Я сдам ЕГЭ! Английский. Сайт

104

Вариант 2

3456789
1332223

Аудиотекст (Т41)

Presenter: Today in the studio we have Thomas Black, a famous screenwriter, film
producer and director. This is truly a person who knows how to tell a story. His
characters are fully formed and easy to empathize with, even when their actions are
uncomfortable for a viewer. Thomas, welcome!

Thomas Black: Thank you! It’s a pleasure being here.
Presenter: How do you manage to put so much life into your characters?
Thomas Black: When you’re in the middle of writing, it’s really like having a second

life. The people are so real. You know how they talk, how they react. They’re the
ones who guide you through the story. You have to see the world through their eyes
as you shouldn’t be ahead of them. I think the crucial point is that you shouldn’t
judge them. It’s too easy to make fun of characters so you have to really like
them.
Presenter: I want to go back to the beginning. Did you come from a creative family
where working in film was a feasible goal?
Thomas Black: No. It was an impossible thing to work in film in my family. I studied
economics, but I knew I wanted to work in film. Each time I had an internship to
do or an essay to write, I would always do it in the field of cinema. Nobody in my
family worked in film and nobody could understand it. I think it’s only after I got
my first prize that my mother started to understand what screenwriting is really
about.
Presenter: What was your first paid job in the film industry?
Thomas Black: It was in Los Angeles and I was 24. I was working at a distribution
company that distributed classic films, European films. It was a long time ago before
DVD. Nobody cared. It was at the bottom of the food chain. It was just VHS of old
films. It was a weird thing, but it was in Los Angeles so it really helped me demystify
the whole Hollywood thing. You end up in a storage room putting in VHS tapes and
dubbing newsreels and things like that. It was boring.
Presenter: A lot of the films that you’ve written have been very well-received. Do you
get sent a lot of Hollywood screenplays?
Thomas Black: I have an American agent since last year. The only thing I asked him
was — don’t send me a screenplay. I will never read them. I’ve been with him for a
year and he sent me two or three things, which is great.
Presenter: What’s the difference between being a screenwriter and a film director?
Thomas Black: You see, screenwriting is a job and directing is a state of mind. When
you’re a screenwriter, it’s like being a mechanic. You open the hood of the story, the
director is the driver, and he says there are some problems and you fix the thing.
Directing, you have to put yourself in a certain state, it’s all about the energy you
have and the energy you transmit to people, to the actors, to the crew. It’s peculiar.
There’s a Chinese saying — the first part that rots is the head. It really does. I’ve
seen it.
Presenter: One of your recent films was made in India. What was shooting in India
like?

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Thomas Black: It was great. I really insisted on going to India. I really wanted to go
to India. I had no idea if we would have the money — it’s further away and it’s ex-
pensive. The crews are great. It’s a different way of seeing cinema, but everybody
is very creative. They’re very dedicated, they’re very happy to work on a European
film. The light was great. It was exactly what we wanted. It’s a part of the film. It’s
history and geography and both of them were important in the film.

Presenter: Thank you, Thomas.

Раздел 2. ЧТЕНИЕ

Задание 10

Учимся выполнять задание 10

ABCDE FG

4635827

Подготовительные упражнения к заданию 10
1. 1. Цель чтения — извлечение информации из текста в нужном объёме в соот-

ветствии с коммуникативной задачей.
2. В ЕГЭ используются следующие виды чтения:

• чтение с пониманием основной информации. Его цель — общее понимание
того, о чём идет речь в тексте;
• чтение с пониманием запрашиваемой/нужной информации. Его цель — по-
нимание структурно-смысловых связей в прочитанном тексте;
• чтение с полным (детальным) пониманием информации. Его цель — полное
и точное понимание всей информации в тексте.
3. В разделе «Чтение» используются следующие типы заданий: с кратким ответом
(на установление соответствий, базовый и повышенный уровень) и с выбором
ответа из четырёх предложенных (высокий уровень).
4. Сначала следует ознакомиться с инструкцией и условиями задания. Во время
чтения — отмечать вероятные правильные ответы. После прочтения текста —
ещё раз просмотреть задание и выявить ответы, которые вызывали сомнение. Во
второй раз во время чтения нужно проверить правильность ответов и выполнить
пропущенные тестовые задания. После второго чтения следует выяснить, все ли
задания выполнены, проверить правильность ответов и занести их в бланк отве-
тов.
2. 1 — C; 2 — А; 3 — B.
3. Речь пойдёт о туристических достопримечательностях города.
4. 2.
5. Тема: каникулы, отдых, путешествия (holiday travelling).

Text A
Millions of people all over the world spend their holidays travelling. They travel to
see other countries and continents, modern cities and the ruins of ancient towns.
Some travel to enjoy picturesque places or just for a change of scene. It’s always
interesting to try different food, to listen to different musical rhythms. Those who live
in the country like to travel to a big city, while city-dwellers usually prefer spend-
ing a quiet holiday by the sea or in the mountains, with nothing to do but walk and
bathe.

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Text B
Last year my brother and I went to Turkey. We stayed in quite a nice hotel right
near the coast. This trip left the best impression on me, we took advantage of the
excellent weather and went on different tours, for example, rafting. Our trip to the
mountains was fantastic! The views were unbelievable. We visited many museums
and art galleries. My brother visited a really beautiful zoo and took many photos. We
enjoyed our trip very much.

Text C
Most people who spend a holiday travelling take a camera with them and pho-
tograph anything that interests them — sights of a city, views of mountains, lakes,
waterfalls, men and women, children, ruins of ancient buildings, and even birds and
animals. Later looking through their albums they will remember the happy time
they have had, the islands, countries and cities they have seen.

6. A — 4; B — 1; C — 2.

7.
А. Are there things you enjoyed as a child that you might still enjoy as an adult?

Maybe you had a fantastic record collection, loved to make clothes for your dolls
or were always out on your bike. Those are all things you could pick up again as
an adult that would make great hobbies. Or there may be hobbies in your home
right now that you started but have recently forgotten about. Maybe it’s time to
finish that crochet project or pick up the guitar again.

B. If you’re adding a new thing into your life, you have to take time and focus away
from something else. The good news is that most of us have a lot of time we’re
not using well, either because we’re spending a lot of time online or watching TV or
just wasting time we could be spending on our hobbies. See if you can spend
a half hour or so every other day to explore your interest. This way it would
be best in case you find that hobby isn’t for you after all.

C. Hobbies provide work-free and responsibility-free time in your schedule. This can
be especially useful for people who feel stressed by all that they have to do and
need to recharge their batteries. For some of us it may be difficult to give ourselves
permission to just sit and relax. Having a hobby, however, can provide a break and
help people feel that they’re not just ‘sitting around’ but are using their free time
for something productive.

8. А — 2; B — 4; C — 1.

9.
А. For true sports fans

Soccer tourism has been around for a few decades but back in the 1980s it was seen
(and probably actually was to some extent) as a form of “hooliganism”. Nowadays,
soccer tourism is considered one of the most profitable forms of tourism. It usually
involves individuals who travel to different cities and countries to see their favourite
teams’ museums and trophies or follow them in their international matches.

B. Tasty tourism
Many people may have a problem understanding the difference between culinary
tourism and ordinary tourism since tasting as many local dishes as possible is a must

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for the average tourist. But there are lots of people who visit a place exclusively
for its food and everything related to eating. Plus, in culinary tourism dining out
seems to be the equivalent of having cocktails and partying in everyday tourism so
there are a few differences after all.

C. Immigration tourism

If you’re a European citizen over 25, then there’s a good chance you remember this
term, which in reality was politically motivated. The phrase “benefit tourism” was in-
vented in the 1990s. It was later used for the perceived threat that a huge number of
citizens from the new, poorer nations who were given membership in the EU would
move to the richer states such as France or Sweden to benefit from their social
welfare systems rather than work.

D. Appealing to all fans

Tolkien tourism has become a growing trend thanks to the huge success of the
“Lord of the Rings” books and films. It has expanded and diversified to such an extent
that now it offers enough places to visit so that even the most detailed curiosity of
the most demanding Tolkien fan is sure to be satisfied. That makes New Zealand the
best hotspot because it’s the main location where the films were shot.

Тренируемся в выполнении задания 10
Вариант 1

ABCDE FG
3614275

Вариант 2

Text A Text B Text C Text D Text E Text F Text G
3 8 1 6 5 7 4

Задание 11
Учимся выполнять задание 11

ABCDE FG

5241736

Подготовительные упражнения к заданию 11
1. 1. Цель задания 11 — понять в прочитанном тексте структурно-смысловые связи

текста.
2. Задание 11 проверяет умения:

• понять в прочитанном тексте структурно-смысловые связи текста;
• игнорировать ненужную информацию;
• извлекать из текста необходимую информацию;
• выявлять реферируемые слова.
3. Для задания 11 используется тест с кратким ответом (на установление соот-
ветствий).
4. Для задания 11 используются публицистические и научно-популярные тексты.
5. За задание 11 можно получить 6 баллов.

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2. А — предлог; В — существительное; С — существительное; D — глагол; E — су-
ществительное или герундий.

3. 1. This is the hat that Mary bought in London last week.
2. Peter did what he could.
3. Jane told me that she wanted to invite Harry for dinner.
4. Olga has already read the book that I bought yesterday.
5. He was a man who meant what he said.
6. I don’t know what delayed the flight.
7. I don’t know whose project to choose, Mary’s or Peter’s.
8. I don’t know whose handwriting it was.
9. The teacher wasn’t surprised at what he saw in the room.

10. My father, who is 46, is a doctor.
11. They say that they received the letter last Friday.
12. It was Captain Jones who told me of Mr Crown’s misfortunes.
13. Felix decided that he’d better stop smoking.
14. I had to find out what he was after.
4. 1. During the nineteenth century, Britain built up an empire of colonies which

stretched into every continent.
2. It was said that the sun never set on the British Empire, so at any time of the

day the sun was always shining on a British colony somewhere in the world.
3. In the nineteenth century Britain received large numbers of new immigrants who

came over to escape from starvation.
4. Unfortunately, immigrants found a very different reality when they arrived in Britain.
5. In 1971 the Commonwealth Immigration Act restricted the number of new im-

migrants, although one exception was made in 1972.
6. The House of Commons has 651 seats which were occupied by Members of

Parliament (MPs) who elected by the British Parliament.
7. The Queen, who is the Head of the State, opens and closes the Parliament.
8. There are 651 Members of Parliament in Britain, but the Chamber of the House

of Commons is quite small.
9. The House of Commons has a chairman, called the Speaker whose job is to

keep the House in order.
10. The most important MPs sit on the front benches and are therefore called

frontbenchers.
11. The ministers of Government sit on the front bench to the right, while the Op-

position frontbenchers sit on the left.
12. As leaders of their political [arties and leaders of the country, Prime Ministers

are powerful and important people.

*5. Возможные ответы:

1. Moira Smith was an unusual woman who had many interesting and exciting ad-
ventures.

2. When Moira was seventy-nine years old, she completed her twenty-eighth trip,
hiking through mountain passes that are above twelve thousand feet.

3. It was my graduation day when I received their answer.
4. My heart was beating heavily when I was opening the envelope.
5. Luckily, one of my best friends is a prize-winning photographer who has taken

many excellent pictures of my raccoons.
6. Did you see the letter which came today?
7. He is fluent in French though he has never been to France.

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6. How much do you know about the early history of England? About three thousand
years B.C. many parts of Europe, including the British Isles, were inhabited by a people,
(1) who came to be known as the Iberians. We do not know much about these people
(2) because they lived in Britain long before a word of their history was written, (3) but
we can learn something from their weapons, tools and the remains of their dwellings
(4) which have been found.

We know more about the Celts (5) than about the earlier inhabitants of the island,
(6) because of the written accounts (7) that exist. The Celts did not write down the
events themselves. Other people (8) who knew them described them in their books. The
Greeks were the first to mention the British Isles. It is from the Greek books (9) that
we know about the Phoenicians, (10) who were great sailors and traders even before
the Greeks. They travelled as far as the shores of Britain.

The earliest writer from (11) whom we have learned much about the country and its
inhabitants was Julius Caesar, the famous Roman general, states man and writer. In his
Commentaries on the Gallic War, a book (12) which was written in Latin, he describes
the island and the Celts against (13) whom he fought. He tells us (14) that the Celts
were tall and blue-eyed. They wore long flowing moustaches (15) but no beards. The
lived in tribes (16) and were ruled by chiefs (17) whom all the tribesmen obeyed.

7. А — there is nothing better — союз than…; В — from sandy stretches extending —
существительное; С — accompanied — by + существительное.

8. 9.

