new five-year program that lets students earn a high school diploma and
two years of college at no cost. It is getting kids who are at risk to become more
mature in the lower grades, to take college-prep courses, study harder, and focus on
a career. Once in the program, very few drop out.
D. Neuroscience (brain science) is finding out how teaching affects the brain. It has
discovered pre-school kids can learn numbers and simple math because the number
instinct is hard-wired in the brain. So is the language instinct, but teaching kids to
read is harder. It takes longer for the brain to connect sounds with letters—up to 11
years.
E. In hard times, colleges must be relevant. Today’s students want Chinese and Arabic,
not Latin and Greek. Economics is in demand; and even English classes are teaching
how to network, write a resume, and present oneself in an interview. It is not a good
time to be a philosophy professor.
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F. Computers help with drills and practice, but they are not much help in higher-level
thinking. In the lower grades, money is better spent on new textbooks, music
programs and the arts. In the higher grades, there 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. But where is the pool of qualified people out there waiting to teach
disadvantaged kids in the cities? US policy should provide better training and
support for those already teaching. They could start a new program and call it No
Teacher Left Behind.
A В С D E F G
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Тренировочные задания к ЕГЭ. Раздел «Чтение»

1. Why bother to study?

2. A degree as a proof
3. Worthless degree
4. Better before
5. The only way
6. Personalized course
7. Working and studying
8. Learning by doing
A. I think that public schools and the “ school tie” network are unfair to ordinary
people. The only excuse for streaming children should be based on their academic
ability and potential. In some ways the old system with an 11 plus exam and
government grants was much fairer. I went to a public school in such circumstances
and my parents would never have been able to pay themselves. But this window of
opportunity has now been closed and I think in the long run it will simply lead to a
more unequal society.
B. The best choice for me was to take a business GNVQ (General National Vocational
Qualification) at a College of Further Education. The course was fairly hard
academically but much broader, practical and applied than the A Level. Of course I
could go on to do Business Studies at University but, honestly, I can’t wait to have a
crack at starting my own business. There is no better way to learn than teaching
yourself. I might make a few mistakes along the way but I am confident I’ ll succeed.
When my friends eventually graduate with their nice paper degrees, I hope to be on
the way to my first million!
C. Alan Sugar founded AMSTRAD (Alan Michael Sugar Trading) in 1968 at the age of
21. At its peak this electronics and computer company was worth 1.2 billion pounds.
He founded many other successful businesses and for a number o f years owned
London Football Club, Tottenham Hotspurs. Many other enterprises followed and he
became famous as the name behind one of British TV’s most popular shows — “ The
Apprentice” . He was Alan, then Sir Alan and now Lord Alan Sugar. Educational
background? He left school at 16 and boiled and sold beetroot from a market stall.
D. I have just been offered a place to study Computer Science at Durham University —
the third oldest university in England and located in one of the most beautiful cities
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in the country. I plan afterwards to apply to the police graduate training scheme. My
career goal is to fight high-tech crime which I believe is seriously damaging the
global economy. Frankly there is no way of avoiding university. It will be a pain
borrowing and paying back government loans. But at least I’ ll be starting out in a
beautiful part of the world. I am amazed more tourists don’ t seem to know about
Durham. It’s a gem.
E. I think a university degree is all about proving that you can take the pressure, meet
deadlines and perform to a high standard, especially if you take a course in the
humanities. Of course you absorb huge amounts of information taking a degree. But
how much of it turns out to be directly relevant to the job you finally get?
Developing skills in critical thinking and drawing clear conclusions from wide
ranging and sometimes contradictory sources is of more importance. It doesn’t
matter much what you study. A good degree tells an employer that you are a high
achiever and serious about your career.
F. Paul Smith left school at 15 and worked in a clothes warehouse in Nottingham. He

then took evening classes in tailoring and joined a Savile Row firm where his designs
and ability were quickly noticed. A t 26, and with the encouragement of his girl
friend, he opened his first shop. Another 6 years passed before he was brave enough
to show his menswear collection at the Paris fashion show. Sir Paul, as he is now, is
worth an estimated 136 million pounds. It seems it is not a bad thing to just begin
your career and study as you go along.
G. MBA is a master's degree in business administration, which attracts people from a

wide range o f academic disciplines. It originated in the United States, late in the
19th century — the country industrialized and companies needed scientific
approaches to management. The core courses in the MBA program are designed to
introduce students to various areas of business such as accounting, marketing,
human resources, operations management, etc. Students in MBA programs can select
a personal area and focus about one-third of their studies on it.
A В С D E F G
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\>дин заголовок лишний.
1. The wrong goal

2. Extra-curricular over load
3. Too much homework
4. Arguably helpful
5. Too stressful
6. Too many distractions
7. A better system
8. Poor co-ordination
A. My problem with homework is that I am rather fond of TV and computer games.

Every evening after school it is the same. I start with the highest intentions. I’ll just
play one round o f Final fantasy and then begin. But it tends to be three rounds and
then tea time. Oh — and then my favourite program begins in 10 minutes so I’ ll
start after that. And so it goes on. Probably I lack motivation.
B. It is so much faster doing homework these days. All our assignments can be done on
the PC which means correcting and changing things is so easy. But o f course the
Internet is the biggest shortcut of all. Maybe it’s true what they say that it stops
you reading textbooks. You get snatches of information rather than the whole story.
Maybe I should try to use the internet less.
С. I am a drummer and a pianist. The school really encourages this and I have two one
hour lessons a week plus one to two hours daily practice. I am in the basketball team.
The school encourages this and we practice twice a week. I got picked to be in the
school play. Rehearsals 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 the highest
possible grade — is this what education is supposed to be about? The school seems
obsessed with grades and the school results league table. We are currently 17th
highest achievers in England but if we really try hard this year we might make top
10. Silly me! I thought education was about learning and preparing for adult life.
E. For some kids exams bring more pressure than they can cope with. They worry about
what their parents will say, not to mention what their teachers or class mates will
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think. No wonder some o f them freeze up in the exam hall and are unable to write
anything out of sheer nerves.
F. W hy do they do it? We get three weeks in a row with minimal homework and then
every teacher in the school sets a massive assignment to be completed “by next
Friday — no late submissions” . W hy don’ t they get together and try and even the
load?
G. I think Continuous Assessment is a very sensible idea. Education should not simply
be about slick exam performance, but about overall how you perform in school —
how you study, how much you read, how logical and clear your essay arguments are.
50% of our final grading should be based on course work. I think it is fair.
A В С D E F G
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1. Daily treasure
2. Almost daily
3. Daily distraction
4. Almost twice daily
5. High security
6. Poorly rewarded
7. Not like old days
8. Mobile luxury
A. Locking up, Sasha reflected, was the worst possible responsibility. She was supposed
to arrive at the restaurant at 4pm and officially she was supposed to finish at
midnight when the restaurant closed, but she was the key holder and therefore
always the last person to leave. Often this kept her there every night until lam or
even later. At least she was paid a little extra for this but not enough — in her view!
B. Martin works for a posh “take away” restaurant called “ Meals on wheels” . Every
evening he has to put on a suit and by car, deliver a three course meal plus wine to
rich people around the city. It is almost, Martin thinks, like being a butler or
servant a hundred years ago. Except that he has three different “ masters” every day.
He thinks the restaurant should be called “ Servants on Wheels” .
C. When Louise was a young girl growing up in Scotland — her family never used to
lock the door. There was no crime in her village and visitors were always welcome.
Now she has to lock up every night and secure all the windows. If a visitor comes she
has a “ spy hole” to check who it is before answering. Modern life in the city, she
felt, was a different world to the one she grew up in.
D. Charlotte spends about 30 minutes every day writing her private diary. She has
maintained this discipline since she was a teenager. Even if nothing particularly
noteworthy has happened, she likes to record her impressions of people and
conversations. She writes with a pen and has a complete book for every year since
she started. These are safely locked away and considered by Charlotte to be her most
valued possessions.
E. John walks to school every day — not because he has to, but because he enjoys it. It
is about 2kms across some orchards, over the bridge and then just a short walk to
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the edge of town where the school is situated. Of course he can go by bus if the
weather is exceptionally bad — and he always uses the bus to get home. But it is a
pretty walk and an excellent way to start the day.
F. Emma loves her dog. His name is Arnie, he is two years old and absolutely full of
fun. But she has to take him out for a proper walk before and after school. She
enjoys this but yet Emma hates getting up early in the morning and it is always a
struggle for her, especially in the winter when it is still dark in the mornings.
Sometimes her Mum helps and Emma is grateful beyond words.
G. Greg cycles to college every day. The college is in the town centre but it has a bike
park where you can leave your bicycle. Because many bikes have been stolen, Greg
now has a daily ritual of carefully chaining the bike to a stand and locking each of
the wheels. Then he removes the handlebar and saddle and locks them separately in a
cabinet in the college.
A В С D E F G
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1. Act to make dreams real

2. Chosen among many
3. Self aware
4. Honoured by a nation
5. Unusual reward
6. Self taught
7. Unusual namesake
8. Unusual mix
A. Louise A. Boyd (1887-1972) was better known as “The Ice Woman” after she found
fame exploring the Arctic Ocean and became the first woman to fly over the North
Pole. She received greatest fame however for her attempt to rescue the famous
explorer Ronald Amundsen, who in turn had being trying to rescue the Italian
explorer Umberto Nobile. The Norwegian Government awarded her the Chevalier
Cross of the Order of St. Olav for the heroic efforts, which covered more than
16,000km — but sadly Amundsen was not found.
B. Isabella Eberhardt (1877-1904) was born of an aristocratic, Russian-German mother

and an Armenian father. Her father was a political activist, ex-priest and convert to
Islam. Isabella’ s life was also rather unconventional. She was an explorer, mostly in
North Africa, was fluent in Arabic, dressed as a man and also converted to Islam.
She wrote “ One must never look for happiness: one meets it by the way” .
C. Sue Hendrickson is an explorer, adventurer and famous hunter of fossils. She was
part of a team of diving marine archaeologists who discovered Cleopatra’ s living
quarters and Napoleon’ s lost fleet from the battle of the Nile. But probably her best
known discovery was of the largest and most complete Т-Rex ever found — in South
Dakota, USA, in 1990. The Т-Rex is displayed in the Field Museum in Chicago and is
named Sue, in her honour.
D. The Victorian era did not view women explorers very favourably and Mary Kingsley
encountered much criticism during her life time. Her father — a doctor and
explorer — only gave a formal education to her brother. But she fed her own mind
from her father’ s rich library. It was only after her parents’ death, and with a rich
inheritance, that she was able to follow her dreams. She explored much of Africa,
spending time alone with fierce tribes — including cannibals.
40
E. On the 16th June, 1963, Valentina Tereshkova became the first woman to travel in
to space. Her father was a war hero who died in Finland in the Second W orld War.
A fter her mission she was asked how the Soviet Union should thank her for her
service to her country. She replied that she wished for the place and circumstances
of her father’s death to be researched and published. This was done and now a
monument stands at the place, in Lemetti, to Tank Leader Sergeant Vladimir
Tereshkov.
F. In the late 1970’ s Sally Ride read a newspaper advert seeking volunteers for the
space program. 8000 applied! But it was Sally who was eventually chosen in 1978. On
June 18th, 1983, she became the first American woman to enter space. As a young
woman she was a nationally ranked tennis player as well as a leading scientist. Since
leaving the space program she founded her own educational company to attract more
young women into science.
G. Мае С Jemison said “The best way to make dreams come true is to wake up” . Her
dreams included being a professional dancer, a scientist, being on the Star Trek TV
show and travelling to space. She achieved them all. Her love of dance and science
continues to this day. She said “both are expressions of the boundless creativity
people have to share with one another” . As for Star Trek, Jemison has the
distinction of being the first real space traveler to ever appear on that show.
A В С D E F G
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свои ответы, в таблицу. Используйте каждую цифру только один раз. В задании
1. Any excuse will do

2. Additional surprise
3. Tasty Festival
4. Unforgettable smell
5. Winter surprise
6. Time to take away
7. Boring start
8. Hot winter celebration
A. As an old woman, Christmas morning remained her strongest memory of childhood.

The old lady smiled as she read her seventy-year-old diary. The strongest sensory
memory was the scent of tangerines. They were a rarity and very expensive. But her
father (or was it Santa Claus?) always left one in a large hiking sock carefully
attached to the end of her bed — it was a treasure that excited her beyond words. It
was inexplicable, miraculous.
B. He loved the New Year Parties that his parents held in Sydney. Even now he tries to
return occasionally from the English winter to enjoy one of the hottest days and
nights of the Australian Summer. He says the best bit is after midnight when they
go to the beach to watch the fireworks followed by a night of singing and dancing on
the beach. His Mum and Dad are getting on a bit now but the tradition never waves.
They dance until the dawn greets the New Year.
C. Easter Sunday — they decided to go to Church for the morning service and found
the sermon rather uninspiring. Poor Jack fell asleep and I had to prod him
vigorously. But after lunch, we were all pleasantly surprised to see that the April
rain had stopped altogether and that at last the sun was shining. I felt the sun’s rays
on my back through the dining room window. “ I think” pondered Jack “ it might just
be time for a long country walk. When we get back we’ll open that ridiculous
chocolate rabbit and have a brew up!”
D. The pancakes built up steadily. Gloria was a joy to watch. She made them
exceptionally thin — a dash from the batter bowl. Then she tossed them to within an
inch of the ceiling, to return spinning merrily to the exact centre o f the pan. Each
time she caught them the “ right” side up. Lemons, cream and jam pots were arrayed
on the table and we watched her hungrily. I am not a particularly religious man but
I’d say Shrove Tuesday has a lot going for it!
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Первое задание(В2)
E. My grandmother taught not to have my hair cut on Good Friday, as this will prevent
toothaches for the rest o f the year — and so I told my scolding wife. It was true that
I hadn’t shaved that morning. It was also true that it was a bank holiday and that
the next four days I would not be visiting the office. It might also be true that I am
very lazy. But as I told her — toothache is a miserable affliction and it’ s best not to
take a chance. Some superstitions might be true. But I agreed to shave on Saturday.
I now need a “ new” , old saying about Saturdays.
F. Susan insisted, perfectly correctly, that the Christmas decorations were very
beautiful. It took ages to make the house look so nice and since it was snowing
outside — we should continue to preserve the spirit of Christmas. Even Dad was
inclined to agree — although half heartedly. But Mum was insistent. The Christmas
tree was shedding pine needles on the carpet and the holly was drying out. Besides,
she told us, it would bring bad luck. We all capitulated and within an hour, the
house was stripped of every glittering trinket.
G. The cake mixture was carefully spooned into the tin. The spongy mixture was
fragrant with fruit and almonds. This was to be a traditional cake for 12th night.
Julie’ s additional ingredients were ready on the table. First the bean: whoever got
the slice containing the bean would be King or Queen of Bean: in charge o f the
night’ s festivities. But she had chosen a few extra ingredients for fun: a clove,
thimble, and a small coin. But she would keep their meanings secret until each slice
was served.
A В С D E F G
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1. Unwanted mail
2. Needed protection
3. Fast and cheap
4. Clever criminal
5. Bosses are against
6. Stay connected
7. Isolated future
8. When I need to know
A. I can’ t imagine my life without a computer. I even do most of my grocery shopping

on-line now. Price comparison websites show the best prices for anything you can
think off. But the absolutely best thing for me is you can get information on any
subject in seconds. Now, when I am preparing for an essay or research for a project I
don’t need to go to a library to get the information I need. I just click the right
button to get it!
В. I have filters, virus protection software and a fairly high tech system for storing
unwelcome addresses but I still can barely cope with the huge amount of spam I receive.
What is slightly alarming is that so much of it seems to contain risky or dangerous
material. Many of them concern drugs and a lot are trying to steal your money.
C. Social networking sites are for communities of people who share common interests
and like to “ chat” about them on line. Sites such as Facebook are very popular with
teenagers and this site has 300 million users worldwide. Employers are unhappy
about social networking sites and ban their use in the work place. To them they are
simply a huge waste of time.
D. I don’t understand the motivation of these people. May be it is some kind of revenge
on society. But the kids (and it is mostly young people) who create and send out
viruses cause incalculable damage. So everybody needs anti-virus software now. With
all the updates needed it is not cheap. But these days you cannot go on-line without
defending your machine.
E. It is amazing to think that even twenty years ago most people wrote letters with pen,
paper, and ink. These were sent in envelopes on which were stuck postage stamps and
the message sent would arrive in two or three days. Business letters are still sent but
it is increasingly rare. You could send and receive 10 or 12 letters in a month at

some cost. You can exchange 10 or 12 emails in two hours at virtually no cost.
F. On-line theft continues to grow year by year, in step with new technologies that
continue to merge. Some of the computer criminals can hack through any firewall to
penetrate a system and steal valuable data. Some have also created sensors for
reading credit and debit card numbers whilst they are being used in cash machines.
It is a good idea to change your passwords regularly but even this does not protect
you completely.
G. Company is stimulating and most o f us prefer to travel to a place o f work where we

can be amongst other people all day. Likewise the majority would prefer not to stay
at home working and be alone all day. But the fact is that communications
technology is now so good that efficient and secure home working is now possible.
Probably in the future, most people will need to work from home part time.
A В С D E F G
45

1. Regular Spring drama

2. Gone but not forgotten
3. Demonstration of thanks
4. Remembered by colleagues
5. A brave effort
6. Winter contest
7. Sweet success
8. Winter performance
A. On the 12th night after Christmas, since the 1790’s, actors at the Drury Lane
Theatre drink wine and eat a cake, inside which is baked a pea and a bean. It is
called the Baddeley cake — named for an 18th century actor, Robert Baddeley, who
left his money to help “ decrepit actors” who are out of work. I can’ t imagine why he
thought the cake would be improved by a pea or bean.
B. Every February in St. Ives, Cornwall, the mayor throws a silver ball into a crowd of
youngsters. It is fought for, thrown and passed around in the streets and on the
beaches whilst fruit is thrown, toasts are given and speeches made. The ball is then
returned to the mayor and the one who does so wins the traditional prize of 5
shillings. Being more valuable than the prize, I am surprised the ball is returned.
C. On March 25th, since the 13th Century, the village of Tichbourne remembers Lady
Maybela de Tichborne. She carried a burning torch around the village when she was
sick and dying because her mean husband had promised that all the land she could
circle would be used to feed the poor. He never imagined that his wife would find
miraculous strength to leave her bed and complete the journey.
D. In Midgley, Yorkshire, every Good Friday, the “Pace Egg play” is performed by local
children. Characters include St George, The King of Egypt, Bold Slasher and
Tosspot. Easter eggs are given out and kisses offered. Apparently the play dates back
via the English “ Mummers plays” to ancient Syria and Egypt. I was Tosspot once but
nobody wanted to be kissed by me!
E. Until the mid 19th century, children were used in England to climb down chimneys
and clean them. In fiction, the most famous o f all these children was “ Oliver Twist” .
Every May, in Rochester, these exploited youngsters are remembered in the Sweeps
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Festival. Children and adults dress up, and folk players sing and act, Morris dancers
perform and a good time is had by all.
F. Mummers' Plays are one of the oldest surviving features o f the traditional English
Christmas. Mumming in England goes back for over a thousand years and is still
popular — especially in Northern England. Mumming is best described as early
pantomime. The plays are based loosely on the legend of St. George and the dragon.
The plays are intended to show the struggle between good and evil.
G. Every summer more than 60 towns in Derbyshire celebrate “ well dressing” . This is
the practice of decorating wells, springs and fresh water sources with wooden
frames, clay and flowers. It is thought to date back to a pagan ceremony o f blessing
the water source: The sweeter and fresher the water, the more elaborate the
“ dressing” . Some o f the locals take it all very seriously indeed.
. A В С D E F G
47

