Английский язык (с ответами). Всероссийская олимпиада школьников в Москве (2014-2018 год)

Критерии оценивания раздела «Письмоª

Writing (A report)

Максимальное количество баллов: 20

Внимание! При оценке 0 по критерию "Решение коммуникативной задачи" выставляется общая оценка 0.

БАЛЛЫ

РЕШЕНИЕ

Организация

ЯЗЫКОВОЕ ОФОРМЛЕНИЕ (максимум 10 баллов)

за содержание

КОММУНИКАТИВНОЙ

текста

Лексика

Грамматика

Орфография и

письменного

ЗАДАЧИ

(максимум 2

(максимум 3 балла)

пунктуация

высказывания

Итого: максимум 10 баллов

балла)

(максимум 2 балла)

10 баллов

Коммуникативная задача

3 балла

полностью выполнена:

Участник демонстрирует

1) Участник понял суть задания и

богатый лексический

грамотное и уместное

изложил его во вступлении;

запас, необходимый для

употребление

2) Участник наметил наиболее важные

раскрытия темы, точный

грамматических

тенденции;

выбор слов и адекватное

структур.

3) Участник сравнил данные в двух

таблицах полно, точно и развернуто:

владение лексической

Работа не имеет

участник использовал не менее 8

сочетаемостью.

грамматических

фактов/цифр из таблиц;

Работа не имеет ошибок с

ошибок.

4) Участник сделал вывод по теме

точки зрения лексической

задания и изложил его в заключении;

сочетаемости.⁴

5) Стиль отчета соответствует формату

задания (официальный стиль);

6-10) В отчете правильно использованы

5 указанных в задании слов¹;

Текст написан своими словами, нет

элементов цитирования.²

Объем работы либо соответствует

заданному, либо отклоняется от

заданного не более чем на 10% в

сторону увеличения (до 275 слов).³

¹ Употребление пяти данных в задании слов оценивается один раз в разделе «Решение коммуникативной задачиª.

² Под цитированием в данном случае понимается повторение в неизмененном виде семи и более слов подряд из таблицы, данной в задании.

³ Если объем работы отклоняется от заданного более чем на 10% в сторону увеличения (более 275 слов), проверке подлежат только первые 250 слов.

Коммуникативная задача в основном

9 - 1 балла

2 балла

выполнена. Отчет на заданную тему

Текст логичен.

Участник демонстрирует

написан. Баллы за содержание

Текст правильно

богатый лексический

грамотное и уместное

уверенное владение

снижаются, если:

разделен на абзацы.

запас, необходимый для

употребление

навыками орфографии и

1) Не выполнены пункты, указанные в

Присутствуют

раскрытия темы, точный

грамматических

пунктуации.

условии задания (см. выше пункты 1-

средства логической

выбор слов и адекватное

структур.

Работа не имеет ошибок с

10). За каждый невыполненный

связи.

владение лексической

В работе имеются 1-2

точки зрения

пункт 1 -10 снимается 1 балл.

орфографии. В работе

сочетаемостью.

незначительные

В работе имеются 1-2

(негрубые)

имеются 1-2

1 балл

2) Есть элементы цитирования. За

незначительные

грамматические

пунктуационные

В целом текст

каждый случай цитирования

ошибки, не

логичен. Текст

(негрубые) лексические

снимается 1 балл.

затрудняющие

затрудняющие понимание

разделен на абзацы.

ошибки, не затрудняющие

понимание текста.

высказывания.

В тексте

присутствуют

связующие

1 балл

элементы.

В тексте присутствуют

1 балл

орфографические (1-2)

Допущены

ошибки в выборе слов и

незначительные

лексической

В тексте присутствуют

и/или пунктуационные

нарушения в логике

сочетаемости (3 -4),

несколько (3 - 4)

ошибки (1 - 4), которые

построения текста

грамматических

Не выполнена коммуникативная

и/или абзацном

которые не затрудняют

ошибок, не

не затрудняют общего

задача (написан не отчет об

членении, и / или

понимания текста.

затрудняющих общего

понимания текста.

эксперименте, а другая литературная

связности текста.

Или: используется

понимания текста.

форма; написан отчет, но не по теме,

стандартная, однообразная

предложенной в задании).

лексика базового уровня.

0 баллов

В тексте присутствуют

И/или

многочисленные

Отсутствует логика

в построении

орфографические (3 и

Объем письменного текста менее

0 баллов

более) и/или

текста. Отсутствует

50% (менее 110 слов).

или неправильно

Участник демонстрирует

пунктуационные

крайне ограниченный

0 баллов

ошибки (5 и более), в том

выполнено абзацное

членение текста.

словарный запас. Или:

В тексте присутствуют

числе затрудняющие

имеются

многочисленные

понимание текста.

Имеются серьезные

нарушения

многочисленные ошибки

ошибки (5 и более) в

(5 и более) в

разных разделах

связности текста

и/или

употреблении лексики, в

грамматики, в том числе

том числе затрудняющие

затрудняющие

многочисленные

ошибки в

понимание текста.

употреблении

логических средств

связи.

