Английский язык (с ответами). Всероссийская олимпиада школьников в Москве (2013-2009 год)

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

региональный этап

стр. 3 из 4

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

Task 4

For questions 23-30, read the text below and choose A, B or C to fill in the gaps.

Thanksgiving is probably the most favorite American holiday. The history of the

holiday started in colonial time. In

23. _____________ a group of English people who were

unhappy with the way the Church of 24. _____________ was organized set sail from Plymouth on a

ship called the 25. _____________. They wanted to found a new church in America.

After six weeks at sea, the 26. _____________ landed at what is now Plymouth Rock,

Massachusetts. They had a hard winter and nearly half of them died. But the local Indians provided

seeds for the corn, which the Europeans had never seen before. They also helped the English settlers

to hunt and fish.

Fortunately the first year’s harvest was good. The English settlers wanted to thank both

God and also the Indians. So the governor declared a feast and invited the Indians to join in. About

ninety Indians brought along fish, deer meat, 27. _____________, corn and pumpkin. They feasted

with the English settlers for three days.

The next year no Thanksgiving celebrations were held, and it didn’t become an annual event until

the 1780s. It was made a national holiday in 1863 by President 28. _____________. At that time the

country was in the middle of 29. _____________, and the president thought that the establishment

of a national holiday would help to unite American people.

Today, Americans celebrate this happy harvest festival on the fourth

30.

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

региональный этап

Participant’s ID number

Task 1

A Story

Here is the beginning of the story. Please, complete the story. Produce

your own version.

You should write 220 - 250 words.

Time: 60 minutes

One morning I rolled out of bed and wandered over to the

dressing-table to brush my hair. Suddenly I saw an envelope addressed

to me that was sealed. Who could have delivered it and what was

inside?____________________________________________________________________

___________________________________________________________________________

YOU CAN USE THE OPPOSITE SIDE

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

региональный этап

Participant’s ID number

Task 2

A Proposal

Write a letter of proposal to your school principal on how to make the

school self-study centre working conditions better. Use ideas from the

list below and/or your own ideas .

Write your proposal in 180 - 220 words.

Time: 45 minutes

 Up-to-date computers with different gadgets

 Teleconferencing

 Modern software

 Foreign language training facilities

 Library / Resource Centre

 Lighting, Ventilation /Air conditioning, Heating

 More comfortable furniture

 More space for discussion, creative activities and relaxation

 Schedule flexibility / Special hours for training

 Reducing noise

 Tea, coffee, water available

 Rules of conduct

USE THE OPPOSITE SIDE

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

региональный этап

стр. 1 из 1

Карточка участника

Speaking

Set 1

Student 1

Task 1

Deliver a mini report, comparing the information from CHARTS 1 and 2

concerning the interests of schoolboys in the UK and Morocco. Explain why

these differences of interests exist. Make your suppositions about what causes

them.

(Monologue; Time: 1, 5 - 2 minutes)

Then answer 3 questions of your partner, using the information from

CHARTS 1 and 2.

(Dialogue; Time: 2 minutes)

Task 2

Listen to the report of your partner, based on CHARTS 1 and 2 about

schoolgirls in the UK and Morocco, and ask 3 questions to get some new

information not mentioned by your partner.

(Dialogue; Time: 2 minutes)

YOUR ANSWERS WILL BE RECORDED

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

региональный этап

стр. 1 из 1

Карточка участника

Speaking

Set 2

Student 2

Task 1

Listen to the report of your partner, based on CHARTS 1 and 2 about

schoolboys in the UK and Morocco, and ask 3 questions to get some new

information not mentioned by your partner.

(Dialogue; Time: 2 minutes)

Task 2

Deliver a mini report, comparing the information from CHARTS 1 and 2

concerning the interests of schoolgirls in the UK and Morocco. Explain why

these differences of interests exist. Make your suppositions about what causes

them.

(Monologue; Time: 1, 5 - 2 minutes)

Then answer 3 questions of your partner, using the information from

CHARTS 1 and 2.

(Dialogue; Time: 2 minutes)

YOUR ANSWERS WILL BE RECORDED

Шкала критериев оценивания заданий в разделе «Письменная речьª

Максимальное количество баллов: 20

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

ОФОРМЛЕНИЕ (за оба письменные текста двух заданий в совокупности)

БАЛЛЫ

СОДЕРЖАНИЕ

максимум 10 баллов

(за

(каждое задание 1 и 2

Общая итоговая оценка выводится на основании анализа двух заданий по

содержание

оценивается по 5 баллов)

критериям, приведенным в таблице: композиция, лексика, грамматика,

по каждому

Итого: максимум 10 баллов

орфография и пунктуация

письменно

(5 баллов + 5 баллов)

Композиция

Лексика

Грамматика

Орфография и

му тексту )

(максимум 2

(максимум 3 балла)

пунктуация

балла)

(максимум 2

балла)

Коммуникативная задача полностью

3 балла

выполнена - составленный текст

Участник демонстрирует

отвечает заданными параметрами.

богатый лексический

грамотное и уместное

Участник демонстрирует умение

запас, необходимый для

употребление

описывать имевшие место или

раскрытия темы, точный

грамматических структур.

вымышленные события, проявляя при

выбор слов и адекватное

Работа не имеет ошибок с

этом творческий подход и

владение лексической

точки зрения

оригинальность мышления. Сюжет

грамматического

сочетаемостью.

понятен и интересен. Начало и конец

оформления.

Работа не имеет ошибок с

текста полностью вписываются в сюжет

точки зрения лексического

и соответствуют заданному жанру и

оформления.

стилю, логика повествования не

нарушена, текст композиционно

правильно построен. Объем работы

либо соответствует заданному, либо

отклоняется от заданного не более чем

на 20% (в сторону увеличения).