1. Minuses of hard studies

2. All together
3. Keep on learning
4. Strong agreement
5. Exercise the brain
6 Useful subdivision
7. To improve results
8. Building good habits
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 changing world, that our education should not end on the last day of
school.
B. I am rather proud of my mum. She decided to start learning Italian at the age of 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.
€. 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 of
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
48
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.
G. The specialist schools programme is a UK government initiative which encourages

secondary schools in England to specialise in certain areas of the curriculum to boost
achievement. Currently there are nearly 3,000 specialist schools, or 88% of the
state-funded secondary schools in England. The government plans that eventually all
schools in England will specialise.
A В С D E F G
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1. Geopolitical outcomes
2. Slow to accept
3. Hard to forget
4. After war outcomes
5. Socio-political outcomes
6. Words to change a nation
7. Slow to react
8. Low cost political change
A. The longbow was England’ s “ secret” weapon in the 13th and 14th centuries. It was
longer and more powerful than other bows and because the arrows travelled
further — it proved decisive in many battles. Every man between 15 and 60 was
required to own one and practice regularly. Surprisingly this actually had an impact
on social and political development in England. It was difficult for Kings to behave
like tyrants if every adult male in the land was expert with their own deadly weapon!
B. In 1688 King James II of England had a son. It was his intention that the boy be
raised a catholic and that the absolute power o f Kings in England be restored. The
birth of that son changed everything. Parliament rose against the King and invited a
Dutch protestant prince, William o f Orange, (James’ nephew) to become a figure
head King, under parliament. The people sided with parliament, James went into
exile and a Dutchman became King William III o f England. Democracy was born and
not a shot was fired, or person killed.
C. Samuel Pepys (1633-1703) is argued by some people to be partly responsible for the
global spread of the English language. This was because the famous diarist was
largely responsible for the complete reform and modernisation of the British Navy.
Some argue that his reforms paved the way for Britain’s colonial expansion over the
following 200 years. One might suggest therefore that Pepys’s hard work for the
Navy indirectly impacted the size and global reach o f the British Empire and the
global export of the English language.
D. On July 4th 1776 Declaration of independence was approved and circulated. It was
not signed on this famous day of celebration as people commonly believe. The most
probable date was August 2nd. The document contains some of the most quoted
words in the English language — including the right to “ Life, liberty and the pursuit
50
Первое задание (В2)
of happiness” . Ever since these words have shaped the American nation and are loved
by those who stand against injustice and discrimination in every walk o f life.
E. Charles Darwin’ s theories of natural selection and evolution made a huge impact on
Victorian Britain and in time throughout the world. Until the early 19th Century the
vast majority accepted and believed that all things were created by God. This
determined what life was for and how it should be lived. Imagine then how people
reacted when Darwin provided evidence that our very existence stemmed from
impersonal and natural processes. It was many years before his ideas were accepted
and even today, some people still believe in Creation.
F. “ Remember, Remember the 5th of November” begins the famous poem

commemorating the Gunpowder plot of 1605. What is less well known is that what
eventually became known as “ Guy Fawkes Night” or “ Bonfire Night” was established
by the Thanksgiving Act in Parliament in January 1606. It is even possible that
Fawkes knew his attempted destruction of the government would be marked annually
as his execution was on the last day of January. From the very beginning there were
bonfire parties and fireworks just as there are today.
G. Until the end of the Second W orld War the UK could hardly have been described as a
multicultural nation. But the passing of the British Nationality Act in 1948 changed
this forever. Because there was a labour shortage in Britain after the war, the Act
invited 800 million subjects of the British Empire to live and work in the UK
without a visa. The European Union added to this process and the result is that the
UK is one the most multicultural nations in the world. Of course there are some who
are deeply unhappy about this. But there are a greater number who rejoice in the
country’ s cultural diversity.
A В С D E F G
51

1. Stroke of genius
2. Unfinished construction
3. Difficult to explain
4. Very fortunate
5. Strange rules
6. Difficult to believe
7. Helpful for self management
8. Nice to meet you
A. Skeletor is the unofficial name of a 94 metre high building in Krakow, Poland. It is

called so because the abandoned construction looks like a skeleton and because of a
popular cartoon in the 1980s called “ He-Man and the Masters o f the Universe” ,
where the arch villain was called Skeletor. It is probable that work on the building,
originally designed for a major Polish company, will never be completed for technical
reasons and demolition would be too expensive to execute.
B. There has been a strange increase of reports of seeing Unidentified Flying Objects or
UFOs. There have been 394 reports this year as compared to 118 for the same period
last year — a more than three times increase. Ufologists call this a “ flap” — their
term for a concentrated period of sightings. Maybe it is holiday season for the
inhabitants of other universes and these tourists are selecting planet Earth as a
“ must see” destination? In this case we can be proud to be living on one of the
universes’ most popular locations!
C. New lists of work place activities that should be outlawed have been published.
Among the most surprising ones are: excessive use of Blackberries, speaking about
personal dramas and wearing too much perfume. Talking about money, questioning
or revealing salary, boasting about holidays or new cars and giving unwelcome advice
are also on the list. And there are a number of very specific entries, such as walking
up to three people and only inviting two of them for lunch. It makes me wonder
about who compiled the list.
D. ‘Post it’ notes have become part o f every office landscape. Now they come in
different sizes and colours. The key feature is that they can be stuck temporarily as
a reminder to do something and then be moved around to two or three other
locations, without leaving visible traces. They are also brilliant for organizing your
thoughts or mapping out some complex activity. Whoever invented them managed to
revolutionize the way many of us work today.
52
E. The wind was very strong making a long shot over 250 yards rather unpredictable.
But the champion didn’t pause or make a practice stroke. He just hit it cleanly. We
all hoped it was a good stroke, but it was difficult to see clearly over that distance.
When we reached the green, nobody could see his ball. We all looked at the flag that
marked the hole # 11. Could it really be there? And o f course that is exactly where
it was. The champion scooped the ball up and with a smile stepped aside to watch the
others finish.
F. In 1979 Walter Kellner of Munich published a true short story. It was about how his
small aircraft fell in the sea. Kellner’s story ended with his eventual rescue after several
hours on a life raft. The story was read by another man called Walter Kellner — this
one from Austria. He complained that the Munich Kellner had stolen his story. But it
turned out that both Kellners had ditched small aircraft in the sea between Sardinia and
Sicily and that both, with small variations, had been found in a life boat and saved.
G. Jim Ferry had reason to be pleased. Everybody dreams of winning the lottery — but
he’ d actually done it. He knew that the odds were about 14 million to one against
picking the six numbers. He tried to imagine 14 million people all filling in tickets.
Why, he wondered, was it him who found the right numbers? But he knew the
answer — it was simply that he had been incredibly lucky.
A В С D E F G
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1. Vegetable fun
2. One is not enough
3. Ritual count
4. Local good luck ritual
5. Clever excuse
6. Ritual drink
7. Reward for kindness
8. Strange mix of characters
A. The Abbots Bromley Horn Dance has been performed at the Barthelmy Fair since
1226. Today the Horn Dance attracts visitors from all over the world. Starting at
8am, the Horn Dancers comprising six Deer-men, a Fool, Hobby Horse, Bowman and
Maid Marian, perform their dance to music provided by a melodeon player at
locations throughout the village and its surrounding farms and pubs.
B. On Punkie night, children in various towns in the South of England carve their
‘ Punkies’ , (pumpkins) into Lanterns. Once carved the children go out in groups and
march through the streets, singing traditional ‘ Punkie’ songs, calling in at friendly
houses and competing for best lantern with rival groups. We never did this in my
town but we had our own weird traditions to make up for it.
C. Soul Cakes are small round cakes made for “All Souls Day” . Children take them door
to door and are given gifts of sweets and pennies bringing good luck to the house
and themselves. Soul-caking has survived throughout the west midlands, from
Coventry to Manchester. The generally accepted date in the UK is November 2nd
although some Church traditions have several celebrations through the year.
D. “ Swan Upping” happens every July on the River Thames. Since in England, all swans
belong to the Queen, they are counted for her by three teams — The Queen’ s, The
Vintners’ and The Dyers’ . Modern “ Swan Upping” is about conservation and making
sure the birds are healthy. To the tourists who come to watch it looks incredibly
chaotic but the Swan Uppers know what they’re doing.
E. In Whittlesea, from when no one quite knows, it was the custom on the Tuesday
following Plough Monday (the 1st Monday after Twelfth Night) to dress one of the
local youth in straw and call him 'Straw Bear'. A newspaper o f 1882 reports that “ ...
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he was then taken around the town to entertain by his frantic and clumsy gestures”
those who had been generous to the poor.
F. Slaithwaite Moonraking Festival is a Biennial Event. It’ s a street procession and

theatre, based on a village tale about two 19th century smugglers who were
collecting barrels of illegal drink from the river. The smugglers hid the barrels and
told the police they were trying to rake the moon’s reflection out of the river.
Thinking they were fools, the police let the smugglers go.
G. The Hare Pie Scramble and Bottle Kicking competition, between the villages of
Hallaton and Medbourne, takes place every Easter Monday. Hallaton is a picturesque
village with lots of old thatched cottages and set in beautiful countryside. Three
small wooden barrels filled with ale are used as “ rugby balls” and the village that
collects at least two is the winner.
A В С D E F G
55

1. Good practice in speaking

2. Good practice in research
3. Cheerful amateurs
4. Dangerous initiative
5. A tricky business
6. An unwanted alternative
7. Rewarding initiative
8. From amateur to professional
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 Air 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 o f 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
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Euphonium, usually playing a catching bass line totally out o f 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 o f 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 o f 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 o f years it
became an excellent place to fish.
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
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1. Unfairly rewarded
2. Of Great Influence
3. Hard to excuse
4. Quiet exit
5. Honoured in Russia
6. Shaped by teachers
7. Unusual pay
8. Thunderous exit
A. Sergei Rachmaninoff studied at the Saint Petersburg Conservatory before moving

alone to Moscow to study piano under Nikolai Zverev and Alexander Siloti (who was
his cousin and a former student of Franz Liszt). He also studied harmony under
Anton Arensky and counterpoint under Sergei Taneyev. Rachmaninoff was found to
be quite lazy, failing most of his classes, and it was the strict regime of the Zverev
home that instilled discipline in the boy.
B. Josef Hoffman was a virtuoso pianist and composer o f more than 100 pieces of
music. He was the first recorded artist (in 1890 by Thomas Edison). These first
examples were lost in the First W orld War but several others made in Russia during
1895-1896 were recently discovered and reissued on CD. Born in Krako'w and later a
US Citizen, Hoffman spent quite some time in Russia. In 1913 he was presented with
a set of keys to St. Petersburg.
C. Ludwig Van Beethoven died during a thunderstorm on March 26, 1827. The moment
he died there was a huge outbreak o f thunder — a dramatic end to a life
characterized by greatness and sadness, joy and pain. Most difficult for the great
pianist and composer was the gradual loss of his hearing from the age o f 26 onwards.
And yet, in his near silent world, he created some of the most spectacular and
beautiful music ever written. It is so sad that many of these great works were never
heard by the man who made them.
D. In 1912 Vladimir Horowitz entered the Kiev Conservatory, where he was taught by
Vladimir Puchalsky, Sergei Tarnowsky, and Felix Blumenfeld. He performed Sergei
Rachmaninoff's Piano Concerto No. 3 in D minor at his graduation in 1919. His first
solo recital was performed in Kharkov in 1920. Horowitz's fame grew, and he soon
began to tour Russia where he was often paid with bread, butter and chocolate rather
than money, due to the country's economic hardships caused by the Civil War.
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Первое задание (В2)
E. Franz Liszt became extremely famous throughout Europe during the 19th century
for his great skill as a performer. At the time some people argued that he was the
most technically advanced pianist of his age: Others said simply that he was the
greatest pianist of all time. Besides he was an influential composer, an inspirational
teacher and a pioneering conductor. He also helped and influenced other composers
and performers, notably Richard Wagner, Hector Berlioz, Camille Saint-Saens,
Edvard Grieg and Alexander Borodin.
F. Walter Wilhelm Gieseking (1895-1956) was one of the most popular concert pianists
of his age as well as being a composer and famous for his ability to learn new
repertoire with an almost super human ability to memorise. His career was damaged
unjustly, as many believe, because he gave concerts during the war in Nazi Germany.
His defenders argue that he was German, lived in Germany and had no involvement
in politics. Still — before his death in 1956 he was again playing to packed
audiences.
G. Mozart died at 1 a.m. on December 5, 1791 at the age o f 35. He was buried in a
common grave, in accordance with contemporary Viennese custom, at the St. Marx
cemetery outside the city on December 7. If, as later reports say, no mourners
attended, that too is consistent with Viennese burial customs at the time. Later, in
1856 Jahn wrote that 5 musicians were present and that their tale of a storm and
snow is false — the day was calm and mild. Within a year or two of his death, his
name was known in every household of the old world.
A В С D E F G
59
ВТОРОЕ ЗАДАНИЕ (ВЗ)
Понимание структурно-смысловых связей текста
В данном задании дается текст с шестью пропусками, обозначенными буквами (A —F), и

семь фрагментов предложений для заполнения пропусков, обозначенных цифрами (1—7).
Один фрагмент предложения — лишний. Надо установить соответствие между частью текста
и пропущенным фрагментом предложения. За каждое правильно установленное соответствие
дается 1 балл. Максимально в данном задании можно получить 6 баллов.
ЦЕЛЬ ЗАДАНИЯ: проверить
<§> понимание структурных связей между отдельными фрагментами предложения, в том

числе и с учетом существующих грамматических и лексических норм сочетаемости,
принятых в английском языке;
ф понимание смысловых связей всего текста и его отдельных фрагментов.
СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ
1. Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков для

данного задания.
2. Бегло просмотреть весь текст (без выделенных фрагментов), попытаться определить его
тему и основное содержание.
3. Прочитать выделенные фрагменты и определить структурные особенности начала фраг
мента (с точки зрения использования грамматических и лексических норм сочетаемо
сти), если таковые имеются.
Во время второго прочтения:
1. Читать текст последовательно, обращая особое внимание на последнее слово или выра
жение перед каждым пропуском. Если это слово или выражение требует определенного
согласования или управления (использование герундия, инфинитива, предлога, союза и
т.д.), надо искать соответствующее начало в выделенном фрагменте.
2. Если одна и та же грамматическая структура используется в начале нескольких выде
ленных фрагментов, учитывать смысловое содержание предложения с пропуском, а
также предыдущих и последующих предложений.
3. По ходу чтения отмечать все возможные варианты соответствий, указывая нужные бук
вы рядом с цифрой пропуска или нужные цифры рядом с буквами, обозначающими вы
деленные фрагменты.
60
Второе задание (ВЗ)
4. Делать нужные исправления по ходу чтения, т.к. после каждого заполненного пробела
неясные варианты ответов будут определяться точнее, отпадать методом исключения.
5. Обратить особое внимание на пропуски, где изначально были выбраны несколько воз
можных соответствий. Обосновать для себя Выбор того или иного соответствия с учетом
грамматических и лексических норм сочетаемости, принятых в английском языке
и/или с опорой на содержание текста.
6. Проверить обоснованность других выбранных соответствий.
1. Записать окончательный вариант ответа в таблицу после задания.

2. Определить лишний фрагмент.
3. Еще раз проверить точность записи всех ответов.
61
ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ными цифрами 1—7. Одна из частей в списке 1 - 7 — лишняя. Занесите цифру, обо-
значающую соответствующую часть предложения, в таблицу.______________________
Clever Dogs
What are the smartest dog breeds in the world? We all love our dogs; A _______ must
be the cleverest ever. But is your dog's breed known as one of the most intelligent?
W e've compiled a list of the top five most intelligent dogs as demonstrated by extensive
testing and research. In reverse order these are Doberman, Golden Retriever, German
Shepherd, Poodle and the cleverest of all is the Border Collie. If your dog isn't on this
list, don't despair. Sometimes, having a dog with very В__________ . For example, if a
very clever dog is left at home alone all day, it can get bored and become destructive or
even neurotic. On the other hand, a dog with limited intelligence can be left at home all
day, С________ minutes before you arrive home! Like many intelligent breeds, the
Border Collie needs a job to do. If they don’ t have a purpose in life, or some kind of job
D__________ . Actually many of them have a common ancestor. A dog called “Old Hemp”
who lived at the end of the 19th Century. He was such a hardworking and intelligent dog
he was used to father a new generation of super intelligent dogs. Just to be clear —
please note that Border Collies should definitely not be left at home alone all day,
E_________ can become quite destructive. They need constant companionship, praise,
and extensive exercise. This requires a lot from owners including a suitable lifestyle and
lots of living space. So if you work and live in the city, a Border Collie F__________ for
you! Because of their legendary intelligence, Border Collies set the standard in
competitions for such skills as agility, obedience and of course, sheepdog trials.
1. and not even realize you’ re gone until a few

2. and most o f us believe our own dog
3. but if they are, they
4. they will not be happy
5. probably isn’t the dog
6. but they are not quite
7. high intelligence can have its drawbacks
A В С D E F
62

ными цифрами 1 -7 . Одна из частей в списке 1 - 7 — лишняя. Занесите цифру, обо-
Chocolate
Chocolate is made from a number o f raw and processed foods produced from the seeds
of tropical cacao trees. Cacao has been cultivated in A ______ at least 3000 years. For
most of this time it was made into a drink called, in translation — “bitter water” . This
is because В_______ to be fermented to develop a palatable flavour.
After fermentation the beans are dried and roasted and the shell is removed to
produce cacao nibs. These are then ground and liquefied into chocolate liquor. The
liquor is then processed into cocoa solids or cocoa butter. Pure chocolate contains
primarily cocoa solids and butter in different proportions.
Much of С _______ with added sugar. Milk chocolate is sweetened chocolate that
additionally contains either milk powder or condensed milk. White chocolate on the
D_______ and is therefore not a true chocolate.
Chocolate contains theobromine and phenethylamine which have physiological effects
on the body. It is similar to serotonin levels in the brain. Scientists claim E ______,
can lower blood pressure. Recently, dark chocolate has also been promoted for its health
benefits. But pet owners should remember that the presence of theobromine makes it
toxic to cats and dogs.
Chocolate is now one F___________ _ , although 16 of the top 20 chocolate consuming
countries are in Europe. Also interesting is that 66% of world chocolate is consumed
between meals.
1. the chocolate consumed today is made

