Олимпиада по английскому 9 11 класс – Олимпиадные задания по английскому языку на тему: Школьная олимпиада по английскому языку 9-11 классы

Содержание

Олимпиадные задания по английскому языку на тему: Школьная олимпиада по английскому языку 9-11 классы

Всероссийская олимпиада школьников

I (школьный) этап

Английский язык

9-11 классы

Общее время выполнения работы –   120 минут

Максимальное количество баллов – 80

Методические рекомендации

В комплект материалов, необходимых для проведения конкурса входят:

1. Методические рекомендации

2. Описание процедуры проведения конкурса

3. Текст задания

4. Ключи

5. Лист ответа (для каждого участника)

ЗАДАНИЯ ОЛИМПИАДЫ ТВОРЧЕСКИ ОРИЕНТИРОВАНЫ И  НЕ ЯВЛЯЮТСЯ ПРОСТЫМ ПОВТОРЕНИЕМ ФОРМАТА ЕГЭ

Понимание устного текста (Listening)

На выполнение заданий отводится 20 минут, в которые входит и внесение ответов в ответные листы. Два задания. Задания предъявляется дважды.

Правильность выполнения заданий проверяется по ключам.

Критерии оценивания: За каждый правильный ответ дается 1 балл. Максимальное количество баллов – 14.

Понимание письменного текста (Reading)

Задание по чтению направлено на понимание текста. Два задания. От ученика требуется прочитать и понять текст, затем, прочитав высказывания под текстом, сделать альтернативный выбор (правильно/неправильно).  Во втором задании требуется вставить пропуски в предложение. На выполнение задания отводится 30 минут, в которые входит и внесение ответов в ответные листы. Правильность выполнения заданий проверяется по ключам.

Критерии оценивания: За каждый правильный ответ дается 1 балл. Максимальное количество баллов – 13.

Лексико-грамматический тест (Use of English) 

Всего в данном блоке 33 вопроса.

Учащиеся должны продемонстрировать соответствующий уровень владения лексическим материалом и умение оперировать им в условиях множественного выбора

 Рекомендуемое время для выполнения  всех заданий лексико-грамматического теста – 40 минут.

Имеется два задания.

Первое задание — это текст, содержащий пропуски. Учащемуся требуется проявить знания грамматики и лексики и преобразовать, если необходимо, слова, напечатанные заглавными буквами. За каждый правильный ответ дается 1  балл. Максимальное количество баллов – 13.

Второе задание представляет собой тест на знание лексики. Учащемуся необходимо выбрать слово, наиболее подходящее в употреблении в данном предложении.  За каждый правильный ответ дается 1 балл. Максимальное количество баллов – 10.

В третьем задании учащимся необходимо соединить две части 10 идиом. За каждый правильный ответ дается 1 балл. Максимальное количество баллов – 10.

Письменная речь (Writing)

Задание представляет собой небольшую письменную работу (письменное высказывание с элементами рассуждения). Рекомендуемое количество слов – 150. При проверке данного задания стоит обратить внимание  на то, что работа проверяется и оценивается даже, если количество слов будет недостаточным или, наоборот, будет превышать норму. В этом случае по критерию «Содержание» будет ниже количество баллов.

Максимальное количество баллов – 20. Рекомендуемое время для выполнения  задания – 30 минут.

Правильность выполнения заданий проверяется по ключам.

Процедура проведения конкурса

Общие правила

  • Участники должны сидеть в аудитории на таком расстоянии друг от друга, чтобы не видеть работу соседа.
  • Участник может взять с собой в аудиторию ручку, очки, шоколад, воду.
  • В аудиторию не разрешается брать бумагу, справочные материалы (словари, справочники, учебники и т.д.), пейджеры и мобильные телефоны, диктофоны, плейеры и любые другие технические средства.
  • Во время  выполнения  задания  участник может выходить из аудитории только в сопровождении дежурного.
  • Участник не может выйти из аудитории с  заданием или листом ответов.

Процедура проведения

Каждому участнику перед началом выполнения заданий выдается лист ответов (Answer Sheet) и двойной Титульный лист и проводится инструктаж на русском языке по процедуре проведения Олимпиады, заполнению листов ответов и по порядку их сдачи после окончания работы:

  • Участники заполняют Титульный лист с указанием названия работы, номера школы, класса, ФИО.
  • По окончании работы заполненный Лист ответов вкладывается в Титульный лист и отправляется в пункт шифровки.
  • НА ЛИСТАХ ОТВЕТОВ КАТЕГОРИЧЕСКИ ЗАПРЕЩАЕТСЯ УКАЗЫВАТЬ ФАМИЛИИ, ДЕЛАТЬ РИСУНКИ ИЛИ КАКИЕ-ЛИБО ОТМЕТКИ, В ПРОТИВНОМ СЛУЧАЕ РАБОТА СЧИТАЕТСЯ ДЕШИФРОВАННОЙ И НЕ ОЦЕНИВАЕТСЯ.        
  • Исправления на листах ответов ошибками не считаются; однако почерк должен быть понятным; спорные случаи (о или а) трактуются не в пользу участника.
  • Задания выполняются только черными или синими чернилами/ пастой (запрещены красные, зеленые чернила, карандаш).

Перед прослушиванием отрывка член жюри включает запись и дает возможность участникам прослушать самое начало записи.  Затем запись выключается, и член жюри обращается к аудитории с вопросом, хорошо ли всем слышно.  Если в аудитории кто-то из участников плохо слышит запись, регулируется громкость звучания, и устраняются все технические неполадки, влияющие на качество звучания.  Затем запись включается с самого начала, не останавливается и прослушивается до самого конца.

 Участники могут ознакомиться с вопросами до прослушивания.

 Процедура аудирования записана на диск. ПОСЛЕ ПЕРВОГО ПРОСЛУШИВАНИЯ ЧЛЕН ЖЮРИ ВКЛЮЧАЕТ ЗАПИСЬ ПОВТОРНО. Запись задания на диске предъявляется 2 раза подряд (допускается техническая пауза в 10-15 секунд).

  Во время аудирования участники не могут задавать вопросы членам жюри или выходить из аудитории, так как шум может нарушить процедуру проведения конкурса.

 Время проведения конкурса ограничено временем, необходимым для прослушивания представленных заданий. Каждое из заданий предъявляется дважды.

  Участникам раздаются тексты заданий и бумага для черновиков.  В тексте заданий даны все инструкции по выполнению заданий. Участники получают чистую бумагу для черновиков, черновик сдается вместе с листом ответов. Однако проверке подлежат только листы ответов. Черновики не проверяются.

 Член жюри в аудитории должен зафиксировать время начала и окончания задания на доске.

 За 15 и за 5 минут до окончания работы член жюри в аудитории должен напомнить об оставшемся времени и предупредить о необходимости тщательной проверки работы.

После окончания времени выполнения заданий, листы ответов собираются.

Сразу после написания олимпиады, работы участников передают руководителю ШМО. Проверка работ осуществляется под руководством опытного руководителя дающего указания и инструкции группе проверяющих преподавателей. Критерии оценивания в виде таблицы выдаются на руки каждому проверяющему.  

 

Критерии оценивания

III место

От 50% до 69%

II место

От 70% до 90%

I место

От 91% до 100%

ПРИЛОЖЕНИЕ 1

ШКОЛЬНАЯ ОЛИМПИАДА

9-11 КЛАСС

LISTENING

(14 баллов) — 20 минут

Task 1

Вы услышите диалог.  Определите, какие из приведенных утверждений 1-7 соответствуют содержанию текста (1-True), какие не соответствуют (2- False) и о чем в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3-Not Stated). Занесите номер выбранного Вами ответа в лист ответов. Вы услышите запись дважды.

1

Mike’s brother doesn’t live in Mike’s house.

2

Mike is used to eating homemade spaghetti sauce

3

Tracy prefers spaghetti sauce from a jar to homemade sauce

4

Tracy has learnt some basic cooking tips.

5

Mike’s mum wishes he’d gone to cookery school like his brother.

6

Mike found preparing the chicken dinner easy to do.

7

Mike made a mess of the dinner he made with his brother.

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

8

Paul helps actors to…

  1. sound more educated
  2. perfect regional or historical accents
  3. learn different languages

9

Paul usually meets actors for the first time…

  1. at his home
  2. during filming
  3. before filming

10

What does Paul say about American opera singers?

  1. They learn how to sing in a foreign opera quickly.
  2. It can be a challenge to help them sing in foreign operas.
  3. The often sing foreign operas better than the natives do.

11

If an actor can’t do an accent well, Paul says the problem is caused by…

  1. himself
  2. the production company
  3. the actor

12

What happens when the actor is only 99%, correct with an accent?

  1. His or her efforts are still praised
  2. Audiences are disappointed.
  3. No one can notice the imperfection

13

Paul helps language learners…

  1. through lessons on his website.
  2. in one-two- one sessions
  3. in the school where he teaches

14

How do foreigners sometimes make mistakes with the “t” in English

  1. They produce the sound wrongly
  2. They miss it out altogether
  3. They put it in the wrong places.

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

READING

(13 баллов) — 30 минут

Task 2

Match headings A-H to texts 1-7 choose the best heading A-H. There is one heading you will not need to use. Write the answers on your answer sheet.

A. UNUSUAL RELATIONSHIPS                E. IMPORTANT MOMENTS

B. SIMILAR CHARACTERISTICS                F. MISTAKEN BELIEFS

C. DIFFICULT PERIODS                        G. MANY RESPONSIBILITIES

D. TWO TYPES                                H. HOME ALONE

  1. In Britain? Most families are “nuclear families”. This means that the family consists of the parents and children. Of course, there are uncles and aunts and grandparents, too, but they do not have much to do with raising the children and often live a long way away. In many other countries, the “extended family” is more common. With the extended family, uncles, aunts and grandparents live closer to the parents and children – sometimes even in the same building – and everyone in the family has a much closer relationship.
  2. Most teenagers say at some point; “When I’m a parent, I’m going to give my children much more freedom than I have now.” When they do actually become parents however, they soon realize that giving a child or teenager lots of freedom is not always the best thing to do. Many parents end up hearing their children saying to them exactly the same things they said to their parents when they were young.
  3. What does bringing up a child involve? Giving a child love and making a child feel safe in their environment are extremely important. So is providing food and warmth. Parents also have a duty to teach their children the differences between right and wrong, and to make sure their children get a good education. Some parents believe that their role is also to teach children about the importance of things such as family, religion and society.
  4. The English phrases “a chip off the old block” and “like father, like son” (or “like mother, like daughter”) are used to show the similarities between a parent and their child. These might be similarities in terms of appearance, behavior or interests. For example, if a dad loves watching cricket and his son Eric becomes interested in cricket, too, you might say. “Eric’s a chip off the old block, isn’t he?”
  5. “Latchkey kids” are a major problem in many countries, including Britain and the USA, These are children whose parents are still at work when they come home from school, so there is no one at home to look after them. Their parents aren’t there to help with their homework, and some of them spend hours on their own before their parents’ return.
  6. The idea of “quality time” is based on an understanding that the amount of time a parent spends with their child is not the only important thing. What is also important is what they do together during that time. Ten minutes of discussing problems that a teenager is facing may be much more valuable than two hours of watching a movie together in silence.
  7. Families work well when things are going well, but the real test of a family comes at times of stress. Perhaps Mum has been working too hard, or perhaps young Amy is taking exams at school. These are times when all the families can find themselves fighting instead of helping each other. When a family is going through a crisis like this, it can often help to talk to someone outside the family. It could either be an expert, such as a family counselor, or a trusted family friend

 

Task 2

Read the text and complete gaps 8-13 with sentences A-G. There is one extra sentence that you don’t need to use. Write the answers on your answer sheet.