Writing V1 Дополнительная схема оценивания

РЕШЕНИЕ КОММУНИКАТИВНОЙ ЗАДАЧИ (максимум 10 баллов)

К1

Объем работы (110 - 275 слов)

Нет вычитания

баллов

(Если объем работы менее 110 слов и более 275 слов - см. Критерии

оценивания)

Участник понял суть задания и изложил его во вступлении

1 балл

Участник наметил наиболее важные тенденции

1 балл

Участник сравнил данные в двух таблицах полно, точно и развернуто:

1 балл

участник использовал не менее 8 фактов/цифр из таблиц:

1) Sleeping

2) Leisure and sports

3) Traveling

4) Grooming

5) Eating and drinking

6) Educational activities

7) Working and related activities

8) Other activities

Участник сделал вывод по теме задания и изложил его в заключении

1 балл

Стиль отчета соответствует формату задания (официальный стиль)

1 балл

В отчете правильно использованы 5 указанных в задании слов:

1) assess

1 балл

2) extracurricular

1 балл

3) catch on

1 балл

4) pursuit

1 балл

5) substitute

1 балл

Текст написан своими словами, нет элементов цитирования

Нет вычитания

баллов

Вычитание баллов за решение коммуникативной задачи:

Есть случаи цитирования (под цитированием в данном случае понимается

повторение в неизмененном виде семи и более слов подряд из таблицы, данной

в задании; за каждый случай цитирования снимается 1 балл.)

Вычтено баллов за цитирование:

Сумма баллов за решение коммуникативной задачи:

Организация текста (максимум 2 балла)

К2

Лексика (максимум 3 балла)

К3

Грамматика (максимум 3 балла)

К4

Орфография и пунктуация (максимум 2 балла)

К5

Сумма баллов за задание Writing (максимум 20 баллов):

Сумма баллов

Примечание: Оценки участников по каждому критерию и сумма баллов за задание

заносятся в Протокол члена жюри.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

Региональный этап

Карточка участника

Speaking

Set 1 Student 1

Preparation - 15 minutes

Make your presentation “THE UNDERGROUND HELPS COVER DISTANCES FAST” about this

public means of transport within the city AS PART OF AN EXCURSION.

Set 1: Moscow Underground, RF

Use the FACT FILE in Russian to be able to speak in English about the underground

system of the city.

Comment on:

 Length and number of lines

 Number of passengers

 Hours and Fares

 History

 Stations and their peculiarities

 Interesting facts about underground in arts and culture

Presentation and questions - 10 minutes

Task 1

Imagine you are a tourist guide giving an excursion to a tourist - your partner, speaking

about the famous Moscow Underground, RF (Set 1).

 Make your excursion, commenting on 6 aspects mentioned above.

 Remember to make an introduction and conclusion.

 You are NOT allowed to read the notes made during the preparation time.

(Monologue; Time: 2 minutes)

After that answer YOUR PARTNER'S QUESTIONS.

(Dialogue; Time: 2-3 minutes)

Task 2

Now you are a tourist. Listen to the presentation of your partner, ask your partner - a tourist

guide - 2 QUESTIONS about the city underground system to get ADDITIONAL INFORMATION

not mentioned by your partner. Use the picture from Set 2: London Tube, UK.

(Dialogue; Time: 2-3 minutes)

YOUR ANSWERS WILL BE RECORDED

Во многих путеводителях есть разделы о Московском метрополитене. Каждый посетитель столицы

обязательно спускается под землю. Московский метрополитен — это гордость всех москвичей.

Но в мировом рейтинге московское метро занимает 3-е место поскольку оценивается не только

красота станций, но и каждая мелочь, которая может огорчить или порадовать туриста:

комфортабельность вагонов, протяженность линий, интенсивность пассажиропотока, скорость

движения поездов, чистота и безопасность.

Метро в Москве считается самым красивым

(44 станции были названы архитектурными

достопримечательностями и объектами культурного наследия), оно самое посещаемое.

Московское метро известно богатой отделкой ряда станций образцами искусства эпохи

социалистического реализма. В Московском метро многие станции меняли свои названия,

некоторые — по нескольку раз. Большая часть станций — подземные, только 11 станций —

наземные, и 5 — надземные (на эстакадах и мостах). Метрополитен в Москве является рельсовым

внеуличным

(преимущественно подземным) городским общественным транспортом на

электрической тяге, исторически первым и крупнейшим метро в СССР. В мире данная система

метро —

5-я по интенсивности использования. Его доля в перевозке пассажиров среди

пассажирского транспорта Москвы составляет 56 %.

Первые предложения по созданию метро в Москве появились в 1875. Но до проекта дело не дошло.

Московский метрополитен был открыт 60 лет спустя. Пусковой комплекс включал 11,2 км трассы, 13

станций и 12 составов. Вместе с открытием метро появился и логотип — заглавная М в связке с

надписью

«МЕТРОͩ. Во время Великой Отечественной войны метро использовалось как

бомбоубежище. За время авианалётов в метро родилось 217 детей.

Оплата проезда осуществляется с помощью бесконтактных билетов и бесконтактных смарт-карт. На

протяжении истории использовались бумажные билеты, проверявшиеся контролёрами, турникеты

с приёмом монет, турникеты с приёмом жетонов и карт с магнитной полосой; последний способ

оплаты — банковскими картами, с

«транспортнымͩ чипом. С

2013 введён универсальный

проездной билет для метро и наземного общественного транспорта, с 2013 введен электронный

кошелёк «Тройкаͩ. Стоимость 1-ой поездки c 2015 года - 50 рублей.

Московский метрополитен открыт для пассажиров с 5:20 до 1:00. По праздникам часто принимается

решение о продлении времени работы Московского метрополитена (до 2:00 или 2:30).

Московское метро - лидер по быстроте. Средний интервал между поездами - 2,5 минуты,

минимальный в часы пик — 90 секунд, максимальный интервал до 10 минут ночью в выходные. На

малозагруженных линиях интервалы порядка 4—5 минут.