ABC ABC
341 134

Тренируемся в выполнении задания 11

Вариант 1 Вариант 2

ABCDE F ABCDE F
417235 36275 1

Задания 12—18
Учимся выполнять задания 12—18

12 13 14 15 16 17 18
4221221

Подготовительные упражнения к заданиям 12—18

1. 1. Цель заданий 12—18 — извлечь полную и точную (детальную) информацию из
текста.

2. Уровень сложности заданий 12—18 — высокий.
3. Задания 12—18 проверяют следующие умения:

• извлекать из текста полную и точную (детальную) информацию:
— ключевые слова;
— важные детали;
— аргументы;
— примеры;

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• отделять главную информацию от второстепенной;
• игнорировать незнакомые слова;
• игнорировать ненужную информацию.
4. Для заданий 12—18 используется тест с множественным выбором ответа из
четырёх предложенных вариантов.
5. Для заданий 12—18 используются художественные или публицистические тек-
сты.
6. За задания 12—18 можно получить 7 баллов.

2.

Основная информация Второстепенная Детали
информация

This could be the future of Frustrated, he opens the an 11-year-old boy
American education game’s programming window, taps furiously
changes the gravity setting, and last September in Manhattan
The Quest to Learn school this time beats the baddies
opened … the first class of
sixth-graders who will learn an educational strategy de-
almost entirely through video- signed to keep kids engaged
game-inspired activities

prepare them for high-tech ca-
reers

3. Возможные вопросы к основной информации:
1. What example does the author give the readers to demonstrate the possible future
of American education?
2. How the sixth-graders will learn in the Quest to Learn school?
3. Why do you think the school is called the Quest to Learn school?

Возможные вопросы к второстепенной информации:
1. Why did the boy open the game’s programming window?
2. Why was the boy frustrated?
3. Was the educational strategy designed to keep kids engaged?

Возможные вопросы к деталям:
1. How old was the boy who was playing the videogame?
2. When was the Quest to Learn school opened?
3. Where is the school located?
4. Why do you think the boy was tapping furiously on the laptop?

4. Возможные ответы к вопросам по основной информации:
1. The author refers to the Quest to Learn school.
2. They will learn entirely through videogame-inspired activities.
3. The school is called so because the sixth-graders will learn entirely through video-
game-inspired activities.

Возможные ответы к вопросам по второстепенной информации:
1. He opened it to change the gravity setting.
2. He was frustrated because he was losing the game.
3. It was designed both to keep kids engaged and prepare them for high-tech ca-

reers.

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Возможные ответы к вопросам по деталям:
1. He was 11 years old.
2. It was opened last September.
3. It is located in Manhattan.
4. He wanted to wipe his video enemies out before he could reach the end of the

game.

5. 1 — 1; 2 — 2.
6. 13 — 2, 14 — 2.
7. 15 — 1, 16 — 3.
8. 17 — 2, 18 — 3.
9. 1 — 4; 2 — 2; 3 — 1.
10. Возможный ответ: 1.

Тренируемся в выполнении заданий 12—18

Вариант 1

12 — 1; 13 — 3; 14 — 2; 15 — 1; 16 — 4; 17 — 3; 18 — 2.

Вариант 2

12 — 3; 13 — 4; 14 — 3; 15 — 2; 16 — 1; 17 — 4; 18 — 2.

Раздел 3. ГРАММАТИКА И ЛЕКСИКА

Учимся выполнять задания 19—25

19 — is loved; 20 — have seen; 21 — mice; 22 — first; 23 — them; 24 — couldn’t/
couldnot; 25 — stood.

Подготовительные упражнения к заданиям 19—25

1. 1. Овладеть грамматикой означает знать форму и значение грамматического
явления, употребление и речевую функцию того или иного грамматического
явления.

2. Цель раздела «Грамматика и лексика» — проверка владения навыками ис-
пользования грамматических и лексических средств в связных текстах.

3. В разделе «Грамматика и лексика» используются задания с кратким ответом
и с множественным выбором из четырёх вариантов ответа. Цель заданий
19—25 — проверка навыков использования грамматических форм в комму-
никативно значимом контексте.

4. В заданиях 19—25 от экзаменуемого требуется преобразовать, если необ-
ходимо, предлагаемые слова так, чтобы они грамматически соответствовали
содержанию текстов, и заполнить пропуски полученными словами.

5. Перед тем как вставлять пропущенные слова, надо сначала прочитать весь текст.
6. Заменить слово в пропуске синонимом нельзя.
7. Ответ с орфографической ошибкой засчитан не будет.
8. Ответ с американской орфографией будет засчитан.
9. Составные формы глаголов в бланке ответов № 1 следует писать без пробелов.
10. Составные формы глаголов в бланке ответов № 1 лучше давать в полной форме.
2. 1. В английском языке существуют: имя существительное (the Noun), имя при-

лагательное (the Adjective), имя числительное (the Numeral), местоимение (the
Pronoun), глагол (the Verb), наречие (the Adverb), предлог (the Preposition),
союз (the Conjunction), междометие (the Interjection).

112

2. Одну грамматическую форму имеют предлоги, союзы и междометия, остальные
части речи являются изменяемыми.

3. В заданиях 19—25 проверяется значение грамматических форм существитель-
ных, прилагательных, глаголов, наречий, местоимений; количественных и по-
рядковых числительных.

3. Образование и употребление множественного числа существительных, степеней
сравнения прилагательных и наречий, множественного числа указательных ме-
стоимений, личных местоимений, притяжательных местоимений (в том числе их
абсолютных форм и форм объектного падежа), возвратных местоимений, поряд-
ковых числительных, личных (видо-временных) и неличных (причастие I и II, ге-
рундий) форм глаголов.

4. Read — глагол, grammar — существительное, usually — наречие, hers — место-
имение в абсолютной форме, job — существительное, on — предлог, child —
существительное, bright — прилагательное, through — предлог, think — глагол,
nine — числительное, their — местоимение, already — наречие, better — при-
лагательное good в сравнительной степени, present — существительное/глагол,
behind — предлог/наречие, it — местоимение, this — местоимение, good — при-
лагательное. Дважды дано прилагательное good — в положительной степени (на-
чальная форма) и в сравнительной степени better.

5. Family — families, postman — postmen, leaf — leaves, belief — beliefs, toy — toys,
tooth — teeth, sheep — sheep, photo — photos, wife — wives, child — children,
country — countries, potato — potatoes, hero — heroes, story — stories, key —
keys, wolf — wolves, ox — oxen, crisis — crises, datum — data, bookcase —
bookcases, father-in-law — fathers-in-law, mouse — mice, bath — baths, foot —
feet.

6. 1. It was so dark that we could hardly see anything in front of us.
2. The doctor usually came to his office at 9 o’clock.
3. From my place I could watch the people eating their lunch.
4. Whenever we visit my mother, she cooks us a big meal.
5. I hope we both remember the day when we talked about our plans.
6. I borrowed this book from you long ago. This book is yours.
7. There are some people in the office. Do you hear them talking? Do you rec-
ognize their voices?
8. Did you meet your friends on your way? They left a minute ago.
9. I met my sister at the station. Her face was happy.

10. It’s an old house but its roof is new.
11. He took the initiative and spoke himself to everyone he knew.

7. 1. Dogs are more intelligent than cats.
2. Nancy found the work easier than she had expected.
3. Kate talks more/less slowly than Helen.
4. Sally is the quietest person in our class.
5. He studies worse than his sister.
6. Ann writes more/less carefully than William.
7. They speak Chinese better than me.
8. It’s the biggest risk I’ve ever had to take.
9. I don’t think it matters in the least which film to choose.

10. The farther we swam into the sea, the more beautiful the shore looked.
11. I wish you further success!
12. This story is the funniest in the book.

113

8. One — first, two — second, three — third, four — fourth, five — fifth, six — sixth,
twelve — twelfth, eighteen — eighteenth, twenty-four — twenty-fourth, fifty-five —
fifty-fifth, hundred — hundredth, two hundred and thirty-nine — two hundred and
thirty-ninth.

9.

The Present Simple Tense The Present Continuous Tense

Используется: Используется:
1) для описания действий и состояний, проис- 1) для описания действий и состояний, проис-
ходящих обычно, постоянно и регулярно: ходящих в данный момент, момент речи или

I always eat a big breakfast. в данный период времени и представленных
как процесс:
I never get up before 7 a.m.
Now I’m reading a modern novel.
He doesn’t go to work on Sundays.
2) для сообщения о том, что нам хорошо из- We’re studying geometry this term.
вестно (констатация фактов): 2) для описания картин, фотографий или со-
бытий, которые мы наблюдаем в момент речи:
We live in Russia.
Look! Kate is dancing!
Moscow is the capital of the Russian Federation.
In this photo we are playing voleyball on the

beach in the Crimea.

10.

The Present Simple Tense The Present Continuous Tense

often, usually, always, sometimes, never, ever, at the moment, today, now, this morning/after-

every day/month/year, etc. noon, etc.

11.

The Present Perfect Tense The Past Simple Tense

Используются: 1) для описания действий и состояний, которые
1) для описания действий и состояний, кото- совершились в определённый момент в про-
рые совершились в неопределённый момент шлом:
в прошлом:
I was in the USA last year.
I have been to the USA. 2) для описания действий и состояний, которые
2) для описания действий и состояний, которые происходили в прошлом, не имеют непосред-

начались в прошлом и продолжаются в на- ственной связи с настоящим и мыслятся как
полностью принадлежащие прошлому:
стоящий момент или непосредственно свя-
заны с настоящим: She worked at this school for three years. Now

She has worked at this school for 3 years. She she is a TV star.

is still working there. I asked for his photo and he sent it immediately.

I’ve asked for his photo and he’s immediately After that we met and I recognized him at once.

sent it. I’ve got his photo now.

12.

The Present Perfect Tense The Past Simple Tense

already, always, just, ever, never, yet, since (с, yesterday, last night/week/month/year, a minute

с тех пор как), how long (сколько времени) ago, then, when, in 2010, two centuries ago

13. 1. You’d better take your umbrella. It’s raining hard.
2. Young girls often go to a dance.
3. Emily always tells the truth.

114

4. Where is Ann? She is watching TV.
5. Bill is trying to improve his English.
6. Louise has worked at this firm for five years. She is still working there.
7. We study different subjects at school. This term we are studying British stud-

ies.
8. I have not seen him lately.
9. If the weather does not keep fine, we won’t go to the country.
10. You know, I am going away tonight.
11. “You have spoilt everything,” she said.
12. I have written Jim, so he knows what is happening now.

14. 1. It’s raining now. It has not rained since last Monday. Do you know how long
it will rain today?

2. When she arrived, it was raining.
3. When it rains/is raining, she is always gloomy.
4. If it rains tomorrow, we’ll stay at home.
5. He said he would not come if it rained the next day.

15. 1. This club is run by the students.
2. We often eat fried potatoes with fish.
3. Fried potatoes are often eaten with fish.
4. Everything was settled twenty minutes after I arrived there.
5. Uncle Porter was not liked by my mother’s family, they thought him im-
polite.
6. Jane said she had not been taught anything yet.
7. The news will be announced after dinner.
8. She closed the door softly and went straight to the telephone.
9. The door closed and there was silence in the room.

10. The door opened and the doctor was shown in.
11. I was not been given a chance to explain.
12. This singer was loved by millions and hated only by a handful.
13. I am/was told that his new house will/would be finished soon.
14. He told me that he had been offered a well-paid job at school.
15. She could feel she was being looked at and it pleased her.

16. 1. There is a table and two chairs near the window.
2. He was the tallest boy in our class.
3. She must do these exercises at home.
4. The train arrives at 3 p.m. sharp.
5. He has worked at this firm for 5 years.
6. When he arrives, I’ll tell him the truth.
7. He was asked by his manager to give a presentation of his new book.
8. When I entered, they were discussing our trip to Suzdal.
9. She was more/less beautiful than her sister.

10. I haven’t seen him since childhood.
11. Wrapped in an old blanket, Grace sat up in her bed.
12. I knew from a very early age that I wanted to be a pilot, and my parents warned

me that it would be a hard life.
13. I suggest going hiking.
14. Why should we follow your advice?
15. Jill has not decided which department at university to apply for yet.

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17. 1 — is located; 2 — fifteenth; 3 — smaller; 4 — became.

Тренируемся в выполнении заданий 19—25

Вариант 1
19 — better; 20 — using; 21 — its; 22 — was told; 23 — sat; 24 — did not appear/
didn’t appear/had not appeared/hadn’t appeared; 25 — had dined/ ’d dined.

Вариант 2
19 — was flying/flew; 20 — had already been taken; 21 — is reserved; 22 — nineteenth;
23 — have left/left; 24 — will follow/would follow/follow/followed; 25 — themselves.

Задания 26—31

Учимся выполнять задания 26—31
26 — traveller/traveler; 27 — truly; 28 — buildings; 29 — exciting; 30 — mysterious;
31 — direction.