What time is it? To answer that question today, all we have to do is look at a watch or clock. It wasn’t always that simple, however. For thousand of years, people have wanted an accurate way of telling the time, (8)____________________________.

We know that the ancient Egyptians had sundials, (9)______________________. It is thought they also had a way of measuring time using running water. The ancient Chinese also developed non-mechanical ways to measure the passing time.

The first mechanical clock appeared around the 9th century. This did not have hands as modern clocks do, (10)_______________________.

The first reasonably accurate clocks were developed in Italy in the 13th century.

Unlike modern clocks, they did not tell the time to the nearest minute; rather, they announced when an hour had passed. Table clocks became popular in the 1500s. They usually only had one hand, which had four possible positions each hour, (11) _________________________.

In 1657 the pendulum clock was invented. Although Galileo came up with a similar idea first, it is Christian Huygens (12)_________________________. Since then, сlocks have become more and more dependable. Today, each of us carries a mobile phone or wears a watch (13)___________________.

  1. but rang a bell to tell the time
  2. who is generally considered to be an inventor
  3. allowing you to tell the time to the nearest fifteen minutes
  4. which requires sunlight to work
  5. where the first clocks were developed
  6. apart from looking at the position of the sun
  7. which can be relied on to be accurate

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

USE OF ENGLISH

(33 балла) — 40 минут

Task 1

For questions 1-7, read the text and write the correct form of the word in CAPITALS to complete the gaps. Write the answers on your answer sheet.

Animal Helpers

Animals can be pets, but they can also be much more. Ever since dogs first

(1)_____________ humans on the hunt, animals have worked with people.        JOIN

Dogs, of course, work with people in different ways, such as

(2)___________ sheep on farms.                                                        CONTROL

They (3)____________ to help blind people find their way around.                TRAIN

There are (4)__________ of other animals that help people, including horses,        LOT

camels and elephants. In the past, horses were an important means of transport

in Europe and (5)____________ both people and goods.                                 CARRY

Cars soon replaced horses for most jobs because they could go faster

and (6) ______________.                                                                FAR

In Asia today, as in the past, elephants (7)___________ to transport                USE

heavy loads in areas where cars cannot go.

Complete gaps 8-13 with words formed from the words in CAPITAL letters. Write the answers on your answer sheet. 

 

The discovery of the island of Mauritius in 1505 was the beginning

of the end for the dodo. The dodo was a large bird which was

(8)______________ of flying and so spent its entire life on the ground.                   CAPABLE

When people first spotted the bird in 1598, it seemed to have no fear

of humans and was quite (9)____________.                                                FRIEND

This was because it had always lived on an island where it had no

(10)__________________ enemies.                                                        NATURE

The people on the island didn’t find the dodo (11) ____________ to eat,                TASTE

but the cats and the dogs that arrived with the people did. The dodo was

completely (12)___________ and by the 1690s it had died out on the island.        HELP

The story of the dodo’s (13)________________ is just one example                 APPEAR

of man’s effect on the environment.

Task 2

For questions 14-23, read the text below and decide which answer A, B, C or D best fits each space.

On the other hand?

We left-handed people lack collective pride. We just try to get by, in our clumsy way. We make (14)______ demands and we avoid a fuss. I used to say whenever someone watched me sign my name and remarked that he or she was also left-handed: “You and me and Leonardo da Vinci!” That was a weak joke, (15)________ it contained my often unconscious desire to belong to Left Pride, a social movement that (16) _____ far doesn’t exist but I hope may one day come. There are many false stories about the left-handed (17)______ circulation: for example, a few decades ago someone wrote that Picasso was left-handed, and others kept repeating it, but the proof is all (18)______ the contrary. The great genius Einstein is often still claimed as one of ours, also (19)____ proof. And sadly there is also no truth in the myth that the left-handed tend to be smarter and more creative.

(20)_____ the amount of research that has been carried out, researchers in the field still find it hard to decide precisely what we mean by left-handed. Apparently a third of those who write with their left hand throw a ball with their right. (21)____, those using their right hand for writing rarely throw with their left. A difficult skill that becomes crucial at a most impressionable age, writing defines (22)_____ you will call yourself. I have never used scissors, baseball bat, hockey stick or computer mouse with anything but my right; (23)_____ so, I think I’m left-handed as does everyone else.

14

A

some

B

few

C

little

D

any

15

A

yet

B

while

C

still

D

even

16

A

so

B

as

C

this

D

by

17

A

on

B

by

C

in

D

under

18

A

for

B

at

C

to

D

on

19

A

despite

B

without

C

lacking

D

beyond

20

A

Although

B

However

C

Nevertheless

D

Despite

21

A

However

B

Whereas

C

Despite

D

Unlike

22

A

what

B

how

C

this

D

which

23

A

more

B

yet

C

even

D

and

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

Task 3

For questions 24-33 match two parts of 10 idioms. There is one extra part in the second column.

24

To be as alike as

A

chalk and cheese

25

To be as different as

В

daughter

26

To be the apple of

С

the family

27

To be the black sheep of

D

the mice will play

28

To be tied to

E

thicker than water

29

To be your mother’s

F

two peas in a pod

30

Blood is

G

two sisters

31

Follow in

H

your father’s eye

32

Twist someone round

I

your father’s footsteps

33

While the cat’s away

J

your little finger

К

your mother’s apron strings

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

WRITING

How do you understand the following utterance by D. Kennedy: «Don’t ask what your country did for you, but ask what you did for your country».

Write the composition (150 words).

(20 баллов) — 30 минут

ANSWER SHEET

Бланк ответов

LISTENING

14 баллов

Task 1

Task 2

READING

13 баллов

Task1

Task2

USE OF ENGLISH

23 баллов

Task 1

1

2

3

4

5

6

7

8

9

10

11

12

13

Task 2

14

15

16

17

18

19

20

21

22

23

Task 3

24

25

26

27

28

29

30

31

32

33

WRITING

Ключи

LISTENING

14 баллов

Task 1

Task 2

READING

13 баллов

Task1

nsportal.ru

Олимпиадные задания по английскому языку (9, 10, 11 класс) на тему: Школьная олимпиада по английскому языку 9-11 классы

9-11 класс.

 (Чтение) Reading — Time 20 min

You are going to read an extract from an autobiography. For questions 1-7, choose the answer (A, B, C or D) which you think fits best according to the text. Put your answers to the answer sheet below.

A Visit Home

Amid the swarming, clattering travellers, railway staff and suitcases, I saw the thick, dark eyebrows of my brother Guy lift by approximately one millimetre in greeting as I came down the steps of the footbridge and out into the station forecourt. Guy speaks like most men in the village we come from, i.e. not at all until he has spent five minutes considering whether there are other means of communication he can use instead. His favourites are the eyebrow-raise, the shrug, and the brief tilt of his chin; if he is feeling particularly emotional, he may perform all three together. That morning, as I worked my bags through the other passengers, he kept his eyebrows raised. Standing in his work clothes, he looked rather out of place, resembling a large, solitary rusty nail in the midst of, but apart from, the crowd of people: his steel-capped boots, battered, formless jacket and heavy stubble seemed to be causing many people to give him a wide berth[1], diverting their path to the exit rather than heading for it directly.

‘Hello, Guy’, I said.

‘Now then,’ he replied. ‘Give me one of your bags.’

‘Thank you,’ I said, and passed him a large bag.

‘Whatever have you got in here?’ he exclaimed.

My brother is appalled by indulgences such as luggage, although his exclamations are less aggressive than resignedly bemused. With Guy, you have to understand that when he asks what on earth you’ve got in a bag, it is a way of saying, ‘Hello, how are you?’

‘It’ll be the computer that’s heavy. And there are some books,’ I explained.

‘Books,’ he said wearily, shaking his head.

‘Sorry.’

‘Doesn’t matter,’ he said. ‘It’s not that heavy.’ He yanked the bag up onto his shoulder.

‘It’s nice to see you, Guy.’

Guy raised his eyebrows and chin five millimetres, and strode off towards the car park.

I felt relieved by his distracted, unemotional expression because it was usual: since he was a small child he had gone through much of life looking as if he was pondering[2] the answer to a complex mathematical problem. But as I caught up with him and looked at him from the side, I noticed dark half-circles below his eyes.

 ‘Are you all right, then?’ I said.

He raised his eyebrow again, and blew out through pursed lips. He looked as if he were trying to pop the features off his face. Then he gave me the sort of consolation smile you give people when they’ve asked a stupid question, batted his lashy black-brown eyes and shrugged.

‘You look a bit worn out,’ I said.

‘I should think I do,’ he said. ‘I’ve been doing twelve-hour days on the farm since July. Sling your bags into the back of the van then.’

This was not as straightforward as he made it sound. He used the van as a workshop, storage unit and mobile home, and so as well as the usual driving-dregs of sweet wrappers and plastic bottles, there was farm equipment of an often surprising scale – straw bales, black polythene barrels, bundles of shovels and forks, metal toolboxes which were themselves almost as large as small cars, and other tools which I did not recognise or understand. Intermingled with that were random, inexplicable household articles: sofa cushions, half a dozen plant pots and a roll of carpets.

I gingerly[3] balanced my bags on some boxes, and then walked round the van and climbed into the front passenger seat. Guy stamped down the accelerator and we shot out of the car park. Guy looked straight ahead into the traffic, lifted his eyebrows and moved his mouth in what may or may not have been a grin. As we drove through the city, I watched his face to try to catch his expression when the half-grin lapsed, but he just lost himself in nonchalant concentration on the other cars and vans around us. For something to do, I turned on the radio and began retuning it. This caused a very loud static noise to fill the cab, and Guy to jerk round in his seat, shouting, ‘Don’t fiddle with that radio.’

I snapped it off, and looked at him again. ‘Sorry’.

‘Never mind,’ he said. ‘It only plays one station and it takes me ages to get that. There are some CDs in the glove compartment. Put one of those on instead.’

I put a CD on but as we accelerated off at the bypass roundabout the music was drowned out by the engine noise anyway.

It takes only twenty minutes to drive through the hills to our village, but that day the journey seemed to take forever. Neither of us could think of anything to say to each other so Guy pretended to concentrate on the speed of his windscreen wipers which were keeping the driving rain off the windscreen so he could see the road ahead. I, on the other hand, leant my forehead against the side window, looking out at the scenery which was so familiar to me but was actually obliterated by the horizontal rain.

1. What aspect of Guy’s personality is the writer reinforcing when he says ‘if he is feeling particularly emotional, he may perform all three together’?

A  His facial expressions are difficult to interpret.

B  His speech is always backed up by non-verbal expressions.

C  He is very controlled when expressing his feelings.

D  He can give out conflicting messages about what he is thinking.