В современной русской литературе есть ряд произведений, посвященных событиям, происходящим

в московском метро. Московскому метро посвящены многие песни среди них «Песня старого

извозчикаͩ(Л. Утёсов), «Песенка о московском метроͩ (Б. Окуджава), «42 минутыͩ (В. Сюткин, клип

на эту песню снят в московском метро). На станциях московского метрополитена происходят

действия фильмов российского и зарубежного производства «Летят журавлиͩ, «Я шагаю по

Москвеͩ, «Застава Ильичаͩ, «Семь нянекͩ, «Влюблён по собственному желаниюͩ, «Москва слезам

не веритͩ «Полицейская академия 7: Миссия в Москвеͩ и множества других. Также в метро

разворачиваются действия ряда видеоигр: «Метро 2033ͩ (2010), «Метро 2033: Луч надеждыͩ (2013),

«Метро-2ͩ.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

Региональный этап

Карточка участника

Speaking

Set 2 Student 2

Preparation - 15 minutes

Make your presentation “THE UNDERGROUND HELPS COVER DISTANCES FAST” about this

public means of transport within the city AS PART OF AN EXCURSION.

Set 2: London Tube, UK

Use the FACT FILE in Russian to be able to speak in English about the underground

system of the city.

Comment on:

 Length and number of lines

 Number of passengers

 Hours and Fares

 History

 Stations and their peculiarities

 Interesting facts about underground in arts and culture

Presentation and questions - 10 minutes

Task 1

You are a tourist. Listen to the presentation of your partner, ask your partner - a tourist

guide - 2 QUESTIONS about the city underground system to get ADDITIONAL INFORMATION

not mentioned by your partner.

Use the picture from Set 1: Moscow Underground, RF.

(Dialogue; Time: 2-3 minutes)

Task 2

1. Now imagine you are a tourist guide giving an excursion to a tourist - your partner,

speaking about the famous London Tube, UK (Set 2)

Make your excursion, commenting on 6 aspects mentioned above.

 Remember to make an introduction and conclusion.

 You are NOT allowed to read the notes made during the preparation time.

(Monologue; Time: 2 minutes)

2. After that answer YOUR PARTNER'S QUESTIONS.

(Dialogue; Time: 2-3 minutes)

YOUR ANSWERS WILL BE RECORDED

На 1-ом месте в рейтингe мировых метро самое старое и самое большое метро Европы —

Лондонская подземка благодаря комфортным сидениям, ярким электронным табло с ЖК-

дисплеями и системе магнитных карточек, позволяющей удобно оплачивать проезд.

Первая линия метро насчитывала

7 станций, поезда ходили на паровозной тяге. Из-за

недостаточной вентиляции подземка была задымлена и на станциях было трудно дышать. Метро

стало популярно, так как было самым быстрым видом транспорта в городе. К концу XIX века линия

Метро продолжилась за пределы Лондона, возникли новые посёлки вокруг станций. Применение

электрической тяги позволило прокладывать более глубокие тоннели. Первый

электрифицированный тоннель был построен в 1890. Первые вагоны были без окон. Такая

конструкция вызывала психологический дискомфорт, поэтому вскоре были выпущены новые

вагоны. Во время Второй мировой войны станции метро служили бомбоубежищем.

Лондонское метро работает круглосуточно лишь в Новый год и в дни крупных массовых

мероприятий. Первый поезд выходит на линию в 04:45 и работает до 01:00. Некруглосуточный

режим работы объясняется необходимостью закрывать метро на ночь на уборку и техническое

обслуживание. Некоторые линии закрываются на выходные дни для технических работ. В канун

Рождества линии закрываются раньше и не работают в Рождество, кроме поездов в аэропорт

Хитроу.

Пассажиры приобретают бумажные билеты с магнитной полосой или смарт-карты «Oysterͩ. Плата

за проезд рассчитывается по зонам. Большой Лондон разделён на 6 зон. Проезд оплачивается в

кассах или в автоматах, в которых можно купить проездной билет монетами, купюрами или

кредитными картами. Минимальная стоимость проезда от 2.50 фунта, за каждую последующую

зону начисляется примерно по 1 фунту и выше. В 2003 были введены смарт-карты «Oysterͩ с чипом,

куда заносятся деньги для использования оплаты проезда. Транспортная система Лондона

поощряет бесконтактные карты «Oysterͩ, с ними поездки значительно дешевле.

Схема и логотип Лондонского метро узнаются всеми, они - символы метрополитена в массовой

культуре. Лондонцы называют свое метро «Трубойͩ и это - один из символов Лондона.

Творческое наследие Лондонского метро сложилось благодаря работам известных художников-

оформителей с 1920-х по настоящее время. В архитектуре станций, построенных в начале ХХ века,

был заложен фирменный стиль - характерный эдвардианский рисунок под плитку. В 1920-х и 1930-

х были созданы станции в стиле модернизма и арт-деко. Cтанции Юбилейной линии в 1990-х

проектировались ведущими архитекторами. Многие станции имеют свое особое оформление

интерьера, они украшены в стиле расположенных рядом достопримечательностей. Например, на

керамической плитке станции Бейкер-Стрит изображён профиль Шерлока Холмса.

Лондонское метро снималось во многих кинофильмах и телешоу. В 2000 метро получило свыше 200

заявок на съёмки фильмов. Лондонскому метро отведено важнейшее место в творчестве

музыкальных групп. Схема метро используется как игровое поле для игр The London Game и

Морнингтон Кресент, где игроки называют станции лондонского метрополитена. Альбус Дамблдор,

герой романа «Гарри Поттерͩ, имел над левым коленом шрам в виде точной схемы Лондонского

метро.