Подготовительные упражнения

1. В заданиях 26—31 проверяются навыки использования различных способов сло-
вообразования в cвязном тексте. Надо знать префиксы и суффиксы существи-
тельных, прилагательных, наречий и глаголов и уметь их использовать для об-
разования родственных слов.

2. 3.

1234 1234
CADB CDBA

4. Unhappy — прилагательное; inattentive — прилагательное; unhappiness — суще-
ствительное; impolite — прилагательное; incomplete — прилагательное; unhappily —
наречие; incorrect — прилагательное; unable — прилагательное; inactive —
прилагательное; uncertain — прилагательное; immobility — существительное;
informal — прилагательное; impossible — прилагательное; uncomfortable — прила-
гательное; immature — прилагательное; unfriendly — наречие; inaccurate — при-
лагательное; unkind — прилагательное.

5.

Префикс прилагательных Примеры использования

inter- international, interactive, interchangeable, inter-
continental, interdisciplinary
Остальные префиксы
Примеры использования
re- (повторное действие)
mis- (действие, выполненное ошибочно, непра- to reread, to rebuild, to rewrite
вильно) to misunderstand, to mispronounce, to misspell,
dis- (действие, противоположное тому, которое to misbehave
выражено глагольной основой) to dislike, to disagree, to disappear, to disapprove,
to discover

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6. polite — impolite advantage — disadvantage
reasonable — unreasonable punctual — unpunctual
agree — disagree expensive — inexpensive
reliable — unreliable friendly — unfriendly
fortunately — unfortunately different — indifferent
experienced — inexperienced possible — impossible

1. They say Pat is an unreliable person, but I trust her completely.
2. John is always rude and impolite.
3. Lizzie is an inexperienced cook. Her dishes are always tasteless.
4. He always disagrees with her. He agrees only with his father.
5. He is always late. He is an unpunctual person.
6. He wanted to get to know his new relatives because he didn’t want them to

think he was unfriendly.
7. She had little money, so she decided to buy something inexpensive for her

child.
8. The disadvantage of watching films on TV is the small size of the screen.
9. I think it’s very unreasonable of him to expect us to work overtime every

night this week.
10. Some people are indifferent to their surroundings.
11. Unfortunately, he failed his exam yesterday.
12. The accident made it impossible for him to work.

7. 1. unable; 2. unacceptable; 3. unaware; 4. uncomfortable; 5. incomplete; 6. incor-
rect; 7. incredible; 8. unimportant; 9. unknown; 10. informal.

8. 1. The idea to create a Memorial Complex devoted to the heroic defenders
of the Motherland from Nazi invaders appeared during the Great Patriotic
War.

2. In 1944, several deans of Moscow churches were awarded with the medal “For
the Defence/Defense of Moscow”.

3. In Nazi generals’ view, it was only due to bad weather that the Mozhaisk de-
fensive line was not taken quickly.

4. We need to defend democracy.
5. They find the defendant not guilty.
6. A defensible building is easy to protect.
7. This is a morally indefensible prison system.

9. 26 — actually; 27 — numerous; 28 — fighter; 29 — dishonest.

10. 26 — humorous; 27 — affectionately; 28 — writing/writings; 29 — wonderful;
30 — friendship; 31 — divisions/division.

11. 26 — appearance; 27 — unrest; 28 — movement; 29 — mysterious; 30 — sculp-
tor; 31 — gloriously/glorious.

Тренируемся в выполнении заданий 26—31

Вариант 1
26 — arguments; 27 — normal; 28 — independence; 29 — activities; 30 — guidance;
31 — angrily.

Вариант 2
26 — tourists; 27 — archeological; 28 — stormy; 29 — unmelodious; 30 — practically;
31 — diggers.

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Задания 32—38

Учимся выполнять задания 32—38
32 — 4; 33 — 1; 34 — 2; 35 — 1; 36 — 3; 37 — 4; 38 — 4.

Подготовительные упражнения к заданиям 32—38

1. В заданиях 32—38 проверяются навыки использования лексических единиц в
связном тексте. Надо знать значения слов и уметь использовать их согласно кон-
тексту, лексической сочетаемости и в соответствии с грамматическими прави-
лами. Важно различать синонимы, знать устойчивые словосочетания и основные
фразовые глаголы.

2.

Глаголы говорения Глаголы «видения» Глаголы начала Глаголы окончания
действия действия
to say to see
to tell to stare to begin to finish
to speak to look to start to end
to talk to glance to initiate to stop
to chat to glare to launch to close
to open to conclude

3. 1. Annie said that she didn’t like the concert.
2. “I was bored,” she said.
3. She said that to all her friends.
Глагол to say (сказать кому-либо что-либо) вводит и завершает прямую речь, мо-

жет вводить придаточное предложение. Если необходимо сказать, кому адресованы
слова, то после глагола to say используется предлог to.

4. 1. The mother told her children that they would go to bed in five minutes.
2. “Please tell us a story,” Peter asked.
3. Later in life, Peter told his mother’s stories to his own children.
Глагол to tell (рассказать кому-либо что-либо) требует после себя прямого допол-

нения, которое может обозначать адресата, того, кому адресована речь без пред-
лога to. Глагол to tell может также использоваться с прямым дополнением, которое
обозначает предмет разговора. В этом случае перед адресатом будет стоять пред-
лог to.

5. 1) to look, to glance, to glare, to see, to stare, to peep — to see
Лишнее слово — to see, так как оно означает способность видеть или замечать

что-либо, в то время как остальные глаголы обозначают целенаправленное дей-
ствие — «направить свой взгляд на что-либо с целью увидеть это».

2) to begin, to start, to commence, to launch, to cease — to cease
Лишнее слово — to cease, так как оно означает прекращение действия, в то время
как остальные глаголы означают начало действия.

3) to expect, to wait, to hope, to believe, to think, to suppose — to wait
Лишнее слово — to wait, так как оно не может использоваться в качестве вводных
слов, в то время как остальные глаголы могут.

118

4) surprised, astonished, amazed, depressed, puzzled — depressed
Лишнее слово — depressed, так как оно имеет значение «состояние депрессии»,
в то время как остальные слова выражают разную степень удивления.

5) to reach, to achieve, to gain, to lead, to attain, to get — to lead
Лишнее слово — to lead, так как оно имеет значение «вести за собой, руководить»,
в то время как основное значение остальных глаголов — «достигать».

6) to chase, to trace, to follow, to seek, to pursue, to hunt — to seek
Лишнее слово — to seek, так как оно имеет значение «искать», в то время как
основное значение остальных глаголов — «преследовать».

6. 1. Barbara had so many admirers that she didn’t whom to choose.
2. Each semester students are required to select five or six courses.
3. President of the USA is elected every four years.
4. A year has passed since Richard proposed to Kate and she still hasn’t given
him any answer.
5. I suggest we put off considering this question until Mr Brown arrives.
6. He offered to give her a lift.
7. It was the worst thing that had ever happened to him.
8. This conversation was reported to have occurred yesterday at 5 p.m.
9. Why is it important to find the right job?

10. She tried many jobs but finally chose career of an accountant.
11. We bought a small house with the view of the mountains.
12. The mere sight of the cobra made her sick.
13. Do you believe in love at first glance?
14. He could recognize her in the photo at a glance.

7. 1. This ball was generally an annual affair.
2. He was very tired and wished the day’s business was over so he could go
home.
3. “Mind your own business,” she said loudly.
4. It’s the concern of the police to find the criminal.
5. That of course is a matter of opinion.
6. You want John to take the blame.
7. They say it was the boy’s fault.
8. He could not prove my guilt for the accident.
9. He rose to his feet and followed me.

10. He raised her to her feet and made her sit down.
11. Arguments arose.
12. My sister’s scream aroused me this morning.

8.

Make Do Have Take

the bed, suggestion, homework, the shop- an exam, a meal, a part, place, care, no-
a party, a career, ping, the laundry, a cold, a rest, a look, a tice, notes, bus, the
friends, a promise, a favour, your best, sleep trouble
call, a cake, a profit, dishes, wonders, one’s
mistakes, an excuse hair, harm, well

9. 1 — c; 2 — f; 3 — d; 4 — b; 5 — g; 6 — a.

119

10. 1. There is only one scent that will get through a brick wall, and that is the
scent of an onion.

2. He got on the bus in a small out-of-the-way village.
3. She has to get up early.
4. I can’t get over how rude she was.
5. Do you get along with your boss?
6. I think the problem can be got over without too much difficulty.
7. We got through a fortune while we were on holiday!

11. 1. We got off immediately after breakfast.
2. Police warned bystanders to keep away from the blazing building.
3. I don’t hold with his views on education.
4. He was homeless, so we took him in.
5. She kept/got on working although she was tired.
6. The plane took off despite the fog.
7. She turned away in horror at the sight of so much blood.
8. The rain held off just long enough for us to have our picnic.
9. They have turned off the water while they mend a burst pipe.

10. She is always holding up her children as models of behaviour.
11. A vast crowd turned out to watch the match.
12. Workers’ incomes are not keeping up with inflation.

12. 1. Our neighbours are looking after the garden while we are away.
2. We shall be looking for an improvement in your work this term.
3. The doctor will look in again this evening.
4. Passers-by were just looking on as the man was viciously attacked.
5. She looked around when she heard the noise behind her.
6. Do look me up the next time you are in Moscow.
7. What dress shall I put on for the party?
8. The government is putting through some radical social reforms.
9. He entered the room and turned the light on.

10. He has a fair amount of money put by.

13. 1. What time are you planning to set off tomorrow?
2. Her clear and elegant prose set her apart from most other journalists.
3. The rain stopped and the sun came out.
4. He is very ill but doctors expect him to come through.
5. What country do you come from?
6. The reporters took down the speech.
7. My father is very tall and I take after him.
8. He finds it hard to say what he feels.
9. How many countries will be taking part in the World Cup?

10. I was tired last night so I spent the evening watching television.

14. Возможный ответ: This is a fairy tale. There are many flowers in a garden. All of
them are beautiful and have a nice smell. People like these flowers, but no one
likes Molly the Cactus. Other flowers make fun of her. But Molly turns out a good
friend and saves little Rose’s bud by giving her some water. Molly the Cactus
teaches other flowers an important lesson. It doesn’t matter what you look like,
it’s important what you do.

120

15.

to do to make to have to take

to do sb good, to do to make a decision, to to have an exam, to to take advantage of,
sb a favour, to do/ make an agreement, have a meal, to have to take part in sth,
work to do wonders/ to make the bed, to a cold, to have a rest, to take place, to take
miracles, to do sb a make a suggestion, to have a look, to have care, to take notice,
good/bad turn, to do to make a party, to a sleep, to have pa- to take notes, to take
homework, to do the make a career, to tience, to have a talk, a bus, to take the
shopping/the laundry, make friends, to make to have a good time, trouble, to take to bed,
to do one’s best, to a promise, to make a to have an accident to take control, to take
do dishes, to do one’s call, to make a cake, to things easy
hair, to do harm, to do make a profit, to make
one’s duty a mistake, to make an
excuse, to make fun of
sb, to make a fuss, to
make an impression,
to make progress

16. Ответ: 4.

В прошлом году — last year В прошлом веке — in the last century

Три года тому назад — three years ago Позавчера — the day before yesterday

Рано утром — early in the morning Послезавтра — the day after tomorrow

Поздно вечером — late at night Давно — long ago

17. Ответ: 4.

1. Johnny was not ready for the lesson. Moreover, he didn’t know what the task

was.

2. We have to finish the work by 5 o’clock, otherwise we’ll be late for the

train.

3. Although it was late at night, there were a lot of people in the streets.

4. It was late at night, however, there were a lot of people in the streets.

18. 35 — for; 36 — of; 37 — apologize; 38 — looks.

19. 32 — 4; 33 — 3.

20. 34 — 3; 35 — 4; 36 — 4; 37 — 1; 38 — 2.

21. 32 — 1; 33 — 4; 34 — 2; 35 — 4; 36 — 2; 37 — 3; 38 — 3.

Тренируемся в выполнении заданий 32—38

Вариант 1
32 — 2; 33 — 3; 34 — 1; 35 — 2; 36 — 4; 37 — 3; 38 — 1.

Вариант 2
32 — 3; 33 — 2; 34 — 1; 35 — 2; 36 — 1; 37 — 4; 38 — 4.

Раздел 4. ПИСЬМО

Задание 39
Подготовительные упражнения к заданию 39

1. 1. Письменная речь — это продуктивный вид речевой деятельности, обеспечива-
ющий выражение мыслей в графической форме.

2. Цель письменной речи — передача с помощью графических знаков информа-
ции на расстоянии и закрепление её во времени.