2.  What is meant by many people giving Guy ‘a wide berth’?

A  People were staring at him because of the way he looked.

B  People were getting annoyed with him because he was in their way.

C  People did not understand what he was doing there.

D  People did not feel comfortable getting too close to him.

3.  How does the writer feel when Guy complains about his bag?

A  He knows he shouldn’t take the complaint seriously.

B  He thinks Guy is making an unnecessary fuss.

C  He wishes Guy had not greeted him with a complaint.

D  He is embarrassed about bringing so much luggage.

4.  As they walk towards the car park, the writer realises that

A  he is not being sensitive enough about Guy’s situation.

B  there is a change in Guy’s normal behaviour.

C  Guy’s expression seems more worried than usual.

D  he had more reason to be concerned about Guy than he initially thought.

5. What does the writer exaggerate when he is describing the back of the van?

A  the combination of items

B  the size of the items

C  how old the items were

D  how many items were unnecessary

6. Guy gets annoyed in the van because

A  the radio doesn’t work properly.

B  he prefers to listen to CDs.

C  the radio made a terrible noise.

D his brother touched the radio.

7. What does the writer say about the journey in the van?

A  He preferred to look out at the countryside rather than talk.

B  He didn’t speak to Guy because the driving conditions were difficult.

C  The fact that they travelled in silence seemed to make it longer.

D  It was much slower than usual because of the weather.

Answer sheet

(Лексико-грамматическое задание) Use of English — Time 30 min

Task 1

For questions 11-20 match two parts of 10 idioms. There is one extra part in the second column. Put your answers to the answer sheet below.

1

To be as alike as

A

chalk and cheese

2

To be as different as

B

daughter

3

To be the apple of

C

the family

4

To be the black sheep of

D

the mice will play

5

To be tied to

E

thicker than water

6

To be your mother’s

F

two peas in a pod

7

Blood is

G

two sisters

8

Follow in

H

your father’s eye

9

Twist someone round

I

your father’s footsteps

10

While the cat’s away

J

your little finger

K

your mother’s apron strings

Answer sheet

Task 2

For questions 1-10 read the text below and decide which word (A, B, C or В) fits the space best. Example: (0) just.  Put your answers to the answer sheet below.

On the other hand?

We left-handed people lack collective pride. We (0) just  try to get by, in our clumsy way. We make (1)______ demands and we avoid a fuss. I used to say whenever someone watched me sign my name and remarked that he or she was also left-handed: “You and me and Leonardo da Vinci!” That was a weak joke, (2)________ it contained my often unconscious desire to belong to Left Pride, a social movement that (3) _____ far doesn’t exist but I hope may one day come. There are many false stories about the left-handed (4)______ circulation: for example, a few decades ago someone wrote that Picasso was left-handed, and others kept repeating it, but the proof is all (5)______ the contrary. The great genius Einstein is often still claimed as one of ours, also (6)____ proof. And sadly there is also no truth in the myth that the left-handed tend to be smarter and more creative.

(7)_____ the amount of research that has been carried out, researchers in the field still find it hard to decide precisely what we mean by left-handed. Apparently a third of those who write with their left hand throw a ball with their right. (8)____, those using their right hand for writing rarely throw with their left. A difficult skill that becomes crucial at a most impressionable age, writing defines (9)_____ you will call yourself. I have never used scissors, baseball bat, hockey stick or computer mouse with anything but my right; (10)_____ so, I think I’m left-handed as does everyone else.

11

A

some

B

few

C

little

D

any

12

A

yet

B

while

C

still

D

even

13

A

so

B

as

C

this

D

by

14

A

on

B

by

C

in

D

under

15

A

for

B

at

C

to

D

on

16

A

despite

B

without

C

lacking

D

beyond

17

A

Although

B

However

C

Nevertheless

D

Despite

18

A

However

B

Whereas

C

Despite

D

Unlike

19

A

what

B

how

C

this

D

which

20

A

more

B

yet

C

even

D

and

Answer sheet

Task 2

For questions 21-25 complete the sentences below using the CORRECT GRAMMAR FORM of the phrasal verbs in the box. There are three odd phrasal verbs which you do not need to use.  There is an example (0) done for you. Put your answers to the answer sheet below.

make up        take back     send off       bring round

go up       take off          get by       come across     come around  

  1. Ronaldo was sent off during yesterday’s football match.
  1.  If you ___________ my glasses, please let me know as I can’t see anything without them!
  2.  Train fares ______________ twice already this year. It’s really outrageous.
  3.  Please _____________ what you just said and apologize to Jack.
  4.  Don’t believe anything Alison says. She’s always _______________ stories.
  5.  The doctors managed to _______________ David ______________ after the accident, but he had to stay in hospital for a while to recover from the consequences.

Answer sheet


(Письмо) Writing — Time 30 min

You have decided to throw a surprise party for your brother. Write a letter to a friend inviting him/ her to the party. Give details about the party as well as directions on how to get there. (120-180 words)


[1] a berth — a place for a ship or boat to stay in a port

[2] to ponder — to think about something for a long time

[3] gingerly — in a way that is careful or cautious

nsportal.ru

Олимпиада по английскому языку (9-11 класс)

Олимпиада по английскому языку в 10 – 11 классах

2010-2011 уч. год

I. Reading

Text1

Read a newspaper article and for questions 1—7 circle the answer А, В, С or D which you think fits best

A Warm Reception Promised at the Ice Hotel

QUEBEC CITY Monday January 1 (Reuters). — Canadian businessmen opened on Monday North America’s first Ice Hotel and said 1,000 tourists had already signed up to spend a night in a chilly building made of ice and snow.

The hotel built of 4,500 tons of snow and 25 tons of ice, opened outside Quebec City in a place overlooking the St. Law­rence river and the Montmorency Falls which are higher than world well known Niagara Falls. New Year’s Day opening fol­lowed a weekend snowstorm.

«The hotel is fully booked with 22 people in our six suites,» Ice Hotel communications director Helene Barbeau told Reuters. «The staff unveiled the hotel on New Year’s Eve and even slept in the ice beds,» she said in an interview.

The Ice Hotel’s facilities include a bar, a cinema and two art galleries, with exhibits made of sculpted ice about Canada’s Great North and Inuit people, as well as executive suites com­plete with an ice bed. The cost — $100 per one person a night — includes a hot breakfast and a sleeping bag on top of animal fur for the ice bed.

The Canadian structure cost C$750,000 to build, including C$125,000 from the Quebec provincial government.

Most of the 1,000 people who have reserved rooms for the season are Americans who come from as far away as Texas, Flor­ida, California and Arkansas, but some also are tourists from South Africa, Japan, France, Germany and Britain. Those who reserved for Monday’s opening came from New York, Maine, Washington and Montreal.

«We also expect 40,000 people to visit the site this winter,» Barbeau said adding that the wedding of a local celebrity is to be held at the hotel on January 27.

The Ice Hotel will stay open for three months before the ice and snow melt in early April.

The idea of an ice hotel is being imported from Sweden, where what was advertised as the world’s first ice hotel was built about ten years ago in Jukkasjarvi, a drive of seven hours from Stockholm.

The Quebec Ice Hotel (www.icehotel-canada.com) has a sur­face of 10,760 square feet, one quarter the size of its Swedish counterpart. It has a staff of 32 people.

The Ice Hotel intends to move permanently to the Duchesnay resort west of Quebec City next year. The new Ice Hotel should be able to accommodate 85 guests. It also will be the size of two football fields, four times larger than the current Ice Hotel and comparable in size to its Swedish counterpart.

«People will be able to do cross-country skiing, snowmobile riding and winter fishing,» Barbeau said.

1. .The first ice hotel in the world was built not far from…

A. Stockholm.

В Montreal.

С Quebec.

D Duchesnay resort.

2. .The hotel opened

A before the snowstorm.

С at the weekend.

В after the snowstorm.

D before the weekend.

3. The Quebec provincial Government contributed into
this structure

A C$750,000.

В C$1,000.

С C$125,000.

D C$40,000.

4. The Ice Hotel is situated in the place which is
known for

A the wedding of a local celebrity.

В Winter Carnival.

С Niagara Falls.

D Canada’s Great North

.

5. The new Ice Hotel will be

A the size of the present Ice Hotel.

В smaller than the present Ice Hotel.

С as large as a football field.

D larger than the present Ice Hotel.

Reading

Text2

You are going to read a magazine article about Barbara Cartland, a popular English writer. Choose from the statements 1—9 those which best summarises each part A—I of the article. There is one extra statement which you do not need to use.

  1. She is one of the best-selling authors, even more popular than one well-known crime writer.

  2. Cartland and her secretaries worked hard in her home

  3. When she died she was two months away from her 99th birthday.

  4. She was popular not only as a writer, she was also popular as an attractive woman and a lot of men proposed her.

  5. She had an unfavourable opinion of journalists’ and reporters’ work.

  6. Known as the Queen of Romance Cartland wrote not only love stories.

  7. Her work was appreciated not only by ordinary people, she was given a British title of honour.

  8. She was active in many other spheres of life.

  9. Cartland was never far from the public eye.

Queen of Romance

A. Barbara Cartland became the world’s best-selling author composing her romantic tales. Happy endings were a must for the Queen of Romance. Each title sold about a million of copies and there was a new title every two weeks. «For20 years, I’ve done a book a fortnight. Without fail, 600 words a day. Nobody else has done that,» she once said.

В Cartland was born one of three children in Birmingham on July 9, 1901, in an upper-class but very poor family. Her father died in World War I. She published her first novel, Jigsaw, in 1923. The glamorous young novelist received marriage propos­als from 49 men before she married a man of one of Britain’s noble families in 1927. It was not a fairytale match and they divorced after six years. In 1936 she married Hugh McCorquo-dale, by whom she had two sons. Her husband died in 1963.

С Her 723 works — from A Kiss for the King to Paradise in Penang— sold more than one million copies each in 36 languag­es, topping even crime writer Agatha Christie. Cartland’s readers from every social level buy her books from Thailand to Eastern Europe. She said: «The reason I’m such a big seller is that the world is short of beauty.»

D She described her Victorian mansion on 500 acres (200 hec­tares) north of London as a «factory» with half a dozen secretaries to whom she dictated her Books, and «the largest Xerox money can buy.» «I work very hard and when I need a plot I say to God, give me a plot, and he sends me one in 24 ‘ hours,» she said.

E In addition to romantic novels, Cartland wrote a number of biographies of European royal persons, sociological volumes, autobiographies and health guides promoting the use of vita­mins as the route to health: At 77 she recorded an album of love songs.

F She also turned her talents to politics, becoming a council­lor for the right-wing Conservative Party. She campaigned on behalf of gypsies and nurses, lectured on the danger of feminism and organised exhibitions.

G A keen supporter of the royal family, she blamed the media for poor publicity and said Britain without them would be­come «a rather boring little island with a flag». In her book «The History of Barbara Cartland and How I Want to Be Remembered», she counteracted bad publicity about her daughter Raine, stepmother of Britain’s Princess Diana.

H In her last years she was an unforgettable figure. She usu­ally appeared in public wearing a mass of pink chiffon and heavily made-up. She lived a full and fulfilling life, which touched many people around the world. Women admired her, she was a feminist icon. She received so many letters from all over the world and she often gave answers to them: she wanted to give the world what it needs — more love and beauty.