2. that chocolate, eaten in moderation
3. central and southern America for
4. of the world’ s most popular flavours
5. other hand contains no cocoa solids
6. cacao seeds are intensely bitter and have
7. many countries worldwide
A В С D E F
63
В3~| Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ными цифрами 1 -7 . Одна из частей в списке 1 - 7 — лишняя. Занесите цифру, обо
значающую соответствующую часть предложения, в таблицу.
Child Stars
Child star mania is on the rise! Popular shows like Star Search and Junior Idol are
always searching for new child stars. Sometimes the parents of these youngsters are
A _______ — arguably pushing their offspring to and beyond their limits; hoping to
make their children famous.
Fame can bring great opportunities for the youngsters. Some go on to earn В____
and fulfilled lives. The truth however is that the majority do not. Research on the
lifestyle of young performers has shown that their childhoods are often dominated by
immense pressure and anxiety. Hours of training and rehearsal combine disastrously
С____ and a poor social life. These vulnerable young people also have to cope with
criticism, rejection and intrusive treatment from show business reporters. The loss of
privacy, gossip and constant scrutiny D____ of them.
Child stars often have very short careers. It can be devastating when a particularly
cute child E________ and a whole glittering career is over before they are out of their
teens. It is therefore not surprising that so many young child stars end up with huge
emotional problems — some derailing their lives through destructive life styles. It can
be really difficult for them adjusting from being recognised and wanted by everyone to
being completely forgotten and ignored.
So the question is should something be done to curb this mania for young fame?
Should the TV programs be severely controlled or even banned? Whatever the answer to
these questions, the problems are likely to remain. As long as F_________ of ruthlessly
ambitious parents — these tragedies are destined to keep on repeating.
1. huge amounts of money and live happy

2. grows into an average looking adult
3. there are children with talent under the control
4. with a lack of normal schooling
5. with ambitious parents
6. can be too much for some
7. the ones with the real ambition
■А В С D Е F
64
ВЗ] Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

Window Shopping
The day would be spent with my best friends Kath and Kate. We are actually three
Catherines (by birth spelt with a C), A ________ we are all K ’s: Kat (that’s me), Kath and
Kate — the 3K Window Shopping gang!
Window shopping is simply wonderful. You can look at any outfit. You can try on
В________ not a single item on sale for which the price is a problem. You will try
something on, ponder, pout, twirl, think hard, check yourself in the mirror one last
time and finally reflect С_____ - right for you! The highlight of this regular
adventure however, is generally the 3K chocolate and ice cream break in the Shopping
Centre’s top floor cafe.
Of course we do not believe that we are wasting anyone’s time. We do D_________ as
well, but a reliable equation for us is — 3Ks + shopping mall = a good time.
But E________ out to be especially memorable. One of the stores had a questionnaire
lottery with the first prize being a voucher worth J200. We filled in the question forms
while in the cafii and returned to the store by their 2.00pm deadline. Kate won the first
prize but we had decided in advance that if any of us won something, we would share
equally: All for one К and one for all! At this point our morning of window shopping
paid off. We completed F__________ slightly less than 10 minutes: three skirts, three
hats and three belts and three very OK, K ’s.
1. not like to spend our time

2. that it’ s probably not quite
3. that particular day turned
4. our real shopping in
5. sometimes go shopping for real
6. anything you want and there is
7. but when we are together
А В С D Е F
65

The Hotel
“ Have you stayed with us before sir?” asked the receptionist. His accent sounded
middle-European; Czech possibly or Polish. Actually I hadn’t stayed at this
particular hotel before A ______to many others from the same chain that I had stayed at.
“ No — first time” I replied with unnecessary brevity. The thing is I always feel
В_______ rather than treated as an individual. Every word that I was about to hear, I
had heard before — delivered no doubt from the depths of a tourism and hospitality
course.
“Welcome to Newcastle sir. Is this your first visit to our city? Can I trouble you to
complete this form? Actually the first two lines and the signature at the bottom will do.
Would you like С ________ , Sir? This will automatically unlock room facilities like
mini-bar and telephone and any other extras you may require. Can I see your passport
sir?” The questions and information D________ responses were actually required and I
handed over my passport, credit card and partly filled out form. I was tempted to write
under name and address “ Donald Duck, Duck Towers, Disney Street” — E____________
ever read the form again. But being a creature of habit I wrote my real name and
address.
While my card was being processed I looked across the reception area through the
wall height windows to the beautiful River Tyne. A wave of nostalgia came over me. It
was good to be back. I found myself thinking about her again and wondering
F_____________ a voice broke in: “It’ s a plastic key card sir. You also need it to
activate the lift and when you get to your room, plug it into the switch on the left as
you open the door. It will automatically supply electricity to the room. Any help with
your baggage? No? Then enjoy your stay” . The accomplished young Pole smiled as he
delivered the final command and duly processed, I proceeded to the card activated lift.
1. me to take a print of your credit card

2. points poured out smoothly, no verbal
3. if I would even see her when
4. although it seemed virtually identical
5. so sure was I that nobody would
6. me to help you with your luggage
7. as if I am being processed like a product
A В С D E F
66

Nastia and Natasha
It was Nastia’ s first visit to London and I felt almost as excited as she clearly was.
We had been pen pals for two years since my Dad remotely A _________ the daughter of
one of the managers in his Moscow office. I say “ remotely” because В____________ that
morning. Nastia’s written English was excellent but speaking was a little more difficult.
“So today we go to see the Big Ben?” she asked cheerfully. “ Yes Nastia, today we are
going to see Big Ben” I said carefully pronouncing the corrections (as indeed she had
asked me to do). But С_________ and we talked non-stop, her pronunciation and
grammar seemed to improve miraculously.
“W hy is he called “ Big Ben” ? Ben is short for Benjamin — right?”
“W hy is IT called Big Ben.” I corrected. “ If I remember correctly, “ Big Ben” is the
name of only the bell although people often give the whole clock tower this name. There
is the name “ Ben” on the bell D__________ who Ben really was.”
Later in the day Nastia began to teach me my first words in Russian and laughed
happily at my terrible pronunciation. She is a really special person and I felt so lucky to
be spending time with her. The rest of the day involved a visit to Westminster Abbey, a
boat trip on the Thames and tea at Claridges. The E_________ promising excursions,
shopping and lots of fun.
That evening Nastia asked my Dad if he would allow me to visit her in Moscow one
day. “ Please Mr. Perkins. Natasha will be very welcome in our home. She even has a
traditional Russian name and already knows many Russian words. Also we have many
nice Bells in the Kremlin F_____________ .”
1. week ahead lay before us

2. actually as the day went on
3. to introduce to her
4. introduced me to
5. we had not met each other
6. we had met for the first time only
7. but nobody is completely sure
A В С D E F
67

Secondary education in the USA

Education in the United States is mainly provided by the public sector, with control
and funding coming from three levels: federal, state, and local. Childhood education is
compulsory and public education is universal A______ levels. At these levels, school
curricula, funding, teaching, and other policies are set through locally elected school
boards with В____ . Educational standards and standardized testing decisions are usually
made by state governments. The ages С but a growing number of states now
require compulsory education from age 5 or 6 to age 17 or 18. Compulsory education
requirements can generally be met by educating children in public schools,
state-certified private schools, as D_________ or in an orphanage. In most public and
private schools, education is divided into four levels: elementary school (K-3), middle
school (4 -6 ), junior high school (7 -9 ), and high school (10-12).
Public Day Schools, which are overwhelmingly coeducational, dominate in the United
States. Most offer a curriculum that includes college preparatory classes and general
education classes. Public Magnet Schools offer advanced programs E_______ number of
them are boarding schools. Private schools include Charter Schools developed F____
seek to develop stronger academic programs. Most private schools are Religious or
Denominational Schools that emphasize religious and moral training along with the
usual academic curriculum.
1. in a variety of academic and cultural fields and only a small

2. for compulsory education vary by state
3. at the elementary (or primary) and secondary
4. by critics of public education who
5. well as approved home-school programs
6. well administered and supervised
7. jurisdiction over school districts
A В С D E F
68

Washington DC International School
We welcome your interest in Washington International School. The strength and

vitality of our School is the diversity of cultural backgrounds, A ______and faculty. One
quarter of our students and their families are all American citizens, while an almost
equal number are all non-US citizens; the remaining families В__________ more than one
citizenship.
Our curriculum embraces an international approach to С_______ Baccalaureate (IB)
Primary and Middle Years Programs, as well as for those in our IB Diploma Program.
This is coupled with an emphasis D____________immersion for our Pre-Kindergarten and
Kindergarten students and continuing with a dual language approach for students in
Grades 1 -5 .
Students thrive in this lively mix of cultures, traditions, and ideas. We encourage
them to take E_________ in academics, and also in athletics, community service and
other extracurricular activities. By mastering challenges both in and beyond the
classroom, our students acquire the skills and experience to succeed on every level, and
they form F_______________ .
We hope you will tour the WIS website for information on all of our programs and
for an introduction to our distinctive community of learning. We look forward to
welcoming you for a campus tour soon.
1. are composed of members with

2. friendships that will last for years
3. talents, life experiences, and personalities of our students
4. full advantage of the opportunities available to them
5. learning for students in our International
6. many subjects in different foreign languages
7. on second-language acquisition, beginning with French or Spanish language
A В С D E F
69

International Baccalaureate in High School

This Upper School program is unique. Students in Grades 9 and 10 follow the
Program, which emphasizes analytical and critical thinking. In all subject A_____ and
support their ideas through speaking and writing. All Grade 9 students take English;
French, Spanish or their own native language; design technology; integrated mathematics;
three sciences —biology, chemistry, physics; world history; geography. They also make
В_____ list: information technology, 3rd language, music, art, drama, or journalism.
Physical education is required. In Grade 10, students design and develop a Personal
Project, an independent study in С_____ of interaction. It may be a research essay,
artistic production, original experiment, invention, or some other means of expression.
Students in Grades 11 and 12 follow the IB (International Baccalaureate) Diploma
program, D______. They select six subjects: English, one or two other languages, and at
least one course each in mathematics, experimental science, and social science: three
courses at Higher Level and three at Standard Level. They take an arts elective and
Theory of Knowledge—a critical thinking and philosophy seminar—and research and
E_______ of their choosing. Students also complete a minimum of 60 hours or volunteer
community service, choosing the activities and evaluating themselves. At the end of
Grade 12, IB Diploma candidates complete a three-week battery of oral and written
examinations in F______ under the supervision of the International Baccalaureate
Organization in Geneva.
1. two elective choices from the following

2. an internationally recognized two-year course of study
3. areas they develop an ability to apply what they know
4. an area of particular interest that links several academic subjects and areas
5. write an extended essay on a topic
6. all of their IB subjects that are prepared and externally graded
7. fix their own ideas in writing
A В С D E F
70

Francis
Не eventually joined Le Testu in an attack on a Spanish mule train. This raid,
finally, was a success A _______ . They had captured around 20 tons of silver and gold!
They set to, burying as much as they could on the steep jungle slopes — hoping “ X ”
would still В________ . But terrible danger was close by. As the raiding party dragged
С______ to their small boats — the Spanish pressed them hard. Le Testu was wounded
and captured. Exhaustion and hunger and thirst set in — and then shock. Their small
boats had been taken! Weighed down with countless fortunes of gold, they had nowhere
to go. The Spanish were coming.
It was at this point that D____ . He inspired his men with vision and purpose. He
ordered one group to bury the remaining treasure close to the beach while another was
to build a raft. Then, with just two volunteers, E___ to where his ship was anchored. It
was a tough and dangerous crossing; lashed by foam and almost blinded by the dazzling
sun. Then Drake finally made the ship and after a bit of clowning around — he pulled a
heavy Spanish necklace from under his shirt. With a triumphant smile he declared "Our
voyage is made, lads!” They returned to the beach and safely rescued F____ . Some
weeks later he was back in Plymouth — possibly the richest man in England.
1. as much gold as they could

2. both crew and buried treasure
3. beyond their wildest expectations
4. Drake “ rode” the crashing surf
5. to follow, Drake went
6. Drake showed his greatness
7. mark the spot on a return visit
A В С D E F
71
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № 1 1

ными цифрами 1 -7 . Одна из частей в списке 1 - 7 лишняя. Занесите цифру, обо
—
Samuel
Seldom is so much of consequence witnessed in one lifetime, and possibly never before
did diligent record keeping, hard work and honest practical management have such
consequences. Certainly Pepys could A______________ his work was, but as his famous
diaries prove, he certainly understood and appreciated that he lived in extraordinary
times. The nine years covered by his diary were В_________________ in the history of
Great Britain.
When he made his first entry in 1660 he lived in a republic. But Cromwell was
already dead and Pepys reported the С______________ of the King. In the end Pepys was
a D_______________ that took place. He saw the King, soon to be Charles II, arrive from
exile. He attended and described the coronation — the music, the flags, the cheering
crowds. He was also E______________ Great Plague o f 1665 and The Great Fire of
London in 1666. He described everything and everyone in the most entertaining and
sometimes moving manner. Without doubt, he was F__________ reformers, designers
and architects who were to rebuild London and together laid the foundation stones of
Empire. The Navy that Pepys reformed went on “ to rule the waves” throughout an
Empire «on which the sun never sets».
1. “ front seat” witness to all

2. among and equal to the great
3. never have guessed how important
4. underestimate his efforts and
5. a witness to the
6. among the most momentous
7. steady rumours o f the return
A В С D E F
72

Sarah
The house was still in view. She could have morphed into a leaping dolphin, and
swam there in two minutes. But today she was an explorer A ____________rain forest of
her six-year-old imagination.
She edged further into the trees to get farther away from the house and focus on her
illusions. A wind made the leaves roar in the now heavy, torrential rain. В__________ —
heavy with water and translucent in the shadows. Yes — today she was also a sea
creature — safe С______________ untroubled by the wild chaos of wind and rain.
“Sarah, Sarah” called her mother’s voice from behind the house. “ D_________________.
Come in and get dry!” Determined not to be removed from her special worlds, she
ignored the summons and pressed closer to a tree. The words repeated, this time on the
other side of the house — but still the little girl remained stubborn. E____________and
an explorer as well.
The adventure ended, quite literally, with a flash and a bang: The vast lamp of
lighting and deafening thunder crash was too much for her. She was suddenly a rocket
and moments later crashed into her mother, was spun round playfully before being
swung into the warm and dry land of the big house. “ I was an explorer and a fish and a
rocket” she told F _____________as the fish-dress came o ff and the towels came out.
1. her grinning young mother

2. You must be soaked
3. Her light pink dress paled
4. in her underwater world,
5. She WAS a sea creature
6. to her helpful nurse
7. in a far away land; a tropical
A В С D E F
73

Sergey Pavlovich Diaghilev
On 21st August 1929 a funeral barge set o ff for the little island of San Michele,
where the city of Venice has buried its dead since the beginning of the 19th century. The
body on the barge, bound for the Greek Orthodox section of the cemetery, was
A _________ , founder and leader of the Ballets Russes and one of the most influential
pioneers of modern art in the twentieth century.
In the course of a twenty three year career Diaghilev had made his mark in Europe
and the Americas. In this relatively short space of time he transformed the world of
dance, theatre, music В________ has ever done before (or has done since).
From 1896 he was active in Russia as a critic, exhibition organiser, publisher and art
historian. Through С_____________ and exhibitions he brought Russian art out of years
of stagnation. He championed international symbolism, art nouveau, the Arts and Crafts
Movement and Russian neo nationalism. He managed to revive forgotten aspects of
D_____________ .
He set up a travelling, privately financed ballet troupe E___________________ , and for
nearly quarter o f a century it would be the world’s leading dance company. Its early
productions fed the craze for the Slavic and oriental exoticism, catapulting the Ballet
Russes to instant fame. He was a central figure F___________________ of Paris, London,
Rome, Berlin and Madrid during the golden age of modern art. He lived through
bankruptcy, war, revolution and exile.
1. his journal Mir Iskusstva

2. that performed in Europe’ s and America’s most famous theatres
3. in the artistic worlds
4. Russia’ s artistic past
5. and the visual arts as no one
6. was named after Diaghilev
7. that of Sergey Pavlovich Diaghilev
A В С D E F
74

значающую соответствующую часть предложения, в таблицу._____________ ________
Twitchy Goes Missing

Emma’s little sister Kim was sobbing pitifully. Nobody could cheer her up. Kim had
lost her black and while kitten, “ Twitchy” and A __________ either been stolen or run
over by a car. Emma and her parents tried everything they could think В__________ .
But Kim cried all day long. Emma looked sadly at her distressed sister and suddenly an
idea formed in her mind.
“ Kim darling” soothed Emma “W hy don’t you make a poster asking for help to find
Twitchy? It is quite possible С__________ somebody’ s house and they don’t know who
the owner is.”
Kim considered this a fine idea. She stopped crying and D________ paper and crayons.
Presently she returned and asked Emma to help.
“ First you need a good, clear picture of Twitchy. I’ll then scan some copies at the
right size so they can fit on your poster.” While Emma was busy with this, Kim set to
work on her poster. “WANTED” — she wrote in very large blue letters. Then — “ HAVE
YOU SEEN TWITCHY?” — this time in red letters. She E_________ then carefully wrote
their phone number. A fter this, in large pink letters — “I LOVE MY TWITCHY —
PLEASE SEND HIM HOME” .
Within an hour several versions of the poster were ready with Twitchy’ s picture
glued in the correct place. Emma helped her fix the posters on the neighbourhood notice
boards and some local shops agreed to put posters in their windows.
Two days later they got a call. Twitchy F____________two streets away. Their son saw
the poster and made the call. Kim has now decided that when she grows up she will
work in advertising. She knows that her poster campaigns are very effective indeed!
1. that the cat has wondered into
2. left a space for the photo
3. was found by her
4. of to cheer up the little girl
5. went o ff in search of
6. had been charming a family
7. it was feared that the cat had
A В С D E F
75

значающую соответствующую часть предложения, в таблицу._____________________
Mikhail Lomonosov and Moscow State University
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_______ of establishing a university in Moscow. An influential courtier and
the E_______ Count Shuvalov supported Lomonosov's plans for a new university and
presented 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 o f 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
76
Второе задание(ВЗ)

ными цифрами 1 -7 . Одна из частей в списке 1-7 -л и ш н я я . Занесите цифру, обо-
Clare
She had no intention whatsoever of going to the mainland like many of her friends
(who thought she was mad). But Scotland meant nothing to her. She may have been just
sixteen years old but she was a Shetland Islander: daughter, granddaughter and great
granddaughter to A _____________ to her beloved family.
She had no illusions whatsoever. Her friends were correct in this: crofting is hard
work and to succeed required all the God given hours of day. Short winter shifts to
seemingly endless summer days were filled В_______ routines — just to survive. They
would never be rich.
Clare’ s family worked a croft (a piece of land) of almost 8 hectares. It was better than
average growing land with fine views С________ . A small part was preserved for taking
peat and the largest part for growing fruit and vegetables: strawberries under tunnels
of polythene, winter potatoes and cabbage. D__________ they kept sheep and from time
to time goats. They even tried pigs once but this wasn’t a success.
Of course — E______________ — the croft did not provide enough. Her father and
brother were part-time professional fisherman and all of the family had various
part-time jobs to make ends meet.
Probably there was an easier life for Clare in Scotland — or, God forbid,
F_____________ . But having just finished school her decision was made. This was her
home; all that she knew and all that she loved.
1. Like many islanders

2. with disciplined work and efficient
3. It was typical for islanders
4. a way of life as much as
5. England or even America
6. over Basta Voe
7. as with most crofting families
A В С D E F
77

ными цифрами 1 —7. Одна из частей в списке 1 - 7 — лишняя. Занесите цифру, обо
значающую соответствующую часть предложения, в таблицу.________ _____________
Reality TV
Reality TV seems to dominate broadcasting these days. But what is it, how did it
emerge and why on earth is it so popular? The first question is easily answered. Reality
TV is A ____________ unscripted, dramatic or humorous situations or events. It can
involve celebrities В_________________of the public.
Reality TV has been gradually growing in importance for over 60 years. “Candid
Camera” — the show that filmed ordinary people reacting to set ups and pranks —
started in 1948. Some people, however, believe it was the Japanese with their awful
shows in the 1980s and 90s С___________________ . Others believe that the television
phenomenon that is called “ Big Brother” was the show that spawned the reality TV age.
But why are the shows so popular? Different theories come to life. Some believe that
it is due D_________________that we like to watch horrible behaviour: the same instinct
that once inspired the ancient Romans to go and watch gladiators destroy each other at
the Coliseum. Others suggest a kind of voyeurism is involved there — an unhealthy
curiosity to spy on other people’ s lives.
Whatever the real reason — the trend seems to have already peaked. A lot of such
shows E_____________ .______ or are expected to go in the near future. And the
replacement seems to be talents shows — watching competitions in dance, singing and
general entertainment. Does it mean that people are changing? It is too early to say.
Most agree that these F_____________ .
1. to basic human instinct