121

3. Продукты письменной речи: выписки из текста, открытка, анкета, записи
в дневнике, личное и деловое письмо, изложение, сочинение, статья, рефе-
рат, аннотация, рецензия, отчёт и т. д.

4. В ЕГЭ используются: личное письмо и письменное высказывание с элемен-
тами рассуждения «Моё мнение». Цель личного письма — ответ на письмо
друга по переписке в соответствии с коммуникативной задачей, поставленной
в задании. Цель письменного высказывания с элементами рассуждения — вы-
сказывание и аргументирование своего мнения по предложенной теме/про-
блеме.

5. В разделе «Письмо» используются тестовые задания с развёрнутым ответом
и свободно конструируемым ответом.

6. При оценивании личного письма используются три критерия: решение комму-
никативной задачи, организация текста, языковое оформление текста.

7. При оценивании письменного высказывания с элементами рассуждения ис-
пользуются пять критериев: решение коммуникативной задачи, организация
текста, лексика, грамматика, орфография и пунктуация.

8. За личное письмо можно получить 6 баллов, за письменное высказывание с
элементами рассуждения — 14 баллов.

2. 1 — h; 2 — d; 3 — g; 4 — b; 5 — f; 6 — a; 7 — c; 8 — e.
3. Краткие формы (I’ve, didn’t, he’ll и т. д.).
4.

Dear Richard,
Dear Aunt Mary,
Dear Alice,

5.

Love,
Best wishes,
Yours,
Much love,
All the best,

6. a) 5 слов; b) 11 слов; c) 3 слова.
7. a) 42 слова; b) 13 слов; c) 56 слов. Краткие формы глагола, сложные сло-

ва, имеющие дефис (например, tape-recorder, CD-discs), считаются как одно
слово.
8. Правильно написаны и правильно расположены даты:

3 June, 2016
March 7, 2016

07/03/2016

9. Благодарность, ссылка на предыдущий контакт, ссылка на будущий контакт.
10. Обращение, подпись, завершающая фраза.
11. Вступление — обращение, благодарность и ссылка на предыдущий контакт.

Основная часть — ответы на три вопроса друга и три вопроса к другу.
Заключительная часть — ссылка на будущий контакт, завершающая фраза,
подпись.

122

12. I — 8 адрес; II — 7 дата; III — 1 обращение; IV — 4 благодарность за полученное
письмо; ссылка на предыдущий контакт; V — 5 ответы на вопросы; VI — 9 во-
просы другу по переписке; VII — 2 ссылка — упоминание о будущих контактах;
VIII — 6 завершающая фраза; IX — 3 подпись.

13. А — (1) неверно дано обращение, надо дать только имя: Dear John; (2) отсут-
ствует благодарность, она может быть такой: Thank you very much for your recent
letter; (3) нарушено деление на абзацы: предложение In your letter you ask me
questions about my plans for the future. должно быть в следующем абзаце.
В — отсутствует ссылка на предыдущий контакт, она может быть такой: It was
great to hear from you again after such a long time, либо такой: Sorry, I haven’t
written for so long.
С — нарушен стиль в завершающей фразе (yours sincerely используется в офи-
циальной, а не личной переписке).
D — нарушен стиль в подписи (надо дать только имя: Peter).
E — (1) неверно дано обращение, надо дать только имя: Dear Ann; (2) отсут-
ствует благодарность; (3) нарушен стиль в первой фразе письма (I am happy to
inform you that I received your letter yesterday используется в официальной, а не
личной переписке).

14. А — адрес дан слева (надо справа), отсутствует номер дома, отсутствует дата,
слово street написано с маленькой буквы, отсутствует благодарность.
В — завершающая фраза Love, должна быть на отдельной строке.

15. A — нарушение в написании адреса: должен быть адрес автора письма, т. е.
страна — Россия и родной город автора в России; обращение должно стоять
на отдельной строке; отсутствуют благодарность и ссылка на предыдущий кон-
такт.
B — нарушение в делении на абзацы: предложение Unfortunately, there aren’t
many rivers in Russia, let alone waterfalls. должно быть в новом абзаце.
C — нарушение порядка следования страны и города в адресе; дата стоит не
под адресом; отсутствует благодарность.
D — завершающая фраза Bye, и подпись Peter должны быть на отдельных стро-
ках.

16. Write to me soon. (вместо запятой нужно поставить точку)
Love, (нужно поставить запятую)
Kate (точка не нужна)

17. I wonder how you travel around the town. What is the cheapest means of transport?
What is the traffic situation like in your town?

18. You’ve mentioned that it was your mother’s birthday last week. How did you cel-
ebrate it? What was your present? Did your mother like it?

19. Возможный ответ:

42, Amurskaya Str.
Vladivostok
Russia

4 June, 2016

Thank you for your recent letter. It was great to hear from you again after such a
long time./Sorry, I haven’t written for so long. I have so much to tell you.

123

20. Возможный ответ:

In your letter you asked me about beautiful water sights in Russia. We have won-
derful places in our country and waterfalls are among them. There are some in our
Primorsky region, I was there last year. I’ve never gone rafting but I wish I could do
it soon. I know that extreme sports are dangerous but I’m sure that everyone should
experience it at least once in a lifetime.

21. Возможный ответ:

By the way, you wrote about your holidays in Greece. I envy you! With whom are
you going to go there? What places do you want to visit? How long are you going
to stay in Greece?

22. Возможный ответ:

Sorry, I have to go now.
Write back soon.
Best wishes,
Kate

23. Возможный ответ:

As I’ve heard you have just entered courses. What courses do you attend? Do you
go alone or with your friends? Do you enjoy studying there?

Keep in touch.
Best wishes,
Katya

24. Отредактированное письмо:

Moscow
Russia

12/06/2016
Dear Tom,

Thank you for your letter. Sorry, I haven’t answered your letter at once. How are
you?

I’m glad to hear that last month you visited the National Museum of American
History. As for me, I have never been there. But I would like to visit it someday.
We usually go to museums with our class once in two months. Most of all I like
the Tretyakov Gallery. I think people should often go to museums to broaden their
outlook, to enjoy the beauty of the pictures and to learn better Russian history and
history of other nations.

By the way, where are you planning to go hiking? Will it be in June or July? Is it
the first time you go hiking?

Sorry, my mum is calling me.
Hope to hear from you soon.
Best wishes,
Sveta

1. Письмо большое по объёму и нуждалось в сокращении.
2. В письме отсутствовала дата под адресом.

124

3. В обращении нужно указать только имя, фамилия не нужна.
4. Нарушения в постановке вопроса с точки зрения содержания. Заданы вопросы,

информация на которые уже есть в тексте письма друга (1. С кем поедет? —
В тексте сказано, что с родителями. 2. Когда поедут? — В тексте сказано —
летом. К тому же вопрос Will it be in June or July? дублировал вопрос Когда

поедут?
5. Есть некоторые языковые ошибки: грамматические: не нужен артикль в сло-

восочетании go to the museums, вместо different лучше использовать other;
орфографические: some day — someday, here — hear; пунктуационные: после
ссылки — надежды на будущий контакт должна стоять точка, после заверша-
ющей фразы — запятая.

Задание 40

Подготовительные упражнения к заданию 40

1. в) аргументировать свою точку зрения.
2. а) 200—250 слов.
3. в) 180 слов.
4. б) 275 слов.
5. в) во 2-м абзаце основной части.

6.

Paragraph 1 make an introduction (state the problem)
Paragraph 2 express your personal opinion and give 2—3 reasons for your opinion
Paragraph 3 express an opposing opinion and give 1—2 reasons for this opposing opinion
Paragraph 4 explain why you don’t agree with the opposing opinion
Paragraph 5 make a conclusion restating your position

7.

Paragraph 1 make an introduction there is no doubt, the invention of the Internet, to change
Paragraph 2 (state the problem) the world, virtual communication, to become the reason
why, to communicate only by the Internet, to lose the con-
Paragraph 3 express your person- nection with the reality, in consequence, to lose friends,
Paragraph 4 al opinion and give disagree with this point of view
Paragraph 5 2—3 reasons for your
opinion in my view, to have a negative effect on people’s social
skills, firstly, secondly, what is more, to be afraid to com-
express an oppos- municate with classmates at school, easy, difficult, to type
ing opinion and give a message to somebody, no time for communication with
1—2 reasons for this relatives and friends, not to know how to behave in some
opposing opinion difficult situations, how to avoid quarrels and conflicts

explain why you don’t however, some people think, life in virtual reality, to help
agree with the oppos- develop social skills, write to strangers, not to be afraid,
ing opinion to ask questions, to discuss many problems anonymously,
to overcome shyness
make a conclusion
restating your posi- personally, disagree, impossible, to transfer skills, to bring
tion virtual skills into real life, as a result, differentiate virtual
communication and real-life communication, to lose some
main social skills

in conclusion, I believe, virtual Internet communication, to
influence negatively, results in losing real-life social skills,
to confuse two types of reality

125

8. Правильный ответ — 2. В первом примере не показана противоречивость про-
блемы, сама проблема не перефразирована. Второй ответ — правильный, тема
перефразирована, показана её противоречивость. Третий пример — неправиль-
ный, так как здесь неправильно сформулирована сама проблема, наблюдается
отход от темы. Четвёртый ответ тоже неправильный, так как тема не перефра-
зирована, а заданный вопрос лишь запрашивает информацию у читателя, но не
показывает противоречивость проблемы.

9. Правильный ответ — 3, так как в нём высказано собственное мнение, соот-
ветствующее теме и совпадающее по смыслу с мнением автора, высказанным
выше. Первый, второй и четвёртый варианты — неправильные. В первом слу-
чае в заключении не сказано, что это мнение автора. Во втором и четвёртом
вариантах неправильно высказано мнение, так как эти заключения относятся к
другому типу сочинения — «за и против», к тому же четвёртое не соответствует
теме, так как автор не говорит, нужно ли закрывать пункты быстрого пита-
ния.

10. Правильный ответ — 1, потому что высказанное мнение принадлежит авто-
ру, о чём говорит словосочетание From my point of view; высказанное мнение
соответствует поставленной перед обучающимися проблеме; аргументы под-
тверждают высказанное мнение; их количество соответствует плану. Осталь-
ные ответы неверные, так как высказанные мнения не отвечают поставленной
задаче и неправильно сформулированы: они не о том, нужно ли закрывать
пункты быстрого питания. Нарушение формулировки привело к неправильным
аргументам.

11. Правильный ответ — 3, потому что в нём высказано чужое мнение в соответ-
ствии с предложенной коммуникативной задачей и указана причина, по которой
оно возникло. В первом, втором и четвёртом примерах высказанное мнение не
соответствует коммуникативной задаче и неправильно сформулировано: они не
о том, нужно ли закрывать пункты быстрого питания. Нарушение формулировки
привело к неправильным аргументам.

12. Возможный ответ:
A. 2. Secondly, some people cannot work from home because too many things
distract them from what they are doing.
B. 2. What is more, you can park them easily.
C. 2. Secondly, if you get lost, you can find the map in the Internet.

13. Возможный ответ: I don’t agree with this argument because my parents have been
using mobile phones for more than five years and they feel well.

14. 1. in consequence; 2. therefore; 3. because.

15.

Introduction Main part Conclusion

while, on the contrary, others firstly, secondly, to begin in conclusion, all in all, to sum
disagree, there is a dispute/a with, furthermore, moreover, up, to conclude, it is important
discussion/no agreement in addition, finally, I believe/ to remind/point out, the issue is
think, in my opinion, however, far from solving yet but I think
as advocates/critics/opponents
claim/argue, besides, as a re-
sult, consequently, because of
that

126

16.

Introducing opinion Introducing supportive argument

personally, I believe/think, from my point of view, to begin/start with, firstly, secondly, what is more,

to my mind, I am sure, in my view in addition, moreover, furthermore

17. Возможный ответ: There are many ways of spending your spare time. Some peo-
ple enjoy reading detective stories and find them interesting. But others believe
that it’s better to read other kinds of literature. Let us consider both views on this
issue.

18. Возможный ответ: In my opinion, reading detective stories is both useful and ex-
citing. Firstly, it makes people think and try to find solutions for different compli-
cated problems. Thus, such books improve logical skills and develop imagination.
Secondly, they help us relax because they have breathtaking plots and interesting
characters.

19. Возможный ответ: However, there is another point of view. Some people dislike
reading detective stories and say that it is a waste of time. They think it’s better
to read classical literature where the wealth of human knowledge and experience
is revealed.

20. Возможный ответ: Personally, I don’t agree with this point of view. In good de-
tective stories one can find wealth of human knowledge and experience. Take for
example, detective stories by Agatha Christie which show us the best and the
worst in human beings.