Коммуникативная задача выполнена -

2 балла

составленный текст соответствует

Работа не имеет

Участник демонстрирует

Участник

заданным параметрам. Однако в работе

ошибок с точки

богатый лексический

грамотное и уместное

демонстрирует

не хватает оригинальности в развитии

зрения композиции

запас, необходимый для

употребление

уверенное владение

сюжета.

раскрытия темы, точный

грамматических структур.

навыками орфографии

Или: Объем менее 80% от заданного.

выбор слов и адекватное

В работе имеются 1-2

и пунктуации.

Или: Объем превышает заданный более

владение лексической

незначительные

Работа не имеет

чем на 20%.

грамматические ошибки.

ошибок с точки зрения

сочетаемостью.

Коммуникативная задача в целом

орфографического и

В работе имеются 1-2

выполнена, однако имеются отдельные

пунктуационного

незначительные

нарушения целостности содержания

оформления.

лексические ошибки.

рассказа, имеются нарушения логики

повествования. Начало и конец

написанного не полностью сочетаются с

содержанием рассказа или письма,

содержащего предложения для

руководителя.

Или: Объем менее 70% от заданного.

Коммуникативная задача выполнена

1 балл

частично. Содержание письменного

В целом текст имеет

В целом лексический

В тексте присутствуют

текста не полностью соответствует

четкую структуру.

состав текста

несколько (больше 2х)

орфографические и/или

заданным параметрам. В нем явно

Текст разделен на

соответствует заданной

незначительных

пунктуационные

отсутствует логика и связанность

абзацы. В тексте

теме, однако имеются

грамматических и/или

ошибки, которые не

повествования.

присутствуют

неточности в выборе слов

синтаксических ошибок, не

затрудняют общего

Или: Объем работы менее 60% от

связующие

и лексической

затрудняющих общего

понимания текста.

заданного.

элементы.

сочетаемости, которые не

понимания текста.

Коммуникативная задача не выполнена.

Допустимы

затрудняют понимания

Содержание текста не отвечает

незначительные

текста. Или: в тексте

заданным параметрам. Рассказ не

нарушения

присутствуют несколько

получился/ письмо не содержит нужной

структуры, логики

(больше 2х)

информации, цель не достигнута.

или связности

незначительных

Или: Объем менее 50% от заданного.

текста.

лексических ошибок. Или:

используется стандартная,

однообразная лексика.

Объем письменных текстов менее 40%,

0 баллов

цели и задачи не достигнуты.

Текст не имеет

Участник демонстрирует

В тексте присутствуют

четкой логической

крайне ограниченный

многочисленные ошибки,

многочисленные

структуры.

словарный запас. Или:

затрудняющие его

орфографические и/или

Отсутствует или

имеются многочисленные

понимание.

пунктуационные

неправильно

ошибки в употреблении

ошибки, затрудняющие

выполнено абзацное

лексики, затрудняющие

его понимание.

членение текста.

понимание текста.

Имеются серьезные

нарушения

связности текста

и/или

многочисленные

ошибки в

употреблении

логических средств

связи.

Шкала критериев оценивания заданий в разделе «Устная речьª

Максимальное количество баллов: 20

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

Взаимодействие с собеседником и оформление речи (максимум 10 баллов)

БАЛЛЫ

СОДЕРЖАНИЕ

Взаимодействие с

Лексическое

Грамматическое

Фонетическое

за

(максимум 10 баллов)

собеседником

оформление речи

содержание

(максимум 4 балла)

(максимум 2 балла)

9 - 10

Коммуникативная задача полностью

выполнена: цель общения успешно

достигнута, тема раскрыта в

4 балла

заданном

объеме.

Участник

способен

демонстрирует

умение

логично

связно

высказываться,

высказываться на заданную тему и

анализировать,

задавать вопросы, охватывающие

сравнивать,

задавать

содержание данных, приведенных в

вопросы по теме мини

таблицах, высказывает интересные

презентации. Участник

оригинальные

мысли,

правильно

подбирает

относящиеся к обсуждаемой теме,

ответы

при

умело пользуется информацией

взаимодействии

представленной в сжатом виде в

партнером.

таблицах, грамотно анализирует,

сравнивает и обобщает данные,

представленные в задании. Речь

организована

логической

последовательности, выступающий

свободно излагает свои мысли в

беглом темпе, не мешающему

пониманию

содержания

высказываний, общее впечатление

от

выступления

очень

благоприятное.

7 - 8

Коммуникативная задача полностью

выполнена: цель общения успешно

достигнута, тема раскрыта в

заданном

объеме,

однако

выступление

не

отличается

оригинальностью. Речь хорошо

организована,

темп

речи

естественный, длинные паузы

отсутствуют.

5 - 6

Коммуникативная задача выполнена

3 балла

не полностью: цель общения в

В целом участник

основном достигнута, однако тема

способен логично и

связно делать мини

раскрыта не в полном объеме:

презентацию и задавать

высказанные

положения

вопросы и давать ответы,

недостаточно

аргументированы,

однако при поддержании

часть данных приведенных в

беседы дает не вполне

таблицах интерпретирована не в

соответствующие

полном

объеме

или

содержанию и значению

незначительными

фактическими

вопросы и ответы. Или

ошибками. Выступающий говорит

задает вопросы, на

в несколько замедленном темпе,

которые уже были даны

ответы в презентации

присутствуют длинные паузы.

собеседника.

3 - 4

Коммуникативная задача выполнена

частично: цель общения достигнута

2 балла

не полностью, тема раскрыта в

Участник в значительной

В речи участника нет

ограниченном объеме: высказанных

степени зависит от

лексических ошибок;

грамматических ошибок;

фонетических ошибок.

помощи со стороны

словарный запас

речь участника богата

положений мало и они не

собеседника.