I In 1991 she became a Dame of the Order of the British Empire for her contribution to literature and her work for humanitarian and charitable courses. When she died in 2000, her friend said, «She was a character who was larger than life and a legend in her own time.»

Reading

Text3

Read questions 1—6. Find the answers in the texts АК from the Oxford Advanced Learner’s Dictionary and put the correct letter in the box. There are some extra texts which you do not need to use.

1. This wild animal kills other small animals.

2. Women and children wear this type of hat tying it

with strings under the chin.

  1. This is a fruit tree with fruits eaten as nuts.

  2. This is a green plant with feathery leaves and no flowers.

  3. This hat with a wide brim is worn especially by American cowboys.

  4. This is a vegetable with green leaves which tastes a little like onion.

A. almond — a tree, native to Asia and Northern Africa and having alternate simple leaves, pink flowers and leathery fruits with a nut inside.

В. badger — an animal which has black and white fur, lives in holes in the ground and is active at night.

С. kernel — the edible part inside the outer shell of a nut.

D. bonnet — a hat of cloth or straw (often with a wide brim), held in place by ribbons tied under the chin and worn by babies and women (especially in the past).

E. barley— a valuable grain, of the family of grass, used for food.

F. fern — any of numerous flowerless and seedless plants repro­ducing by spores.

G. ferret— a small fierce European animal with pointed nose, which catches rats and rabbits.

H. fez — a round red hat with flat top and no brim, worn chief­ly in the eastern Mediterranean.

I. heather— a low plant with small purple, pink, or white flowers which grows on the hills.

J. leek— an edible plant related to the onion having a white slender bulb and a flat dark green leaves.

К. stetson — a tall hat with a wide brim standing out round the head worn especially in the American West.

Listening

TEXT 1

You will hear a telephone conversation between a clerk to a repair shop and a client. For questions 1—5 complete the missing information..

Name of gadget (1)

Problem (2)

Reason for urgent repair (3)

Caller’s phone number (4)

Caller’s address (5)

Listening

TEXT 2

You will hear a conversation between two people who are interested in cars. For questions 1—8 decide whether each statement is True or False. In the box write T if the statement is true and F if it is false. You will hear the recording twice.

1.Alec Issigonis wanted to design a car that could win the Monte Carlo Rally.

2. The Mini was the first family car.

3. Now a lot of small cars are based on the design of the Mini.

4. Everyone expected the Mini to become a fashion­able car.

5. The Mini took part only in three Monte Carlo Ral­lies.

6. There are not any problems with this car at all.

7. This car is still being produced in the UK.

8. Amanda has had her car for 5 years and she’d prefer to have some other car.

Listening

TEXT 3

You will hear a radio programme about the theatre In Eliza­bethan and Shakespearean age. For questions 1—7 choose and circle the best answer: А, В or С. You will hear this programme twice.

1. What were theatres in Elizabethan age like?

A They all were like our modern theatres.

В Some were like our theatres.

С They didn’t have any features of modern theatres.

2. Was the style of plays the same in different theatres?

A No. Words were more important in the new theatre.

В No. Action was more important in the new theatre.

С No. Words were more important in the old theatre.

3. What kind of people went to the theatre at that time?

A Servants and working people of all classes visited

theatres.

В Only upper-class people visited theatreю

С People of different social classes visited theatre.

4. How much were theatre tickets?

round the stage.

A in the open air theater it cost 6 pence to stand round the stage

В The entrance fee in the new indoor theatres was 12

pence.

С In the open-air theatre it cost 6 pence to sit in a

box.

5. I know the audiences were badly behaved, weren’t they?

A Yes, and actors complained most about cracking nuts during the performance.

В Yes, and actors complained most about eating dur­ing the performance.

С Yes, and actors complained most about talking during the performance.

6. Everyone knows that female parts were played by boy
actors, weren’t they?

A Yes, boy actors had played men’s parts until their

voices broke.

В Yes, boy actors had played women’s parts until

their voices broke.

С Yes, some of them played men’s parts until their

late twentieth.

7. Were theatres in Elizabethan age more popular than they are now?

A No, only 20—25 % of the population attended the­atre in Elizabethan age.

В Yes, only 20-25% of the population go to the the­atre today.

С Yes, 20—25 % of the population attended theatre in Elizabethan age.

Use of English

  1. Complete these sentences by using the correct word from the box. Use each word once only. There is an extra word that you do not need to use.

council rubbish paint structure

project computer microchip service

Garbage Collection Goes High Tech

The city of Barcelona is putting microchips in its 18,000 (0) litter bins to try and make garbage collection easier. By installing microchips in the structure of the bin Barce-

lona’s collectors with a hand-held computer (1)

can read how full a bin is, the last time it was emptied,

and if it needs a lick of . «As far as I know (2)

this is the first project of this kind in Spain if not in the

world,» said a spokesman for the Barcelona city (3)

about the & 113,000 . «The aim of the special- (4)

ly designed software is to optimise cleaning (5)

and litter collection routes,» he said.

Use of English

II.

Read the following text and look carefully at each numbered line. Some of the lines are correct, and some have a word which should not be there. If a line is correct, put a tick {•/) after it. If a line has a word which should not be there, write down this word.

Penguins Intrigue Scientists

Do penguins fall over backwards when watching aircraft fly overhead? British scientists
are travelling to South Georgia in the south Atlantic to find answers to that ques­-
tion and an others from a study of the island’s (1)

4000,000 King Penguins. Scientists have been

sceptical about reports of penguins falling over (2)

backwards to watch aircraft flying above

them. But a senior officer on the British navy

ship HMS Endurance which is taking the sci-

entitle team to South Georgia, said he be­
lieved the reports. «The penguins always

look up the helicopters and follow for them (3)

all the way until they fall over backwards,»

Stuart Matthew, the ship’s operations offic­
er, told to the Daily Telegraph. Dr Richard (4)

Stone of the British Antarctic Survey told Re­
uters that scientists were concerned that low-

flying aircraft could to cause stress among pen- (5)

guins and affect their breeding performance.

Use of English

III.

Read the passage below and use the appropriate form of each verb in brackets in the numbered blanks.

Прочитайте отрывок и напишите соответствующую форму каждого глагола, данного в скобках, в отведенном для этого месте.

Mr. Dunning (be)a very clever man. ——————(1)

…One evening, later in the same week, Mr.

Edward Dunning (return) from the British (2)

Museum Library, where he ( work) all day, ___________ (3)

to his comfortable home. He ( live) alone (4)

there except for the two women who (cook)and ____________(5)

cleaned for him. A train ( take) him most of (6)

the way home, then he a bus for the last mile

or two. He ( finish) reading his newspaper (7)

by the time he (get) on the bus so he amused (8)

himself by reading different notices on the win-­
dows opposite him. He already ( know) most (9)

of them quite well, but there seemed to’ be a

new one in the corner that he (not see) be- (10)

fore. It was yellow with blue letters, and all he

could (read) was the name ‘John Harrington’. (11)

Soon the bus (be) nearly empty and he ( change) (12)______ (13)

his seat so that he could read the rest of it. Mr. Dunning stared at this notice for a long time. He was the only passenger on the bus when it

reached his stop, and as he ( get) off he said to (14)

the driver, T just ( read) that new notice on (15)

the window. It’s strange, isn’t it?’

Writing

Not long ago you moved house. You live in a new house now, in a new district of your town. In a letter to your English-speaking pen friend describe your new flat and the place where you live now. Say what you like or dislike.

Describe the following:

  • why you moved house;

  • compare it with your former flat;

  • when you moved house;

  • write about the district you live now;

  • describe your flat, its conveniences;

  • compare it with the district where you lived before;

  • write whether you are happy or not and why.

Write 100—140 words. Be polite and remember the rules of letter writing.

Keys

Listening

Text 1 Clerk: Leisure and Pleasure General Stores. Can I help you?

Woman: Good afternoon. There is something wrong with my
washing machine. Could you arrange to repair it?

Clerk: How long have you had it?

Woman: 1 bought it two years ago.

Clerk: What is the problem?

Woman: Nothing happens when I switch it on.

Clerk: Just a moment. Our engineer is free on Friday morning.

Woman: Could you manage something sooner? I’ve got 5 children.

Clerk: Well, I’ll put it down as an urgent repair.

Woman: Thank you, thank you very much.

Clerk: What’s your name and phone number?

Woman: Kate Evance, 77 33 05.

Clerk: And your address?

Woman: 45 Green Street. Thanks for your help. Good-bye.

Clerk: Good-bye.

  1. washing machine

  2. Nothing happens when the woman switches it on.

  3. She has 5 chidren.

  4. 77 33 05

  5. 45 Green Street

Text2

Michael: Amanda, how long have you had this car?

Amanda: For 5 years. It’s one of the latest models.

M: The Mini is a nice car. I know it has a long history…

A: Yes, it does. The Mini was designed by Alec Issigonis in 1959. He wanted to design a family car, which was smaller than other family cars, but which had more space inside. In 1959 this design was revolution­ary. Today nearly each small car is based on the Mini.

M: And I know it was a very fashionable car at that time.

A: Quite so. Everybody was very surprised. Many film and pop stars, politicians, royalty drove Minis. Even Enzo Ferrari, famous Italian sport car designer, owned one.

M: By the way, I know tb? Mini took part in rallies.

A: Right. Minis took part in all the major European ral­lies from 1960. For example, they won three Monte Carlo Rallies in 1964, 1965 and 1967.

M: Nowadays there are so many faster and more elegant cars. Why do you drive the Mini?

A: I can’t think of any other cars. The Mini is very easy to drive around the town, easy to park, really. And it’s so economical, and it’s so well designed…

M: Is there anything you don’t like? A: They are not very good when it’s damp. When it’s wet they are a bit difficult to start.

1F 2F 3T 4F 5F 6F 7T 8F

Text 3

Radio announcer (RA): Welcome to our Sunday programme «Sto­ries of Britain». Today our guest is Ron Johnson, philol­ogist. Ron is here to talk about theatres in Elizabethan age, the 16th century.

Ron: Hello, listeners. RA: What were theatres in the 16th century like?

Ron: Many people think there were only open air theatres in the 16th century. At the beginning— they were. Later, some 16th century theatres had the features of modern theatres: they were covered over, so performances could be staged in bad weather; they were lighted by candles, so the per­formances could be staged in the evening, music and scen­ery were introduced. RA: Was the style of plays the same in different theatres?

Ron: There were considerable differences. The older theatres showed more physical actions, the new indoor theatres concentrated more on wit and cleverness of words. Noisy effects were scaled down such as drumming, fireworks… Songs and music were much more features of the newer theatres. Intervals between acts were introduced, whereas the open air theatres tended to play without a break. RA: What kind of people went to the theatre at that time?

Ron: We know that a social spectrum of people visited the the­atre. Audiences included the richest and the poorest. They were such people as landed gentry, doctors, lawyers, gen­tlemen, servants and working people of all classes. In other words, there was a much more varied audience than for most of our theatres today. RA: How much were theatre tickets?