2. is still early to judge
3. are simply the cycles o f fashion
4. but more usually the stars are members
5. that brought reality TV to centre stage
6. a type of programme that presents
7. seem to have disappeared
A В С D E F
78

The Application Form

Mike finished reading the application form and then set it down. It was a nervous
moment. He needed this job. It was only a weekend job but it A _________ o f income
during this last term o f college. Some of his friends were working three or even four
days a week. Mike didn’ t understand how they could cope with their course work. But a
weekend job В___________to study. It was ideal.
He picked up the form again. If successful, he’d have to help with a touring market,
selling soap products. He’d travel С___________ and work from 5.00 am Saturday until
late Sunday night — depending how far away the market was that weekend.
Again he put the form down, scanned the pages once more, and got his pen ready. He
was still anxious. For a start, he only had one copy. If he made a spelling mistake
D________ . For a moment he considered trying to create a replica form on his computer.
“W hy on earth” he pondered aloud “ do they use paper and ink for this?” Jim overheard
him. “ Because it is a real test Mike — everybody faces the same form. Tidy, easily
readable handwriting tells an employer quite a lot about the candidate applying for the
job. If a form comes in smudged, with too many words E_______ , mistakes crossed out
etc — an employer will know so much more about who is applying for a job. Online
applications all look the same.”
“ I suppose so” — said Mike, yet again picking up and scrutinizing the form “but it ’s
only a job selling soap in markets — not working for the Civil Service!”
“Whatever!” laughed Jim. “ My advice is to photocopy the form and do two or three
practice runs. You need this job right? Ok — then take time F_________ ” .
1. would be his only source

2. would leave him enough time
3. packed into a given space
4. to provide them enough money
5. to do the job properly.
6. to a different town each weekend
7. there was nothing he could do
A В С D E F
79
ТРЕНИРОВОЧНОЕ ЗАДАНИЕ № ±д

значающую соответствующую часть предложения, в таблицу._____________________
US student exchange program

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 o f the host
family and participates in all aspects of the host fam ily’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.
1. this will be the time of your life as you will be able

2. possible for a student to attain the necessary visas
3. there are many ways to learn the language and cultural habits
4. there is no better way to learn a language than to live in a society
5. bring their own spending money and have some command
6. for maintaining good grades in the school he/she is attending
7. either has an affiliate office in other countries
A В С D E F
80
Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ными цифрами 1 -7 . Одна из частей в списке 1 -7 -л и ш н я я . Занесите цифру, обо-
Robbie
Robbie did not believe it was stealing. A_________ , he believed that nobody owned a
wild Atlantic salmon: A fish born in a barren rocky highland stream but growing fat in
the high seas — seas unclaimed even by nations. So how could Lord Cavat decide the
fish were his В__________ to breed?
It was the same with the deer on the hill and no different with the game birds. Who
but God could claim to “ own” these wild creatures? And did not God give nature
equally, for all to enjoy?
С________ , were professional poachers. They were actually ardent conservationists
and would take neither fish nor fowl out of their natural seasons.
They all had jobs. Robbie worked in his father’s garage. Gregor and Rab, his uncles,
both worked in the mustard factory. D_______ or grouse or salmon for money: They had
a far more important reason. To them, the taking of a salmon was E_________ . It
connected them somehow to long lost and forgotten ancestors who took fish to avoid
starvation. They couldn’ t put it easily into words — F_______ that the need to hunt was
part of their genetic makeup. It was about who they really were in a ceaselessly
changing and chaotic modern world.
1. a survival act
2. Like his father and uncles
3. Neither Robbie, nor any of his family
4. simply because they returned to the river
5. an almost spiritual experience
6. They didn’ t poach deer
7. but somehow they understood
A В С D E F
81
ТР ЕТ Ь Е ЗАДАНИЕ (А 15-А 21)
Детальное понимание текста
В данной части раздела чтения предлагаются семь тестовых заданий, обозначенных бук
вой и цифрами (А 15-А 21). К каждому заданию предлагается четыре варианта ответа, обо
значенных цифрами (1 -4 ), из которых только один является правильным. Как правило —
это либо начало предложения, к которому предлагается четыре возможных варианта окон
чания, либо вопрос, к которому дается четыре варианта ответа. Для каждого задания (А 15 -
А21) надо выбрать один правильный ответ из четырех предложенных. За каждый правильно
выбранный ответ дается 1 балл. За все задание можно получить максимально 7 баллов.
ЦЕЛЬ ЗАДАНИЯ: проверить полное понимание текста на уровне
<§> содержания ( детали, связанные: с фактической информацией, с ответами на вопросы

по ключевым словам — кто, где, когда, как часто, сколько, зачем, с кем и т.д.);
<§> смысла ( детали, связанные с имплицитной, т.е. не явной, а косвенной информацией,
основывающейся на понимании причинно-следственных связей, модальности высказы
ваний, т.е. намерений и отношения автора или других лиц к кому-либо или чему-либо и
т.д.).
СОВЕТЫ ПО ЭФФЕКТИВНОМУ ВЫПОЛНЕНИЮ ЗАДАНИЯ
До чтения текста
1. Заранее ознакомиться с форматом задания и с требованиями по заполнению бланков от

вета для данного задания.
2. Прочитать только вопросы или начала предложений без предложенных вариантов отве
та, чтобы определить примерное содержание текста, а также характер запрашиваемой
информации;
3. Прочитать варианты предлагаемых ответов в тех случаях, когда без них неясна суть за
прашиваемой информации.
1. Выполнять задание последовательно. Помнить, что последовательность тестовых вопро

сов связана с последовательностью развития сюжета текста.
2. С каждым вопросом работать по предлагаемой схеме:
♦ прочитать текстовое задание целиком (начало предложения или вопрос и все вариан
ты ответа);
♦ определить суть запрашиваемой информации, т.е. понять, что лежит в основе за
прашиваемой информации: слово, словосочетание, предложение, абзац и или весь
текст;
♦ найти место, где запрашиваемая информация дается в тексте ;
82
Третье задание (А15-А21)
♦ понять, чем предлагаемые варианты ответов отличаются друг от друга;

♦ отбросить очевидно неверные варианты и определить наиболее вероятный ответ;
♦ доказать, что остальные варианты неверны или что в тексте нет информации, пред
лагаемой в ответах. Для этого стоит обратить особое внимание на различия между
основной идеей и второстепенной информацией в проверяемом фрагменте текста и в
содержании самого вопроса, а также на различия между явно и неявно выраженной
информацией.
3. Если не можете осознанно выбрать ни один из предложенных вариантов, не понимаете
сути вопроса, все равно не оставляйте задание без ответа. Выбирайте ответ интуитивно.
1. Убедиться в правильности выбора ответа в каждом тестовом задании.

2. Зафиксировать результаты выполнения задания на черновике так, чтобы их можно было
легко перенести в бланк ответа.
83
Прочитайте текст и выполните задания А 1 5 -А 2 1 . В каждом задании обведите цифру

1, 2, 3 или 4, соответствующую выбранному вами варианту ответа.
Kimbolton School
I went to school in a large village called Kimbolton in the county of Cambridgeshire. In

recent years I have been reminded of my time there by, strangely enough, the Harry Potter
books by J.K. Rowling.
The first and most obvious reason is that Kimbolton is a castle school; just as Hogwarts is
the castle school for Harry and his friends. Hogwarts is of course filled with ghosts, such as Sir
Nicholas de Mimsy Porpington — better known as Nearly Headless Nick: But Kimbolton also
has a reputation for being haunted and in fact lays claim to a very famous ghost. This is
Katherine of Aragon — the first wife o f Henry VIII. She was sent there in April 1534 after
refusing to accept the legality o f Henry’ s divorce proceedings. When I arrived there as a first
year in September 1971, I was told that her ghost was often seen — but only from the knees
upwards. This, I was told, was because she walked on the original rather than the later modern
floors. I am ashamed to confess that at times we set up “ ghostly” tricks to scare our friends.
These usually involved almost invisible fishing lines being used to “ mysteriously” open and close
cupboards or move chairs.
There are other comparisons to be made however. In Harry Potter’ s Hogwarts School there
are four “ houses” ; Gryfinndor, H ufflepuff, Ravenclaw and the dark house, Slytherin. The four
houses being named after famous headmasters o f Hogwarts’ past. At Kimbolton we also had
four houses named for the same reason. They were called Ingram’s, Bailey’s, Dawson’ s and
Gibbard’ s. As I recall there were no sinister connotations with any house although probably the
Slytherin equivalent was Gibbard’s. At the time Gibbard’ s was the house for “ day boys” who
lived at home and travelled to school each day. The other houses were for the “borders” that
lived in the castle. The dayboys were nicknamed “ day bugs” and the residents were called
“border bugs” . I was a day bug.
There were common rooms and detentions which I suppose all schools still have. But few
schools, like Kimbolton, have narrow, long corridors lined with portraits whose eyes seem to
follow you round! Mind you — none o f our paintings spoke to us as they sometimes do at
Hogwarts! Kimbolton also has a fantastic staircase in the castle and huge murals by the Italian
Rococo painter Pellegrini.
Apart from the castle, ghosts and houses there were other comparisons to Hogwarts. The
teachers (who were called masters) also wore black gowns and addressed us only by our
surnames. W e pupils had to wear suits and ties to school and actually were not allowed to take
our jackets o ff unless the day was exceptionally hot.
But there were some fairly important differences too. Firstly Kimbolton, at the time I was
there, was a school only for boys. It has changed since, but then we had no Hermione Grangers
to fight against evil with. We played football and cricket rather than Quidditch and took ‘O’
Levels rather than OWLS. That is “Ordinary” Level exams rather than “ Ordinary Wizarding
Levels” . But still, looking back on it all, I have to say that I, at least, thought the place was
rather magical.
84
А15 The first similarity between the narrator’ s school and Hogwarts is that both schools are
situated
1) not far from London.
2) in an unusual school building.
3) near a village.
4) far from pupils’ homes.
А16 Students in Kimbolton School believed that
1) Katherine o f Aragon became a ghost as Henry VIII murdered her.

2) the ghost could be scared by moving furniture with a fishing line.
3) the ghost regularly appeared in the castle at midnight.
4) the ghost could be seen partially, if at all.
А17 Kimbolton School had four houses that

1) had the same names as houses at Hogwarts.
2) got their names as in Hogwarts.
3) selected students similarly to Hogwarts.
4) had different reputation as at Hogwarts.
А18 The house the narrator belonged to

1) was the privileged one.
2) had an evil reputation.
3) was similar to other houses.
4) had one particular difference.
А19 The narrator thinks Kimbolton was not like other schools as it had
1) common rooms.
2) a special system of punishments.
3) several houses.
4) a very special kind of decor.
А20 Both teachers and students in the narrator’ s school

1) had to follow a certain dress code.
2) were dressed in school uniform.
3) were addressed by their surnames.
4) could be compared to the ones in Hogwarts.
А21 According to the narrator, Kimbolton was unlike Hogwarts because it

1) used to be a school for boys.
2) had recently become a school for boys.
3) had a different exam system.
4) had a different kind of magic.
85
П рочит айт е т екст и вы полнит е задания А 1 5 - А 2 1 . В каждом задании обведите цифру

1 , 2 , 3 или 4, соот вет ст вующ ую вы бранному вам и вари ант у ответа.
How It Was
Every school holiday we worked on the farm s. Often it was pea picking but we also
harvested runner beans, potatoes, black currents and strawberries — each in their season.
Som etim es we travelled quite a distance to work. The incredible th in g, looking back on it, was
th at our parents never seemed to worry about us. Sure enough there were occasional tales of
terrible accidents or of children being attacked or kidnapped - but no one th ou ght about such
th in g s then.
W e would disappear early, on our bikes, and not return u n til dark. J u st the thought of
lettin g my own kids do the same today gives me kitten s. But back then, th a t’s how it was. All
the harvesting was paid for by the bag or the box. The faster you worked, the more you earned.
In one 5 week season I earned about J 4 0 0 . That was seriously good money in the 1970s —
probably the same as my Dad earned. And we knew how to spend. W e were always treating
ourselves to som ething. B ut usually the aim was to pay for a holiday before school started
again. Of course we often had fam ily holidays when we were younger. B ut we kids also took our
own holidays. U sually it was cam ping but my focus was beach holidays. W ales was my favourite
locations. A gain I still can’t im agine how our parents were brave enough to let us go. I can only
assum e th ey were not worried: That and the fact that as children they had th eir own
adventures. Both my parents were sm all children during the war and were evacuated from
London to be safe from H itler’s bombs. They w ent in the clothes they were wearing plus a sm all
suitcase — sent to unknown (in advance) villages and to the care of strangers. My teenage beach
holidays probably seem ed a stroll in the park to them and they took our sa fety for granted.
Nowadays there seem s to be a clim ate of fear around my generation, concerning the safety
of our children. Has the world really changed so much? May be i t ’s ju st that the m edia makes
us think more about the horrible th in gs th at do happen?
Mind you — there was one close shave when I was a kid. It was on one of our W elsh
cam ping holidays. W e would have been 15 at the tim e. I fell asleep on a floatin g lilo and got
swept out to sea. I was only asleep for second and at fir st was not worried. I began to swim
steadily pushing the lilo back to the beach — but after 10 m inutes, to my horror, I was no
closer to shore. In a panic I jettisoned the lilo so I could swim properly and then swam w ith all
my strength. A fter another 10 m inutes still I made no progress. Then com pletely irrationally I
started w orrying about sharks. I knew th at there are no dangerous sharks there but ju st the
thought paralyzed me. I told m yself not to panic. The sea was really calm and I knew that the
tide had to change at some point. I also knew my friends on the beach would call the coastguard.
The shore seemed m iles away, exhaustion was kicking in and I realized also that I was cold.
Shark fin s began to circle in my im agination. I was in despair. You hear about accidents and
drowning at sea but never im agine that i t ’s going to be you.
My rescue was sharp and sudden. Hands on my w rists and ankles and I was swung into the
boat. I was absolutely fin e when I got back to shore. I am ashamed to say I lied about my age to
prevent my parents finding out about it all.
86
Третье задание(А 15-А21)
А 15 The parents didn’t seem to worry about the narrator and h is/h er friends as
1) farm work was part of a regular school sum m er camp.

2) the farm was not far from where the children lived.
3) there were no obvious cases of child abuse in the region.
4) some parents worked on the same farm .
А 16 The expression “gives me k itten s” in the second paragraph means
1) am uses me.
2) scares me.
3) fascinates me.
4) captivates me.
А 17 The paym ent for the farm work the children got depended on
1) the type o f seasonal harvest.

2) the number of hours spent on the farm .
3) the speed at w hich they moved.
4) the amount of harvested berries or vegetables.
А 18 The children earned m oney m ainly to
1) provide for their independent holidays.

2) afford tasty treats for them selves and friends.
3) help the fam ily budget.
4) buy camping equipm ent.
А 19 The narrator thought his parents’ evacuation
1) helped them to be calm about safety issu es.

2) helped them to deal w ith strangers.
3) was like a stroll in the park.
4) was a source of serious stress.
А 20 The narrator thinks his generation is probably more fearful because
1) they didn’t experience the war.

2) there are more unstable people around.
3) the media deliberately h igh ligh ts aw ful stories.
4) their childhood was too safe and trouble free.
А21 The narrator has additional problems during h is accident in the sea because
1) he w asn’t a good swim m er.

2) the tide was so strong.
3) the thought of sharks terrified him .
4) there was no coast guard around.
87
П рочит айт е т екст и вы полнит е задан ия А 1 5 - А 2 1 . В каждом задании обведите цифру

1 , 2 , 3 или 4, соот вет ст вую щ ую вы бранному вам и вари ан т у ответа.
By Process of Elimination
“Thank you for agreeing to m eet w ith me here” was all he said for the first few m om ents.
H is European accent paused between each word before disappearing into silence. A s for the 11
dancers sat around the lounge, there was a clear atm osphere of resentm ent. R egardless of how
fam ous th is detective m ost undoubtedly was, they all fe lt th is was a m atter for the police But
there were no police on board and the ship captain’s had requested the detective to conduct an
in itial investigation.
“I have to tell you” he continued “that I have discovered who the murderer is and can
fu rth er inform you that the murderer is sat here, am ongst us, in th is room”.
A gain there was silence. It had always been unlikely th at any of the lin er’s other gu ests had
m otive or opportunity. From the start it had always been probable that one of the dancers was a
murderer.
“I have to adm it” he continued “that th is case has been more than usually hard on the little
grey cells” he tapped his head as he always did when referring to his deductive powers. “Every
body in th is room had a reason to kill poor Phoebe” he continued. There was no disagreem ent
around the room. Nobody denied that they had hated Phoebe M iller. One way or another Phoebe
had made life really d ifficu lt for all of them .
The detective began a long and perhaps over detailed summ ary of all the th in gs he had
discovered and soon everybody was quite bored. Some of them began to feel quite sleepy as he
w ent on and on. However th eir attention was caught by the follow ing words.
“Ladies and gentlem en. Apart from Constance M iller, who was not on stage at the tim e, the
rest of the dancers were perform ing on stage at the tim e of the murder. W e therefore know that
10 of you are absolutely innocent. I know th is because there was no trace of poison in the bottle
from which the glass of wine was poured. This means that someone added the poison after the
glass had been poured and that glass was poured ...d u rin g ...th e perform ance.”
He paused enjoying the dram atic effect of his words and continued “By process of
elim ination you m ight assum e that I am about to accuse the sister — Constance M iller”.
“I did not do it ” screamed Constance in stan tly, “I swear I did not do it. I hated her but I am
innocent”.
“I do know, Constance, that you are not g u ilty o f th is crim e” he continued but was drowned
out by all the dancers’ exclam ations of confusion and bewilderm ent. He held up his hand and
continued slow ly but forcefu lly “but I can assure you dear lady that the murderer is in this
room and is seated directly behind you”. There was a gasp as everyone turned to stare at the
middle-aged w aitress sat at the back of the room n ext to the other sta ff. “Probably none of you
know even her name but I have discovered th is. She is not Sally W atkins as she is known to the
crew of th is ship — but Sally M iller — the w ife of George M iller who was the uncle of
Constance and Phoebe. Sally I can assure you had the opportunity to handle that glass but most
of all, as I w ill now dem onstrate to you, she had the m otive: Revenge!”
88
А 15 The eleven dancers were resentful because
1) they had not been allowed to perform for three days.

2) their colleague had been murdered.
3) they would have preferred a police in vestigation.
4) th ey didn’t like the sh ip ’s captain.
A 16 The fam ous detective was conducting the case because
1) they would soon be in Southam pton.

2) four sh ip s’ officers were available to make an arrest.
3) the ship was still at sea.
4) the captain had asked him to.
A 17 No one disagreed when they heard the murderer was in the room because
1) they all had been jealous of Phoebe.