21. Возможный ответ: All things considered, I can say that reading detective stories is
not a waste of time because you can learn a lot from them and it is an exciting
way of spending your free time.

22. Недостатки согласно критериям:
К1 — во введении не поставлена проблема, во втором абзаце приводится сла-
бый контраргумент на чужое мнение, не высказано прямо своё мнение в за-
ключении.
К2 — чужое мнение даётся раньше, чем своё, предлагается четыре абзаца вме-
сто пяти, т. е. не соответствует плану.
К3 — есть незначительные лексические ошибки.
К4 — есть незначительные грамматические ошибки.
К5 — есть незначительные орфографические ошибки.

23. Критерий «Решение коммуникативной задачи»

Объём — 185 слов.

• Аспект 1. Вступление — постановка проблемы.
Есть недостатки в раскрытии аспекта 1. Обучающийся переписал тему, не

перефразировав её. Вторая точка зрения не представлена. Вместо этого уча-
щийся ставит вопрос, что более характерно для другого вида письма — статьи.

• Аспект 2. Мнение автора с 2—3 аргументами.
Есть недостатки в раскрытии аспекта 2. В первом предложении второго аб-

заца автор высказывает своё мнение в пользу работы вне помещения, но не
совсем понятно, что имеется в виду. Далее приведены три аргумента против
позиции работы дома. Четвёртый неразвёрнутый аргумент — за позицию работы
вне помещения.

127

• Аспект 3. Противоположная точка зрения с 1—2 аргументами.
Есть недостатки в раскрытии аспекта 3. Автор приводит противоположную

точку зрения и аргументирует её, но аргумент противоположной точки зрения
повторяет аргумент, приведённый во втором абзаце.

• Аспект 4. Объяснения, почему автор не согласен с противоположной точкой
зрения (контраргументы).

Присутствуют серьёзные недостатки в раскрытии аспекта 4. Автор не опро-
вергает мнение противоположной стороны, а повторяет аргумент, приведённый
во втором абзаце, а также приводит аргумент, не соотносящийся с противопо-
ложной позицией. Таким образом, контраргумент отсутствует.

• Аспект 5. Заключение с подтверждением позиции автора.
Имеются серьёзные недостатки в раскрытии аспекта 5. Автор приводит по-

зицию, которая противоречит позиции автора в предыдущих абзацах.

• Аспект 6. Стилевое оформление выбрано правильно: соблюдается нейтраль-
ный стиль.

Таким образом, во всех аспектах имеются недостатки. По первому критерию
данное письменное высказывание может быть оценено в 1 балл.

Критерий «Организация текста»
Высказывание в основном логично. Есть два случая незначительного нару-

шения логичности: 1) непонятно, кого автор имеет в виду, употребляя фразу
those people are wrong; 2) нарушена логичность и в конце высказывания, так
как автор приходит к иной точке зрения, чем та, которая высказана во втором
абзаце. Деление на абзацы правильное. Средства логической связи использо-
ваны правильно.

Таким образом, по этому критерию может быть выставлено 2 балла.

Критерий «Лексика»
Словарный запас ограничен. Допущены лексические ошибки: children will

destroy you, your work will be bad, you can breath fresh air, comfortable, to work
much money.

Таким образом, по этому критерию будет выставлен 1 балл.

Критерий «Грамматика»
Имеется ряд грамматических ошибок: because children will destroy you from

your duties, if you will work outside, important to me to look after my children.
По этому критерию будет выставлено 2 балла.

Критерий «Орфография и пунктуация»
Допущены орфографические ошибки: futhermore, belive.
По этому критерию будет выставлен 1 балл.

За всё письменное высказывание обучаемый получит 7 баллов.

24. However, the opponents say that the Internet is only a useless time-waster. Firstly,
you should be very careful because there is so much false information in the In-
ternet. Secondly, the Internet can be addictive, especially for children. They just
want to surf the Internet morning, noon and night.
I disagree with this point of view because the Internet is an assistant to us, if you
use it right.
To sum it up, I can say that the Internet is not the greatest time-waster, there are
more helpful things in it than distracting.

128

Раздел 5. ГОВОРЕНИЕ

Задание 1

Подготовительные упражнения к заданию 1
1. 1. Устная речь представляет собой процесс передачи в звуковой форме своих
и чужих мыслей одному или многим лицам.
2. Устная речь имеет свою специфику, которая выражается в организации речи, сти-
ле и языковом оформлении, а также в видах и особенностях речевых продуктов.
3. Существуют монологическая, диалогическая и полилогическая речь.
4. В разделе «Говорение» используются задания с развёрнутым ответом.
5. При оценивании задания 1 используется один критерий — фонетическая сто-
рона речи.
6. За задание 1 можно получить максимум 1 балл.
7. Задание 1 проверяет навыки чтения вслух, а именно: правильное оформление
фонетической стороны устной речи (звуки в потоке речи, интонация, ударе-
ние, беглость речи), что отражает понимание содержание читаемого.
2. a) anyway; b) David.
3.

[s] [z]

hiss, rice, false, ice, waste, yes, place, loose, his, rise, falls, eyes, lazy, plays, lose, advise busy,
advice, house, looks, skin easy, zoo

4. Autumn, castle, solemn, column, limb, grandson, tomb, ballet.

5. I went shopping and I bought apples.

I went shopping and I bought apples and pears.

I went shopping and I bought apples, | pears | and oranges.

I went shopping and I bought apples, | pears, | oranges | and bananas.

8. Скороговорки (Т43—Т52).

9. 1. Un aided, un armed, anti-cy clonic, non- resident, re pack, ex- minister, pre paid,

mis spell, mis place, under dressed, pre- history.

2. Good- looking, old- fashioned, bad- tempered, absent- minded, home- made.

3. Apple-tree, bystander, daybreak, birthday, schoolboy, suitcase, timetable, hair-

do, housewife, butterfly, blackbird.

10. contest — to con test present — to pre sent

protest — to pro test subject — to su bject

rebel — to re bel object — to o bject

forecast — to fore cast produce — to pro duce

import — to im port outlay — to out lay

11. a) A hundred and four, five hundred and sixty-three, one thousand one hundred

and thirty-six, seven thousand, five million five hundred and fifty thousand, five point

five, ten point two.

b) The twentieth of June, nineteen ninety, the fourteenth of October, nineteen for-

ty-five, November the seventh, nineteen seventeen, the seventies, in two thousand,

in seventeen “o” four.

12. Those that stay | are not as active.

The worst problems for birds in winter | are getting enough heat …

The heat that you make | is made mostly in your muscles.

So one way of keeping warm | is to move about …

При отсутствии знаков препинания можно сделать паузу при следующих условиях:

• Если группа подлежащего перед сказуемым состоит из нескольких слов (яв-

ляется развёрнутой):

129

Those that stay | are not as active.
The worst problems for birds in winter | are getting enough heat …
The heat that you make | is made mostly in your muscles.
So one way of keeping warm | is to move about …
• Если в сложном предложении после главного идёт придаточное:
Activity uses energy | that is needed to keep warm.
• Если есть распространённые однородные члены предложения:
The worst problems for birds in winter | are getting enough heat | and holding
on to the heat once it is made.
В предложении So one way of keeping warm | is to move about … ещё может
быть сделана пауза после So.
13. Трудные для произношения слова (звуки, ударение): bumblebees, particular,
scientists, airborne, intriguing, muscles, insects, locust.
Деление на синтагмы: Until fairly recently, it was a mystery how certain large bees,
bumblebees in particular, were able to fly.

Тренируемся в выполнении задания 1
Вариант 1 (Т53)
Вариант 2 (Т54)

Задание 2
Подготовительные упражнения к заданию 2

1. 1. Цель задания 2 раздела «Говорение» — проверка умений диалогической речи:
осуществлять запрос информации, использовать лексику и грамматику, соответ-
ствующие коммуникативной задаче и уровню сложности задания.
2. Задание 2 — базового уровня.
3. Для задания 2 используется тест с развёрнутым ответом.
4. За задание 2 можно максимально получить 5 баллов (по одному баллу за
каждый правильный ответ).

2. 1 — общий вопрос; 2 — общий вопрос; 3 — разделительный вопрос; 4 — спе-
циальный вопрос; 5 — специальный вопрос; 6 — альтернативный вопрос; 7 —
специальный вопрос; 8 — специальный вопрос; 9 — специальный вопрос; 10 —
альтернативный вопрос.

3. 1. Does the Holiday Inn hotel have a lot of useful facilities?
2. What hotel has a lot of facilities?
3. What does the Holiday Inn hotel have?
4. What kind of facilities does the Holiday Inn hotel have?
5. Does the Holiday Inn hotel have a lot of or few facilities?
6. The Holiday Inn hotel has a lot of useful facilities, doesn’t it?

4. 1. Are there any sports facilities nearby?
2. Does the guide speak Russian?
3. Is breakfast included?
4. Do/Will you provide the necessary equipment?
5. Will/Does the train arrive at 10 or 11?
6. Have you ever admitted teenagers?

5. 1. How long does the trip last?
2. Where and when does the trip start?
3. Who is responsible for the trip?
4. What are the most popular routes?
5. How much does the trip cost?

130

6. 1. Why do people enjoy travelling?
2. What makes a perfect holiday?
3. He prefers travelling by car, doesn’t he?
4. What places are you attracted to?
5. Is this film interesting?
6. How far is the hotel from the centre?
7. How long does the course last?

7.

Пункты плана Начало вопросов
1. Location
2. Duration Where
3. Price How long
4. Guided excursions How much
5. Number of visitors in a group Are there
How many

8. Возможные ответы:
1) location of the art gallery
2) opening hours
3) price
4) guided tours
5) number of people in a group

9. Возможные ответы:
1) Where is the art gallery located/situated?
2) What are the opening hours?
3) How much does a ticket cost?
4) Are there guided tours?
5) How many people are there/can there be in a group?

10. Возможные ответы:
1) Where is the fitness club located/situated?
2) What are the opening hours?
3) How much is the season ticket?
4) Are individual sessions possible?
5) Is a swimming pool available?

Тренируемся в выполнении задания 2

Вариант 1. Возможные ответы:
1) Where is the school located/situated?
2) How much does the course cost?
3) Are my cameras suitable for the course?
4) Is extra equipment provided?
5) Are evening classes possible? Does the schedule include evening classes?

Вариант 2. Возможные ответы:
1) How long can a ride be?
2) How much does it cost per person?

131

3) Are there any age limits?
4) Is taking photos possible?
5) Are any special clothes necessary? Do we need any special clothes?

Вариант 3. Возможные ответы:
1) Where is the cinema located/situated?
2) What are the operation hours?
3) How much does the ticket per person cost?
4) Snacks are available, aren’t they?
5) Are there any discounts for students?

Задание 3

Подготовительные упражнения к заданию 3

1. 1. Цель задания 3 — построение монологического высказывания в заданном
объёме в заданной ситуации общения (описание фотографии); построение
логичного и связного высказывания; использование стратегий описания, со-
общения, рассуждения; точное и правильное употребление языковых средств
оформления монологического высказывания.

2. В задании 3 предусмотрен базовый уровень сложности.
3. На подготовку к данному заданию даётся 1,5 минуты.
4. В задании 3 надо раскрыть 5 пунктов плана.
5. Начать ответ надо со вступительной фразы, закончить — заключительной (в

плане не отражены).
6. Фраза I’ve chosen photo No. … вступительной не является. Это техническая

фраза для экспертов.
7. Объём задания 3 должен составлять 12—15 фраз (2 минуты).
8. Максимально за задание 3 можно получить 7 баллов.
2. Travelling may be interesting (thrilling, amazing, exciting, entertaining, …).
Photos may be original (intriguing, funny, moving, old, coloured, vivid, expressive, …).
The situation in the photo may be unusual (common, difficult, dangerous, tricky,
funny, …).
He/She/It looks great (surprised, excited, miserable, happy, satisfied, …).

3. Возможный ответ:

Place People Action

college classroom young people, college students, writing, listening to, smiling,
casual clothes, to be interested laughing
in

4. a) — 5; b) — 6; c) — 1; d) — 8; e) — 4; f) — 7; g) — 3; h) — 2.
5. 1. in the picture you can see …

2. in the foreground/background …
3. in the centre/middle of the picture

4. on the right/left

5. to the left of sb/sth

6. in the upper part/at the top

7. in front of the boy
8. I’m interested in
9. I’m fond of
10. I’m keen on doing

132

6. Возможные ответы:

1. The man on the right with his back to us is my granddad.
2. This person on the left is my best friend Peter.
3. In the foreground of the photo you can see my family having a picnic.
4. In front of the schoolboy there are books and a notebook.
5. The building which is straight ahead, at the far end of the street, is a famous

museum.
6. The building behind us is our university.
7. The picture shows a young girl who is writing a letter to her friend.
8. The photo makes me laugh every time I see it.
9. My mum is fond of knitting and my dad is keen on reading detective stories.