Первая схема Метро, представлявшая собой карту города с наложенными на неё схемами линий,

плохо воспринималась. Стилизованные схемы, разработанные Гарри Беком в

1933, имеют

характерно схематическое, а не географическое расположение, и цветовое различие линий.

Сегодня такой стиль изображения линий метро Лондона считается классикой.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

Региональный этап

Карточка участника

Speaking

Set 3 Student 1

Preparation - 15 minutes

Make your presentation “THE UNDERGROUND HELPS COVER DISTANCES FAST” about this

public means of transport within the city AS PART OF AN EXCURSION.

Set 3: New York Subway, USA

Use the FACT FILE in Russian to be able to speak in English about the underground

system of the city.

Comment on:

 Length and number of lines

 Number of passengers

 Hours and Fares

 History

 Stations and their peculiarities

 Interesting facts about underground in arts and culture

Presentation and questions - 10 minutes

Task 1

1. Imagine you are a tourist guide giving an excursion to a tourist - your partner,

speaking about the famous New York Subway, USA (Set 3).

 Make your excursion, commenting on 6 aspects mentioned above.

 Remember to make an introduction and conclusion.

 You are NOT allowed to read the notes made during the preparation time.

(Monologue; Time: 2 minutes)

2. After that answer YOUR PARTNER'S QUESTIONS.

(Dialogue; Time: 2-3 minutes)

Task 2

Now you are a tourist. Listen to the presentation of your partner, ask your partner - a tourist

guide - 2 QUESTIONS about the city underground system to get ADDITIONAL INFORMATION

not mentioned by your partner.

Use the picture from Set 4: Paris Metro, France.

(Dialogue; Time: 2-3 minutes)

YOUR ANSWERS WILL BE RECORDED

Нью-Йоркское метро — крупнейшая система метрополитена в мире по количеству станций, 7-ая по

годовому пассажиропотоку. Cистему традиционно называют подземка, хотя в названии компании

есть слово metropolitan и около 40 % путей являются наземными или надземными. Все они

обособлены от уличного движения и других видов транспорта, большинство пересечений между

путями сделаны разноуровневыми.

Особенностью Нью-Йоркского метро является организация движения поездов по маршрутам,

проходящих по одной или нескольким линиям. Большинство маршрутов делятся на экспресс-

маршруты (останавливаются на некоторых станциях) и локальные (со всеми остановками); для

такого разделения маршрутов линия имеет 3 или 4 пути.

Метро Нью-Йорка не отличается чистотой и частотой движения поездов, зато это единственная

подземка, работающая круглосуточно, хотя некоторые маршруты закрываются или укорачиваются

на ночь или на выходные дни. В 1904 были открыты 28 станций, сейчас их уже 469. Каждый день

в метро ездят до 5,5 миллионов жителей Нью-Йорка.

Стоимость проезда с 2015 на однократную поездку обходится в $3,00. Бумажная карта для одной

поездки на метро действует с момента прохода через турникет при входе в метро (после выхода из

метро можно продолжить поездку на городском автобусе в течение 2-х часов с момента прохода

входного турникета метро, или наоборот: сначала проехать на автобусе, а потом, в течение 2 часов,

пройти в метро). Проездной билет на 7 суток стоит $31,00. Он действителен на неограниченное

количество поездок в метро и автобусах. К оплате в автоматах помимо монет и бумажных купюр

принимаются карты американских банков.

Жетоны отменены в 2003 году, для оплаты используются только пластиковые карты.

Пенсионеры старше 65 лет и инвалиды имеют скидку на проезд в размере 50%. Для детей ростом

до 44 дюймов, а также детям до 2-х лет проезд бесплатный.

Штраф за безбилетный проезд в метрополитене Нью-Йорка - 100

В художественном плане, станции могут поразить вас своими уникальными мозаичными

композициями. Станции метрополитена расположены в 4-х районах Нью-Йорка: Манхэттен,

Бруклин, Куинс, Бронкс. Станции носят названия строго по объектам, расположенным около них на

земле, — в основном по улицам, но также по районам и другим объектам (стадионы, вокзалы,

учебные заведения, парки и т.д.). Станция может быть переименована, когда закрывается выход на

определённую улицу. У некоторых станций название состоит из двух частей, каждая из которых

обозначает наземный объект.

Метрополитен Нью-Йорка задействован вo множестве фильмов. В Нью-Йорке функционирует

несколько киностудий, сам город является одним из самых привлекательных для режиссеров всего

мира.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

Региональный этап

Карточка участника

Speaking

Set 4 Student 2

Preparation - 15 minutes

Make your presentation “THE UNDERGROUND HELPS COVER DISTANCES FAST” about this

public means of transport within the city AS PART OF AN EXCURSION.

Set 4: Paris Metro, France

Use the FACT FILE in Russian to be able to speak in English about the underground

system of the city.

Comment on:

 Length and number of lines

 Number of passengers

 Hours and Fares

 History

 Stations and their peculiarities

 Interesting facts about underground in arts and culture

Presentation and questions - 10 minutes

Task 1

You are a tourist. Listen to the presentation of your partner, ask your partner - a tourist

guide - 2 QUESTIONS about the city underground system to get ADDITIONAL INFORMATION

not mentioned by your partner.

Use the picture from Set 3: New York Subway, USA

(Dialogue; Time: 2-3 minutes)

Task 2

1. Now imagine you are a tourist guide giving an excursion to a tourist - your partner,

speaking about the famous Paris Metro, France (Set 4).

Make your excursion, commenting on 6 aspects mentioned above.

 Remember to make an introduction and conclusion.

 You are NOT allowed to read the notes made during the preparation time.