2) all of them had hated Phoebe.
3) the murder m ust have been com m itted by somebody on board.
4) the case had been unusually d ifficu lt to solve.
A 18 Ten of the dancers were proved innocent because
1) they were perform ing at that tim e.

2) the glass of wine was poured during the perform ance.
3) Constance M iller was not on stage at the tim e.
4) there was poison in the bottle.
A 19 Constance screamed out her innocence because she
1) knew she was gu ilty.

2) could prove it.
3) believed the d etective was about to accuse her.
4) hated Phoebe.
A 20 The detective knew Constance was not g u ilty because
1) he had discovered who the real murderer was.

2) of the confusion am ongst the other dancers.
3) she was not on stage when the murder took place.
4) she hated Phoebe.
A 21 Sally M iller killed Phoebe M iller because
1) George was Phoebe’s uncle.

2) her real name was not Sally W atkins.
3) she had the opportunity.
4) she wanted revenge.
89
ТРЕНИРОВОЧНОЕ ЗА ДА Н И Е № 4

Fam ily M eal Tim es

The fam ily meal tim e is one o f the m ost valuable routines to establish in the life of a
fam ily. Research has proved th at children who eat at least one meal a week w ith their fam ilies
ben efit greatly in term s o f social sk ills and acceptance of shared responsibilities. They learn
sim ply and directly through their own experience, the im portance of fam ily interaction and the
value of close friendship, support and loyalty.
In theory and w ith practice, a shared meal can be the settin g for peaceful conversation and
allow each fam ily member the opportunity to talk about h is/h er day, and possibly to discuss any
problems or issu es. S uccessful fam ily meal tim es are prim arily about talking and
com m unication. In the modern age of 24 hour TV, com puter gam es and com puter social
netw orking sites — the fa ct is th at it is often easier to eat alone rather than together.
Furtherm ore, if parents fa il to establish these routines w h ilst th eir children are young it is very
hard to im plem ent them when the kids become teenagers. But it is not im possible. There are
various strategies available for prom oting shared fam ily m eals.
It is of first im portance that every fam ily member should be made to understand the
possible benefits; nam ely th at our lives really can be better in general if we make the effort to
com m unicate more effectiv ely . N ext step - a w eekly meal together can be set as a realistic first
goal. The meal should be quite a ta sty and popular one as an inducem ent to keep the kids away
from com puters and TV sets!
It is im portant that shared m eals should not be the settin g for tryin g to deal w ith fam ily
disputes. There w ill always be argum ents from tim e to tim e — even in the happiest and closest
fam ilies. But these should be kept away from the dinner table if possible. Parents are
encouraged to set the tone by exam ple. L ight hearted banter, stories about the day and a joke or
two can help set the tone. They can also help by being atten tive listeners and appropriate
responders. Successes should be marked by congratulation and bad news supported with
com m iseration. Quieter fam ily members should be encouraged by asking w hat their opinion is on
som ething, rather than about what they did or failed to do. It makes them feel more important
and valued. Som etim es a good start can help a sim ple fam ily meal go on to be a really enjoyable
or even memorable experience.
The n ext stage in building th is routine is to introduce more days. In our experience the best
place to start is Sunday lunch. The second m ight be to establish W ednesday n igh ts as fam ily
meal tim e. Of course flex ib ility and a bit of effo rt are required to set up helpful routines but
the pay back can be im m ense for a fam ily.
D innertim e fam ily routines, especially if established early on, have all kinds of other
potential ben efits. For exam ple children can be encouraged to prepare one course (possibly on an
agreed rota): They m ight even be encouraged to com pete to produce maybe an exceptional soup
or a truly sensational desert! This can be good fun.
Once established, fam ily meal routines are also great for developing good table manners and
“work” habits. Children can learn to set the table, help w ith clearing up and generally build good
patterns of co-operation w ith their parents, friends and the people they meet w ith in daily life.
90
А15 W e know that children who eat w ith their parents b enefit because
1) they have greater intelligence.

2) of the results of research.
3) they learn through experience.
4) they develop friendship and loyalty.
А16 E stablishing a routine fam ily meal is
1) im possible because of com puter gam es, TV, etc..

2) possible provided it begins when the children are young.
3) im possible as it is easier to eat alone rather than together.
4) possible w ith a strategic approach.
А17 The m ost im portant th in g in creating a new routine is to
1) achieve the first goal of one shared meal per week.

2) make sure everyone understands the b enefits.
3) tem pt everyone w ith a popular meal.
4) keep the kids away from com puters and TV sets.
А18 Shared fam ily meals should
1) accept that even happy fam ilies som etim es argue.

2) involve tellin g lots of jokes.
3) be th e settin g for tryin g to deal w ith fam ily disputes.
4) never be used to deal w ith fam ily disputes.
А19 Quiet fam ily members should be encouraged by
1) asking their opinions.

2) in v itin g them to discuss problems.
3) asking w hat they have done.
4) congratulating them from tim e to tim e.
А20 The next stage in building a meal sharing routine is to
1) introduce more days.

2) add W ednesday n igh t to the schedule.
3) introduce cookery com petitions.
4) be more flexib le and try harder.
А21 Once established, fam ily m eals also help
1) get the table cleared after a meal.

2) fam ilies to stick together.
3) develop good table manners and “work” habits.
4) to make the children more independent.
91

A New Train Service

The 76-m ile journey between K ettering and London m ight take the average m otorist one
hour and 48 m inutes if the roads were averagely busy. A fit cyclist should manage the journey
in about 6 hours. On foot, joggin g along at around 6m ph, it m ight be a 13 hour journey. But in
the age of super fa st trains and rampant technological progress, how long do you im agine the
train journey m ight take?
Incredibly, the answer is 18 hours! This is not a one-off com m uter’s nightm are journey
beset by bad weather and broken trains. This is was the advertised service for the May Bank
holiday weekend: A n 18 hour journey provided there was no bad w eather to spoil the tim ing.
It is all because of engineering works being carried out from Saturday 23 May. East
Midlands Trains, which operates services between K ettering and London, is advertising a
“service” which w ill involve the passenger in an epic 18-hour odyssey, requiring them to execute
seven changes and endure fiv e bus replacem ent services as they are taken on a 295-m ile m ystery
tour. Those braving the journey w ill travel via Derby, B lythe Bridge, Crewe, Stafford and
R ugby - virtu ally a tour of m iddle England. To cap it all the com m itted travelers w ill have the
«pleasure» o f a six-hour w ait overnight in th at 8th W onder of the W orld — M ilton Keynes Bus
Station! A fter th is «treat» they can board the fin al connection, and barring delays arrive in
London in tim e for breakfast after an 18 hour journey.
The price of th is trip, considering its extraordinary duration, seem s suddenly quite
reasonable when calculated at an hourly rate, beginning at J 4 0 .5 0 or a little over J2 per hour.
B ut given that one can fly to A ustralia in the sam e am ount of tim e seem to give the journey a
poor efficien cy rating. The journey is among a number of alternatives currently being advertised
on the N ational Rail Enquiries w ebsite and on its telephone service.
The K ettering Rail U sers’ Group spokesm an said: “Engineering work m ust be carried out
but u nfortunately w hat seem s to be happening more is that train providers are more concerned
to look after their own arrangem ents rather than those of th eir custom ers.” One rail user,
Danny Coles, 34, of K ettering, said: “This is com pletely crazy: W ould they honestly expect
people to stay overnight at a bus stop?”
A spokeswoman for East Midlands Trains said th at travel on this particular itinerary was
not especially recommended by the company but it was an option. She stated that in reality
there were a number of alternative routes for travel to London th at weekend which could get
you to the capital in less than three hours. She added th at a new tim etable offerin g the “full
range” of options was expected to be uploaded by the end of next week.
In the m ost recent N ational Passenger Survey, East Midlands Trains scored a satisfaction
rating of 81 per cent. W h ilst details of how th is survey was conducted are not to hand, it still
seem s a prom ising vote of confidence in the train company. Passenger groups also agreed the
company was m eeting its com m itm ents to its custom ers by offerin g other travel arrangem ents.
Mr A shw in Kumar, Passenger Focus director, said: “Passengers understand that engineering
works need to happen to ensure a reliable and safe railw ay.”
Probably it could only happen in Britain: The m other country of national rail travel and the
supporter o f “services” th at no other country in the world would ever accept.
92
А15 The average car journey from K ettering to London is
1) more than 17 hours.

2) 6 hours.
3) less than two hours.
4) between 12 and 14 hours.
А16 The Bank holiday service was 18 hours
1) unless there were engineering works.

2) regardless o f engineering work or w eather.
3) if the w eather was very bad.
4) unless a train broke down.
А17 The w orst th in g about the 18 hour journey was
1) having to change train 7 tim es.

2) the detour around m iddle England.
3) v isitin g M ilton Keynes.
4) spending the night in a bus station.
А18 The price o f the journey was quite reasonable when
1) measured as an hourly rate.

2) compared to fly in g to A ustralia.
3) efficien cy was taken into account.
4) compared to other journeys.
А19 A ccording to rail users the real problem was
1) the K ettering Rail Users' Group.

2) that no one wanted to spend a n igh t in a bus station.
3) that train providers placed th eir needs above travelers.
4) that engineering works are som etim es necessary.
А20 The train company believed there was no real problem because
1) the new tim e table was not yet uploaded.

2) there were plenty of convenient alternative services.
3) they recommended the new service.
4) the price was so reasonable.
А21 In the Passenger Survey, the train company
1) showed th at passengers approved of engineering work.

2) proved that other travel arrangem ents were unnecessary.
3) scored a satisfaction rating of 81% .
4) m et its com m itm ents to custom ers.
93

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Letter Collecting
I have become a collector of letters. I collect two types: letters that are (to me at least)
h istorically in teresting and letters from or to fam ous people. I began shortly after a day in
w hich I received alm ost 200 em ails. The m essages — for that is what they were, certainly not
letters — were m ostly very short. I was easily able to reply, save or delete all of them in one
sittin g . It struck me that particular day that the whole procedure was vaguely m iraculous. But
it is a miracle that comes w ith a big price tag. W ith the invention of em ail we have gained so
much and lost so m uch when the great age of letter w ritin g ended.
So w hat did we lose? The textu re and colours of paper, the fading inks, the uniqueness of a
signature, the anticipation of envelopes covered w ith jew elled stam ps — fa llin g so ftly though a
letter box. W hat did we gain? Click, send, delete and low cost com m unication w ith unim aginable
speed! But som etim es I think the loss is greater. W hat we lost m ost of all was time: tim e for
thinking and com posing, tim e for choosing an exact word to convey an em otion, tim e and space
to craft and create unique objects.
I bought my first letters on an internet auction two days later. That was two years ago.
Now I have 100 letters in my collection which I keep in beautiful folders to protect them . To
begin w ith I w ent for quantity rather than quality. You need to buy from the right people to
avoid fakes and forgeries. I generally buy on the in ternet - but from trusted com panies. W hat
surprises many people (who are not collectors) is that some letters from fam ous names and even
from royalty can be bought for a low price. If there are plenty for sale in the auctions the price
w ill be quite low and vice versa if the letters are rare. For exam ple, I have signed cards from 3
out of 4 members of the B eatles, but I could not afford a letter from their manager Brian
Epstein. Epstein died young and letters from him are quite rare.
In my collection I have singers, artists, film stars and even a fam ous gangster! Most of
these I paid ju st £30 - £80 each for. I also have letters th at are in terestin g in term s of social
history. I have a letter from a coal mine owner com plaining about strikers and others from
governesses, policem an, gentlem en, farm ers etc. taking about daily life over 100 years ago.
I like them because they are old, and sm udged and alive w ith history! B est of all, they somehow
connect me to the past.
R ecently however I have been paying more for each letter. The strategy has changed to aim
for quality rather than quantity. For exam ple I now own a letter from W inston Churchill. I also
have a letter from Charles Dickens th at he w rote in 1844 w hilst he was v isitin g A m erica. I am
spending more money of course and several of my best letters cost between J 3 5 0 and J 4 5 0 . But
the way I look at it is to see them as an investm ent. If I buy good quality letters, insure them
and look after them w ell — then there is a chance that they w ill go up in value. It is a risk of
course but if I have an urgent need of m oney 10 or 20 years from now, I m ight be able to sell
them for a good profit. In th is sense it is a bit like in v estin g in a company. But at least I get to
really enjoy and appreciate my collection rather than owning shares in some business in which I
have no em otional in terest.
94
А15 The w riter became a collector o f letters because
1) em ails are so cheap.

2) the age of letter w ritin g was over.
3) he was interested in fam ous people.
4) he could answer 200 em ails a day.
А16 The narrator th ou ght the greatest loss from letter w ritin g was the
1) envelopes and postage stam ps.

2) textu re of paper and fading inks.
3) tim e for com position.
4) unique signatures.
А17 A s a new collector the priority was to buy
1) a lot o f letters.
2) only letters o f high quality.
3) on the internet.
4) fam ous name or royal letters.
А18 The narrator does not own a Brian E pstein letter because
1) he was not interested in the B eatles’ m anager.

2) they are so expensive.
3) he owned signed cards from all four B eatles.
4) Epstein died quite young.
А19 The narrator especially likes letters from ordinary people because
1) their lives were more im portant to him .

2) their lives were more in teresting.
3) the letters were so old.
4) he feels they connect him to history.
А20 H is more recent buying strategy is to buy
1) few er, higher quality letters.

2) m ostly p olitician s’ and w riters’ letters.
3) nothing for less than £350.
4) letters in greater numbers.
А21 The narrator likes collecting as an investm ent because
1) the value of rare letters w ill increase over tim e.

2) normal in vestm ents cannot guarantee a profit.
3) he finds an em otional in terest in expensive letters.
4) he can enjoy his investm ent.
95
Тренировочные задания к ЕГЭ, Раздел «Чтение»
П рочит айт е т екст и вы полнит е задан ия А 1 5 - А 2 1 . В каждом задании обведите цифру \

1, 2, 3 или 4, соот вет ст вующ ую вы бранному вам и вари ант у ответа.
Keeping busy
The public school in town served a number of purposes. Education, of course, was one. It
offered a curriculum in general education, manual education, and preparatory education for
college. Its m usic and sports programs provided entertainm ent to the school and its patrons.
A nd the school served as an agency of social cohesion, bringing the com m unity together in a
common effort in which everyone took pride.
The sports program was the center of gravity of extra-curricular activ ities. The school
fielded junior and senior varsity team s in football, basketball and track. A ny young man with
enough coordination to walk and chew gum at 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, hom ecom ing
a ctivities, parades and floats, a hom ecom ing queen and maids of honor, and a sports banquet. It
also mobilized parents to support the a ctiv ities w ith tim e and money.
There were any number of clubs a student m igh t join. Some were related to academ ics, like
the Latin Club, the Spanish Club, and the Science Club. Others brought together students
interested in a profession, like the Future Farmers o f Am erica, the Future Homemakers of
Am erica, the Future Teachers of A m erica, and the Pre-Med Club. S till others were focused on
service. The Intra-Mural Council, made up of girls (who had been neglected in the regular sports
program), organized tournam ents in a variety of sports for girls. The Library Club worked to
im prove library holdings and equipm ent. The Pep Club organized hom ecom ing a ctiv ities, parades
and athletic banquets.
The Student Council, including representatives from each class, was elected by the student
body after a heated political cam paign w ith banners and speeches. It represented student
in terests to the adm inistration and the school board. It approved student clubs that were
form ed, helped resolve discipline problems, and played a role in settin g codes of conduct and
dress. For the m ost part, it was a docile body that approved the policies of the adm inistration.
The Journalism Club published a m onthly newspaper of school news and opinion. It was
financed by sellin g ads to business men in the com m unity. A nother group planned and published
the school Yearbook, which was a pictorial record of the student body, the year’s activities,
sports, and achievem ents. The Yearbook sta ff sponsored a beauty contest, pictured outstanding
students selected by the facu lty, and a W h o’s W ho of popular and talented students selected by
the student body.
Churches in tow n, of which there were m any, sponsored their own activ ities for youth; and
the com m unity sponsored a recreation center, called Teen Town, for chaperoned Saturday night
dances each week. Community and school leaders seem ed determ ined to keep the youth of the
town busy and out of trouble. In a sm all Southern town in the Bible B elt where very few
students had access to a car, which had been voted dry and in which no alcohol was sold, they
succeeded m arvelously well.
96
А15 The first paragraph im plies that the public school
1) was more than ju st an educational in stitu tio n .

2) offered the best educational curriculum .
3) had developed close ties w ith a college.
4) preferred students talented in sports and m usic.
А16 W hich of the follow ing is true about the school’s sports programme?
1) A bility to chew gum w hile w alking was required of all participants.

2) The sportsm en were supposed to join the school band.
3) It was run on the m oney collected from parents.
4) It played the m ost im portant role outside the curriculum .
А17 The word ‘oth ers’, in paragraph 3, refers to...
1) academics.
2) school clubs.
3) students.
4) professionals.
А18 W hich of the follow ing is NOT the function o f the Student Council?
1) R epresentation of stu d en ts’ in terests.

2) H elping adm inistration in discipline issu es.
3) Form ation o f school clubs.
4) Participation in conduct code settin g.
А19 The money for the advertisem ents from local businessm en was used to pay for
1) the Journalism Club.

2) the publication of a m onthly newspaper.
3) the publication of the school Yearbook.
4) financing the beauty contest.
А20 Saturday n igh t dances were sponsored by
1) the recreation center.

2) churches.
3) the school.
4) the com m unity.
А21 W ho does the title ‘K eeping B u sy ’ refer to?
1) young people
2) school council
3) town churches
4) com m unity
97

Lucky Break
For the first ten years o f my life my father was in the RAF (Royal A ir Force). This meant
th at he was frequently posted to d ifferen t air bases around the UK and I, as frequently, changed
schools. One year we moved no few er than three tim es and each tim e I tried, in vain, to settle
and make friends. For a young child th is frequency o f change can only have a detrim ental effect
and I still have school reports statin g that I was “lazy” and a “dreamer”.
W hen I reached ten, my worried parents decided I needed a personal tutor. She turned out
to be a kindly and patient old lady who presented me w ith a large, black book of tests. She made
me com plete it as a home task and I scored about 20 out of 100. A t out n ext m eeting, on a
Saturday m orning, she w ent through it w ith me item by item , u n til I com pletely understood
each task. She then made me retake the test and of course I got alm ost every question correct.
Then we again moved house!
In our new town I took and failed th e 11 plus exam (my excuse was th at I was still only
ten!) and my prospects looked dim. I was destined to go to the local com prehensive which had a
reputation 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 — apart from every year they gave 2 free places to the
h igh est perform ing local boys (it was a boys only school) in their entrance exam.
My crazy parents decided I should enter the exam . I had as much chance of succeeding as
going to the moon - or so I thought. B ut when I sat down to take the test, a rather fam iliar
black book of 100 tests was placed on the desk!
I did the test and kept quiet and the next term , as a terror struck 11 year old in an il
fittin g su it, I arrived for my first day at “the castle”.
Clearly I was going to have problems in th is new, in ten sely academic environm ent and I did.
There were 31 boys in my class and in every subject, despite my best effo rts, I fin ish ed in the
bottom 5 in every test, exam and report.
W e were then stream ed into “se ts” for each subject and I ended up being taught w ith boys
closer to my own ability. I worked really hard and at the end of m y third year there, I won my
first form prize. I was top of the bottom class! B ut I was really m otivated and in tim e got
“prom oted” to higher “se ts”. I worked really hard and won prizes every year u n til I le ft after A
Levels. My grades were all A ’s — the h igh est you can get — and I was offered a place to study
at a prestigious u n iversity.
So when a certain old Lady presented me w ith a large black book fu ll of tests, you could say
it was my lucky break. A lthough I would argue that if you work really hard and keep your w its
about you — then you begin to make your own luck.
98
А15 Because o f the fa th er’s job the boy had to
1) v isit UK air bases.