участника богат,

разнообразными

соответствуют

информации,

разнообразен и адекватен

грамматическими

представленной в задании. Темп

поставленной задаче.

конструкциями.

речи сильно замедлен, паузы

мешают восприятию излагаемой

информации.

1 - 2

Коммуникативная

задача

не

1 балл

выполнена: цель общения

не

Участник не способен

Словарный запас

В речи

участника

Речь участника в целом

самостоятельно задавать

участника в основном

присутствуют

понятна,

участник

достигнута,

содержание

не

вопросы и отвечать на

соответствует

грамматические ошибки,

допускает

отдельные

соответствует

коммуникативной

них адекватно.

поставленной задаче,

не

затрудняющие

фонетические ошибки.

задаче.

однако наблюдается

понимания

или

некоторое затруднение

используются

при подборе слов и/или

однообразные

имеются неточности в их

грамматические

употреблении.

конструкции.

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

заключительный этап

стр. 1 из 6

Listening & Reading

Time: 1 hour 30 minutes

Task 1

Listening

For items 1-10 listen to the text about an Australian song. To do the items 1-5 decide which of the

two words from the song (A or B) has the same meaning as the one given in the item. To do the

items 6-10 decide whether the statement is True (A) or False (B). You will hear the text twice. You

now have 30 seconds to look through the items.

1. lake -

A billabong

B billy

2. happy -

A thoroughbred

B jolly

3. travelling worker -

A squatter

B swagman

4. sheep -

A coolibah

B jumbuck

5. food -

A tucker

B trooper

According to the text,

6. the song was written in Sydney.

A True

B False

7. Banjo Peterson wrote only the words of the song.

A True

B False

“Waltzing Matilda” got about 30% of votes in referendum for the national anthem.

A True

B False

“Waltzing Matilda” is older than “Advance Australia Fair”

A True

B False

10. many Australians consider Waltzing Matilda to be their national song.

A True

B False

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

заключительный этап

стр. 2 из 6

Task 2

Integrated listening and reading.

Listen to a part of a lecture on tidal power, then read the text on the same issue. You will notice that

some ideas coincide and some differ in them. Answer questions 11-19 by marking on your answer

sheet: A if the idea is expressed in both materials, B if it can be found only in the audio-recording,

C if it can be found only in the reading text, and D if neither of the materials expresses the idea.

Tidal Power

Technology is available to exploit the potential energy formed by tides for the generation of

electrical energy. The basic structure is a barrage or dam built across a river estuary or at the mouth

of a bay. This dam is similar to that used in hydroelectric power plants built across flowing rivers.

At regular intervals along the dam, gates and turbines are installed. When the tide is rising, the gates

are opened. This allows water to flow into the area behind the barrage, raising the water level there.

When the water has reached its highest level, the gates are closed. Then the tide drops on the

seaward side, and this trapped water is several meters above the sea level. The gates are then

opened, allowing the water to discharge out. The force of the flow turns the turbines and generates

electricity. It is also possible to use tidal energy when the water flows in the other direction -

through the gates into the estuary from the sea.

In this way, four periods of energy production are possible every day, since coastal regions

experience two high and two low tides in just over 24 hours. In order for practical amounts of

electricity to be generated, the difference between high and low tides must be at least five meters.

Tidal power is renewable, non-polluting, and contributes no greenhouse gases to the atmosphere.

This kind of system can provide a useful energy supplement to other sources in an era of

diminishing fossil fuel reserves.

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

заключительный этап

стр. 3 из 6

Questions 11-19

11. Tidal power cannot be used for generating electricity.

A. Both B. Audio recording

C. Reading text

D. Neither

12. The engineering structure needed for generating tidal power is similar to that of hydroelectric

plants.

A. Both B. Audio recording

C. Reading text

D. Neither

13. The water collected by the dam when the tide was high falls from the height of several meters to

turn the turbines and produce electricity.

A. Both B. Audio recording

C. Reading text

D. Neither

14. Tidal power stations can provide alternative energy in some regions.

A. Both B. Audio recording

C. Reading text

D. Neither

15. Ecological effect of tidal power stations can only be negative because wildlife will suffer in

many ways.

A. Both B. Audio recording

C. Reading text

D. Neither

16. Facilitation of wildlife migration through the barrage requires costly technical solutions.

A. Both B. Audio recording

C. Reading text

D. Neither

17. Five-metre difference between high and low tides is insufficient for practical purposes of

energy-production.

A. Both B. Audio recording

C. Reading text

D. Neither

18. Tidal power is good for the environment because it is non-polluting and has no green-house

effect.

A. Both B. Audio recording

C. Reading text

D. Neither

19. Tidal power stations can play a destructive role in the economy of the whole region,

particularly, fishing.

A. Both B. Audio recording

C. Reading text

D. Neither

XII Всероссийская олимпиада школьников по английскому языку

2011 г.

заключительный этап

стр. 4 из 6

Task 3

Reading

Read the text and answer questions 20-30 below by marking letters A, B, C or D on your answer

sheet.

The Battle of Gettysburg

In June 1863, a Confederate army under the command of General Lee encountered a

Union army commanded by General Meade near the town of Gettysburg, Pennsylvania. The

ensuing battle, which lasted three days, is considered the most important single engagement of the

American Civil War in that it effectually ended the Confederates’ last major invasion of the North.

Once the Southern Confederate army’s offensive strategy was destroyed at Gettysburg, the

Southern states were forced to fight a defensive war in which their weaker manufacturing capacity

and transportation infrastructure led ultimately to defeat.

General Lee had ordered his Confederate army to invade the northern state of

Pennsylvania in the hope of enticing the Union army into a vulnerable position. The strategy was

also aimed at increasing the war weariness of the North and ultimately at leading Abraham

Lincoln’s government into concluding a peace deal and recognizing the independence of the

Confederate South.