Ron: In the open air theatres prices varied from one penny to stand round the stage, to sixpence for a box. The indoor theatres were more expensive: the standard entrance fee was sixpence and a stool on the stage itself cost another sixpence. RA: I know audiences were not well behaved, were they?

Ron: You mean modern audiences are well behaved? Well. The audience commonly talked throughout the perform­ances; they might well applaud, but they booed and hissed as well if the actors disappointed them. Food and drinks were served during the performance. One of the things actors complained most about was the cracking of nuts which caused a lot of noise. The power of the actor would be shown by his ability to command the attention of the audience.

RA: Everyone knows that female parts were played by boy ac­tors, weren’t they? Ron: Yes, they were. In Elizabethan time girls and women were not allowed to act on the stage. There were companies of boy actors, who were taken from choir schools and trained as actors. While they were young and their voices hadn’t broken, they played female parts, between the age of 10 and 13. Some of them continued to play women’s parts until their late teens or early twentieth.

RA: Were theatres popular in Elizabethan age? Ron: Yes. It has been estimated that about 20-25 per cent of the popular on attended the playhouses, which again is a far higher percentage than today.

RA: Thank you, Ron. I’ll see you…

1B 2A 3C 4C 5A 6B 7C

Reading

Text1

(1 -A,2-B,3-C,4-A,5-D)

Text2

1С, 2D, 3-, 4В, 5G, 6Е, 71, 8F, 9Н

Text3

1G 2D ЗА 4F 5К 6J

Use of English

I. 1— rubbish, 2-paint,3- council,4-project,5-service

II. 1-an,2-v,3-for,4-to,5-to

III. 1 was, 2- was returning,3-had worked,4-lived,5-cooked,6-took, 7-had finished,8got,9-knew.10-had not seen,11- read,12-was.13- changed,14-was getting off,15-have read

videouroki.net

Олимпиадные задания по английскому языку для 9-11 классов

Комплект заданий для учащихся 9-11 классов

PART 1

LISTENING

Time: 20 minutes

TASK 1

You are going to hear a person talking about entertainment. For questions 1-6, choose the correct answer A-C

1. The speaker mentions a lot of free-time activities because

A. he enjoys them all.

B. he doesn’t enjoy any of them.

C. he wants to show how tolerant he is.

2. His girlfriend’s father

A. sells newspapers for living.

B. is addicted to the news.

C. never leaves his house.

3. The speaker is fed up because

A. people criticize him for playing video games.

B. he’s getting older.

C. he doesn’t know what to do in his free time.

4. He says video games are played mainly by

A. teenagers.

B. adults aged between 24 and 44.

C. people under the age of 27.

5. He argues that to play video games you need more intelligence than you do to

A. go to the opera.

B. go to the theatre.

C. watch TV.

6. He thinks adults should

A. be proud of liking video games.

B. be ashamed of liking video games.

C. tell everyone to play video games.

TASK 2

You are going to hear six teachers talking about what annoys them at school. Match the speakers 7-12 to the statements A-H. There are two extra statements that you do not need to use.

A. This teacher has got a lot of problems with students.

B. This teacher likes everything about his/her job except the part that is not related to teaching.

C. This teacher dislikes his/her head teacher.

D. This teacher says only good things about his/her students.

E. This teacher has more problems with some adults than with students.

F. This teacher say parents are always difficult.

G. This teacher would like students to show more interest and enthusiasm.

H. This teacher is upset by some students’ lack of academic honesty.

Transfer your answers to the answer sheet!

PART 2

READING

Time: 20 minutes

TASK 1

Read the following text about fashion for kids. Five sentences have been removed from the text. Complete the gaps 1-5 with the sentences A-F. There is one extra sentence that you do not need to use

A. Explain patiently why they can’t get everything they want.

B. He was worried that some of the kids at his school would laugh at him because his new shoes didn’t have a well-known brand name.

C. In the factories full of child workers in the Far East where the products are made.

D. Or is it their parents?

E. Some parents, such as David and Victoria Beckham, dress their children in flashy fashions to show off their family’s wealth.

F. They were a well-known brand, but they were last year’s model and the price had been cut to £25 in the sales.

Fashion for kids

Last week, I bought my nine-year-old son a new pair of trainers that were reduced in a sale. They fit him fine and they looked good, but afterwards he didn’t seem very happy with our bargain. (1)____ I seriously thought about taking the shoes back to the shop to exchange them for a more expensive and fashionable make. But why should I pay money I can’t afford, or get into debt just because of peer pressure?

One boy in my son’s class wears jewellery and clothes with designer labels to school. He even wears Calvin Klein aftershave! And he isn’t old enough to shave! I spoke to him and he told me why he had to have the latest fashions. One day he had worn his old trainers to school. (2)_____ When his pals saw him, they called him a tramp! He went straight home and put on his new trainers. His mum isn’t well off, but she always finds the money so that he looks good in front of his mates.

I’ve seen children as young as six going round shoe shops and fashion boutiques looking for the latest styles, desperate for the expensive designer clothes they see on TV. What’s wrong with these kids? (3)_____ Or our materialistic, consumer society?

All the major fashion labels have got special children’s brand. It’s a market which generates £5 billion a year in the UK alone. The big clothing companies and chain stores exploit children at both ends of the production line. (4)______And in our shopping centers full of child consumers competing with each other to be up to date.

If you’re a parent, don’t give your kids the clothes and fashion accessories they ask for. (5)____ Because one thing is sure: you won’t make your kids happy by spoiling them.

TASK 2

Read the following text about pavement art. Decide if the statements 6-11 are true (T) or false (F)

6. The picture of Batman and Robin was painted on a burning house.

7. Julian’s pictures seem real only if you look at them from one side.

8. Julian photographs his drawings because he worries people will damage them.

9. People often stop to watch Julian draw.

10 Julian only makes one type of art.

11. Julian disagrees with some traditional ideas.

Art For People

I was walking along a quiet city street when suddenly I saw the most amazing thing: three young women were standing on a narrow window ledge on the top of a building which was on fire. Below them Batman and Robin were climbing up a rope to save them as a crowd of people stood and stared. What was really strange was that everything seemed to be happening in a large hole in the pavement in front of me. I couldn’t believe my eyes. It took me a few seconds to realize it wasn’t real; it was a work of art.

The man responsible for it was Julian Beever, a British artist known as the ‘pavement Picasso’, who has been drawing his colorful masterpieces in cities around the world since the 1990s. Julian uses a method called ‘anamorphosis’ to create his wonderful drawings in three dimensions. It’s a question of perspective: from one side the 3Dillusion is perfect, but from the other side the drawing makes no sense.

Julian draws in chalk, so his work is vulnerable to the weather: if it rains, the drawings disappear. It’s hard work and it can take up three days to complete a drawing, so Julian always checks the weather forecast very carefully. His final goal is to take a photograph of his creation before it gets washed away. However, sometimes Julian has to wash off his own unfinished drawings because he hasn’t received permission to use the public pavement as his canvas.

The process of making the drawings is really worth seeing, so Julian often has an audience. In some ways he’s a street performer, and the spectators enjoy the show as much as the end result.

He does 2D drawings, too: portraits of famous people like Princess Diana or Bill Clinton, copies of old masters, and self-portraits. And also wall murals, collages and oil paintings (both landscapes and still lifes).

Julian’s work shows that you don’t need to work in a studio to be an artist, and that you don’t need a frame for every painting. He firmly believes that art shouldn’t be locked away in galleries, libraries and glossy art books. ‘My art is for anybody, it’s for people who wouldn’t go into an art gallery. It’s art for the people’.

Transfer your answers to the answer sheet!

PART 3

USE OF ENGLISH

Time: 20 minutes

TASK 1

Read the following text about an interesting social experiment. Use the words in bold to form one word for each gap 1-9

Subway Music In Washington DC

Most of us who live in a city know what it means to spend 30 minutes in the subway (1) rush through corridors and then trying to get into terribly (2) crowd trains. Well, this guy and this morning was (3) difference. He stopped at one of the entrances to the station and played six (4) beauty Bach pieces for about 45 minutes. Three minutes after he started, a man noticed him and stopped for a few seconds. A minute later the (5) music received his first one dollar trip. The person who was most (6) interest was a 3-year-old boy, who really wanted to listen. His mother didn’t let him stay very long, either.

In the 45 minutes, 1097 people passed by and only six stopped. The (7) violin collected 32 dollars. When he finished playing, nobody noticed and nobody knew that he was Joshua Bell, one of the best soloists in the world. He was playing a violin worth 3.5 million dollars and had played in a concert two days before where people paid an average of 100 dollars for their seats.

The aim of this real-life experiment was twofold. Can we notice beauty in an everyday place and at rather (8) usual hour? Do we recognize genius in an (9) expect situation? And the most troubling question of all: if we miss Joshua Bell playing Bach just because we are not in Carnegie Hall, how many other things do we miss?

TASK 2

Read the story below. For gaps 10-17 choose the correct answer A-D

Work Unpaid

Stetson was the richest man (10) ___ town. He had made his money in the oil business and (11)___ he was living on his own, he never gave money to charity. This is probably why everybody hated him.

One day he decided (12) ___ a new house built in the most fashionable part of town with a fireplace in his large living room. When the mason had finished working on the fireplace, he asked Mr. Stetson (13) ___ the money he was owed. ‘I’m afraid I can’t pay you today. You see, I don’t have the exact money,’ Mr. Stetson said. ‘No problem, but please don’t use the fireplace (14)___ you’ve paid me,’ went the answer. The client agreed unwillingly.

Four hours later the wealthy man phoned the workman, shouting, ‘My house is (15) ___ smoke!’ ‘I told you not to use the fireplace yet,’ the mason replied. A little later he arrived (16) ___ Mr. Stetson’s house and received his money. He immediately took a ladder, went up to the roof and took out his heaviest hammer. He simply (17) ___ it drop into the chimney breaking the pane of glass he had build into it.

10 A at B in C for D by

11 A even B until C although D where

12 A to have B having C to do D doing

13 A — B to C from D for

14 A until B when C because D while

15 A filled of B full of C filled D full

16 A — B by C to D at

17 A let B hit C did D looked

Transfer your answers to the answer sheet!

Participant’s ID number

PART 4

WRITING

Time: 20 minutes

Your town wants to spend a large amount of money encouraging young people to participate in more sports activities during their holidays. You have been asked to write a report for the town council saying what types of sporting activities the town should encourage and how doing these activities would benefit young people.

You should write about 100-120 words.