2) often change schools.
3) change home three tim es a year.
4) behave as a dreamer.
А16 W ith his personal tutor the boy
1) read a big book.

2) did test item s.
3) answered her questions.
4) learned how understand the tasks.
А17 Failing the 11 plus exam m eant that the boy
1) had to w ait another year to retry.

2) was to enter a com prehensive.
3) was to study w ith rich kids.
4) became a h igh est perform ing local boy.
А18 W hat helped the boy to enter the public school?
1) fam iliarity w ith the tests

2) his parents
3) his knowledge
4) keeping quiet
А19 In all the school subjects the boy
1) dem onstrated his academic g ifts.

2) managed to solve any problems.
3) was the best in effo rts made.
4) was worse than tw enty of his classm ates.
А20 By the end of the school the boy
1) was awarded his fir st form prize.

2) was among the best school students.
3) had to work harder and harder.
4) still couldn’t get the high grades.
А21 A ccording to the boy the ‘Lucky Break’ refers to
1) m oving to a right place.

2) entering a good school.
3) g ettin g a big test book.
4) m eeting the lady tutor.
99

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A lesson with the Master

Joseph K necht m ust have been tw elve or thirteen years old at the tim e. For quite a while he
had been a scholarship pupil in the Latin school of B erolfingen. H is teachers at the school, and
especially his m usic teacher, had already recommended him two or three tim es to the highest
Board for adm ission into the elite sch o o ls....H is m usic teacher, from whom he was learning
violin and the lu te, told him that the M usic M aster would shortly be com ing to Berolfingen to
inspect m usic instruction at the school. Therefore Joseph m ust practice like a good boy and not
embarrass his teacher.
“W hat would you like to play?” — the M aster asked. The boy could not say a word.
H esitantly, he picked up his exercise book and held it out to the Master. “N o ,” the M aster said,
“I w ant you to play from memory and not an exercise, som ething easy th at you know by h eart.”
K necht was confused and unable to answer. The Master did not in sist. W ith one fin ger, he
struck the first notes of a m elody, and looked questioningly at the boy. Joseph nodded and at
once played the melody w ith pleasure.
Once more, the M aster said. K necht repeated the m elody, and the old man now played a
second voice to go w ith it. Once more. K necht played, and the Master played the second part,
and a third part also. Once more. And the M aster played three voices along w ith the
m elody....The boy and the old man ceased to think of anything else; they surrendered them selves
to the lovely, congenial lines and figu rations they form ed as their parts crisscrossed. Caught in
the network their m usic was creating, they swayed gen tly along w ith it, obeying an unseen
conductor...
“Do you happen to know w hat a fugue is? ” — the Master now asked. K necht looked
dubious. “Very w ell,” the M aster said, “then I’ll show you. Y ou’ll grasp it quicker if we make a
fu gu e ourselves. Now the first th in g you need in a fu gu e is a them e, and we don t have to look
far for the them e. W e’ll take it from our song”. He played a brief phrase, a fragm ent of the
son g’s melody. He played the them e once more, and th is tim e he w ent to the fir st 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 w ith the second. The exposition concluded w ith a
cadence in the key of the dom inant.
The boy looked at the player’s clever w hite fin g e r s....H is ear drank in the fugue; it seemed
to him th at he was hearing m usic for the first tim e in his life. Behind the m usic 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 h im self, and vowed to serve th at world. In those few m inutes
he saw him self and his life, saw the whole cosmos guided, ordered, and interpreted by the spirit
of m u sic__
He had experienced his vocation, which may surely be spoken of as a sacram ent. The ideal
world had suddenly taken on visible lineam ents for him . Its gates had opened in v itin g ly ....A n d
through th is venerable m essenger — the Music M aster—an adm onition and a call had come from
th at world even to him , the in sign ifican t Latin school pupil.
100
А15 School th at Joseph K necht studied at was
1) a private school w ith grant-m aintenance.

2) an elite church m usic school.
3) a specialized school for poor kids.
4) a secondary state school.
А16 Joseph K necht was
1) an average student w ith a social scholarship.

2) particularly good at playing violin and lute.
3) a bright m usic student, m ainly keen on arts.
4) academ ically advanced in all the subjects.
А17 Joseph could not do w hat the M aster fir st asked him to do as he was
1) not able to play m usic from memory.

2) not articulate enough to answer the question.
3) too nervous, aware of his responsibility for the class.
4) too self-conscious, uncertain in his technical skills.
А18 The M aster started playing the m elody w ith th e boy because he wanted to
1) check the boy’s ability for im provisation.

2) dem onstrate h is technical superiority.
3) show him the correct way to play it.
4) warm the boy up and reduce his tension.
А19 E xplaining to K necht w hat a fu gu e w as, the Master
1) spontaneously created the needed piece on a well-known sim ple melody.

2) im provised a fu gu e on the m elody of the exercise they have ju st played.
3) created a fu gu e, in v itin g the boy to participate in the im provisation.
4) played a well known fu gu e of Bach, based on the melody of the song.
А20 The world of Mind that Joseph suddenly discovered for h im self and vowed to serve was
the world
1) where m usic alone reigned supreme.
2) of sacred service and self - sacrifice.
3) created by im provisation and free w ill of a M aster.
4) based on the interdependence of regularities and freedom s.
А21 The short lesson w ith the M aster helped the boy to
1) understand his strong points and w eaknesses.

2) widen his academic horizons.
3) mature and g et ready for a real life.
4) choose a profession.
101
ТРЕНИРОВОЧНОЕ ЗАДАН И Е № 10

Book R eview
There can be few countries (if any) that achieved as much as the Soviet U nion did in
relation to scien tific discovery. W hether the advances were driven by a need to prove the
superiority o f comm unism or were sim ply by-products of the defence industry during the cold
war has been much debated. But of im m ense value to stud en ts of political econom y and even
greater value to those interested in the h istory and developm ent of science is Loren Graham’s
book “Science in R u ssia an d the S o viet U nion” priced £21.99 and published by Cambridge
U n iversity Press.
A n expert on the history of science in R ussia, Graham has w ritten several books which are
all easily accessible and readable. But “Science in R u ssia and the S o viet U nion” is the real
m asterpiece for many readers. It is a splendid work, a breathtaking syn th esis th at is stim ulating
to both — the academic and the ordinary reader. It fascinates w ith every page and is genuinely
a pleasure to read.
Professor Graham explains why science developed so w ell in the Soviet state, bringing to his
task not only im m ense learning but a solid appreciation of the powerful social and political
factors th at shaped the R ussian scien tific com m unity. However, w hile Graham’s book gives
particular attention to the Soviet period, it in fact acts as an encyclopaedia of R u ssia’s
contribution to world science throughout the ages. A ll the great names are there — from
Lomonosov and Peter the Great to Korolyov: but there are also som e names recorded (either of
R ussians or scien tists w orking in R ussia) w hich perhaps not everybody w ill have heard of.
For exam ple we can read about the contribution o f Leonhard Euler (1 7 0 7 -8 3 ) a Swiss
scien tist who spent much of his career at the Academ y in St. Petersburg. He is revered by both
the Sw iss and the R ussians for the m athem atical discoveries he made w hile working there. Then
there were Daniel and N icolaus B ernouilli, Dutch brothers and m athem aticians, who spent a
portion of their professional career at the Academ y in St. Petersburg and would inspire R ussian
scholars for decades. They are noted for their developm ent of an economic principle known as
the St. Petersburg Paradox.
Graham also tells us about Sofia K ovalevskaya (1 8 5 0 -9 1 ) who was the first major R ussian
fem ale m athem atician: part of a generation o f women b en efitin g from the reform s of A lexander
II and the opportunity to obtain a higher education, she was also the first woman to be
appointed a fu ll professorship in Europe.
Graham’s history takes us through to the 1980s, by which tim e the R ussian scien tific
establishm ent had become the largest in the world. It is a remarkable h istory and one that
shaped not only R ussia but played a huge part in the m aking of the modern, technological age.
But it is a little known h istory and one w hich for many years was shrouded in secrecy because
of the political requirem ents of those tim es. But now the story has been told and “Science and
Philosophy in the S o viet U nion”, has been nom inated for the N ational Book Award for history.
Graham is P rofessor of the H istory of Science at the M assachusetts In stitu te o f Technology and
V isitin g Professor of the H istory of Science at Harvard U niversity.
102
А15 In the fir st paragraph the author claim s that the Soviet Union
1) proved the advantages of com m unism .

2) was the world leader in science.
3) practically won the cold war.
4) had the b iggest defense industry.
А16 The reviewed book is supposed to be m ost valuable to the people interested in
1) econom ics.
2) politics.
3) h istory of science.
4) developm ental issu es.
А17 A n im portant feature o f Loren Graham’s books according to the review er is their
1) accessibility.
2) academism.
3) ordinariness.
4) entertaining character.
А18 “W hich” in the last sentence of paragraph 3 refers to...
1) Loren Graham’s books.

2) political factors.
3) the achievem ents o f R ussian scien tists.
4) the names of R ussian scien tists.
А19 The St. Petersburg Paradox is related to the work of
1) Leonhard Euler.
2) B ernouilli brothers.
3) Graham.
4) Sofia Kovalevskaya.
А20 Sofia K ovalevskaya’s achievem ents became possible due to the
1) European professorship.
2) A lexander II reform s.
3) women liberation m ovem ent.
4) com pulsory higher education.
А21 A ccording to the review er the h istory of the Soviet science was little known because
1) it was done in secrecy.

2) it was not a part of modern technology.
3) of certain political requirem ents.
4) of lack of publications.
103

1, 2 , 3 или 4, соот вет ст вующ ую вы бранному вам и вари ант у ответа.
Russky Dom
The Science Museum in Vancouver has had many different names over the years. Its present
form however dates back to the 1986 W orld Fair (Expo 86). That year the them e for the W orld
Fair was “Transport” and a special, m odernistic exhibition space and dome was built as the
centre piece. Called a geodesic dome; its sty le was influenced by the great Am erican architect —
R ichard Buckm inster Fuller. A fter the Fair closed, the people of Vancouver (private individuals,
businesses, governm ent o ffices) began a m assive fund raising project to save the Dome and make
it home to the c ity ’s science m useum . Two years later, $ 1 9 m illion dollars had been raised and
the first stages of construction com pleted. In the first 12 weeks alone 3 1 0 ,0 0 0 v isito rs came to
v isit w hat was then called “Science W orld”.
Since th at tim e the m useum ’s name changed a few tim es. The alum inium company, Alcan
Inc, acted as sponsor so that one of the buildings would be named after them . Then Telus, the
Canadian telecom m unications giant donated $ 9 m illion dollars and the venue became “The Telus
W orld of Science”: However, the new name proved alm ost universally unpopular among the
people of Vancouver.
But during the 2010 Vancouver W inter Olympics, the m useum was once again transform ed
and for a short w hile became — the R ussky Dom! This involved two weeks o f spectacular events
in February 2010. Every day the people of Vancouver and international v isito rs to the W inter
Games were treated to R ussian folk songs, dancers and m usic sessions. R ussian athletes came in
to meet the public and sign autographs. There were quizzes and comedy shows and an
opportunity for the world to get a taste o f w hat they m ight expect when the W inter Games
come to Sochi in 2014. The centre piece was a huge electronic clock counting down the days,
hours, m inutes and seconds u n til the start of the Sochi gam es.
Today the m useum is still very much in business attracting huge numbers o f v isito rs. A
$ 3 5 m illion dollar developm ent program was recently announced. There are thousands of
b rilliant exhibits that teach children and adults all about the world. Many are “hands-on” so
th at people can perform sim ple experim ents them selves. There is a fabulous and entertaining
educational program. You can even go to the link for a taster!
If you plan to v is it the m useum there are a few exhibits you sim ply m ust not m iss — “Our
W orld” in particular. It is about sustainable electricity. There are kinetic w heels, wind tunnels
and solar panels. You are even given the chance to generate electricity u sin g your own hands.
The largest and b rightest gallery in the m useum is called “Eureka”. Here you can explore and
learn about w ater, air, lig h t, sound and m otion.
You can go in to “Contraption Corner”, check out an “inventor box” and construct one of
several w hirling, buzzing and spinning gadgets. You also get to try and fin d solutions to
practical (and in som e cases not so practical) problems — such as how to lift a hippopotamus!
But the wrangle over the name continues. Some people in sist it is called “Telus W orld of
Science” and others say it is called “Science W orld”. But there are more than a few citizen s of
Vancouver who still remember a great party in February 2010. For them — the name R ussky
Dom is the one they prefer to use!
104
А15 The “Science W orld” originally was
1) a geodesic sig h t.
2) a part of W orld Fair.
3) Richard Buckm inster F uller’s home.
4) transport exhibition.
А16 The Museum changed its name due to the
1) w ill o f people of Vancouver.

2) popularity of local companies.
3) developm ent of telecom m unications.
4) w ish o f the main sponsor.
1А17 W hich of the follow ing is NOT TRUE about the R ussky Dom?
1) A thletes m et public there.

2) R ussian m usicians perform ed there.
3) It was decided there to set the n ext 2014 Olympics in Sochi.
4) The clock there showed the tim e rem aining till Sochi Olympiad.
А18 “H ands-on” in paragraph 4 refers to...
1) exhibits.
2) visitors.
3) experim ents.
4) educational programs.
А19 The tex t particularly recommends to
1) v isit electricity exhibits.

2) generate electricity w ith one’s hands.
3) pay attention to solar panels.
4) enjoy a walk in a “Eureka” gallery.
А20 In the “Contraption Corner” one can
1) try to lift a hippo.

2) solve any practical problem.
3) see all fam iliar gadgets.
4) try oneself as an inventor.
А21 W hich of the follow ing o fficia lly won the name com petition?
1) Telus W orld of Science.

2) Science W orld.
3) R ussky Dom.
4) None.
105

Five Y ears
Five years already. Today was his fifth “birthday” though he very much doubted anyone
would remember. There would be no cake, no w atch and no letter o f appreciation. And for him it
was a record! He had not managed to su rvive fiv e years in any other job: fiv e years in the
insurance industry, fiv e years on the train — back and forth between Haywards H eath and
London, fiv e years of urban....existence.
Stalin had fiv e year plans — he m used. It is a good unit of tim e for planning — possibly
10% o f a long w orking life? Before he started w ritin g insurance — did he have a plan even? He
w asn ’t sure. Five years ago he was still in his “early” tw enties — a mere youth! He sm iled at the
foolishness o f his own thought. S till — at the end of the year a fter n ext he would be 30. Is that
when middle age begins?
7.15am . It was already sunny and warm as he stepped o ff the bus and made his way into the
station. “I t ’s going to be h ot” said the man who always caught the sam e train as him . They
always w aited at the exact same spot h alf way along the platform — for 5 years. They didn’t
even know each oth er’s nam es.
Som etim e later he stared out of the window. He always did on th is section of the journey as
the train passed through some gorgeous E nglish countryside — south of Gatwick A irport. There
were meadows, proper trees (oaks he im agined) and his favourite place was when they passed —
a m ysterious pond, ringed w ith w ater lilies.
A fterw ards he reflected that it was the m oment the train passed th is lake th at fiv e years
came to an end. H alf an hour later as he crossed V ictoria Station to catch the tube — the
thou ght had really taken hold. D uring the day he struggled to concentrate on h is work and the
supervisor asked him if there was a problem. He didn’t answer.
But th at afternoon he handwrote a letter of resignation — it was all a bit sad. In fiv e years
he never made any real friends there. They were friendly but it was like they ceased to exist
after office hours: They sim ply re-m aterialized, like in a science fiction film , the follow ing
m orning. This was urban life, urban routine...and it was slow ly k illin g him .
On a practical note he was not married or in any way tied down. H e’d been w ith Tina
(co-incidentally also for fiv e years) but the relationship ended peacefully, w ithout rancour. H e’d
been sin gle over a year now.
He decided to keep his house and rent it out v ia an agency. The house would still be there
when he came back, if he came back — because now there was no new fiv e year plan; ju st an
urgent need to get away — a need for a sim pler life, surrounded by people who were real. He
also wanted trees and if he could fin d one, a beautiful pond nearby.
He knew exactly where he was going: 11,682 miles to New Zealand. He would start by helping
out at his brother’s farm and vineyard. Two old school friends also lived there and had also offered
to help him get started. H e’d visited them before. They lived in small towns — real communities.
He was a bit sad to be leaving England. It was not a five year plan — simply an urgent need to start
being truly alive and to leave the dead routines of the urban landscape well and truly behind.
10 6
А15 The 5th birthday in the first paragraph refers to 5 years of the sto ry ’s hero as
1) a regular com m uter.

2) a person w ith a challenging job.
3) a person having a d ifferen t lifesty le.
4) a founder of insurance industry.
А16 How old is the sto ry ’s hero (“he”)?
1) In his early tw enties.

2) In his m id-tw enties.
3) A bout 30.
4) Much more than 30.
А17 “H is” favourite place on the way to London is
1) a pond.
2) Gatwick airport.
3) a meadow.
4) the spot w ith old oaks.
А18 That afternoon “he” decided to
1) make friends w ith h is colleagues.

2) quit th is job.
3) ignore his supervisor.
4) leave Tina.
А19 “He” felt the urgent necessity to
1) keep his house at last.

2) to find the pond he liked.
3) to move from the city life.
4) to plan his life d ifferen tly.
А20 “He” was going to New Zealand because
1) it was very far from England.

2) his brother and school friends asked him for help.
3) he had already been there before.
4) he knew w hat h e’d do there.
А21 “It” in the last sentence refers to
1) his decision to go to New Zealand.