On the morning of July 1, the battle opened with Confederate troops attacking a Union

cavalry division to the west of Gettysburg at McPherson Ridge. The Union forces were

outnumbered but managed to hold their positions initially. Reinforcements came to both sides, but

eventually the Union forces were overpowered and were driven back to the south of Gettysburg.

Thousands of their soldiers were captured in this retreat. During the night the bulk of the Union

army arrived and the troops labored to create strong defensive positions along Cemetery Ridge, a

long rise of land running southward from outside the town, and on two hills just to the north and

east of this crest. When it was fully assembled, the whole Union army formed a defensive arc

resembling a fishhook. The Confederate forces, about one mile distant, faced the Union positions

from the west and north in a larger concave arc.

Throughout July 2 Lee’s forces attacked both Union flanks, leaving thousands of dead

on both sides. To the south the Confederates overran the Union’s advance lines, but they failed to

dislodge the Union forces from their main positions. A strategically important hill on the Union

army’s left flank known as Little Round Top was stormed by the Confederates, but Meade’s forces

fought a skillful defensive battle and the attacks were unsuccessful. There was a devastating number

of casualties on both sides.

On the third day of battle, General Lee decided to concentrate his attack on the center of

the Union forces ranged along Cemetery Ridge.

_A_ He reasoned, against the advice of others

in his senior staff, that since the Union forces had reinforced both their flanks, their central

defensive positions would be weaker and easier to overrun.

_B_ As a prelude to the attack, the

Confederate artillery bombarded the ridge for two hours, but inflicted less damage than they had

expected, due to poor visibility.

_C_ When the bombardment ceased, a Confederate infantry

force of about 13,000 men charged courageously across the open land towards the Union lines on

Cemetery Ridge about a mile away.

_D_ This attack, now known as Pickett’s Charge after the

general whose division led it, failed in its objective to break the Union line.

With the failure of Pickett’s Charge, the battle was essentially over and Lee’s retreat

began the following day. His exhausted army staggered toward safer territory in the South, leaving

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behind a scene of terrible devastation. Both sides had suffered excessive losses of men, but the

Union had succeeded in preventing the Confederates from invading the North. So Gettysburg

proved to be a decisive turning point in the Civil War and was celebrated as the biggest Union

victory of the war.

20.

In paragraph 1, the author suggests that the Confederates lost the Civil War largely because

their:

leaders were ineffective

industrial capacity was weaker

soldiers were unprofessional

strategy was poorly planned

21.

Which of the sentences below best expresses the essential information in the following

sentence?

General Lee had ordered the Confederate army to invade the northern state of Pennsylvania

in the hope of enticing the Union army into a vulnerable position.

General Lee tried to lure his soldiers into invading the North in order to defeat the Union

army.

The Union army was in danger of an invasion by General Lee’s army due to its location in

Pennsylvania.

In the hope of luring the Union army into an exposed situation, General Lee’s forces

marched into Pennsylvania.

The state of Pennsylvania was a suitable location for drawing out the Union army into a

dangerous situation.

22.

What can be inferred from paragraph 2 about the North’s attitude about the war?

It was angry at the loss of freedoms.

It was keen on continuing the war.

It was keen on independence.

It was tired of waging war.

23.

We can infer from the text that, at Gettysburg, the Union army largely played which kind of

strategy?

An offensive strategy

A strategy of hit and run

A defensive strategy

A strategy of wait and see

24.

The phrase “this crest” in paragraph 3 refers to

the Confederate forces

Cemetery Ridge

Union army reinforcements

the town of Gettysburg

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25.

Why does the author say the positions of the Union army resembled a fishhook?

To give the reader a mental picture of the troops’ positions

To explain the appearance of the sharp pointed hooks used as weapons

To suggest that taking a fishhook formation is a good tactic in war

To imply that the ridge had a curved shape like that of a fishhook

26.

The word “devastating” in paragraph 4 is closest in meaning to

important

desperate

decisive

ruinous

27.

All the following are implied in paragraph 5 as contributing to the failure of Pickett’s

Charge EXCEPT

General Lee’s refusal to listen to his generals’ opinion

the Confederate artillery’s failure to cause much damage

the Union’s center being stronger than anticipated

the Confederate infantry not performing at full strength

28.

Look at the four gaps A, B, C and D in paragraph 5 that indicate where the following

sentence could be added to the paragraph to fit it best:

They were subjected to heavy artillery and rifle fire and sustained a huge number of

casualties.

29.

According to the text the battle of Gettysburg ended with

Lee signing a document of surrender

the Southern territories becoming much safer

Lee’s army devastating the countryside in their retreat

a high death toll for both the Union and the Confederates

30.

According to the text why was the battle of Gettysburg so decisive?

The Confederates lost so many troops.

It created war weariness on both sides.

The Confederates failed to capture Northern territory.

The Union troops gained confidence.

TRANSFER YOUR ANSWERS TO THE ANSWER SHEET

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Use of English

Time: 1 hour

Task 1

For questions 1-10, read the text below and choose the correct variant (A, B, C or D). (0) is

done for you as an example.

Example: (0) A

(0) ____ the time people sit an exam they usually (1) ___ for several weeks. (2) _____ it

is a stressful time, students should find time to relax as well as work. Many factors are involved in

passing an exam. Some research suggests that the colour of the paper may make a difference. In the

experiment green paper increased the results by up to 10%. Not only can the paper make a

difference, (3) _____ the time of day. Most people work better in the morning. Although it is

natural to worry before an exam, if you are too nervous you are less likely (4) _____ well.

It is also natural to remember your mistakes. As soon as the exam has finished most

candidates think of things that they wish they (5) ___ differently.

‘If I had remembered more, I think I (6) _____.’

‘(7) ______. I knew a man who tried to cheat in an exam by writing all the answers on the soles of

his shoes.’