(Monologue; Time: 2 minutes)

2. After that answer YOUR PARTNER'S QUESTIONS.

(Dialogue; Time: 2-3 minutes)

YOUR ANSWERS WILL BE RECORDED

На 2-ом месте в мировом рейтинге - метрополитен города Парижа. Даже подземка здесь не лишена

романтики͘ Интерьер большинства станций оформлен в уникальном арт-стиле͘ Особенно

прославились входы — витые чугунные решетки, походящие на лианы, фонари, напоминающие

головы кузнечиков͘ Их автор -архитектор Эктор Гимар, работая в стиле арт-нуво (Art Nouveau),

заимствовал художественные образы из животного и растительного мира͘ Больше всего привлекает

расположение станций парижской подземки: от любого места в городе до метро около 562 метров͘

Оно не такое длинное, как в Лондоне, однако, огромный поток людей перемещается на метро.

Парижский метрополитен— система скоростного подземного общественного транспорта (слова

«метрополитенͩ и «метроͩ получили всемирное распространение благодаря парижскому метро).

Вход обозначен большой буквой «Мͩ͘ Сеть метро охватывает весь Париж и его ближайшие

пригороды͘ Метро проложено сравнительно неглубоко, глубже располагается сеть пригородных

электричек RER под землёй͘ Практически все линии подземные, надземных cтанций только 21.

Парижский метрополитен — один из старейших в Европе͘ Первые линии метро прокладывались

строго под проезжей частью улиц; отклонение от оси улиц грозило попаданием в подвалы и погреба

домов͘ Большинство линий в центре построено к 1920͘ Особенностями являются короткие перегоны

между станциями, большая плотность сети в центре города и оформление первых станций в стиле

модерн. Метрополитен строился с разной интенсивностью на протяжении XX века͘ С 1969 года связан

с системой городских поездов RER.

Двери в вагонах большинства линий открываются не автоматически, а после нажатия пассажиром на

зелёную кнопку в двери или после поднятия вверх закреплённого на двери металлического рычага͘

Названия станций в некоторых вагонах объявляют дважды с интервалом 2 секунды͘ В таких вагонах

имеется световой индикатор, показывающий текущую и следующую станции͘ В вагонах старого

образца ни объявлений, ни индикатора нет, поэтому пассажирам приходится следить за названиями,

написанными на стенах станций крупными буквами͘ План линии с названиями станций расположен

над выходными дверями вагонов͘

Стоимость разового билета составляет €1,80͘ При покупке “карне” (фр͘ carnet — книжка, 10 билетов)

стоимость билета - €1,41͘ Билеты можно использовать для проезда на метро, автобусах, трамваях, и

в пределах зоны 1 RER͘ Проездная бесконтактная пополняемая карта NaviGo действует на всех видах

общественного транспорта͘

Линии 1, 5 и 14 — самые современные, с автоматическим управлением движением составов («поезда

без машинистовͩ).

Станция метро «Мадленͩ украшена подарком Московского метрополитена — витражом «Курочка

Рябаͩ, созданным дизайнером Иваном Лубенниковым͘ Ответным подарком Парижского

метрополитена стал один из входов станции метро

«Киевскаяͩ Кольцевой линии Москвы,

оформленный французскими дизайнерами͘ Некоторые названия станций метро имеют отношение к

России — Сталинград (Сталинградская битва) и Севастополь (Осада Севастополя).

Воскресенье - четверг метро открыто с 5͘30 до 00͘40, а по пятницам, субботам и перед праздниками

его работа продлевается до 01:40͘ Интервалы зависят от времени суток и напряженности трафика: в

часы пик максимум - 2 минуты, а вечером и в выходные/праздничные дни может достигать 8-10

минут͘

Парижское метро часто снимают в кинофильмах, о нем много пишут͘ Городские власти проводят в

метро необычные акции, такие как например неделя высокой кухни, когда знаменитые шеф-повара

угощают всех пассажиров метро своими вкусными шедеврами͘

Шкала критериев оценивания заданий в разделе «Устная речьª

Максимальное количество баллов: 20

Внимание! При оценке 0 по критерию "Решение коммуникативной задачи" выставляется общая оценка 0.

Взаимодействие с собеседником и оформление речи (максимум 10 баллов)

БАЛЛЫ

Решение коммуникативной

Взаимодействие с

Лексическое

Грамматическое

Фонетическое

за решение

задачи

собеседником

оформление речи

коммуника

(Монолог)

(диалог)

(максимум 2 балла)

тивной

(максимум 10 баллов)

(максимум 4 балла)

задачи

Коммуникативная

задача

полностью

выполнена:

цель

общения успешно достигнута, тема

4 балла

раскрыта в заданном объеме:

Участник

способен

логично

связно

1-6. В выступлении участника

задавать

интересные

прокомментированы все пункты

вопросы

по

теме

задания (6 пунктов).

выступления

7. Участник говорит свободно, а не

«экскурсииª

для

читает свое выступление по своим

получения

записям.

дополнительной

В выступлении представлено

информации, которая не

вступление.

была озвучена

«гидом-

9. В выступлении есть заключение.

экскурсоводомª

10.

Комментарии участника

комментариях.

Два

соответствуют

предложенному

вопроса заданы и два

исчерпывающих ответа

жанру - «проведение экскурсииª.

даны на поставленные

вопросы.

9 - 1

Коммуникативная

задача

3 балла

выполнена не полностью: за

Из четырех пунктов (2

невыполнение пунктов

вопроса/ 2 ответа)

выполнено три.

снимается

1 балл за каждый

Участник не может

невыполненный пункт из

задать один вопрос или

баллов.