2) his sadness of leaving England.
3) routine of urban life.
4) plan for his future.
10 7

Crash Landing
A t that tim e the people of Britain would have been shocked to know th at women were fly in g
their m ost fam ous war plane. But the fact is that the ATA (Air Transport A uxiliary) had over
100 women pilots who delivered more than 3 0 0 ,0 0 0 air craft during the war. W e had to fly the
Spitfires from the factories and deliver them to airfields dotted around the south of England.
Norm ally we would be fly in g in daylight w ith good v isib ility conditions. That is why we were
never given instrum ent training as our instructors told us that w ith all the restrictions of war
tim e, there was no tim e or money to spare for th is luxury.
Occasionally we had to fly other aircraft — w ithout any kind of additional training at all.
Probably some high ranking, non-flying m ilitary o fficia l som ewhere said that all aircraft were
exactly the same to fly . W ell — I can assure you that this is not true. W ith unfam iliar aircraft
we had ten m inutes to read an in stru ction booklet called the “Ferry P ilot N otes”: And that was
it. W e had to climb in , fire up, taxi and then take o ff in com pletely unknown fly in g m achines.
That particular day, the day I came so close to death, was my tw enty first birthday. I had
no cake or candles th at day and my two friends and m yself shared some chocolate— the only
luxury available in those days. W e drank apple juice, and ate apples and cheese. W e entertained
ourselves w ith silly stories. But at one solem n m oment we also made a toast to absent friends
and remembered the girls who had died delivering aircraft.
In the m orning we were driven to the factory and my w orst fears were realised. Instead of a
lovely new and fam iliar Spitfire I had a bulky Torpedo bomber. W e all hated these as several
had crashed w ithout any clear reason w hy. I was able to take the Ferry P ilot N otes into the
canteen and studied them over breakfast. I had a very uneasy feelin g in my stom ach which had
n othing to do w ith the breakfast I was consum ing. I had birthday kisses from the other girls but
it only made me feel worse.
A t about 1 1 1 was given my flig h t plan and it was tim e to go. I looked at the sky. There was
a strange quality to the lig h t that I didn’t like and I was worried. W ith no instrum ent training,
fog or m ist made fly in g incredibly dangerous and absolutely terrifyin g. W ith a heavy heart I
fired up the engine.
W ithin 20 m inutes I was approaching the river Forth. But I couldn’t see the river as clouds
thickened up around me. I took the aircraft lower and lower looking for a glim pse of the ground.
A t one point I was sure that I was virtually at ground level but I couldn’t see a thing. It was too
dangerous to continue. I could hear my heart beating even over the roar of the engine.
W hen it happened — it happened really quickly. The plane h it water. I didn’t see anything.
I was thrown against my straps — and then a flood of cold seawater in my eyes and m outh. I
was a m ile out to sea!
I was certain I was going to die. Funnily en o u g h - I was perfectly calm. I even thought that
my ATA insurance paym ent would really be a big help to my Mother. But then survival in stin ct
kicked in. I was still alive — and close to shore. I had no life jacket or any survival gear but I
was a good swim mer. I was certain there were no bones broken and I didn’t have to swim far. I
was picked up by a fish in g boat that I had narrowly m issed in the fog. And in the end I got a
real birthday drink after all — a cup of spiced, dark rum.
108
А15 W omen pilots from АТА had no instrum ent train ing because
1) it was an auxiliary air force.

2) they were not supposed to fly in low v isib ility .
3) their main job was to deliver S p itfires to airdromes.
4) there was no money for th is during the war.
А16 The Ferry P ilot notes were in stru ction booklets w ritten to
1) help women pilots.

2) explain how to fly the plane.
3) ensure further training.
4) explain how to fly a plane.
А17 The narrator and her friends had no cake because
1) it was still the day before her birthday.

2) they preferred apples and cheese.
3) it was hard to obtain one in wartim e.
4) it was a tradition to eat it in the pilot canteen.
А18 The narrator was unhappy to take a Torpedo bomber because
1) it was a bulky aircraft.

2) she preferred to fly S p itfires.
3) she didn’t know how to fly it.
4) the plane was notorious.
А19 The narrator flew w ith a heavy heart because she
1) didn’t feel healthy.

2) found her fly in g plan incredibly dangerous.
3) was worried there m ight be poor visib ility .
4) was in a blue mood.
А20 The narrator’s words ‘It was too dangerous to continue’ refer to her decision to
1) keep on fly in g lower.

2) make an em ergency landing on the water.
3) continue the flig h t.
4) ignore her heart problems.
А21 The moment the plane crash landed the narrator
1) was sure she could swim to shore.

2) prepared to die.
3) w ished she had a life jacket.
4) worried about her m other.
109

The Birthday Party

My aunt and uncle, May and Jim , were the fir st to arrive w ith their three young children
A lf, Bill and Clare. My mum always jokes that their children’s names follow the alphabet and
th ey ’d have three more called Dave, E rnest and Freddie! W ithin m inutes the house was fu ll of
whoops and shouts as the kids rushed round asking for party gam es.
Yes i t ’s my birthday but w e’re having a party for the whole fam ily. I’m 16 today — and as
my Dad says “you don’t look a day over 15!” The door bell rang again. It was my friends Jim and
Patrick. They’d arrived early to help put up the big marquee tent in the garden. About 60 guests
were expected so there w asn’t enough room in the house. W e w ent outside. It was windy —
possibly rain on the way. Dad studied the instructions for assem bling the marquee w hilst Jim and
Patrick pulled out the huge tent, poles and ropes. It was a tricky job w ith the wind blowing but
after half an hour or so the marquee was up. Ju st in tim e — rain started fallin g heavily.
M eanwhile my elder brother John arrived. He is tw elve years older than me, married to
Jane and h is two girls, A nne and Beth, were soon rushing around w ith the other kids. I wonder
if they are going for an “alphabet fam ily” as well!
Soon both the marquee and the house were fu ll. A u n ts, uncles, nephews and nieces and
loads of my friends were m illing around. Mum announced the first party game and I helped Dad
set up the barbecue.
The problem was that the wind had now really picked up and the rain was ham m ering down
on the ten t roof. A typical sum m er afternoon in England!
A ll was going well but what we d idn’t realise is that we hadn’t put up the marquee
correctly. There was a dip in the roof and it was rapidly fillin g w ith rain w ater — directly above
the barbecue. Ju st as the sausages and burgers were alm ost ready — the w eight of the water
proved too much. Some pegs came loose, the pole buckled and a sheet of w ater came crashing
down over the cooking food. A huge gu st of wind at the same m oment sent spray fly in g all over
our gu ests.
Of course everybody started laughing. E ventually we had to abandon the marquee and we all
squashed in to our sm all house. Dad got out his guitar and started h is very dodgy Elvis
im personation w hilst Mum shot out to MacDonald’s to buy meals to replace the soaking barbie
food.
But it has been a great day. Grandad also sang some dreadful songs — trying (and failing)
to im personate Frank Sinatra. John and Jane danced a passable tango (in the kitchen — w hilst
all the kids squealed w ith laughter.
The house is again back to normal and w e’ve more or less fin ish ed tid y in g up. Incredibly the
rain has stopped and i t ’s a b eautiful sunny evening. I think I ’ll go for a walk. I am 16! Old
enough to marry and not old enough to vote. H appily I have no in terest in either! But I am glad
to be 16 and feel my fu ture stretch in g out before me. I still don’t know w hat I’ll do when I’m
grown up. I haven’t even decided w hat I’ll study when I go to u n iversity. B ut right now the sun
is sh ining and it ju st feels great to be alive. This has been a birthday party I’ll never forget.
110
А15 Mum joked th at the kids followed the alphabet because
1) their names were Dave, Ernest and Freddie.

2) their names began w ith the letters A ,В and C.
3) the kids loved party gam es.
4) they were the first to arrive.
А16 Jim and Patrick arrived early because
1) it was probably going to rain.

2) they had to help g et ready for the party.
3) there w asn’t enough room in the house.
4) they planned to help put up the marquee tent.
А17 It was d ifficu lt p u ttin g up the marquee because
1) it was probably going to rain.

2) it was windy.
3) the assem bly instructions were d ifficu lt.
4) other gu ests continued to arrive.
А18 The speakers’ brother m ight have an “alphabet fam ily” because
1) John and Jane were the n ext to arrive.

2) Anne and Beth ran round w ith the other kids.
3) The place was fu ll of aunts, uncles, nephews and nieces.
4) H is children’s names began w ith A and B.
А19 The barbecue food was spoiled
1) by rain water.
2) because it w asn’t quite ready.
3) by the wind blast.
4) because no one paid atten tion to cooking.
А20 Because the food was spoiled
1) the speakers’ Dad im personated E lvis

2) John and Jane did a Tango.
3) they squashed into the sm all house.
4) Mum w ent to M acDonald’s.
А21 Concerning the fu ture, the speaker thinks that
1) nothing m atters if the sun is sh ining

2) nothing is known and i t ’s a worry
3) nothing is known but he is happy about it.
4) he’ll never g et married.

The School Council

In the Lower S ixth form (year 12) my school announced the form ation of a School Council.
This was a type of parliam ent com prising teachers, school governors and elected pupils
representing each of the four school houses. L ittle did I believe when I got elected to represent
the kids in my house th at I would get into the deepest trouble of m y whole school life: trouble, I
believe, th at affected the course of my whole life!
On the whole I didn’t get into very m uch trouble at school. I w asn’t exactly a “goody two
shoes” but on the other hand I managed to su ccessfully avoid g ettin g caught for m ost of my
m isdem eanors. W hen I did get caught — the punishm ent was either detention or “u n its”.
D etention involved stayin g behind after school to w rite a punishm ent essay o f utter
m eaninglessness. For exam ple, “in no less than 1000 words, describe the inside of a table tennis
ball”. “U n its” were blocks o f 30 tim es hand w ritten “Junior members o f th is school ought
always to be seen and not heard”. B ut my brief appearance before the School Council was to
bring much worse punishm ent — and I suppose it was my fau lt. H ere’s w hat happened so you
can decide.
The school houses traditionally took part in fund raising activities w ith the money going to
charity — fam ine relief and the like. The Council voted on a su ggestion th at in the fu tu re all
money raised would go towards building a new classroom needed by the school. Encouraged by
my voters and supporters, and w ith all the grace of a bull in a china shop, I said that this
decision was an “u tter disgrace”. I banged on about social ju stice and the uncaring nature of the
privileged classes. In my debut speech (actually my ONLY speech — I was prom ptly sacked)
instead of politely offerin g an opinion, I managed to in su lt everyone in the room. This included
the chair of the governors and the Head Master!
The n ext day I was called to the H ead’s o ffice 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
w ritin g my school reference for U n iversity applications and dism issed me — my ears red w ith
shame.
Som etim e later I applied to u n iversity. I wanted to go to study in London. I did two
interview s (w ith charm and aplomb I thought), com pleted their entrance exam and offered my A
Level results: 3 A ’s — the h igh est 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
u n iversity and have lived in Brighton ever since. In Brighton I m et my w ife and brought up my
fam ily and I can honestly say there is no other place I ’d rather live. Thank God — for The
School Council.
112
А15 W ho was to be elected to the School Council?

1) teachers
2) students
3) school governors
4) parliam entarians
А16 According to the author when he was at school he was
1) a real troublem aker.

2) an obedient student.
3) neither too naughty nor perfect.
4) notorious for g ettin g into trouble.
А17 The author’s speech at the School Council was promoted by
1) his classm ates.

2) his sense of ju stice.
3) his hatred to the privileged.
4) the chair of the governors.
А18 The author’s speech was against
1) the Head Master.

2) the School Council.
3) a Council’s decision.
4) fund raising a ctiv ities.
А19 A “thorough dressing down” in paragraph 4 means
1) a physical punishm ent.

2) an angry speech.
3) an instruction.
4) a warning.
А20 W hat, according to the author, could have been the reason of his adm ittance failure in
London?
1) H is A level grades.
2) His interview s.
3) The result of the entrance exam.
4) The Head M aster’s reference letter.
А21 The author thinks that because of the School Council
1) he never got the education he wanted.

2) he found the place where he is happy.
3) he became suspicious of the Head Master.
4) his reputation was ruined.
113
ТРЕНИРОВОЧНОЕ ЗАДАН И Е № 16

1, 2, 3 или 4, соот вет ст вующ ую вы бранному вам и вариант у ответа.
D m itry
1847. It was his tou gh est year and they had all been tough. A s a 13 year old liv in g in
Verhnie Arem zyani he did not know, for exam ple, that a lady had ju st published a book called
“Jane Eyre” or that sh e’d used a false name, Currer Bell, to d isguise her gender. Nor would he
have known that 6000 m iles away a town called Yerba Buena was being form ally re-named.
D m itry hardly knew w hat was happening in Tobolsk, let alone Moscow. He had far more
pressing problems. A t an age when for other children happy childhood m ight have been g ivin g
way to purposeful adulthood — D m itry knew only despair. His father Ivan Pavlovich was dead.
H is m other’s livelihood in a nearby factory had been destroyed in a cruel fire. D m itry may not
have known about Charlotte Bronte or San Francisco (as Yerba Buena had been re-christened)
but he certainly knew hard tim es lay ahead.
Dm itry was the youngest of 14 brothers and sisters. B eing the youngest had its advantages
in term s of m aternal and sisterly affection. It possibly also helped in his educational
developm ent. For two years he attended the Gymnasium in Tobolsk and did fairly w ell. But the
fam ily was now really poor. A t the age of 15 they all relocated to St Petersburg — hoping for a
better life. D m itry entered the Main Pedagogical In stitu te and su ccessfully graduated. Things
seemed to be looking up — when disaster struck in the form of tuberculosis or ТВ.
ТВ is a dreadful disease. U sually the victim su ffers from chronic, disabling fits of coughing.
Fever, night sweats and dramatic loss of w eight follow. W e may suppose Dm itry suffered all of
these because he made the sudden decision to travel to Crimea where, it was supposed, the warm
southern clim ate would provide a better cure than any m edicines. And so it proved. Dm itry
became a science teacher at Sim feropol Gymnasium No 1. W hen he returned to St. Petersburg in
1857 — his health was fu lly restored, his career as a scien tist could properly begin.
In late A ugu st 1861 his first book (on the spectroscope) was published. In 1862, after an
engagem ent lastin g ju st 23 days, he married Feozva N ikitichna — a marriage th at was to sadly
end disastrously and cause serious damage to his career. The follow ing year, aged 29, he became
Professor of C hem istry at the St. Petersburg Technological In stitu te.
On March 6th, 1869 D m itry made a form al presentation to the R ussian Chemical Society. A
lot o f other th in gs were happening in 1869 and w ithout doubt D m itry was aware of m ost of
them . Certainly he would have read that U lysses S Grant had been elected 18th President of the
USA and th at the Suez Canal was com plete. Probably he didn’t then know th at a new synthetic
m aterial called plastic had ju st been patented or that a ship called The C utty Sark was on its
maiden voyage. But in a sense, none of these th in gs were as im portant as the paper delivered
that evening by a certain Mr. D m itry Ivanovich M endeleev.
A s a result of that presentation, D m itry was credited as being the creator of the first
version of the periodic table of elem ents. Fantastically, u sing his table, he was able to predict
the properties of elem ents yet to be discovered. From tough beginnings, D m itry rose to be one of
the greatest scien tists the world has ever known.
N ext tim e you are on the m etro, line N o9, passing south from Savelovskaya towards
Moscow City Centre, spare a moment to remember D m itry — the boy from Verhnie A rem zyani.
11 4
А15 M entioning “Jane Eyre” and San Francisco in paragraph 1 the author probably w ants to
1) show how much young M endeleev knew about the world around him.
2) dem onstrate how obscure M endeleev’s childhood was.
3) point our attention to the tim es in which M endeleev’s childhood ended.
4) stress the point th at M endeleev grew up being very ignorant.
А16 W e learn from paragraph 2 about M endeleev’s fam ily that
1) D m itry suffered from lack of fam ily love.

2) D m itry had 13 elder brothers and sisters.
3) it had always been extrem ely poor.
4) they helped him to study at the Tobolsk gym nasium .
А17 W hat, according to the author, helped M endeleev to win over ТВ.
1) becom ing a science teacher.

2) traveling around Crimea.
3) gettin g better m edicine.
4) change of clim ate.
А18 W hat does the author say about M endeleev’s m arriage to Feoza?
1) It helped him to get a professor’s position.

2) It had bad influence on his career.
3) It lasted only a few days.
4) It happened when he was too young.
А19 A ccording to the author in 1869 M endeleev was sure to know about
1) election of president Grant.

2) invention of plastic.
3) the C utty Sark voyage.
4) new patents on syn th etic m aterials.
А20 Of all the im portant even ts in 1869 M endeleev’s presentation was special as
1) D m itry was credited as the creator o f the periodic table o f elem ents.
2) it was proved that tough beginnings may have glorious endings.
3) it showed the possibility to predict properties of undiscovered elem ents.
4) D m itry became one o f the greatest scien tists o f the world.
А21 The last paragraph probably im plies that
1) everyone should v isit m etro line # 9 in Moscow.

2) there is a m etro station named after M endeleev.
3) Savelovskaya station is related to the life o f M endeleev.
4) when in Moscow m etro, remember M endeleev’s discoveries.
115

W inston Churchill’s Escape

On the afternoon of December 12th, 1899, I learned th at there was little chance of me being
released. W ar was now o fficia lly declared and since the previous conflict w ith the Boers had
dragged on for m onths, I therefore made up my mind to escape from the prison at Pretoria at
the first opportunity. Remarkably, train services were still in operation between the con flictin g
territories and so th is seemed the best option for reaching the B ritish lines at Delogoa. I
managed th is the very same night by carefully w atching the patrolling sentries. I counted how
long they walked in each direction before turning. A fter some tw enty m inutes of w atching, at
the same moment th at their backs were turned, I found m yself rapidly clim bing the outer wall.
W alking norm ally and w ithout hurry through the streets of the town it seem s to me
remarkable that no one should notice or challenge me. It was not long before I was looking down
at the railway tracks and planning my n ext move. Soon I chanced upon a suitable location. It
was a short distance from a small station g iv in g me opportunity to scramble aboard a train
before it gathered too much speed. A coal train from Pretoria came and m om ents later I was
aboard, hiding under sacks of coal. In this manner I spent a sleepless and uncom fortable night.
Before dawn as the train passed through a sm all wood I jumped down and spent the whole
day sh eltering w ith only a huge vulture for company. The vulture clearly thought I was a
wounded animal who would die shortly and provide him w ith a meal. Of course in the end he
was disappointed but it was a nuisance for me. I couldn’t go to sleep w ithout risking him taking
a big bite!
A s darkness fell, I set o ff again follow ing the line of the railway tracks. Som etim es it was
necessary to make wide detours to avoid bridges, station s and h uts. The pace of my journey
became very slow indeed and the last of my food — a bar of chocolate — was soon consumed. I
became depressed. The lack of food, drink and shelter wore me down. B listers on my feet added
to the discom fort m aking every step painful. The lack of proper sleep after four or fiv e days was
equally a serious problem. But I had no intention of g iv in g m yself up. Every n igh t was spent
w alking under cover of darkness. Every day was spent hiding. I soon realised however that I was
becom ing increasingly tired and weak.
It soon became clear to me that not only had my escape been detected but that a description
of me had been telegraphed to every station. I later learned that four people were arrested at
th is tim e after being m istaken for me.
On the 6th day I managed to board a train beyond M iddleburg, from where there was a direct
service to Delagoa. Even better news was th at I managed to secure for m yself a good supply of
fresh , drinkable water. I remained hidden th is way for m any hours — my ch ief problems now
being hunger and boredom. B ut there was always the chance that I would be discovered. In fact
the Boers did search the train at Kom atipoort. They climbed aboard my car and began to move
the sacks but they did not search deep enough.
A few hours later I was back in friendly territory. A decent meal, a bath and clean clothes
have gone a long way to reviving me. I am still very weak but I am free. I have lost many pounds
of w eight but I am light of heart. I shall carry on w ith this war until our eventual victory.
116
А15 Churchill escaped from the prison in Pretoria by
1) w atching the guards.

2) w alking norm ally through the town.
3) clim bing the wall.
4) m aking a disguise.
А16 He chose a location to board a train that was suitable because
1) no one would recognise him there.

2) there were lots of trains passing.
3) the next train started from Pretoria.
4) the train would be travellin g slow ly.
А17 The vulture was a nuisance because
1) it prevented Churchill from sleeping.

2) it tried to bite him.
3) it thought Churchill was a dead animal.
4) Churchill w ould’ve preferred human company.
А18 He found it d ifficu lt to walk because he
1) had to make wide detours.

2) was depressed.
3) ate only chocolate.
4) had blisters on his feet.
А19 Four people were arrested because
1) C hurchill’s description was telegraphed to every station.

2) guards were looking for him everywhere.
3) they were m istaken for Churchill.
4) his escape, by then, was common knowledge.
А20 On the sixth day he boarded a train to M iddleburg because
1) it gave him a good place to hide.