7. река — in the background, палатка — behind the friends, in the background, рюкзак
рядом с палаткой — near, next to, люди — in the middle, in the centre, in front
of the tent, in the foreground, мальчик слева — on the left, девочка справа — on
the right.

9. Следует использовать форму настоящего продолженного времени (Present
Continuous).

Возможные ответы:

1. The friends are having a picnic. The friends are singing. The boy in the middle
is playing the guitar and his friends are listening to him. The friends are telling
stories and laughing.

2. The family is having dinner. The mother is offering a new dish.
3. The children in the picture are eating ice-cream. The kids are having a

snack.
4. We are walking in the park. My friends are throwing up leaves. They are running

and jumping in the park.

10. белый — white чёрный — black
красный — red жёлтый — yellow
серый — grey коричневый — brown
зелёный — green розовый — pink/rosy
синий — blue голубой — blue/pale blue
светло-синий — light blue/bright blue светло-голубой — light-blue
тёмно-синий — dark blue/dark navy тёмно-голубой — dark blue

11. платье — dress, frock, gown рубашка — shirt
юбка — skirt майка с коротким рукавом — T-shirt
джинсы — jeans шорты — shorts
майка без рукавов — tank top, U-shirt длинный рукав — long sleeve
короткий рукав — short sleeve спортивный костюм — sports suit/
костюм — suit, costume (жен.) tracksuit
пиджак — jacket куртка — jacket, blazer (спортивная
пальто — coat куртка)
туфли — shoes плащ (дождевик) — raincoat
перчатки — gloves шапка — hat
шарф — scarf кроссовки — trainers
брюки — trousers, slacks (жен.)/ сапоги — boots
AmE pants

133

12. Возможные ответы:
1. It’s a hot day and we are all wearing light summer clothes. The boy in the mid-
dle is wearing a yellow T-shirt, we are all wearing shorts and trainers.
2. It’s just a family dinner and all the people in the photo are dressed casually.
The mother is wearing a blue dress with short sleeves. It’s her favourite dress,
she likes the blue colour. My sister is wearing a tank top and jeans. We can’t
see what my niece is wearing, but I think it’s a T-shirt and jeans.
3. The kids are both wearing jeans. The girl is wearing a white tank top, the boy
is wearing a light green T-shirt. It’s a hot day.
4. It’s autumn and we are all wearing jackets. Some of us are wearing caps and
scarves but no one is wearing gloves. Our jackets are red, yellow and brown —
like the leaves we are playing with.

13. 1 — 2; 2 — 2, 3, 4; 3 — 1; 4 — 5, 6, 7, 8, 9, 11, 12; 5 — 1, 8, 10.

14. Возможные ответы:
1) where and when the photo was taken: the picture was taken, in the suburbs of/
in the country, during summer holidays, in July, as you see.
2) what/who is in the photo: the picture shows, my cousins, the weather is hot,
wearing shorts and T-shirts.
3) what is happening: are running/jogging, to look happy, to spend free time
together, obviously.
4) why you keep the photo in your album: keep this photo, because, to love, to
remember, nice rest.
5) why you decided to show the picture to your friend: to show this photo, to give
an idea of the atmosphere.

15. I have chosen photo No. 1. Would you like to see my holiday photos, Nastya? This
is one of them. Have a look. I took this picture in July last summer when we were
in the country. In the picture you can see my cousins Peter and Vera. It was very
hot in July and they are wearing shorts and tank tops. As you see, they are running.
They are keen on sports and every day they run. Sometimes they hold competition
who is faster, Vera or Peter. To tell you the truth, it doesn’t matter who is going to
win. Obviously, they are always happy to spend their free time together. I keep this
photo in the album because I love my cousins and I want to remember that summer.
I decided to show it to you because this photo gives an idea of the atmosphere of
our holidays — very optimistic and very good-natured. Do you like this photo? I hope
you do.

16. I’ve chosen picture No. 3. Do you remember I’ve told you about my autumn holidays,
Kate? Now I want to show you some photos of my holiday. Look at this photo. Isn’t it
nice? This photo was made in October in the countryside. In this photo you can see
my classmates. And at that moment they were just throwing up leaves and shouting.
They looked so happy and excited. It was really great, it was fun and that’s why I
took this photo. As you see, I keep it in my album because I want to remember this
unusual day and my merry classmates. I decided to show you this photo because
I have told you about my holidays so many times that now I’d like you to see how
great it was. I hope you like this photo, Kate. As for me, I like it very much.

Задание 4

Подготовительные упражнения к заданию 4
1. 1. Основными видами монологов являются повествовательные, описательные,
рассуждения. Наиболее сложный вид — монолог-рассуждение.
2. В задании 4 от экзаменуемого ожидается монолог-рассуждение.

134

3. Задание 4 проверяет умения сравнивать, сопоставлять, высказывать своё мне-
ние и аргументировать его, делать вывод.

4. Уровень сложности задания 4 — высокий.
5. Задание 4 оценивается по трём критериям: 1) решение коммуникативной за-

дачи, 2) организация текста, 3) языковое оформление текста.
6. В любом монологе должно быть вступление и заключение. Это никогда не про-

писывается в критериях и инструкции, потому что это общее правило для мо-
нолога любого типа или вида как в иностранных языках, так и в русском языке.
7. Нет, подробно описывать сначала одну фотографию, а потом другую нельзя.
В этом случае будет выставлено 0 баллов, так как основная коммуникативная
задача в задании 4 — это сравнение и сопоставление двух фотографий. Об
этом говорят и пункты плана.
8. Экзаменуемый может сказать, какую из фотографий он предпочитает, если об
этом спрашивается в четвёртом пункте плана. Однако в абсолютном большин-
стве заданий в четвёртом пункте ставится проблемная задача, т. е. спрашива-
ется о том, какое действие, профессию, образ жизни и т. д. из изображённых
на фотографии, а не саму фотографию предпочитает экзаменуемый.
9. Нет, для многих пунктов плана одной фразы явно недостаточно. В целом для
получения высокого балла рассказ экзаменуемого должен содержать 12—
15 фраз. Если он будет состоять из пяти фраз, то за задания 3 и 4 будет
выставлено 0 баллов.
2. 1. Location — a particular place.
2. Action — the process of doing something.
3. Character — a person in a book, play, film, picture printing, etc.
4. Similarity — a way in which two or more people or things seem alike.
5. Difference — a way in which two or more people or things are not like each other.

3.

People Things

friendly, brave, calm, ambitious, cruel, gentle, comfortable, medical, dusty, wooden, historical,
greedy, helpful, kind, naughty, talkative, careful, new, narrow, fresh, long, soft
serious, clever

4. Собственные ответы учащихся.
5.

Men Women Both

handsome, bald slim, beautiful, pretty good-looking, tall, attractive,
smart

6. A nice, small, new, black, leather bag.
7. 1. Some of his poems are very good.

2. None of the old friends came.
3. She stood in the middle of the floor but neither of them saw her.
4. Everyone says it’s better than any of the new ones.
5. How can anyone of us forget it?
6. She doesn’t know it either.
7. Before any of them could say another word he left the house.
8. I know neither French nor Spanish.

135

8. 1. We sat there in silence for maybe another five minutes and then we left.
2. The others had been talking a few moments when he raised his hand.
3. There isn’t any other way.
4. His first impulse was to cross to the other side to avoid them.
5. Would you like another cup of tea?
6. Mr Brown and Mrs Black and three other teachers were there.
7. Other people may disagree but I feel the whole thing has gone far enough.
8. We can do it another time.
9. We must help others less fortunate than ourselves.

10. I went swimming while the others played tennis.
9. 1. I like these shirts, I’ll take both of them.

2. Every morning she got up at 6 a.m.
3. We both want to go to the party.
4. Paul and John are both right.
5. Each of the houses is slightly different.
6. Both these books are expensive.
7. Each of us has a company car.
8. Both of them are right.
9. You can park on either side of the street.
10. Take one of the books on the table—either of them will do.
11. I bought a dozen eggs and every one of them was bad.
12. Each and every one of you deserves a reward.
13. I asked all the children and each told a different story.
14. You must decide on one thing or the other.
10. 1. In the picture there is a boy and two girls.
2. In the middle of the picture there are two men and a girl.
3. In both pictures there are people.
4. In the left-hand picture the girl is reading whereas in the right-hand photo the

girl is writing.
5. In the foreground one can see a woman who is knitting.
6. In picture number 1/In the first picture a woman is painting/drawing while a

girl is looking at her.
7. In the second picture there are two girls, each of them has a book in her hand.
8. None of the boys looks sad.
11. Возможный ответ:
In the left-hand photo there is a teacher and a schoolboy standing at the black-
board in the classroom. In the right-hand one we can see a driver who is sitting
in his vehicle cab.
12.

Picture Common features Different features

Action eating, enjoying, smiling fruits and juice — ice cream
(choice of dessert)

Location at home — in the park (envi-
ronment)

Characters two people (number of people) a child and an adult — two chil-
dren (age)

136

13.

Linking expressions: similarities Linking expressions: differences
both, likewise, as well as, and, so do/does
but, while, although, whereas, on the one hand,
on the other hand, unlike, in contrast (to/with)

14. I’d like to compare and contrast the two pictures. The pictures show people who
have a dessert. In the first picture we can see a girl and her mother having break-
fast at home, while in the second picture we see two children eating ice cream
in the park.
The photos have a few things in common. Firstly, there are two people in both
pictures. Secondly, in both pictures people are eating. Thirdly, the people are en-
joying what they are eating, they are smiling.
However, there are some differences. In the left-hand picture there is a child and
an adult, whereas in the right-hand picture there is no adult. I guess, the next
difference is the environment. In the first picture people are at home while in the
second one they are in the park. The third difference is the choice of dessert. In
picture number 1 they are eating fruits, whereas in picture number 2 the children
are eating ice cream.

15. I’d prefer the dessert in the first picture because it’s healthier.

Ключи к контрольным работам 137

КОНТРОЛЬНАЯ РАБОТА № 1

Задание по аудированию

Говорящий ABCDE F

Утверждение 7 5 1 3 2 4

Аудиотексты (Т55)
Speaker A
I honestly think using computers in education is a bad idea. I know computers are
supposed to help you do your homework and things but in reality things turn out not
the way they should be. Lots of my classmates just download stuff for reports from
the Internet, cutting and pasting without even reading it at times. I guess this is called
plagiarism and it is not fair plus this also doesn’t help develop your skills and you learn
nothing this way.

Speaker B
I don’t know how I’d manage my homework without my computer. I have an awful
handwriting and my teachers can’t make out what is written so I word-process practi-
cally everything. In this way my homework always looks neat. I’m a good student and
I never use ready papers from the Net but that handwriting thing was a total nightmare
until I started typing it. I honestly don’t mind it and it even takes me less time to type
than to write it myself.

Speaker C
Many teachers in our school ask us to word-process the essays and reports which they
ask us to write. They say they have to read tons of stuff and they will have problems
with their eyesight if they read our handwriting. I can understand their point but there
is a disadvantage of it as well. The thing is we forget how to write by hand and then
in most word processors there are spellcheckers so we forget spelling and this is re-
ally horrible.
Speaker D
I need my computer for my studies all the time. You see, I have been learning Span-
ish for some time already and my elder brother has installed some programs to learn
the spelling and vocabulary and they are so useful! I use these programs every day.
Besides, I have a friend from Spain and we communicate via Skype regularly so I can
practice the language. Add e-mail plus online research you have to do for school re-
ports and essays.

Speaker E
I must admit computers make a lot of things connected with studies much easier.
We can surf the Net and find any necessary information in literally no time. There are
many more pluses but at the same time, nothing is perfect and computers have some
minuses too. The biggest disadvantage I think is that computers make students lazy
and instead of going to a library and doing proper research students just use stuff
downloaded from the Internet.

Speaker F
I think computers make the educational process much more interesting. Our teacher
uses various presentations and thus we can understand the information better. Slide
shows also attract everybody’s attention. There are many opportunities to use comput-

138

ers in the classroom and kids are always interested in things connected with them so
they begin to pay more attention to the lessons where teachers use computers and
they get better results this way.

Задание по чтению

ABCDE FG
5872361

Задание по грамматике
19 — ninth; 20 — was destroyed; 21 — moved; 22 — has been held; 23 — fastest;
24 — making; 25 — starting.