Participant’s ID number

ANSWER SHEET

LISTENING

A

B

C

2

A

B

C

3

A

B

C

4

A

B

C

5

A

B

C

6

A

B

C

7

A

B

C

D

E

F

G

H

8

A

B

C

D

E

F

G

H

9

A

B

C

D

E

F

G

H

10

A

B

C

D

E

F

G

H

11

A

B

C

D

E

F

G

H

12

A

B

C

D

E

F

G

H

READING

A

B

C

D

E

F

2

A

B

C

D

E

F

3

A

B

C

D

E

F

4

A

B

C

D

E

F

5

A

B

C

D

E

F

6

T

F

7

T

F

8

T

F

9

T

F

10

T

F

11

T

F

USE OF ENGLISH

2

3

4

5

6

7

8

9

10

A

B

C

D

11

A

B

C

D

12

A

B

C

D

13

A

B

C

D

14

A

B

C

D

15

A

B

C

D

16

A

B

C

D

17

A

B

C

D

Ключи и транскрипции текстов для аудирования

LISTENING

2

B

3

A

4

B

5

C

6

A

7

G

8

B

9

H

10

D

11

A

12

E

READING

5

A

6

F

7

T

8

F

9

T

10

F

11

T

USE OF ENGLISH

Scripts

TASK 1

Some people like the ballet or the opera… That’s cool… Other people prefer jazz… That’s cool too… Some even like folk music…Why not?… Others love admiring landscapes or sculptures in art galleries or visiting exhibitions of ancient masterpieces in museums… It’s not my cup of tea, but if that’s what turns you on, it’s OK with me… Then there are the TV addicts… They never miss an episode of their favoutite soap operas… And they can tell you the name of every talentless presenter on television. And I don’t criticise them for that… My girlfriend’s father is the newsagent’s best friend. He reads three papers every day, two broadsheets and a tabloid for the sport, two weekly magazines and he’s subscribed to a monthly political review… He watches almost every news broadcast and current affairs programme on television… And listens to the radio when he goes out… And I just say it’s his life and he can do what he likes… So, why does everyone think there’s something wrong with me just because of what I like doing in my free time? I like playing video games. What’s the problem with that? Well, the thing is I’m an adult. I’m 27 and people think I’m too old for video games… They don’t know what they’re talking about. Apparently 56% of all gamers are aged between 24 and 44! Millions of intelligent adults around the world enjoy playing video games. Why? Because video games are good. You need to use your brain a lot more than you do to watch TV. They’re full of excitement and drama. And in my humble opinion, they’re a lot more fun than the opera… So if you’re an adult and you love video games, don’t be shy. Tell everyone you know and tell them why. There’s nothing to feel ashamed of.

TASK 2

We went into the staff room of a comprehensive school in Bristol and asked some teachers this question… ‘What annoys you about your job?’ Here’s what they said…

  1. Just one word: ‘Whatever’. I hate it when my students answer questions with ‘whatever’. It means ‘I don’t care’, or ‘I’ve got no opinion’. It’s so passive. ‘Do you beleive in the death penalty?’ ‘Whatever.’ ‘Do you want the test on Tuesday or Thursday?’ ‘Whatever’. ‘How about a lesson on women’s rights for March 8th?’ ‘Whatever’.

  2. I enjoy teaching. I like most of my pupils a lot. They’re not always as hard-working and conscientious about their written work as they should be, but they’re imaginative and really participate in the classes… The only thing that annoys me about my job is the administration, you know all the paperwork I have to do.

  3. Cheating. They cheat in exams and in the homework we set them. Of course, not everyone does it, but it really annoys me. If I could teach my pupils just one thing, it would be that studying hard and revising for exams is good, and cheating is bad.

  4. There isn’t much that annoys me about my job. Well, correcting homework can be hard work, and taking the register is a waste of time, and sometimes with my favourite classes the bell goes too soon, you know just when we’re starting something interesting. But, really I’m lucky. My students are talented, active and motivated.

  5. A lot of kids have no respect. They don’t respect teachers, or their classmates, or school property. They steal the chalk, the board markers and library book, they write graffiti on the desks and lockers, they destroy textbooks, they fight in the playground, they miss lessons and turn up late…Shall I go on?

  6. My pupils are fine, but some parents are really difficult. They won’t accept that their children aren’t perfect. For example, one boy kept playing truant, and his dad said it was my fault for not making the lessons more interesting! And there’s a mother who always does her daughter’s project work even when I ask her not to.

infourok.ru

Олимпиадные задания по английскому языку (9, 10, 11 класс) на тему: Школьный этап всероссийской олимпиады школьников по английскому языку (9-11 класс)

Комплект заданий для учащихся 9-11 классов

LISTENING

Time: 10 minutes

You will hear part of a radio interview with a woman called Rachel Reed, who works in a commercial art gallery, a shop which sells works of art.

For questions 1-7, choose the best answer (A, B or C). You will hear the text twice.

You have 1 minute to look through the items.

  1. What does Rachel say about her job title?

A  It makes her feel more important than she is.

B  It gives people the wrong idea about her work.

C  It is appropriate for most of the work she does.

  1.  What is the most common reason for the gallery not exhibiting an artist’s work?  

A  The subject matter is unsuitable.

B  It is not of a high enough quality.

C  The gallery manager doesn’t like it.        

  1.  When can phone calls from artists be difficult for Rachel?

A  when their work doesn’t sell

B  when they don’t receive payments

C  when their work is not accepted        

  1.  Why does Rachel include a commentary in the catalogue?

A  It gives background information about the artist.

B  It encourages people to buy paintings over the phone.

C  It tells people what experts think of the work.        

  1.  What does Rachel say about administrative work?

A  She is able to leave a lot of it to others.

B  She would like to have an assistant to help with it.

C  She finds it hard to get it all organised.

 

  1.  What is Rachel’s role in the service the gallery offers to large companies?  

A  making initial contacts

B  responding to enquiries

C  promoting a certain type of art

  1.  What does Rachel find most enjoyable about her job?

A  meeting interesting people

B  the fact that it’s unpredictable

C  being close to works of art

Transfer your answers to the answer sheet!

READING

Time: 30 minutes

Task 1.  Read the text My Job at a Summer Camp, by Charlie Rose. For questions 1-5, choose the answer (A, B, C or D) which you think fits best according to the text.

Every year I work at a summer camp for kids and I really enjoy seeing the children do things they never thought they could do. Nearly all the kids know how to swim and play table-tennis before they come, but things like rock climbing are new experiences for most. Some of them are very nervous, but after a bit of encouragement, they agree to try and they all get to the top in the end, which makes them feel great.

The kids stay several weeks and some do miss home. You might expect it to be the really young ones who feel like that the most but it’s actually the ten- to thirteen-year-olds. We don’t let them use their mobile phones all the time. First we tell them they can phone home after lunch. Then when they ask again, usually after dinner, we say it’s a bit too late to phone and suggest doing it the next day. Most children are fine in a couple of days and at the end of their stay, it’s amazing how many come and thank us because they have had a great time.

It’s not just the children who get lonely. We get parents who are on the phone the whole time, asking how their child is getting on, which is quite unnecessary. Often their son or daughter will be busy, playing games or doing something else, so we have to tell parents to ring back another time.

Some kids arrive dressed in smart, designer, new clothes and they sometimes argue when we tell them to change into something they won’t mind getting dirty, but before long they realise what we mean.

  1. What is the writer trying to do in this text?

A  describe how children make friends at a summer camp

B  suggest how parents should choose a summer camp for children

C  explain what it is like for children at a summer camp

D  advise children how to behave at a summer camp

  1. What does the writer say about rock climbing at the camp?

A  Some children already know how to do it.

B  Some children prefer to swim or play table-tennis.

C  Some children refuse to take part.

D  Some children find it more enjoyable than they expected to.

  1. What surprises the writer about the children who stay at the camp?

A  The youngest ones find it hard to be away from home.

B  They complain if they cannot phone their parents.

C  They miss meal times with their parents.

D  They seem grateful for their experience here.

  1. What does the writer think about some parents?

A  They should visit their children instead of phoning them.

B  They don’t need to keep on phoning the camp.

C  They shouldn’t allow their children to bring phones to camp.

D  They need to be reminded to phone their children.

5.  Which postcard might a child at the camp send home?

A I was annoyed when they suggested I put on old jeans, but I guess they were right.

B It’s so unfair that everyone else can use their mobile phone, but they won’t let me use mine.

C I’ve made some good friends but we’re all bored because there isn’t much to do here.

D I was really frightened every time we went rock climbing, so they let me do something else instead.

Task  2.  For  items 6-12,  read an extract about the history of cinema and decide which  country  (A-J) is being referred to in the statements below.

NB You may use any letter more than once.

Although French, German, American and British pioneers have all been credited with the invention of cinema, the British and the Germans played a relatively small role in its worldwide exploitation. It was above all the French, followed closely by the Americans, who were the most passionate exporters of the new invention, helping to start cinema in China, Japan, Latin America and Russia. In terms of artistic development it was again the French and the Americans who took the lead, though in the years before the First World War, Italy, Denmark and Russia also played a part.

In the end it was the United States that was to become, and remain, the largest single market for films. By protecting their own market and pursuing a vigorous export policy, the Americans achieved a dominant position on the world market by the start of the First World War. The centre of filmmaking had moved westwards, to Hollywood, and it was films from these new Hollywood studios that flooded onto the world’s film markets in the years after the First World War, and have done so ever since. Faced with total Hollywood domination, few film industries proved competitive. The Italian industry, which had pioneered the feature film with spectacular films like “Quo Vadis?” (1913) and “Cabiria” (1914), almost collapsed. In Scandinavia, the Swedish cinema had a brief period of glory, notably with powerful epic films and comedies. Even the French cinema found itself in a difficult position. In Europe,only Germany proved industrially capable, while in the new Soviet Union and in Japan, the development of the cinema took place in conditions of commercial isolation.

Hollywood took the lead artistically as well as industrially. Hollywood films appealed because they had better constructed narratives, their special effects were more impressive, and the star system added a new dimension to screen acting. If Hollywood did not have enough of its own resources, it had a great deal of money to buy up artists and technical innovations from Europe to ensure its continued dominance over present or future competition.

From early cinema, it was only American slapstick comedy that successfully developed in both short and feature format. However, during this ‘Silent Film’ era, animation, comedy, serials and dramatic features continued to thrive, along with factual films or documentaries, which acquired an increasing distinctiveness as the period progressed. It was also at this time that the avant-garde film first achieved commercial success, this time thanks almost exclusively to the French and the occasional German film. Of the countries which developed and maintained distinctive national cinemas in the silent period, the most important were France, Germany and the Soviet Union. Of these, the French displayed the most continuity, in spite of the war and post-war economic uncertainties. The German cinema, relatively insignificant in the pre-war years, exploded on to the world scene after 1919. Yet even they were both overshadowed by the Soviets after the 1917 Revolution. They turned their back on the past, leaving the style of the pre-war Russian cinema to the émigrés who fled westwards to escape the Revolution.

The other countries whose cinemas changed dramatically are: Britain, which had an interesting but undistinguished history in the silent period; Italy, which had a brief moment of international fame just before the war; the Scandinavian countries, particularly Denmark, which played a role in the development of silent cinema quite out of proportion to their small population; and Japan, where a cinema developed based primarily on traditional theatrical and, to a lesser extent, other art forms and only gradually adapted to western influence.

List of Countries

    A  France               B Germany               C  USA                 D  Denmark           E  Sweden                                                                         F  Japan           G  Russia                         H  Italy           I  Britain           J  China

6. It helped other countries develop their own film industry.

7.  It was the biggest producer of films.

8. It was first to develop the ‘feature’ film.

9.  It was responsible for creating stars.

10.  It made the most money from ‘avantgarde’ films.

11. It made movies based more on its own culture than outside influences.

12. It had a great influence on silent movies, despite its size.

Transfer your answers to the answer sheet!