2) there was a direct service from there to Delagoa.
3) there was fresh drinking w ater on the train.
4) of hunger and boredom.
А21 Churchill was not found at K om atipoort because
1) the Boers didn’t search properly.

2) he was back in friendly territory.
3) he had lost so much w eight.
4) of his disguise.
11 7

A Change of Plan
Sarah stood in the cold scanning the large display board at V ictoria station. N early all the
trains were delayed. She wanted to get to Portsm outh. The plan was to spend the weekend w ith
her sister Clare before going to Southam pton on Monday m orning for her interview .
It looked bad. A few trains were scheduled in the next hour or so for Brighton and
Eastbourne but there were no connecting trains posted for Portsm outh. A s a m inim um she could
probably get as far as Haywards Heath and if there were no more trains from there she m ight
get a bus or even a taxi. Then again, the roads m ight be flooded and she could g et stuck.
The problem was heavy rain — the heaviest rain there had been in Southern England for 20
years. Some of the routes had serious problems w ith flooding. Even her journey on the
underground had been affected. There were alm ost no trains running on the Northern Line. She
had been diverted all the way round the Circle Line to eventually reach Victoria.
Since no trains were expected to run for at least 30 m inutes Sarah w ent into W H Sm iths to
buy an evening newspaper and then up the escalator to a sm all gallery o f shops and eateries
where she bought a coffee.
Then followed an am azing coincidence. She was hoping to stud y m athem atics at
Southam pton U niversity the follow ing September and she had already been to an “open day” and
a first interview . S ittin g at the n ext table to h ers’, also drinking coffee and reading a newspaper
was Tom — a boy sh e’d m et at both the open day and when she w ent for the interview . Tom also
planned to stud y at Southam pton.
“Tom? It is Tom isn ’t it? I’m Sarah — we m et at Southam pton”
“My goodness! Sarah! W ell hello — w hat a com plete surprise! But w ait a m inute — you are
not heading for the second interview are you?”
“I am but I don’t know if I am going to make it because of all th is flooding. I’m planning to
spend the weekend at my siste r ’s place but there are no trains at the moment.
For a w hile they chatted about their im pressions of the U niversity and how they both
w anted to study there. Then Tom w ent quiet for a m om ent then le ft the table to make a phone
call. A moment later he returned.
“Sarah — th is m ight seem a bit improper but” he looked a little embarrassed but continued.
“I am planning to spend the weekend in Brighton w ith my u n cle’s fam ily. I ju st called him and
told him about you. He said that if you can’t make it to Portsm outh you ’d be welcome to stay
w ith us. He actually works in Southam pton and provided the roads are clear — he can give us a
lift by car on Monday m orning”
It took her two seconds to decide — she thought Tom was a nice guy as w ell as being
seriously good looking! A fter w andering o ff to check the trains and call her sister, she sat down
again.
“Tom it is very kind of you to help me — not least because I am alm ost a stranger. But
because we m ight w ell be studying together n ext year, I ’d love to accept you r...I mean your
U ncle’s in vitation. I ju st checked the display board again. There are still no trains to
Portsm outh but one leaves for Brighton in about ten m inutes. Finish your coffee and le t’s go”.
11 8
А15 Sarah had been planning to spend the weekend in
1) Southam pton.
2) Eastbourne.
3) Portsm outh.
4) Brighton.
А16 Sarah had reached V ictoria by
1) Bus.
2) the London Underground.
3) in ter city train.
4) taxi.
А17 Sarah w ent for a coffee because
1) she wanted to sit down w ith a newspaper.

2) it was still raining.
3) wanted to m eet Tom.
4) no trains expected to leave for 30 m inutes.
А18 The am azing coincidence was
1) th at she sat down n ext to Tom.

2) she was goin g to stud y at Southam pton.
3) th at Tom was drinking coffee and reading a paper.
4) Sarah and Tom both studied m aths.
А19 Sarah thought she m ight not g et to her sisters because
1) train tim etables are so unreliable.

2) B righton seemed a b etter option.
3) o f all the flooding.
4) o f engineering works on the line.
А20 Tom’s uncle would take them to Southam pton because
1) he owned a car.
2) he worked there.
3) it would be better than goin g by train.
4) he was a kind man.
А21 Sarah decided to accept the in vitation since
1) a train was leaving for B righton soon.

2) her sister agreed w ith the change o f plan,
3) she m ight be stud ying w ith Tom next year.
4) it was the u ncle’s in vitation and not Tom’s.
119
П рочит айт е т екст и вы полнит е задания А 1 5 - А 2 1 . В каждом задан ии обведите цифру

Starting a new school

Moira and M olly have fin ally parked illegally across from St. A gnes — the church and the
parish school. “It looks sm aller than it did. Can it really be tw enty years since Tim and I both
w ent to school here? Dear Lord!” M olly thought.
‘I t’s sort o f scary .’ Moira clutched at M olly’s hand and moved closer. ‘I w ish my dad could
of com e.’ ‘Could have com e’, corrected her Molly. ‘Oh, you should have seen how scared I was
when m y m other brought me here. B ut Tim — your fath er—was already enrolled, so — ‘, Molly
began to be interrupted by the girl — ‘And so you were both the nicest students in the school?’
Molly alm ost choked. ‘Eh — yes, of cou rse.’ she lied heartily. ‘W e — were the very model of
outstanding stud en ts. Y es, your father and I — w ell!’
Sister A lice was standing at the open door. ‘I’m sure you don’t remember m e,’ M olly 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 m oment I saw that hair I knew it had to be
Molly Patterson. W ell, little M olly, all grown up, and bringing your daughter to u s? ’ ‘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?’ M oira’s reserve was overcome by the magic word— dad. The old
nun sm iled gently. ‘So — Tim H olland’s girl. W hy, of course I knew your Dad and — ‘A unt
M olly,’ the child prompted. ‘A unt Molly, is it? A lw ays in trouble, th at pair. Your father was the
ringleader, but he never realized that any tim e there was a com m otion M olly’s head of red-gold
hair could be seen, standing out in the crowd like a lighthouse. W e always knew right away who
the culprits were!’
‘Trouble?’ Moira looked astonished. ‘M olly said they w as—were perfect students!’ Sister
A lice rang a little hand-bell on her desk and sm iled amiably. ‘Y es, o f course. P erfect stud en ts —
your father and your aunt. Y es, I recall th at now ’. A senior girl student came in. ‘A n n ,’ the
Principle said gen tly, ‘th is is Moira Holland, who is considering entering our school. W ould you
show her around the building w hile her A unt and I have a talk?’
‘N ow ,’ Sister A lice said briskly, when the door closed behind the g irls, ‘to business. You
said on the telephone that she was a special in terest child?’ ‘She has a hearing problem ,’ said
Molly. ‘One ear is totally deaf; in the other she requires a hearing aid, about which sh e’s very
sen sitive. I t’s a degenerative hereditary disease, and I’m afraid there is no cu re.’ ‘Does she
know?’ ‘Y es, she knows and seem s so light-hearted about it all that I suspect sh e’s all bundled
up in sid e.’ ‘And may break down or out at any tim e,’ added the Principle. ‘She m ig h t,’ Molly
sighed, ‘but before it all happens, she needs to m ix w ith others, to build up a large vocabulary,
to become adjusted to her peers. And I intend to teach her sign language! B esides, there are
more problems. They’ve been livin g 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, w e’ll test her today and then make an assignm ent. But you know — apart
from school fees, we require parents to participate in the school’s a ctiv ities. You are the best
120
Третье задание(А15-А21)
Special N eeds teacher in M assachusetts. U nfortunately, we can’t afford to pay you, but it would
be w onderful if you m ight teach a class in sign language once a week. No, we don’t have many
physically handicapped kids, although we have our share, but th is is not w hat I have in mind.
W e need to sen sitize our non-handicapped children to the needs of others, and learning a sign
language would be the ideal w a y .’
A 15 The perspective to get enrolled to school
1) le ft the child in d ifferen t.

2) was rejected as unwanted.
3) made the girl feel nervous and vulnerable.
4) made the little girl feel happily excited.
A 16 W hen M olly and Tim were pupils in the school they were
1) notorious for their behavior.

2) fam ous for th eir diligence.
3) academ ically gifted .
4) average kids.
A 17 The principle ran the hand-bell because
1) she wanted to distract the g ir l’s attention from her obvious lie.
2) she was confused and didn’t know w hat to do or to say.
3) she fe lt ready for a confidential talk w ith Molly.
4) it was part of her religious ritual.
A 18 Moira was a special needs child because
1) she had never been enrolled to school before.

2) E nglish was her second language.
3) she was very sen sitive.
4) she was alm ost deaf.
A 19 Moira’s obvious lig h t hearted attitu d e to her problem made the two ladies feel
1) proud o f the g ir l’s courage.

2) ashamed of their inability to change th in gs.
3) sorry for her am ateurish effo rt to hide fear.
4) worried of possible consequences of th is visible indifference.
A20 The school was a
1) typical public school.

2) private church school.
3) special in terest school.
4) charity school for the poor.
121
А21 The Principle wanted M olly to teach sign language at her school because
1) M olly was supposed to do it for free.

2) it was required by educational authorities of the state.
3) it was in high demand among parents and students.
4) it was an im portant part of inclusive education.
122

1, 2 , 3 или 4, соот вет ст вую щ ую вы бранному вам и вари ант у ответа.
Arkhip
Arkhip Kuinji was born in 1842 in Mariupol on the Azov Sea. His fam ily originally came from
Greece as refugees during the reign of Catherine II. His father made a living making and repairing
shoes but tragically both he and Arkhip’s mother died when the boy was just six years old.
Incredible though may seem to us — th is meant that Arkhip had to start work for pay. He
had no opportunity w hatsoever to receive any form al education. Instead he divided his tim e
between labouring, farm work and being an assistan t at the corn m erchant’s shop. But this
unfortunate child had a special talent: He could paint and draw exceptionally well.
A ged 18 he moved to the Port of Taganrog in 1860; at more or less the same tim e that
A nton Chekov was born — in the very same town! For fiv e years he worked in a studio
retouching photographs. He even tried, un su ccessfu lly to open his own photography studio. This
was at more or less the same tim e a M endeleev gave the world his periodic table! B ut eventually
A rkhip headed north to the city of St. Petersburg hoping, no doubt, to do som ething w ith his
natural artistic ability.
Once there, he evidently was allowed to attend classes at the St. Petersburg Academ y of
A rts and he also benefited from some training in the workshop of the fam ous marine painter
Ivan A ivazovsky. For the next few years he studied, painted and exhibited whenever he could.
In 1873, he travelled around Europe and thoroughly studied the works of great m asters. On his
return, however, he began to develop h is own unique style.
In his early landscape paintings he often sought to capture seasonal moods. But after 1874
he became increasingly interested in painting “lig h t”. He obtained strik in g effects by using
vivid colours, chiaroscuro contrasts and sim ple but cleverly conceived designs. He began to make
spectacular paintings that greatly moved contem porary view ers.
P ossibly his m ost fam ous painting, “Ukrainian N ig h t” (1876), opened a new rom antic stage
in his work. He achieved such astonishing resu lts, that people, who saw the picture for the first
tim e at an exh ibition, tried to check its back, to see if there was any special source of lig h t.
E xhibited at the Paris W orld Fair in 1878, “Ukrainian N ig h t” won praise from the m ost
em inent French critics.
Through years of experim entation, Arkhip developed his own h igh ly original techniques,
which he applied increasingly to the treatm ent of subjects such as snow-covered m ountains and
m oonlight. It is sad for us today that some of his experim ents w ith paint led to problems of
deterioration and many of his lum inous canvases soon darkened.
In 1894, he accepted an in vitation to become a professor of the Academ y. He was very fond
o f teaching and his students admired him. U nfortunately his career of a professor did not last
long (he was dism issed for supporting stud en ts in their protests against authorities) but he
continued to teach his students privately. Later he presented the Academ y w ith a big sum of
money, the in terest from which was to be used for awards to young painters. In 1909, the year
before he died at the age of 68, he founded The K uinji Society, an independent association of
painters, to which he left all his pictures and property.
Starting from such a disadvantaged background, few have achieved as much or given so
much pleasure to so many people as young Arkhip from Mariupol.
123
А15 W hich of the follow ing is TRUE about A rkhip K u in ji’s fam ily.
1) They served at the court o f Catherine II.

2) They came from Greece to make money.
3) A rkhip’s parents died when he was very young.
4) They made a livin g sellin g shoes.
А16 W e learn from the tex t about A rkhip’s stay in Taganrog th at he
1) m et A nton Chekhov there.

2) tried to work as a photographer.
3) opened his fir st art studio there.
4) could have m et M endeleev there.
А17 W hen K uinji got to St. Petersburg he
1) had developed a style of his own.

2) began to attend classes in the Academ y o f A rts.
3) got interested in marine painting.
4) visited all art exhibitions.
А 18 A fter 1874 K uinji
1) invented a new paint.

2) started to paint only in lig h t colours.
3) began to make pictures show ing light.
4) used technical effects to im press the view ers.
А19 W e learn about K u in ji’s “Ukranian N ig h t” that
1) there was a hidden source of lig h t behind it.

2) it won a special award at the Paris W orld Fair.
3) a fam ous art critic claim ed it started a new stage in painting.
4) it became one of his m ost fam ous paintings.
А20 Some of K u in ji’s experim ents were not a success because
1) his style was too com plicated to visu alise.

2) hard as he tried, he failed to capture the m oonlight.
3) a few of his paintings lost their original colour.
4) he used canvases of poor quality.
А21 H is professor’s career was not a success because
1) o f political reasons.
2) he wanted to be an independent artist.
3) his students com plained th at he gave private lessons.
4) the authorities were against his fund meant to support students.
12 4
ключи
Первое задание (В2). Понимание основного содержания текста
Тренировочное задание № 1 Тренировочное задание № 2 Тренировочное задание № 3
46 5 1283 8 14 3 7 5 2 8 5 17 3 2 6
4 6 5 12 8 3 8 14 3 7 5 2 7 5 18 3 2 6
74 15623 4 8 15 2 7 6 6 4 2 15 8 7
68 7 124 5 48 76 52 1 4 8 7 3 16 2
8 15 2 3 4 7 46 5283 3 5 16 8 2 7
58 16234 2 3 5 7 16 4 8 14 3 7 5 1
Тренировочное задание № 19 Тренировочное задание № 20
6 4 2 13 7 8 6 58 7 234
125
Ключи
Второе задание (ВЗ). Понимание структурно-смысловых

связей текста
2 7 14 3 5 3 6 15 2 4 7 14 6 2 3
7 6 25 3 4 4 7 12 5 3 4 6 2 7 13
3 7 2 5 14 3 15 7 4 2 3 14 2 5 6
3 7 16 5 2 3 6 7 15 2 7 3 4 2 5 1
7 5 14 2 3 7 4 15 2 6 2 3 5 14 6
4 2 6 17 5 6 4 5 17 3 12 6 4 7 3 5
Тренировочное задание № 19 Тренировочное задание № 20
7 2 5 6 14 2 4 3 6 5 7
126
Ключи
Третье задание (А15-А21). Детальное понимание текста
А15 А16 А17 А18 А19 А20 А21
Тренировочное задание № 1 2 4 2 4 4 1 1
А15 А 16 А17 А18 А19 А20 А21
127
Справочное издание
Соловова Елена Николаевна

John Parsons
ЕГЭ
АНГЛИЙСКИЙ я з ы к
Практикум
Чтение
Центр изучения английского языка Елены Солововой
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ЦЕЛЬ Н О В О Й СЕРИИ:
♦ 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:
Я готов к ЕГЭ по английскому языку!

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I S B N 978-5-451-00008-3 © Соловова Е.Н., John Parsons, 2011

Пояснительная записка...................................................... ................................... ............................4

ТРЕНИРОВОЧНЫЕ ЗАДАНИЯ К ЕГЭ.

Тематика и речевое наполнение тестовых заданий практикума соответствует государст­

1. Назначение экзаменационной работы

2. Документы, определяющие содержание экзаменационной работы

При разработке КИМ также учитываются:

3. Структура экзаменационной работы

разования по иностранным языкам, во все разделы включаются наряду с заданиями базового

Распределение заданий экзаменационной работы по разделам

Соотношение оценок Макси­

4. Распределение заданий экзаменационной работы по содержанию и видам проверя

В аудировании и чтении проверяется сформированность умений понимания как основно­

1 Общеевропейские компетенции владения языком: Изучение, преподавание, оценка. МГЛУ,

В разделе «Грамматика и лексика» проверяются умения применять соответствующие

Проверяемые элементы Еол-во Максимальный Процент от максимального

5. Распределение заданий экзаменационной работы по уровню сложности

Процент максимального первичного

Задания в экзаменационной работе располагаются по возрастающей степени трудности

6. Жанрово-стилистическая принадлежность текстов, используемых в разделах «Ауди

7. Требования к отбору текстов

— текст должен соответствовать жанру, указанному в описании задания;

8. Система оценивания отдельных заданий и работы в целом

9. Минимальное количество баллов ЕГЭ

— понимание основного содержания иноязычного звучащего и письменного текста;

10. Время выполнения работы

11. План экзаменационной работы

12. Дополнительные материалы и оборудование

13. Общие требования к процедуре проведения ЕГЭ

Результаты первого, второго и, при необходимости, третьего оценивания ответа экза­

14. Рекомендации по подготовке к экзамену

15. Изменения в КИМ 2011 г. по сравнению с 2010 г.

Обозначение заданий в работе и бланке ответов: А — задания с выбором ответа,

Коды проверяемых Макс. балл

АБВГДЕЁЖЗИЙКЛМИОПРСТУ'РХЦЧШЩ’ЬЫЬЭЮЙ ! 2 3Ч56? &90

□Q □□ 0 0 0 0 0 0 0 0 0 и бланке регистрации подтверждаю

З ам н а А 00 DDDD АООПППП АООпппа Резерв - 6

Рекомендуемое время на выполнение данного раздела — 30 минут

Ц ЕЛЬ ЗАДАНИЯ: проверить умение

ф понимать основное содержание или основную идею высказывания;

СОВЕТЫ ПО ЭФ Ф ЕКТИВНОМ У ВЫ ПОЛНЕНИЮ ЗАДАНИЯ

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

Во время первого прочтения

1. Последовательно просматривать каждый из предложенных текстов, игнорируя незнако­

4. При возникших затруднениях с определением соответствия текста заголовку (теме, крат­

Во гремя второго прочтения

1. Записать окончательный вариант ответа в таблицу после задания.

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

A. I am a mother of identical, mirror-image boys — David and John. No one in the

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

1. Uncle Tom’s cabin

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите |

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

1. Why bother to study?

F. Paul Smith left school at 15 and worked in a clothes warehouse in Nottingham. He

G. MBA is a master's degree in business administration, which attracts people from a

В2 Установите соответствие между заголовками 1 -8 и текстами А -G . Занесите

Тематика и речевое наполнение тестовых заданий практикума соответствует государст

Соотношение оценок Макси

В аудировании и чтении проверяется сформированность умений понимания как основно

Результаты первого, второго и, при необходимости, третьего оценивания ответа экза

1. Последовательно просматривать каждый из предложенных текстов, игнорируя незнако

4. При возникших затруднениях с определением соответствия текста заголовку (теме, крат

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

В3~| Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ] Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен

ВЗ Прочитайте текст и заполните пропуски А - F частями предложений, обозначен