дать один ответ. Или

задан вопрос, ответ на

который прозвучал в

речи собеседника, либо

ответ неразвернутый.

Или участник допускает

отдельные фактические

ошибки в ответе.

2 балла

Из четырех пунктов (2

Словарный запас участника

Речь участника богата

В речи участника нет

вопроса/ 2 ответа)

богат,

разнообразен

разнообразными

фонематических ошибок.

выполнено два.

адекватен

поставленной

грамматическими

Беглый темп речи.

задаче. В речи участника

конструкциями. В речи

возможны 1-2 лексические

участника возможны 1-2

ошибки, которые не влияют

грамматические ошибки,

на понимание.

которые не влияют на

понимание.

1 балл

Из четырех пунктов (2

Словарный запас участника в

В речи участника

Речь участника в целом

вопроса/

ответа)

основном

соответствует

присутствуют

понятна, участник

выполнен один.

поставленной задаче, однако

грамматические ошибки,

допускает отдельные (1 -

имеются 3 - 4 лексические

не

затрудняющие

2) фонематические

ошибки, которые не влияют

понимания,

или

ошибки, не

на понимание высказывания.

используются простые

затрудняющие

однообразные

понимания.

грамматические

Медленный темп речи.

конструкции.

Коммуникативная задача не

0 баллов

выполнена: Отказ от ответа или не

Отказ от выполнения

речи

участника

В речи участника

Понимание

речи

выполнен ни один из пунктов 1 -

задания по диалогу.

присутствуют

участника затруднено из-

многочисленные (5 и более)

многочисленные

(5 и

за большого количества

10.

лексические ошибки, в том

более) грамматические

фонематических ошибок

числе

затрудняющие

ошибки, в том числе

(3 и более).

понимание.

Словарного

затрудняющие

запаса не хватает для

понимание.

общения в соответствии с

заданием.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

заключительный этап

стр. 1 из 8

Listening & Reading

Time: 1 hour 15 minutes

Listening

Task 1

For items 1-10, listen to a part of a lecture on climate change. Decide which of the statements

(1-10) are True according to the text you hear (A) and which are False (B). You will hear the

text only ONCE. Circle the correct letter on your answer sheet.

1. The speaker sees climate change as a threat to humanity.

A. True

B. False

2. The speaker thinks that climate change is NOT discussed widely enough.

A. True

B. False

3. The speaker begins with the analysis of the impact of man’s activities on climate change.

A. True

B. False

4. The Intergovernmental Panel on Climate Change (IPCC) was established in 1988.

A. True

B. False

5. The speaker identifies one type of evidence supporting climate change.

A. True

B. False

6. People began measuring climate 50 years ago.

A. True

B. False

7. Earlier reports from the IPCC did NOT confirm the magnitude of temperature change in the

20^th century.

A. True

B. False

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

заключительный этап

стр. 2 из 8

8. According to the speaker, some people thought that there was certain bias in global

temperature measurements.

A. True

B. False

9. The speaker expresses concern about impossibility to judge about temperatures long ago.

A. True

B. False

10. The analysis of ice cores provides valuable information for the global temperature dataset.

A. True

B. False

Task 2

For items 11-15, listen to a part of a lecture on the problems of uncontrolled urbanization in

developing countries. To answer the questions choose the correct answer A, B or C. You will hear

the text TWICE. Circle the correct letter on your answer sheet.

11. Which of the following does the speaker NOT mention as a common urban problem of

developed and developing countries?

A. Environmental pollution.

B. Unemployment.

C. Poor infrastructure.

12. Which of the following does the speaker mention as a reason for the migration of people from

the country to the city?

A. Better general living conditions.

B. Better job opportunities.

C. Better food supplies.

13. Which of the following is, according to the speaker, a consequence of migration to the city?

A. Increase of the rural population in the country.

B. Lower food production in the country.

C. Rejection of the country family traditions.

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

заключительный этап

стр. 3 из 8

14. The speaker claims that the high urban population growth…

A. is beneficial for the development of cities.

B. leads to the opening of new educational institutions.

C. negatively influences the quality of health service.

15. What does, according to the speaker, the excess of labour supply lead to?

A. Inefficient activities.

B. Child labour.

C. Street begging.

Integrated listening and reading

Task 3

Read the text below, then listen to a part of a lecture on the same topic. You will notice that some

ideas coincide and some differ in them. Answer questions 16-25 by choosing A if the idea is

expressed in both materials, B if it can be found only in the reading text, C if it can be found only in

the audio-recording, and D if neither of the materials expresses the idea.

Now you have 7 minutes to read the text.

In his classic book The Interpretation of Dreams, published in

1900, Sigmund Freud

identified wish fulfillment as the origin of many dreams. For example, a student who is concerned

about taking an important exam may dream about the exam, or, more likely, some type of symbol

for the exam will appear in a dream. Since thoughts must be translated into concrete images, dreams

are expressed in pictures rather than in words. Freud advanced the notion of dream symbols, that is,

images with deep symbolic meaning. In the case of the exam, it might be expressed as an obstacle

or a hurdle in a race. In Freud's view, dreams have much in common with daydreams. There is a

wish that is forbidden or repressed in some way, and forces that oppose it. In the case of dreams

while sleeping, they offer a compromise, that is, a way for the wish to be expressed safely.

According to Freud, dreams can be viewed as a way to reveal the subconscious. To that end,

there are two levels to every dream, including the manifest content, which is obvious and direct,

and the latent content, which is symbolic. To return to the example of the student's dream, the

manifest content would be the hurdle in the race, but the latent content would be the exam that is

in the dreamer's subconscious. Because some wishes and desires are too disturbing or too socially

inappropriate to surface from the subconscious to the conscious mind, the symbols that are

XVII Всероссийская олимпиада школьников по английскому языку

2016 г.