‘Did he pass?’

‘No. It (8) _____ , so the ink had washed off.’

‘I’m not kidding! (9) _____. I knew a woman who had not done any preparation at all. Of course,

she panicked the night before, believing she would fail. So she (10) _____ all her notes on the bed

hoping that by sleeping on her notes she would learn everything.’

‘And?’

‘She failed.’

A By

B At

C Before

A have been revised

B were revising

C have been revising

A In spite

B Although

C Despite

A but also

B but

C and also

A to do

B to make

C do

A did

B had done

C have done

A will pass

B had passed

C could have passed

A I too

B Me too

C I also

A had been raining

B was raining

C rained

A Honest

B Honestly

C Absolutely honest

A lied

B lay

C laid

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Task 2

For questions 11 - 15 fill in the gaps in the Set Menu with the words given in the box below.

There is an example (0) done for you.

A bed B clove C dollop D drop E knob F hunk

SET MENU

Soup

Freshly made soup of the day, with a F (0) of bread.

Garlic Chicken

(one _________ (11) of garlic in every helping!) served on a ________ (12) of rice or with

baked potato and a ______(13) of butter.

Apple pie

Served with a generous __________(14) of cream.

To finish, try our speciality coffee with a ___________ (15) of brandy and a sprinkling of

cinnamon on top.

Task 3

For questions 16 - 25 read the text about alternative comedy and solve the puzzle by putting

the missing words into the crossword below. (0) been done as an example to help you.

One of the changes in 0 (down) recent years has been the arrival of alternative comedy. In

this type of comedy, performers work with what is considered to be

16 (down) or

controversial. It’s a very strong kind of humour, the main 17 (across) of which is the desire

to shock people out of their comfortable complacent lives and make them think about what

is important in life today. Some of the most common 18 (across) areas that alternative

comedians work on are politics, sex and religion. Alternative comedy takes place mainly in

adult clubs and comedy venues; because it questions and threatens the 19 (across), public

TV channels have been reluctant to give it much 20 (across) time, except to try to 21

(across) ratings occasionally among certain 22 (across) sectors. In 23 (down), whenever

alternative comedy has appeared on 24 (down) time TV, viewers with children have

complained about them being somehow corrupted by the nature of the humour. Fortunately

for alternative comedians, the section of society it is intended for - younger people who

themselves question the values and 25 (across) of society - continue to support it.

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Task 4

For questions 26 - 30 put the abbreviations from the box in the appropriate context and write

down the full form of the abbreviation. One abbreviation is not used.

Note! In your answer sheet write only the full form.

c/o

FYI

BTW PTO

ext.

asap

Example: 0. From a business report: A recent example is the project led by Dr Alan Green at

Brown University.

Full form: Doctor

26. An e-mail message: “Susan, check those figures_______!”

Full form:

27. An e-mail message: “I am, _____ , very interested in what you said about the high cost of

software.”

Full form:

28.

The address on a letter (used on letters to a person staying at sb. else’s house): “Mr.

Brown,______ John Smith”

Full form:

29.

An instruction: “If you want to reach a coworker whose _____ is 8529, simply press

8529 on your phone.”

Full form:

30.

An e-mail message: “________: Tomorrow I'll be out of office.”

Full form:

TRANSFER YOUR ANSWERS TO THE ANSWER SHEET

gggg

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Participant’s ID number

Writing

Write your own version using the beginning of the story.

You should write 220 - 250 words.

Time: 1 hour

Once on my way to school, I saw a man walking down the street

while shaving with an electric razor, which seemed to me quite

extraordinary. I was very curious and followed him. What I saw in a

while surprised me even more.__________________________________

___________________________________________________________________________

_______________________________________________________________________

YOU CAN USE THE OPPOSITE SIDE

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Карточка участника

Speaking

Set 2

Student 2

Task 1

Listen to the presentation of your partner, based on CHARTS 1 and 2 FROM

Set 1 concerning the water use in different countries, and ask 3 questions to

get some NEW INFORMATION NOT MENTIONED BY YOUR PARTNER.

(Dialogue; Time: 2 minutes)

Task 2

Analyze the information from CHARTS 1 and 2 Set 2 about GLOBAL Water

Use by Sector and Water Consumption in ARGENTINA and NIGERIA and

deliver a mini presentation summing up the information from both charts.

Make your suppositions and comments concerning the given data.

(Monologue; Time: 1, 5 - 2 minutes)

Then answer 3 questions of your partner, using the information from

CHARTS 1 and 2.

(Dialogue; Time: 2 minutes)

CHART 1

CHART 2

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Listening

Task 1

Listen to the dialogue and decide to whom - John (A), Sarah (B) or to both of them (C)

refer the following statements. You’ll hear the dialogue twice.

John

Sarah

Both

Have/has father’s birthday in August

Think/s that Susan’s newborn baby is big

Think/s that Susan’s baby got a good name

Suggest/s visiting Susan and her baby

Have/has a car which needs repair

Live/s next to the State Bank

Suggest/s presenting to Susan a plant in a pot

Suggest/s chocolates as a present for Susan

Suggest/s buying a soft toy as a present for the baby

Propose/s to buy all the presents

Task 2

Listen to a part of a lecture and decide whether the following statements are True (A) or

False (B). You’ll hear the text twice.

According to the lecturer…

True

False

… the culture shock is experienced by every person making the first trip

to another country.

… the culture shock is viewed as application of different cultural rules.

… the culture shock is a relatively simple thing.

… he plans to conclude his lecture describing his own experience with the

culture shock.

… a person grows up relying on the rules existing in his/her social group.

… a person always has knowledge of the existing social rules.

… the social rules are not important if a person doesn’t encounter a social

group living under a different set of rules.

… the culture shock is sure to take place when you are having cold water

poured over you.