КОНТРОЛЬНАЯ РАБОТА № 2

Задание по аудированию

Утверждение ABCDE FG

Соответствие диалогу 1 3 2 2 2 3 1

Аудиотексты (Т56)

Jim: Hi, Bella! Good to see you!
Bella: Oh, hi, Jim, I’m happy to see you too. How are the things?
Jim: Oh, not bad, thanks. You know, I have great news! I’m going to have a pet!
Bella: Oh, finally? Congratulations! I thought your mother would never ever let you get

one. What made her change her mind, I wonder?
Jim: Oh, it’s all about my baby sister Julia. You know my parents adore her. She’s

the apple of their eye. She is three years old and my mom has read in some
magazine that it’s high time for Julia to start taking care of somebody. So here
you go.
Bella: That’s interesting. If you ask me, I think a doll might be enough for Julia. You
know these dolls advertised on TV — they can talk, you can feed them, put them
to sleep, change their nappies.
Jim: No, mom says it must be a pet, preferably a cat or a dog. As for me, I’d be
satisfied with either.
Bella: What about Julia?
Jim: She’d rather have a cat but my mom is more inclined to buy a dog, a Scottish
collie maybe. They aren’t at all aggressive. On the contrary, they eagerly play with
kids and feel very protective towards them.
Bella: Well, Jim, I think it’s very important. A cat might not be as friendly as a dog.
Cats are very independent creatures, I believe.
Jim: There are some lazy breeds, very calm ones, but they have long fur. With a cat
it’s more of a problem than with a dog.
Bella: Okay, whatever your mom finally chooses. Who is going to take care of the pet?
You don’t really think it’s going to be Julia?
Jim: Well, she can feed it and play with it and accompany me for a walk if it’s a dog
after all.

139

Bella: You can’t expect a three-year-old child to take full responsibility for a pet, can
you?

Jim: Of course, not! It’s me who is going to be responsible for the pet, that’s the best
thing about it! Theoretically it’s Julia’s but actually it’s mine!

Bella: When are you going to buy it?
Jim: On Saturday. We are going to the pet shop mother’s colleague has recommended

to us. He says it’s a good one. You can buy food there and everything else it might
need.
Bella: That may turn out pretty expensive, you know.
Jim: I don’t think my mom will care about it. Plus, I have my own savings and I can
buy something for the pet myself if it’s necessary.
Bella: Fine, then. Phone me on Saturday evening and tell me all about it.
Jim: I will.

Задание по чтению

ABCDE F

746123

Задание по грамматике
19 — feels; 20 — is played; 21 — children; 22 — was going; 23 — happened; 24 —
leans; 25 — applauding/to applaud.

КОНТРОЛЬНАЯ РАБОТА № 3

Задания по лексике
Задания 26—31
26 — recognizable; 27 — observation; 28 — fascinating; 29 — nearly; 30 — eleva-
tors; 31 — weddings.

Задания 32—38

32 33 34 35 36 37 38

1322441

Задание по письму
Проверяется по критериям оценивания ответов на задание 39 ЕГЭ (см. Приложе-
ние 1. Демонстрационный вариант контрольных измерительных материалов единого
государственного экзамена 2017 года по АНГЛИЙСКОМУ ЯЗЫКУ (письменная часть).

КОНТРОЛЬНАЯ РАБОТА № 4

Задания устной части проверяются по критериям оценивания ответов 1—4 раз-
дела «Говорение» (см. Приложение 2. Демонстрационный вариант УСТНОЙ ЧАС-
ТИ контрольных измерительных материалов единого государственного экзамена по
АНГЛИЙСКОМУ ЯЗЫКУ 2017 г.).

140

ИТОГОВАЯ КОНТРОЛЬНАЯ РАБОТА

Раздел 1. Аудирование Раздел 2. Чтение

№ задания Ответ № задания Ответ

1 517634 10 4618253

2 2113231 11 241537

31 12 2

42 13 1

53 14 4

63 15 4

72 16 2

82 17 3

92 18 2

Раздел 3. Грамматика и лексика*

№ задания Ответ № задания Ответ
19 happily
20 isformed, wasformed 29 natural
21 confidence
22 earliest 30
23 4
24 later 31 2
25 3
26 hasbeen 32 2
27 3
28 were 33 4
4
isrepresented 34

its 35

personality 36

winner 37

interesting 38

* Написание ответов (без пробелов и знаков) соответствует инструкции ФЦТ по заполнению бланка отве-
тов № 1.

141

Аудиотексты (Т57)

Сейчас вы будете выполнять задания по аудированию. Каждый текст прозвучит
2 раза. После первого и второго прослушивания у вас будет время для выполнения
и проверки заданий. Все паузы включены в аудиозапись. Остановка и повторное вос-
произведение аудиозаписи не предусмотрены.
По окончании выполнения всего раздела «Аудирование» перенесите свои ответы в
бланк ответов № 1.

Задание 1

Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего
A—F и утверждениями, данными в списке 1—7. Используйте каждое утверждение, обозначенное
соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы
услышите запись дважды. Занесите свои ответы в таблицу. У вас есть 20 секунд, чтобы ознако-
миться с заданием.

Now we are ready to start.
Speaker A
I know there are many people who blog for pay, but there are others who blog for the
fun involved in it. You see, people generally blog about things they know and love and
therefore look at blogging as an escape from their daily lives. That’s true about me.
Let’s take my brother as an example. He is a freelance writer and does nothing but
write all day. Still, he finds blogging to be fun, because it can be a personal project
requiring no client approval.

Speaker B
In my opinion, blogs are an excellent vehicle for income. Of course, I understand that it
takes great time, effort, and dedication to build a blog that will bring in enough money
to live on. At the same time, it’s a very flexible job. I have a blog on fitness which
brings me a little money through ads. I plan to study and earn my living like this for
some time but then I’ll need a more stable job. I’ll try to make my blogging income
bigger. Let’s see.

Speaker C
I’m a very shy person and I don’t go out very often as it’s difficult for me to talk to
strangers in real life. Communicating online is easier for me. I guess, people may write
blogs for money but basically people write blogs so other people will read them. I like
to think that someone somewhere is going to read my blog, my ideas and my thoughts,
so in the process of writing blogs I’m trying to connect with others who share a com-
mon interest with me.

Speaker D
I was looking for a new hobby, and fortunately, my teacher offered me to try blogging.
You see, I want to be a journalist in the future but I wasn’t sure if I could succeed
in this job. He said it would be a great chance for me to try writing for other people
and see if it was a good career for me. I can’t say that a lot of people read my blog
but I have a few devoted readers. I enjoy blogging and I believe I’ll be able to work
in the media.

Speaker E
I’ve been blogging for some time already and I must say blogging is getting easier and
easier because of the technical progress. You see, there are many different blogging
platforms and programs available to make the blogging process easy. For me, Word

142

Press is the best option because it’s free and offers great flexibility. When used with
a program such as Windows Live Writer, blogging couldn’t be easier for even novice
users.

Speaker F
I don’t blog as I think it’s a waste of time, but my brother has a blog. It’s not that he’s
interested in having many readers. He’s an IT specialist and he writes blogs profes-
sionally to help search engine ranking. He says search engines pay more attention to
a website than just content. The more frequently updated a website is and the more
links there are to and from it, the better it seems to do. Most bloggers post 3 times
per week to keep the site fresh.
You have 15 seconds to complete the task. (Pause 15 seconds.)
Now you will hear the texts again. (Repeat.)
This is the end of the task. You now have 15 seconds to check your answers.
(Pause 15 seconds.)

Задание 2

Вы услышите диалог. Определите, какие из приведённых утверждений А—G соответствуют содер-
жанию текста (1 — True), какие не соответствуют (2 — False) и о чём в тексте не сказано, то есть
на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 — Not stated).
Занесите номер выбранного вами варианта ответа в таблицу. Вы услышите запись дважды. У Вас
есть 20 секунд, чтобы ознакомиться с заданием.

Now we are ready to start.
John: Hi, Lora! Haven’t seen you for ages! I didn’t know you are back from France

already. How are you? How was your exchange programme?
Lora: Hi, John, it’s good to see you. Well, I’d love to say I’m fine but I’m not.
John: Why? Can I help you?
Lora: Thank you, John, you are such a good friend, but I don’t know if you can help.
John: Just talk to me, alright?
Lora: Okay. First of all, I miss my host family a lot. They are very nice and kind peo-

ple. I was homesick at first, and they helped me get used to living in France, took
me to a lot of beautiful places and showed me how great France is. They made my
stay very comfortable and pleasant.
John: Do you mean that you missed your parents in France and now you miss your
host family back in London?
Lora: Exactly. I haven’t told anyone about it because I’m afraid that people will laugh
at me.
John: Oh, Lora, I think it’s normal that you feel this way. After all, you spent there
about half a year. It’s a long time and of course you miss some people there. Why
don’t you Skype them? They probably miss you too.
Lora: John, it’s a good idea! I wonder why I haven’t thought about it!
John: That’s because you are upset. My advice is to keep in touch with those people.
Is there anything else that worries you?
Lora: Well, I’ve made a lot of friends in France but I had a lot of friends here too. We
didn’t communicate much while I was in France and now it seems to me they have
forgotten me. Whenever I call them, they are busy with something interesting.
John: I guess it was hard for them to learn to do without you. Just be patient. I’m
sure the girls are longing to talk to you but they are shy, maybe. They’ll call you
soon, believe me.

143

Lora: I don’t know, John. You might be right.
John: If you feel bored, you can always call on me. Why don’t we go to the cinema

tonight? There’s a new blockbuster with Bruce Willis on.
Lora: I’d love to. And then we can get a pizza and just talk a bit. I can tell you more

about my life in France and show you some pictures of the castles.
John: Good idea, Lora. I love medieval history. Look, I’ll check the time and text you

in about an hour, okay?
Lora: I’ll be waiting.
You have 15 seconds to complete the task. (Pause 15 seconds.)
Now you’ll hear the text again. (Repeat.)
This is the end of the task. You now have 15 seconds to check your answers.
(Pause 15 seconds.)

Задания 3—9

Вы услышите интервью. В заданиях 3—9 запишите в поле ответа цифру 1, 2 или 3, соответствую-
щую выбранному вами варианту ответа. Вы услышите запись дважды. У Вас есть 50 секунд, чтобы
ознакомиться с заданиями.

Now we are ready to start.
Presenter: Hello, everybody and welcome to our daily programme “Five minutes with a

star”. Our today’s guest is known to everybody. It’s a popular cook and TV presenter
Max Hodge. Hello, Max!
Max: Hello.
Presenter: Max, you are most known for your typical healthy English cuisine which has
garnered you numerous TV shows and restaurants. How did it all start?
Max: Well, I was born in Essex and I got my education in London. I started as a pas-
try chef in one of numerous London restaurants and I must have been a very good
chef as I got noticed by the BBC and in 2000 I had my first TV show. That started
the ball rolling.
Presenter: Can you tell us about your healthy food campaign?
Max: Of course. I started it about ten years ago. My son went to school and I saw that
English school lunches left much to be desired. I launched an online petition Healthy
lunch. Naturally, my movement to get kids eating nutritious, fresh foods gained big
support from the British public, and resulted in the government’s dedication of £ 280
million to overhaul the national school lunch programme.
Presenter: You must be proud of that achievement.
Max: Yes, I am. At the same time, I’m afraid that the UK is not the only country where
school kids were offered fast food for lunch. I’d love to start a similar movement in
the USA, for instance. A lot of kids now have food-related illnesses like diabetes.
People warn their kids about crossing the street, but they don’t warn them about
food. Parents need to make their kids more streetwise about food.
Presenter: You’ve managed to show everybody how important healthy eating is. What
can all people do to revolutionize the way we eat? What’s the first step?
Max: The first step has nothing to do with peeling, chopping or grating. I’d recom-
mend people to clean up their kitchen as their first move. You see, the kitchen is
there to do a job, and it’s not your front room. A lot of people say their kitchen is
messy. So get rid of the mess and get your space back and get your kitchen sorted
out.
Presenter: Okay, our kitchen is spick-and-span. What happens next?

144

Max: Next dump those sugary sodas and unhealthy snacks. Shopping is a big deal. If
you don’t buy these things, they won’t turn up in your kitchen. I’ve seen so many
fizzy drinks and snacking foods — fizzy drinks are delicious! As are snacking foods,
but they should not be used as forms of H2O or substitutes for food; they should be
treats. Families need to get control of the fizzy drinks. That alone is extra calories
in the day and not necessarily the right ones.

Presenter: A lot of people nowadays admit that they can’t cook. What would you ad-
vise to them?

Max: I’d say — team up with a friend or relative who knows how to cook. Spending
time with the families on my TV show was very upsetting for me at times because
there are two to three generations that cannot cook! It’s just a sign of our times. So
if you’ve got a mom or friend to cook with, then get them to come round to show
you. It’s skin-on-skin things that change the world.