заключительный этап

стр. 4 из 8

employed may make the wish difficult to expose. The student may actually want to cheat in order

to succeed on the exam, but in a dream, borrowing a friend's book may be a more acceptable way

to express that desire. In a sense, the dream serves to protect the mind from a conflict in the

subconscious.

Now listen to a part of a lecture on the same topic and then do the tasks (questions 16-25),

comparing the text above and the lecture. You will hear the lecture TWICE.

16. Sigmund Freud assumed that dreams had deep meaning.

17. According to Sigmund Freud, dreams are connected with the activity of the subconscious mind.

18. Dreams may serve to protect the human mind from conflicting ideas.

19. If a student is anxious about an exam, some symbol of the exam is likely to appear in a dream.

20. If a student dreams about cheating in an exam when asleep, he or she is likely to cheat in real

life.

21. There are certain chemicals in the brain stem that regulate the activation of certain neurons.

22. Modern psychologists have proved that Freud’s theory was created to manipulate people’s

behaviour.

23. Biochemical research has provided comprehensive data on how the human mind works in

different situations.

24. Cats’ brain waves and muscle movements when they sleep are similar to those of humans.

25. According to the activation-synthesis hypothesis, there is no hidden meaning in a dream.

Reading

Task 4

Read the text µHomer's Literary Legacy” and answer questions 26-40 below.

Homer's Literary Legacy

Why was the work of Homer, famous author of ancient Greece, so full of clichés?

A Until the last tick of history's clock, cultural transmission meant oral transmission, and poetry,

passed from mouth to ear, was the principal medium of moving information across space and

from one generation to the next. Oral poetry was not simply a way of telling lovely or important

stories, or of flexing the imagination. It was, argues the classicist Eric Havelock, a ‘massive

repository of useful knowledge, a sort of encyclopedia of ethics, politics, history and technology

which the effective citizen was required to learn as the core of his educational equipment’. The

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great oral works transmitted a shared cultural heritage, held in common not on bookshelves, but

in brains. In India, an entire class of priests was charged with memorizing the Vedas with perfect

fidelity. In pre-Islamic Arabia, people known as Rawis were often attached to poets as official

memorizers. The Buddha's teachings were passed down in an unbroken chain of oral tradition

for four centuries until they were committed to writing in Sri Lanka in the first century B.C.

B The most famous of the Western tradition's oral works, and the first to have been systematically

studied, were Homer's Odyssey and Iliad. These two poems - possibly the first to have been

written down in the Greek alphabet - had long been held up as literary archetypes. However,

even as they were celebrated as the models to which all literature should aspire, Homer's

masterworks had also long been the source of scholarly unease. The earliest modern critics

sensed that they were somehow qualitatively different from everything that came after - even a

little strange. For one thing, both poems were oddly repetitive in the way they referred to

characters. Odysseus was always ’clever Odysseus’. Dawn was always ‘rosy-fingered’. Why

would someone write that? Sometimes the epithets seemed completely off-key. Why call the

murderer of Agamemnon ‘blameless Aegisthos’? Why refer to ‘swift-footed Achilles’ even

when he was sitting down? Or to ‘laughing Aphrodite’ even when she was in tears? In terms of

both structure and theme, the Odyssey and Iliad were also oddly formulaic, to the point of

predictability. The same narrative units - gathering armies, heroic shields, challenges between

rivals - pop up again and again, only with different characters and different circumstances. In

the context of such finely spun, deliberate masterpieces, these quirks seemed hard to explain.

C At the heart of the unease about these earliest works of literature were two fundamental

questions: first, how could Greek literature have been born out of nothing with two

masterpieces? Surely a few less perfect stories must have come before, and yet these two were

among the first on record. And second, who exactly was their author? Or was it authors? There

were no historical records of Homer, and no trustworthy biography of the man exists beyond a

few self-referential hints embedded in the texts themselves.

D Jean-Jacques Rousseau was one of the first modern critics to suggest that Homer might not have

been an author in the contemporary sense of a single person who sat down and wrote a story

and then published it for others to read. In his 1781 Essay on the Origin of Languages, the Swiss

philosopher suggested that the Odyssey and Iliad might have been ‘written only in men's

memories. Somewhat later they were laboriously collected in writing’ - though that was about

as far as his enquiry into the matter went.

E In 1795, the German philologist Friedrich August Wolf argued for the first time that not only

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were Homer's works not written down by Homer, but they weren't even by Homer. They were,

rather, a loose collection of songs transmitted by generations of Greek bards, and only redacted

in their present form at some later date. In 1920, an eighteen-year-old scholar named Milman

Parry took up the question of Homeric authorship as his Master's thesis at the University of

California, Berkeley. He suggested that the reason Homer's epics seemed unlike other literature

was because they were unlike other literature. Parry had discovered what Wood and Wolf had

missed: the evidence that the poems had been transmitted orally was right there in the text itself.

All those stylistic quirks, including the formulaic and recurring plot elements and the bizarrely

repetitive epithets - ‘clever Odysseus’ and ‘gray-eyed Athena’ - that had always perplexed

readers were actually like thumbprints left by a potter: material evidence of how the poems had

been crafted. They were mnemonic aids that helped the bards fit the meter and pattern of the

line, and remember the essence of the poems.