… the culture shock serves as a behaviour guide in a different culture.

… experiencing the culture shock people often behave unreasonably.

Transfer your answers to the ANSWER SHEET!

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Reading

Time: 45 minutes

Text 1

Task 1

Read the article and match the paragraph summaries (A-G) from the box below with each

paragraph (1-7).

A A language Ken helped save

B Ken’s ability to learn languages quickly

C How Ken learnt languages

D Ken’s origins

E Reasons for protecting languages under threat

Ken’s involvement in language theory

The biological basis of language

Kenneth Hale, Master Linguist

SOMETIMES Kenneth Hale was asked how long it would take him to learn a new

language. He thought ten or fifteen minutes would be enough to pick up essentials if

he were listening to a native speaker. After that he could probably converse;

obviously not fluently, but enough to make himself understood. To those whose

education, however admirable in other respects, had provided only rudimentary

language skills, he seemed a marvel.

As many of these languages had no written grammar or vocabulary, and indeed

were spoken by few people, Kenneth picked them up orally. His tip for anyone who

pressed him for advice on learning a language was to talk to a native speaker. Start

with parts of the body, he said, then common objects. After learning the nouns, you

can start to make sentences and get attuned to the sounds.

This is all the more confusing as language is much more complex than, say, simple

arithmetic, which often takes years to master. It is often hypothesised that language

is an innate human faculty, with its own specialised system in our brain.

He spent his childhood on a ranch in Arizona and started his education in a one-

roomed school in the desert. Many years later, lecturing at MIT, he still felt most

comfortable in cowboy boots. On his belt was a buckle he had won at a rodeo by

riding bulls, and he had the slightly bowed legs of a horseman. His students were

impressed that he could light a match with his thumbnail.

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One Indian language at its last gasp was spoken by the Wopanaak, the tribe that

greeted the Pilgrim Fathers in 1620. It is now spoken again by several thousand

people around Cape Cod. A Wopanaak who studied under Kenneth is preparing a

dictionary of her language.

‘Ken was a voice for the voiceless,’ said Noam

Chomsky. And he worked tirelessly to learn endangered languages.

Despite these setbacks, Ken did contribute to an understanding of the apparently

innate human capacity for speech. He made a number of what he called ‘neat’

discoveries about the structure of language, and had an instinctive sense of what all

languages had in common. After his retirement from MIT, he said he would ‘really

get down to work’, an ambition he was unable to achieve, though his other

achievements were considerable.

And these people are often particularly upset by a scholarly argument which

surfaces from time to time about the desirability of keeping alive languages that

have little chance of survival. Occasionally the argument turns nationalistic. For

example, is what Kenneth called the ‘revitalisation’ of Welsh merely a nuisance in

Britain where, obviously, English is the working language? Kenneth Hale had an

indignant answer to that question. ‘When you lose a language’, he told a reporter,

‘you lose a culture, intellectual wealth, a work of art. The damage that’s done is

irreparable. It’s like dropping a bomb on a museum, the Louvre.’

Task 2

Now choose from the paragraphs A-G the one which fits each gap in the text (8-13). There

is one paragraph which you do not need to use.

A And he had discovered his talent for language when playing with Indian friends who

taught him Hopi and Navajo. Learning languages became an obsession. In Spain he

picked up Basque, in Ireland he learnt Gaelic, and he mastered Dutch within a week. He

sought to rescue languages that were dying out.

B And so he was. He had a gift. But he was also an academic, a teacher of linguistics at the

Massachusetts Institute of Technology (MIT). He was aware that many otherwise clever

people find learning a second language extremely hard. He sought to find laws and

structures that could be applied to all languages and the search took him into many

linguistic byways, to the languages of Native Americans and Australian aborigines and

the Celtic fringes of Europe.

C However, for Kenneth bilingual dictionaries were an anathema and banned in his classes.

He held that meanings were too fluid to be captured and readily translated word-for-word

from one language to another. He always told his students that meaning was intuitive:

you either grasped it, or you didn’t.

D In addition to his feat of learning so many languages, he is likely to be remembered by

The Green Book of Language Revitalisation, which he helped to edit. It was warmly

welcomed, especially by those who may be a touch aggrieved by the spread of English,

which is blamed for brutally sweeping other languages aside.

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E Kenneth could converse in about 50 languages, perhaps a world record. He was the last

person on earth to speak some languages. Hundreds are disappearing, he said. ‘They

became extinct, and I had no one to speak them with.’

Some students of linguistics believe that such an ability, if it exists, is normally lost at the

age of 12. But for Kenneth it was around this age that his interest in language was just

starting.

G Still, there is much more to language than that. Noam Chomsky, like Kenneth a teacher

of linguistics at MIT, wrote: ‘Language is really weird. There is nothing else in the

natural world that even approaches its complexity. Although children receive no

instruction in learning their native language, they are able to fully master it in less than

five years.’

Text 2

Task 3

You are going to read an extract from an autobiography. For questions 14-20, choose the

answer (A, B, C or D) which you think fits best according to the text.

A Visit Home

Amid the swarming, clattering travellers, railway staff and suitcases, I saw the thick, dark

eyebrows of my brother Guy lift by approximately one millimetre in greeting as I came down the

steps of the footbridge and out into the station forecourt. Guy speaks like most men in the village

we come from, i.e. not at all until he has spent five minutes considering whether there are other

means of communication he can use instead. His favourites are the eyebrow-raise, the shrug, and

the brief tilt of his chin; if he is feeling particularly emotional, he may perform all three together.

That morning, as I worked my bags through the other passengers, he kept his eyebrows raised.

Standing in his work clothes, he looked rather out of place, resembling a large, solitary rusty nail

in the midst of, but apart from, the crowd of people: his steel-capped boots, battered, formless

jacket and heavy stubble seemed to be causing many people to give him a wide berth¹, diverting

their path to the exit rather than heading for it directly.