Presenter: But what if people don’t have time to cook?
Max: Then cook a fresh meal at least once per week. Try to cook one time per week;

two or three times a week would be amazing! Also choose the right recipes so you
can do it efficiently and affordably. If you are cooking for four to five people and
if you are buying pre-packed food — KFC, McDonald’s, etc. — that stuff is really
expensive. I can do it for a quarter cheaper for a lovely, tasty meal. My recipes are
really inexpensive.
Presenter: Thank you, Max.

You have 15 seconds to complete the task. (Pause 15 seconds.)
Now you will hear the text again. (Repeat.)
This is the end of the task. You now have 15 seconds to check your answers.
(Pause 15 seconds.)

This is the end of the Listening test.
Время, отведённое на выполнение заданий, истекло.

145

Приложение 1

ПРОЕКТ

Единый государственный экзамен по ИНОСТРАННЫМ ЯЗЫКАМ

Демонстрационный вариант
контрольных измерительных материалов

единого государственного экзамена
2017 года по АНГЛИЙСКОМУ ЯЗЫКУ

(письменная часть)

подготовлен Федеральным государственным бюджетным
научным учреждением

«ФЕДЕРАЛЬНЫЙ ИНСТИТУТ ПЕДАГОГИЧЕСКИХ ИЗМЕРЕНИЙ»

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Единый государственный экзамен по АНГЛИЙСКОМУ ЯЗЫКУ

Пояснения к демонстрационному варианту
ПИСЬМЕННОЙ ЧАСТИ

контрольных измерительных материалов единого государственного
экзамена 2017 года по АНГЛИЙСКОМУ ЯЗЫКУ

При ознакомлении с демонстрационным вариантом письменной части кон-
трольных измерительных материалов ЕГЭ 2017 г. следует иметь в виду, что
задания, включённые в него, не отражают всех вопросов содержания, которые
будут проверяться с помощью вариантов КИМ в 2017 г. Полный перечень во-
просов, которые могут контролироваться на едином государственном экзамене
2017 г., приведён в кодификаторе элементов содержания и требований к уров-
ню подготовки выпускников образовательных организаций для проведения еди-
ного государственного экзамена 2017 г. по английскому языку.

Работа состоит из четырёх разделов: «Аудирование», «Чтение», «Грамматика
и лексика», «Письмо».

Раздел 1 («Аудирование») содержит 9 заданий. Рекомендуемое время на вы-
полнение заданий раздела 1 составляет 30 минут.

Раздел 2 («Чтение») содержит 9 заданий. Рекомендуемое время на выполне-
ние заданий раздела 2 составляет 30 минут.

Раздел 3 («Грамматика и лексика») содержит 20 заданий. Рекомендуемое
время на выполнение заданий раздела 3 составляет 40 минут.

Раздел 4 («Письмо») состоит из 2 заданий. Рекомендуемое время на выпол-
нение заданий этого раздела работы — 80 минут.

Назначение демонстрационного варианта заключается в том, чтобы дать воз-
можность любому участнику ЕГЭ и широкой общественности составить пред-
ставление о структуре будущих КИМ, количестве заданий, об их форме и уров-
не сложности. Приведённые критерии оценки выполнения заданий с развёрну-
тым ответом, включённые в этот вариант, дают представление о требованиях
к полноте и правильности записи развёрнутого ответа.

Эти сведения позволят выпускникам выработать стратегию подготовки
к ЕГЭ.

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Демонстрационный вариант
контрольных измерительных материалов
для проведения в 2017 году единого государственного экзамена

по АНГЛИЙСКОМУ ЯЗЫКУ

Инструкция по выполнению работы

Экзаменационная работа по английскому языку состоит из четырёх
разделов (аудирование, чтение, грамматика и лексика, письмо), включа-
ющих в себя 40 заданий.

На выполнение экзаменационной работы отводится 3 часа (180 минут).
Ответы к заданиям 3—9, 12—18 и 32—38 записываются по приве-
дённому ниже образцу в виде одной цифры, которая соответствует но-
меру правильного ответа. Эту цифру запишите в поле ответа в тексте
работы, а затем перенесите в бланк ответов № 1.

КИМ Ответ: 2 32 Бланк

Ответы к заданиям 1, 2, 10, 11 записываются по приведённому ниже
образцу в виде последовательности цифр. Эту последовательность цифр
запишите в поле ответа в тексте работы, а затем перенесите в бланк
ответов № 1.

КИМ Ответ: A B C D E F 11 5 2 4 1 7 3 Бланк
524173

Ответы к заданиям 19—31 записываются по приведённому ниже
образцу в виде слова (нескольких слов). Ответ запишите в поле ответа
в тексте работы, а затем перенесите в бланк ответов № 1.

КИМ Ответ: H A S S U R V I V E D . 23 H A S S U R V I V E D Бланк

Раздел 4 («Письмо») состоит из 2 заданий (39 и 40) и представляет
собой небольшую письменную работу (написание личного письма и пись-
менного высказывания с элементами рассуждения). В бланке ответов
№ 2 укажите номер задания и запишите ответ к нему.

Все бланки ЕГЭ заполняются яркими чёрными чернилами. Допуска-
ется использование гелевой, или капиллярной, или перьевой ручек.

При выполнении заданий можно пользоваться черновиком. Записи
в черновике не учитываются при оценивании работы.

Баллы, полученные вами за выполненные задания, суммируются.
Постарайтесь выполнить как можно больше заданий и набрать наиболь-
шее количество баллов.

Желаем успеха!

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Раздел 1. Аудирование

1 Вы услышите 6 высказываний. Установите соответствие между
высказываниями каждого говорящего A—F и утверждениями, данны-
ми в списке 1—7. Используйте каждое утверждение, обозначенное
соответствующей цифрой, только один раз. В задании есть одно
лишнее утверждение. Вы услышите запись дважды. Занесите свои
ответы в таблицу.

1. I try not to miss anything in the cinema.
2. It is possible to create the cinema atmosphere without going out.
3. Movie stars are very attractive.
4. The best moving pictures are in our heads.
5. When thinking about cinema I remember an accident.
6. Stage provides me with more exciting experiences than screen.
7. It feels good to make a dream come true.

Говорящий AB CDE F

Утверждение

2 Вы услышите диалог. Определите, какие из приведённых утвержде-
ний А—G соответствуют содержанию текста (1 — True), какие
не соответствуют (2 — False) и о чём в тексте не сказано, то
есть на основании текста нельзя дать ни положительного, ни от-
рицательного ответа (3 — Not stated). Занесите номер выбранного
вами варианта ответа в таблицу. Вы услышите запись дважды.

A. Tom and Alice used to go to the same school a few years ago.
B. Tom has no homework at school.
C. Alice thinks the Arabic language is rather fashionable.
D. Tom’s been studying French at his father’s request.
E. Alice is wondering what leisure activities Tom has.
F. Tom is planning to start writing poetry.
G. Tom takes a train to visit his parents on holidays.

Утверждение AB CDE F G

Соответствие диалогу

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Вы услышите интервью. В заданиях 3—9 запишите в поле ответа
цифру 1, 2 или 3, соответствующую выбранному вами варианту от-
вета. Вы услышите запись дважды.

3 Sarah’s love for animals started when she ...
1) first went to Africa.
2) became a college student.
3) was a young girl.
Ответ:

4 At her first job Sarah wanted to make money for her ...
1) documentary film.
2) African trip.
3) future education.
Ответ:

5 When Sarah first tried to study monkeys, she ...
1) befriended many animals.
2) became well-known.
3) failed at her attempt.
Ответ:

6 Sarah went to Africa for the second time together with ...
1) her mother.
2) an African scientist.
3) her colleague.
Ответ:

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7 The monkeys learned to trust Sarah because she ...
1) played games with them.
2) fed them for a long time.
3) tried to copy their behaviour.
Ответ:

8 It took Sarah two years to ...
1) be accepted into a group of monkeys.
2) establish a camp on the shore.
3) study the basics of monkeys’ behaviour.
Ответ:

9 Sarah considers her African years as the best time of her life because she ...
1) was able to join the world of animals.
2) learned to climb trees naturally.
3) had a lot of fun there.
Ответ:

По окончании выполнения заданий 1—9 не забудьте перенести
свои ответы в БЛАНК ОТВЕТОВ № 1! Запишите ответ спра-
ва от номера соответствующего задания, начиная с первой
клеточки. При переносе ответов в заданиях 1 и 2 цифры за-
писываются без пробелов, запятых и других дополнительных
символов. Каждую цифру пишите в отдельной клеточке в со-
ответствии с приведёнными в бланке образцами.

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Раздел 2. Чтение

10 Установите соответствие между текстами A—G и заголовками
1—8. Занесите свои ответы в таблицу. Используйте каждую цифру
только один раз. В задании один заголовок лишний.

1. For information and urgent help 5. Key under your skin
2. World without buttons 6. Big brother is watching you
3. To monitor and treat the disease 7. Disadvantages of tech
4. A built-in charger 8. Phone always on you

A. Sure, we’re virtually connected to our phones 24/7 now, but what if we could
be literally plugged in to our phones? That’s already starting to happen. Last
year, for instance, artist Anthony Antonellis had a chip put in his arm that
could store and transfer data to his handheld smartphone. And researchers are
already experimenting with sensors that turn human bone into living speakers.

B. In the future patients will be able to use implantable technologies to diagnose
and even treat diseases. Scientists in London are developing swallowable cap-
sule-sized chip that will control fat levels in obese patients and generate ge-
netic material that makes them feel “full”. It has potential as an alternative
to surgery to handle obesity. Also it can monitor blood-sugar levels for diabet-
ics.

C. The U.S. military has programs to identify any person using face scanning
device. Some people see it as a doubtless advantage: improved crime fighting,
secure elections and never a lost child again. However, such technologies can
hammer against social norms and raise privacy issues. And one day there might
be a computer to see all, know all and control all.

D. One of the challenges for implantable tech is delivering power to devices which
are inside human bodies. You can’t plug them in as you do with your phone
or computer. You can’t easily take them out to replace a battery. A team in
Cambridge is working on specific bio batteries that can generate power inside
the body, transfer it wirelessly where needed, and then simply melt away.

E. Soon tattoos will not only make you look cool but will be able to perform use-
ful tasks, like opening your car or entering smartphone codes with a finger-
point. Researchers have made an implantable skin fibers thinner than a human
hair. Scientists are working on the chip that can be put inside a finger through
a tattoo-like process, letting you unlock things or enter codes simply by point-
ing.

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F. The British research team is developing pills with microprocessors in them that
can text to hospitals directly from inside your body. The pills can share inside
info to help doctors know if you are taking your medication properly and if it
is having the desired effect. Moreover, in case of emergency, it can send a
signal to the computer and the ambulance will come straight away.

G. Lately touchscreens are everywhere — from computers, phones, tablets to car
systems and vending machines. Even doorbells now include touch screen con-
trols. One has to wonder: are we moving to a world of only touchscreen
devices? And the answer is probably yes. We are coming to an age where
every flat or even curved surface could be made a touchscreen and we can
operate from it.
AB CDE F G

Ответ:

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11 Прочитайте текст и заполните пропуски A—F частями предложе-
ний, обозначенными цифрами 1—7. Одна из частей в списке 1—7
лишняя. Занесите цифры, обозначающие соответствующие части
предложений, в таблицу.

Visiting the Royal Parks

London has a well-deserved reputation as one of the greenest cities in Europe,

with a huge number of open spaces across the center of the city. Tourists

A can always relax in a lovely, quiet London park.

The Royal Parks, such as St James’s, Green Park, the Regent’s Park, Hyde

Park, Richmond, Greenwich, Bushy Park and Kensington Gardens, are beautifully

maintained and popular with locals and visitors alike. Many are former hunting

estates of English monarchs, preserved as open space B .

They are ideal places to relax and sunbathe in summer, enjoy gorgeous flower beds

in spring C .

The Royal Parks provide fantastic green routes in London

D and through some of the most attractive areas of the

capital. Picnics in the parks are also a popular activity especially during the busy

summer months.

Dogs are welcome in all the Royal Parks, although there are some places

E . These are clearly indicated within each park and are

usually ecologically sensitive sites, children’s play areas, restaurants, cafés and

some sports areas. Ground nesting birds are particularly sensitive to disturbance

by dogs and people. So it is necessary to observe the warning signs

F . In Bushy Park and Richmond Park dogs should be

kept away from the deer.

The Royal Parks are for everyone to enjoy.

1. that are displayed during the nesting season
2. while the city has grown up around them
3. and admire the changing leaves as autumn arrives
4. where they are not allowed or should be kept on a lead
5. who are tired of the noise, crowds and excitement of sightseeing
6. who does not know the route to the place of destination
7. that take cyclists away from traffic

AB CDE F
Ответ:

© 2017 Федеральная служба по надзору в сфере образования и науки Российской Федерации