USE OF ENGLISH

Time: 10 minutes

Task 1.  For questions 1-9, read the text below and think of the word which best fits each gap. Use only one word in each gap.  

A History of Surfing

The history of surfing undoubtedly goes (1) ………. a long way. It seems to (2) ………. formed a central part of the culture of the Polynesian people, who were inhabitants of islands in the Pacific Ocean (3) ………. as Samoa, Tonga and Hawaii. These people did not regard surfing (4)………. a mere recreational activity. For them, it was much (5) ………. of an art.

Although surfing disappeared from many parts of Polynesia in (6) ………. early twentieth century, a small number of people in Hawaii kept the tradition alive. In 1912, it spread to the east coast of the United States, and in particular to Virginia Beach, (7) ………. became an important surfing centre. Surfing developed quite rapidly from then on, and the design of surfboards became more sophisticated. However, (8) ………. was not until the 1960s that surfing came to be a truly global phenomenon, boosted not only by the success of surfing films (9)………. also by pop songs about surfing culture.

  1. A in                B back                C on                D up
  2. A be                B make        C have                D become
  3. A such                B as                C like                D since
  4. A during        B it                C as                D like
  5. A more        B many        C far                D some
  6. A a                B an                C —                D the
  7. A who                B when        C which        D if
  8. A its                B they                C them        D it
  9. A but                B however        C since        D like

Transfer your answers to the answer sheet!

WRITING

Time: 40 minutes

Write a story of 150-200 words based on the picture given.

Your story should consist of:

—          an introduction which sets the scene and/or begins dramatically to capture the reader’s attention

—          a main body which develops the events clearly, gives vivid descriptions of the events/people involved

—          a conclusion which completes the story and may describe people’s feelings, reactions or the consequences of what happened

Your story should contain direct speech and should be written in the past.

nsportal.ru

Олимпиадные задания по английскому языку (9 класс) по теме: Олимпиада по английскому языку в 9-11 классах

Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы

2010 г.

Олимпиада по английскому языку включает в себя следующие разделы:

I. Письмо.( 45 минут)

Участникам предлагается написать сочинение на конкретную тему. Объем сочинения не должен превышать 200-250 слов.

II. Лексико-грамматический тест. ( 45 минут)

Тест состоит из двух частей A и B. В первой части участникам предлагается выбрать единственно правильный ответ из четырех вариантов. Во второй части требуется преобразовать слова, напечатанные прописными буквами в скобках, так, чтобы они грамматически и лексически соответствовали содержанию текста.

III. Чтение. ( 60 минут)

Первая часть (A) нацелена на полное понимание предложенного фабульного текста путем выполнения задания на выбор правильного варианта.

Вторая часть (В) представляет собой страноведческий тест с заданиями на частичное понимание.

IV. Аудирование.(30 минут)

Участникам предлагается прослушать текст и выполнить задание на определение истинности высказывания.

V. Устная речь.

Устная речь представлена в двух частях: монологическое высказывание и диалог по предложенным темам.

Критерия оценивания

Письмо – 20

Лексико-грамматический тест – 20

Чтение — 20

Аудирование – 20

Устная речь – 20

Максимальное количество баллов — 100


Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

Часть 1. Письмо

It is no wonder that the Internet has become one of the most important things of our everyday life. It suggests a lot of social projects like “Odnoklassniki”, “In the Contact”, “Facebook”, etc.

Ответьте на вопрос: “What are the advantages and drawbacks of such type of communication and the way of making friends?” и напишите сочинение (200 – 250) слов.

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Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

Часть 2. Лексико-грамматический тест

A

Выберите правильный ответ, обводя его кружком.

1. This money ______ not enough to buy the book.

a) are                        c) have

b) is                        d) has

2. She made her husband ______ the tree.

a) to cut down                        c) to have cut down

b) cut down                        d) cutting down

3. You _______ nothing unless you ______ a microscope.

It is the most interesting specimen I ______.

a) see, don’t use, ever see                        c) will see, use, have ever seen

b) will see, don’t use, have ever seen                d) won’t see, won’t use, ever saw

4. You ______ to prepare the room for our guests. They _____ arrive tomorrow or the day after.

a) must, must                        c) can, can

b) may, may                        d) need, may

5. She looks ______ today.

a) happily                        c) happy

b) nicely                        d) beautifully

6. His hands are dirty. He ______ the car.

a) repaired                        c) will repair

b) repairs                         d) has been repairing

7. The ______ document worried me.

a) lost                c) losing

b) being lost                d) having lost

8. It was far ______ than he expected, so he made up his mind to spend twice as ______ money as he had wanted.

a) more cheaper, more                c) the cheapest, the most

b) more cheap, a lot                        d) cheaper, much

9. It is ______ how ideas come, like a _______ of lightening.

a) funnily, stroke                c) funny, clap

b) funny, flash                        d) funnily, bit

10. Near the centre of _____ City there stand ____ St. Paul’s Cathedral, ____ Bank of England, ____ Royal Exchange, ____ Stock Exchange, and the rest of ____ London’s financial district.

a) the, the, the, the, the, the                                c) ____, _____, the, _____, _____, the

b) the, _____, the, the, the, _____                        d) ____, the, ____, _____, _____, _____

11. They don’t think so, ______.

a) so do you                        c) neither I do

b) so I do                        d) neither do I

12. Nobody knew where ______ at the moment.

a) she was                        c) she is

b) she has been                d) she had been

13. She kept ______ they must be economical ______ they were not rich.

a) on saying, though                        c) saying, since

b) say, till                                d) to say, as

14. _____ computers are used extensively in scientific _____ to solve mathematical problems, display complicated data, or model systems that are too ______ or impractical to build.

a) The, researches, cost                        c) ____, research, costly

b) The, research, cost                                d) ____, researches, costly

15. Is _______ knocking at the door?

a) nobody                        c) somebody

b) anybody                        d) some

16. Alaska _____ to the United States since 1867, when it _____ from Russia by Secretary of State William H. Seward.

a) belonged, has been bought                        с) has been belonged, was bought

b) had belonged, has been bought                        d) has belonged, was bought

17. Tourism is _____ important; the country _____ 1.2 million visitors in 1998.

a) increasingly, has had                        c) increasingly, had

b) more increasingly, had                        d) the most increasing, has had

18. Their house is ______ to the school.

a) close                        c) near

b) nearly                        d) closely

19. Have you had your lunch _______ ? – No, I’m going to do it now.

a) already                c) just

b) still                        d) yet

20. They were designed to serve ______ all-inclusive textbooks and thus differed _____ modern encyclopedias, which serve chiefly _____ reference sources.

a) as, in, as                        c) like, in, like

b) like, from, like                d) as, from, as.

B

Преобразуйте слова, напечатанные прописными буквами в скобках, так, чтобы они грамматически и лексически соответствовали содержанию текста.

Scarlet fever is an (1) ______ (INFECTION) disease, caused by bacteria, which usually enter the body through the nose or mouth. The disease most (2) _____ (COMMON) affects children between the ages of two and ten. The typical (3) _____ (INITIALIZE) symptoms of the disease are headache, sore throat, chills and fever. From two to three days after the first (4) ______ (APPEAR) of symptoms, red spots may emerge on the tongue, called “strawberry tongue”. A characteristic skin (5) ______ (ERUPT) appears on the chest and usually spreads over the entire body except the face. The fever, which frequently runs as high as 40° to 40.6°C, generally lasts only a few days but may extend to a week or (6) _____ (LONG). The rash usually fades in a week, and at that time the skin begins to peel. Other diseases may become (7) ______ (COMPLICATE) of scarlet fever, for example, pneumonia. Since the introduction of penicillin, however, scarlet fever can be cured without the (8) ______ (OCCUR) of permanent after-effects.


Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

Часть 3. Чтение

А.  

Прочитайте текст и выполните задания 1 – 5.

There are still some rich people in the world. Many of them lead lives of particular pleasure. But rich people do have their problems. They are seldom problems of finance, since most rich people have enough sense to hire other people to take care of their worries. But there are other, more genuine problems. They are the problems of behaviour.

Let me tell you a story which happened to my uncle Octavian a full thirty years ago. At that time I myself was fifteen. Uncle Octavian was then a rich man. He was a charming host whose villa was very popular among the great. He was a hospitable man until January 3, 1925.

There was nothing special about that day in the life of Uncle Octavian, except that it was his fifty-fifth birthday. As usual on such a day he was giving a party for twelve people. All of them were old friends.

I, myself, aged fifteen, was deeply privileged. As a special surprise on this happy day, I was allowed to come down to dinner. It was exciting for me to be admitted to such company, which included a newspaper editor of exceptional intelligence and his fabulous American wife, a recent prime-minister of France and a German prince and a princess. Even today, 30 years later, one may fairly admit that the company was unbelievably great. But I should also stress that they were all old and close friends of Uncle Octavian.

Towards the end of a wonderful dinner, when dessert had been brought in and the servants had left, my uncle leant forward to admire a magnificent diamond ring on the princess’s hand. She was a pretty woman. She turned her hand gracefully towards my uncle. Across the table, the newspaper editor leant across and said: «May I also have a look?» She smiled and nodded. Then she took off the ring and held it out to him. «It was my grandmother’s – the old empress,» she said. «I have not worn it for many years. It is said to have once belonged to Genghis Khan».

There were exclamations of delight and admiration. The ring was passed from hand to hand. For a moment it rested on my own palm, gleaming splendidly. Then I passed it on to the neat person. As I turned away again, I saw her pass it on.

It was some 20 minutes later when the princess stood up and said: «Before we leave you, may I have my ring back?» There was a pause, while we looked expectantly at each other. Then there was silence. The princess was still smiling, though less easily. She was unused to asking for things twice. The silence continued, I still thought that it could only be a practical joke, and that one of us – probably the prince himself – would produce the ring with a laugh. But when nothing happened at all, I knew that the rest of the night would be dreadful.

I am sure that you can guess the sort of scene that followed. The guests were really confused – all of them, old and valued friends. There was a nervous search of the whole room. But it did not bring the princess’ ring back again. It had vanished – a priceless thing, worth possibly two hundred thousand pounds – in a roomful of twelve people, all known to each other.

No servants had entered the room. No one had left it for a moment. The thief was one of us, one of Uncle Octavian’s close friends.

I remember it was the French cabinet minister who had already started to turn out his pockets, before my uncle stopped him. «There will be no search in my house,» he commanded. «You are all my friends. The ring can only be lost. If it is not found» – he bowed towards the princess – «I will naturally repay its cost myself.»

The ring was never found, it never appeared, either then or later.

To our family’s surprise, Uncle Octavian was a comparatively poor man, when he died. And I should say that he died with the special sadness of a hospitable host who never gave a single lunch or dinner party for the last thirty years of his life.

Задания 1 – 4. Ответьте на вопрос, выбрав одну букву, соответствующую правильному ответу, обводя ее кружком.

1. What kind of man was Uncle Octavian thirty years ago?

a) Uncle Octavian was a rich and snobbish man.

b) Uncle Octavian was a rich man and a charming host.

c) Uncle Octavian was a comparatively poor man who liked to invite rich people.

d) Uncle Octavian was a rude and greedy man.