‘Hello, Guy’, I said.

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

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

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

My brother is appalled by indulgences such as luggage, although his exclamations are

less aggressive than resignedly bemused. With Guy, you have to understand that when he asks

what on earth you’ve got in a bag, it is a way of saying, ‘Hello, how are you?’

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

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

‘Sorry.’

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

‘It’s nice to see you, Guy.’

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

¹ a berth - a place for a ship or boat to stay in a port

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I felt relieved by his distracted, unemotional expression because it was usual: since he

was a small child he had gone through much of life looking as if he was pondering² the answer to

a complex mathematical problem. But as I caught up with him and looked at him from the side, I

noticed dark half-circles below his eyes.

‘Are you all right, then?’ I said.

He raised his eyebrow again, and blew out through pursed lips. He looked as if he were

trying to pop the features off his face. Then he gave me the sort of consolation smile you give

people when they’ve asked a stupid question, batted his lashy black-brown eyes and shrugged.

‘You look a bit worn out,’ I said.

‘I should think I do,’ he said. ‘I’ve been doing twelve-hour days on the farm since July.

Sling your bags into the back of the van then.’

This was not as straightforward as he made it sound. He used the van as a workshop,

storage unit and mobile home, and so as well as the usual driving-dregs of sweet wrappers and

plastic bottles, there was farm equipment of an often surprising scale - straw bales, black

polythene barrels, bundles of shovels and forks, metal toolboxes which were themselves almost

as large as small cars, and other tools which I did not recognise or understand. Intermingled with

that were random, inexplicable household articles: sofa cushions, half a dozen plant pots and a

roll of carpets.

I gingerly³ balanced my bags on some boxes, and then walked round the van and climbed

into the front passenger seat. Guy stamped down the accelerator and we shot out of the car park.

Guy looked straight ahead into the traffic, lifted his eyebrows and moved his mouth in what may

or may not have been a grin. As we drove through the city, I watched his face to try to catch his

expression when the half-grin lapsed, but he just lost himself in nonchalant concentration on the

other cars and vans around us. For something to do, I turned on the radio and began retuning it.

This caused a very loud static noise to fill the cab, and Guy to jerk round in his seat, shouting,

‘Don’t fiddle with that radio.’

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

‘Never mind,’ he said. ‘It only plays one station and it takes me ages to get that. There are

some CDs in the glove compartment. Put one of those on instead.’

I put a CD on but as we accelerated off at the bypass roundabout the music was drowned

out by the engine noise anyway.

It takes only twenty minutes to drive through the hills to our village, but that day the

journey seemed to take forever. Neither of us could think of anything to say to each other so Guy

pretended to concentrate on the speed of his windscreen wipers which were keeping the driving

rain off the windscreen so he could see the road ahead. I, on the other hand, leant my forehead

against the side window, looking out at the scenery which was so familiar to me but was actually

obliterated by the horizontal rain.

14. What aspect of Guy’s personality is the writer reinforcing when he says ‘if he is feeling

particularly emotional, he may perform all three together’?

A His facial expressions are difficult to interpret.

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

C He is very controlled when expressing his feelings.

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

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

² to ponder - to think about something for a long time

³ gingerly - in a way that is careful or cautious

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

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

C People did not understand what he was doing there.

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

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

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

B He thinks Guy is making an unnecessary fuss.

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

D He is embarrassed about bringing so much luggage.

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

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

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

C Guy’s expression seems more worried than usual.

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

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

A the combination of items

B the size of the items

C how old the items were

D how many items were unnecessary

19. Guy gets annoyed in the van because

A the radio doesn’t work properly.

B he prefers to listen to CDs.

C the radio made a terrible noise.

D his brother touched the radio.

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

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

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

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

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

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

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Use of English

Time: 45 minutes

Task 1

For questions 1-10 read the text below and decide which word (A, B, C or В) fits

the space best.

Example: (0) just

On the other hand?

We left-handed people lack collective pride. We (0) just try to get by, in our clumsy way. We

make (1)______ demands and we avoid a fuss. I used to say whenever someone watched me sign

my name and remarked that he or she was also left-handed: “You and me and Leonardo da

Vinci!” That was a weak joke, (2)________ it contained my often unconscious desire to belong

to Left Pride, a social movement that (3) _____ far doesn’t exist but I hope may one day come.

There are many false stories about the left-handed (4)______ circulation: for example, a few

decades ago someone wrote that Picasso was left-handed, and others kept repeating it, but the

proof is all (5)______ the contrary. The great genius Einstein is often still claimed as one of ours,

also (6)____ proof. And sadly there is also no truth in the myth that the left-handed tend to be

smarter and more creative.

(7)_____ the amount of research that has been carried out, researchers in the field still find it

hard to decide precisely what we mean by left-handed. Apparently a third of those who write

with their left hand throw a ball with their right. (8)____, those using their right hand for writing

rarely throw with their left. A difficult skill that becomes crucial at a most impressionable age,

writing defines (9)_____ you will call yourself. I have never used scissors, baseball bat, hockey

stick or computer mouse with anything but my right; (10)_____ so, I think I’m left-handed as

does everyone else.

A some

B few

C little

D any

A yet

B while

C still

D even

A so

B as

C this

D by

A on

B by

C in

D under

A for

B at

C to

D on

A despite

B without

C lacking

D beyond

A Although

B However

C Nevertheless D

Despite

A However

B Whereas

C Despite

D Unlike

A what

B how

C this

D which

A more

B yet

C even

D and

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Task 2

For questions 11-20 match two parts of 10 idioms. There is one extra part

in the second column.