2. In what way did he want to celebrate his fifty-fifth birthday?

a) He decided to invite his relatives.

b) He wanted to celebrate his birthday in a small group of three-four close friends.

c) He was giving a party for twelve people who were old and close friends of his.

d) The whole city was going to celebrate Uncle Octavian’s birthday.

3. What was peculiar about the princess’ ring?

a) Her grandmother had not worn it for many years since the princess was born.

b) The prince produced this ring at the party as a present to the princess.

c) It was a useless thing of no worth at all.

d) It was a magnificent diamond ring once belonged to an outstanding woman.

4. Who was the thief?

a) The thief was Uncle Octavian because he wanted to repay the cost of the lost ring.

b) The thief was the French cabinet minister because he tried to turn out his pockets.

c) The thief was the prince himself because he wanted to make a joke.

d) The ring was never found because Uncle Octavian didn’t want to search his close friends.

Задание 5. Дайте развернутый ответ на следующий вопрос: “Problems of behaviour– what are they? Have you ever run across them? What do you know about them?”

 

Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

В

Страноведческий тест

Установите, о каких национальных эмблемах Великобритании (темы A – E) идет речь в текстах 1 – 4. Используйте каждую букву только один раз. В задании одна тема лишняя.

А. ROSE                                         D. SHAMROCK (клевер)

B. DAFFODIL (нарцисс)                E. LILAC (сирень)

C. THISTLE (чертополох)

1. It is the national flower of Wales. One sort of this flower grows only in a small area around Tenby. In Wales it is traditional to wear this flower on Saint David’s Day (March 1). This has led to suggestions that the name of the plant may have been influenced by the name «Dafydd,» a Welsh form of «David». In some other countries the yellow variation of the flower is associated with Easter.

2. It is the traditional floral heraldic emblem of England and takes its name and origins from the Tudor dynasty. Henry Tudor took the crown of England from Richard III in battle. That was the end of the Wars of the Roses between the House of Lancaster and the House of York. His father was Edmund Tudor from the House of Richmond, and his mother was Margaret Beaufort from the House of Lancaster; he married Elizabeth of York to stop all conflicts. The symbol is often depicted in two colours – white on red and is always described, heraldically, as «proper».

3. It is a symbol of Ireland. It is a three-leafed old white clover. The plant was traditionally used for its medical properties. According to the legend it was used by Saint Patrick to illustrate the idea of the Trinity (the unity of Father, Son, and Holy Spirit). Organizations, businesses and places around the world with links to Ireland often use this plant to advertise their connections.

4. It has been the national emblem of Scotland since the time of Alexander III (1249–1286) and was used on silver coins. According to the legend, the Norse army tried to attack the Scots army at night. During this operation one Norseman, who had no boots on, stepped upon this plant and cried with pain. The Scots woke up and met the Norse army. The plant prefers dry summer; it grows in sandy soils which are rich in salts. It may grow along roadsides, in fields, and agricultural areas.

Ответьте на вопросы, обводя правильный вариант кружком:

1) Which of these plants comes from the word «David»?

2) Which of these plants was traditionally used for its medical properties?

3) Which of these plants origins from the Tudor dynasty?

4) Which of these plants woke up the Scots?

5) Which of these plants illustrates the idea of the Trinity?

6) Which of these plants is often depicted in two colours?

7) Which of these plants grows in sandy soils?

8) Which of these plants is associated with Easter?

1)  A   B   C   D   E

3)  A   B   C   D   E

5)  A   B   C   D   E

7)  A   B   C   D   E

2)  A   B   C   D   E

4)  A   B   C   D   E

6)  A   B   C   D   E

8)  A   B   C   D   E


Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

Часть 4. Аудирование

Прослушайте текст и определите, какие из предложенных высказываний являются верными.

The story of the Native Americans – or the American Indians – is unique, tragic and inspiring. It is unique because the Indians were the original inhabitants of the American continent and experienced every phase of its European settlement. It is tragic because the conflict between the Indians and white people was parallel to the process of coming in contact with other industrialized societies. It is an inspiring story because the Native Americans, although lost much of their land in the 19th century, have survived, have defended their political and economic rights, and have succeeded in saving their identity and culture despite the knocks of modern civilization.

Today the Native Americans are full citizens of the United States. They are proud of their own cultural treasure, which they are trying to protect and maintain.

Marks of that treasure can be found all over the United States. Many of the proper names on the map of the United States – Massachusetts, Ohio, Michigan, Kansas – are Indian words. The Indians taught the Europeans how to cultivate crops such as corn, tomatoes, potatoes, tobacco.

About half of the Indians in the United States live in large cities and rural areas throughout the country. The rest of them live in about 300 federal reservations (land set for their use).

Today, there are about 1,4 million Native Americans, which is believed to be more than there were when the first European explorers arrived in the New World.

True or False?

1. The story of the Native Americans is one of the funniest in the history of the mankind.

2. The Indians were the original inhabitants of the American continent.

3. The Native Americans have managed to retain their identity and culture.

4. It’s almost impossible to find any marks of the Indians’ culture in the USA nowadays.

5. Today all Indians live in federal reservations.

1)  True     False

2)  True     False  

3)  True     False

4)  True     False

5)  True     False


Часть 5. Устная речь

A

Монологическое высказывание

        Сформулируйте Ваше представление о возможности дополнительного заработка для молодежи, ответив на вопрос «What is true: concentrate on studying while at school or earn some money working part-time?».

B

Диалог

        Many people have to work day and night without having a rest to eat properly. Discuss the problem of fast food and answer the questions: What are the reasons of fast food popularity in Russia? What effects may fast food make on our health? Where do you prefer to have a bite? 


Муниципальный этап

Всероссийской олимпиады школьников

по английскому языку

9-11 классы, 2010 год

Keys:

Часть 2

A.

  1. – b
  2. – b
  3. – c
  4. – d
  5. – c
  6. – d
  7. – a
  8. – d
  9. – b
  10. – b
  11. – d
  12. – a
  13. – c
  14. – c
  15. – b
  16. – d
  17. – c
  18. – a
  19. – d
  20. – d

B.

  1. – infectious                                        5. – eruption
  2. – commonly                                        6. – longer
  3. – initial                                        7. – complications
  4. – appearance                                        8. – occurrence

Часть 3

А.

      1. – b

      2. – c

      3. – d

      4. – d

В.

  1. B
  2. A
  3. D
  4. C

1)  A   B   C   D   E

3)  A   B   C   D   E

5)  A   B   C   D   E

7)  A   B   C   D   E

2)  A   B   C   D   E

4)  A   B   C   D   E

6)  A   B   C   D   E

8)  A   B   C   D   E

Часть 4

1)  True     False

2)  True     False  

3)  True     False

4)  True     False

5)  True     False

 

Шкала критериев оценивания заданий в разделе «Устная речь»

Максимальное количество баллов: 20

Внимание! При оценке 0 по критерию «Содержание» выставляется общая оценка 0.

БАЛЛЫ

за содержание

СОДЕРЖАНИЕ

(максимум 10 баллов)

Взаимодействие с собеседником и оформление речи (максимум 10 баллов)

Взаимодействие с собеседником

(максимум 4 балла)

Лексическое оформление речи

(максимум 2 балла)

Грамматическое оформление речи

(максимум 2 балла)

Фонетическое оформление речи

(максимум 2 балла)

9-10

Коммуникативная задача полностью выполнена: цель общения успешно достигнута, тема раскрыта в заданном объеме. Участник высказывает интересные и оригинальные идеи.

4 балла

Участник способен логично и связно вести беседу: участник соблюдает очередность при обмене репликами, при необходимости участник начинает первым или поддерживает беседу, восстанавливает беседу в случае сбоя.

2 балла

В речи участника нет лексических ошибок; словарный запас участника богат, разнообразен и адекватен поставленной задаче.

2 балла

В речи участника нет грамматических ошибок; речь участника богата разнообразными грамматическими конструкциями.

2 балла

В речи участника нет фонетических ошибок.

7-8

Коммуникативная задача полностью выполнена: цель общения успешно достигнута, тема раскрыта в заданном объеме, однако выступление не отличается оригинальностью мысли.

5-6

Коммуникативная задача выполнена не полностью: цель общения в основном достигнута, однако тема раскрыта не в полном объеме: высказанные положения недостаточно аргументированы.

3 балла

В целом участник способен логично и связно вести беседу: участник соблюдает очередность при обмене репликами, но не всегда проявляет инициативу в поддержании беседы.

1 балл

Словарный запас участника в основном соответствует поставленной задаче, однако наблюдается некоторое затруднение при подборе слов и/или имеются неточности в их употреблении.

1 балл

В речи участника присутствуют грамматические ошибки, не затрудняющие понимания или используются однообразные грамматические конструкции.

1 балл

Речь участника в целом понятна, участник допускает отдельные фонетические ошибки.

3-4

Коммуникативная задача выполнена частично: цель общения достигнута не полностью, тема раскрыта в ограниченном объеме: высказанных положений мало и они не аргументированы.

2 балла

Участник не способен логично и связно вести беседу: не начинает и не стремится поддерживать ее, в значительной степени зависит от помощи со стороны собеседника.

1-2

Коммуникативная задача не выполнена: цель общения не достигнута, содержание не соответствует коммуникативной задаче.

1 балл

Участник диалога не способен вести беседу.

0 баллов

Словарного запаса не хватает для общения в соответствии с заданием.

0 баллов

В речи участника присутствуют грамматические ошибки, затрудняющие понимание.

0 баллов

Понимание речи участника затруднено из-за большого количества фонетических ошибок.

0

Отказ от ответа

0 баллов

Отказ от выполнения задания по диалогу

Схема оценки выполнения письменных заданий

Баллы

Коммуникативные задачи

Языковые средства

18-20

Полная реализация коммуникативных задач

Связный текст, адекватное применение лексико-грамматических средств, их широкий диапазон. Языковые ошибки не существенны. Корректное применение формул письменной речи.

16-17

Достаточно связный, естественный текст, восприятие которого может быть затруднено некорректным применением (или отсутствием) связующих элементов. Применяются сложные синтаксические конструкции, но их виды не отличаются разнообразием.

11-15

Реализованы практически все коммуникативные задачи, но реализация их предельно упрощена.  

В текстах есть грубые грамматические или лексические ошибки, искажающие смысл предложений, но их количество не велико (не более 3). Структурный и лексический диапазоны заметно ограничены, связность текста нарушена, есть некоторые нарушения, связанные с нормами оформления письменной речи.

8-10

Коммуникативные задачи в целом реализованы, поскольку понятен общий смысл текста.

Недостаточно корректный контроль структурой предложений, большое количество грубых лексико-грамматических ошибок. Восприятие текста затруднено.

5-7

Отмечаются, частично успешные, попытки реализации коммуникативных задач, но понимание текста затруднено многочисленными грубыми ошибками.

Текст трудно воспринимается из-за частых лексико-грамматических ошибок, упрощенной конструкции предложений, не соблюдения правил пунктуации, ведущей к несогласованности текста.

1-4

Несоответствие содержание поставленным задачам

Текст практически «не читаем», набор отдельных фраз и предложений с большим количеством ошибок.

1 — 2 балла  могут быть сняты за

  • орфографические ошибки в словах активного вокабуляра, или в простых словах

небрежное оформление рукописи. 

nsportal.ru

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