11 To be as alike as

A chalk and cheese

12 To be as different as

B daughter

13 To be the apple of

C the family

14 To be the black sheep of

D the mice will play

15 To be tied to

E thicker than water

16 To be your mother’s

F two peas in a pod

17 Blood is

G two sisters

18 Follow in

H your father’s eye

19 Twist someone round

your father’s footsteps

20 While the cat’s away

your little finger

K your mother’s apron strings

Task 3

For questions 21-31 Solve the clues and complete the puzzle. The puzzle

deals with different aspects of tourism. The sentence (0) is done for you as an

example.

0. The place where someone is going or where something is being sent or taken is called

destination.

21. A time, often one or two weeks, when people are free to do what they want is known

as a/an________________________.

22. A business, which represents one group of people when dealing with another group, is

called a/an _____________.

23. _______________ is the business of providing services for people who are on holiday.

24. An act of travelling in which you go somewhere, usually for a short time, and come

back again is called a/an_________________ .

XI Всероссийская олимпиада школьников по английскому языку

2009-2010 г.III (региональный) этап

стр. 3 из 5

25. _______________ is an agreement in which you pay a company money and they pay you

costs if you have an accident or injury.

26. An act of travelling from one place to another, especially in a vehicle is known as

_____________.

27. He was a young sailor on his first sea __________________________.

28. An American word meaning a period of time when you are allowed to be away from work

or school is called a ________________ .

29. A/an _____________ is a short trip arranged for a group of people so that they can visit a

place of interest, especially while they are already on holiday.

30. A place at a border where travellers’ bags are looked at to find out if any goods are being

carried illegally is known as _________________ .

31. The airport was jammed with thousands of ______________________ from delayed

or cancelled flights.

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2009-2010 г.III (региональный) этап

стр. 4 из 5

Task 4

For questions 32-36 look at the notices below with their ‘translations’ into

everyday English. Fill in the gaps. The sentence (0) is done for you as an

example.

Notices

‘Translations’

0. Reduce speed now.

Start going more slowly.

32. T_________ will be prosecuted.

People who walk on this private land will be

taken to court.

33. Kindly r_________ from smoking in the

Please don’t smoke in the theatre/hall.

auditorium.

Cyclists should get off their bikes here.

34. Cyclists d__________ here.

You can enter only if you have a ticket.

35. A__________ for ticket holders only.

You can be taken to court and made to pay

36. P________ for dropping litter up to £100

£100 for dropping rubbish.

fine.

Task 5

For questions 37-40 look at this gender-biased advertisement for an

airline. Change the underlined words into more neutral equivalents to make the

advertisement politically correct.

Example: 0. businessman - business person

Now! Eagle Airlines offers even more to those who need comfort.

Any 0. businessman knows 37. he must arrive fresh and ready for work no matter how long the

journey. With Eagle Diplomat-Class you can do just that. Let us fly you to your destination in

first-class comfort, looked after by the best-trained 38. air hostesses in the world. And, what’s

more, your 39. wife can travel with you on all international flights for only 25% of the normal

fare! We even sell fancy 40. American Indian crafts on board!

37. he - t__________

XI Всероссийская олимпиада школьников по английскому языку

2010 г.

III (региональный) этап

9 - 11 классы

Participant’s ID number

Creative Writing

Write your own version using the beginning and the end of the story.

You should write about 230 - 270 words.

Time: 1 hour

During the Christmas rush in London the intriguing story was

reported of the tramp¹ who apparently through no fault of his own found

himself locked in a well-known chain store late on Christmas

Eve._______________________________________________________________________

___________________________________________________________________________

The tramp was released from prison after seven days. The judge

awarded no compensation to the store for the food and drinks the tramp

had consumed.

YOU CAN USE THE OPPOSITE SIDE

¹ Tramp - бродяга

XI Всероссийская олимпиада школьников по английскому языку

2010 г.

III (региональный) этап

Методические рекомендации

Понимание устного текста

Listening

В комплект материалов, необходимых для проведения конкурса

понимания устного текста, входят:

1. Методические рекомендации

2. Описание процедуры проведения конкурса понимания устного текста

3. Текст задания

4. Ключи и транскрипция (для членов жюри)

5. Лист ответа (для каждого участника)

6. Аудиодиск

Задания по аудированию состоят из двух частей

(всего

20 заданий). На

выполнение всех заданий отводится 30 минут, включая время, отводимое на

инструктаж и внесение ответов в ответные листы. Чистое время звучания

записи 13 минут 18 секунд.

Первое задание - прослушивание диалога. После прослушивания (текст

звучит

2 раза) участникам предлагается правильно отсортировать

прослушанную информацию (правильно определить, к кому из участников

диалога относятся предлагаемые высказывания).

Текст второго задания представляет собой начало лекции о

«культурном шокеª. После прослушивания (текст прослушивается 2 раза)

участникам предлагается правильно отсортировать прослушанную информацию

(правильно определить соответствуют ли содержанию лекции предлагаемые

высказывания).

При подготовке материалов для конкурса понимания устного текста

методическая комиссия исходила из следующих положений:

1. Сложность текстов соответствует уровню В2-С1 по шкале Совета Европы.

2. По тематике тексты предлагают обсуждение тем как общебытового, так и

научно-популярного характера.

3. Более сложный текст (№2) сочетается с менее сложным (№1).

4. Речь говорящих четкая, находится в пределах литературной нормы; темп речи

естественный.

5. В текстах может содержаться до 5 % незнакомых слов, незнание которых

не должно препятствовать пониманию текста и выполнению заданий по

тексту.

Правильность выполнения заданий проверяется по ключам.

Критерии оценивания: За каждый правильный ответ дается 1 балл.

Максимальное количество баллов, которое можно получить за конкурс

Listening - 20 (двадцать).

Английский язык (с ответами). Всероссийская олимпиада школьников в Москве (2013-2009 год) - часть 6