F The greatest author of antiquity was actually, Parry argued, just ‘one of a long tradition of oral

poets that ... composed wholly without the aid of writing’. Parry realised that if you were setting

out to create memorable poems, the Odyssey and the Iliad were exactly the kind of poems you'd

create. It's said that clichés are the worst sin a writer can commit, but to an oral bard, they were

essential. The very reason that clichés so easily seep into our speech and writing - their insidious

memorability - is exactly why they played such an important role in oral storytelling. The

principles that the oral bards discovered as they sharpened their stories through telling and

retelling were the same mnemonic principles that psychologists rediscovered when they began

conducting their first scientific experiments on memory around the turn of the twentieth century.

Words that rhyme are much more memorable than words that don't, and concrete nouns are easier

to remember than abstract ones. Finding patterns and structure in information is how our brains

extract meaning from the world, and putting words to music and rhyme is a way of adding extra

levels of pattern and structure to language.

Questions 26-31

The text you’ve read has six paragraphs, A-F. Decide in which paragraph you find the information

on the issues mentioned in the list 26-31. Circle the letter (A-F) denoting the paragraph on your

answer sheet. You may use any letter more than once.

the claim that the Odyssey and Iliad were not poems in their original form

a theory involving the reinterpretation of the term 'author'

references to the fact that little is known about Homer's life

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a comparison between the construction of Homer's poems and a non-verbal art form

examples of the kinds of people employed to recall language

doubts regarding Homer's apparently inappropriate descriptions

Questions 32 and 33

Which TWO of the points mentioned in the list (A-E) are made by the writer of the text about the

Odyssey and the Iliad?

Choose TWO letters, A-E.

In alphabetical order, circle the letters you choose in boxes 32 and 33 on your answer sheet. One

letter in 32 and one letter in 33.

A The poems are sometimes historically inaccurate.

B It is uncertain which century the poems were written in.

C The artistic quality of the poems is so high that there must have been other poems written

before.

D A famous Swiss philosopher suggested that the poems might have existed in the oral form

for quite some time before they were written down.

E There are stylistic differences between the poems.

Questions 34 and 35

Which TWO of the theories mentioned in the list (A-E) does the writer of the text refer to?

Choose TWO letters, A-E.

In alphabetical order, circle the letters you choose in boxes 34 and 35 on your answer sheet. One

letter in 34 and one letter in 35.

A Homer wrote his work during a period of captivity.

B Neither the Odyssey nor the Iliad were written by Homer.

C Homer created the Odyssey and Iliad without writing them down.

D Homer may have suffered from a failing memory in later life.

E The oral and written versions of Homer's work may not be identical.

Questions 36-40

Complete the summary below.

Choose ONE WORD ONLY from the text you have read for each answer.

Write your answers in boxes 36-40 on your answer sheet.

The importance of the spoken word and how words are remembered

Spoken poetry was once the means by which each 36 … of a particular culture or community

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Use of English

Time: 60 minutes

Task 1

For items 1-10 fill each of the numbered gaps (1-10) in the following passage with

one suitable word. The first example (0) is done for you.

Example: 0. of

People who think (0) … themselves as tough-minded and realistic tend to take it for

(1) ... that human nature is selfish and that life is a struggle (2)... which only the fittest

can survive. In accordance (3) … this philosophy, the basic law (4) ... which man must

live is the law of the jungle. The “fittest” people are those who can bring to the struggle

superior force, superior cunning, and superior ruthlessness. The wide acceptance of

this philosophy allows people who act selfishly, whether in personal rivalries, business

competition

(5)

… international relations, to calm their conscience by telling

themselves that they are just obeying the law of nature. However, a disinterested

observer is entitled (6) ... ask whether the ruthlessness of the tiger and the cunning of

the fox (7)..., in their human applications, actually evidence of human fitness to

survive. If human beings are (8)... pick up pointers from the lower animals, are there

any animals other (9) … the beasts of prey from which we might learn lessons in

survival? We might, for example, point to the rabbit or the deer and define fitness to

survive (10) … superior rapidity in running away from our enemies.

Task 2

For items 11-20 choose from the box the necessary parts of the body (1-20) that would

fit in the gap of the given sentences (11-20) to produce an idiom, then match the

sentence with the correct definition (A - K). There are some extra words in the box,

which you do not have to use. The first example (0) is done for you.

1-back, 2-brains, 3-cheek, 4-chest, 5-chin, 6-ear, 7-eye, 8-face, 9-feet, 10-finger,

11-hair, 12- hand, 13-head, 14-leg, 15- neck, 16- shoulder, 17-skin, 18-stomach,

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19-throat, 20-tongue

Example: 0. a firm …

0. 12 E

11. to pull somebody's …

12. to have butterflies in one's …

13. to have a chip on one's ...

14. to get something off one's …

15. to play something by …

16. to rack one's …

17. to have one's … against the wall

18. to have a lump in one's …

19. let one's … down.

20. by the … of one's teeth

Definitions:

A) just barely

B) to try very hard to think of something

C) to relax and enjoy oneself without worrying what other people will think

D) to seem angry all the time because you think you have been treated unfairly or feel

you are not as good as other people

E) a strong sense of management; a high degree of discipline and direction

F) to kid, fool, or trick someone

G) to improvise; to decide one's next steps after one is already involved in a situation

H) to have very serious problems which limit the ways in which you can act

I) to feel very nervous, usually about something you are going to do

J) the feeling you experience when you are going to cry

K) to unburden oneself; to confess something

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Task 3

For items 21-40 fill in the gaps with one word, which fits in the context.

William Shakespeare was born on April 23, 1564, in Stratford-upon-Avon. His

father John Shakespeare was a (21)…. maker and tradesman, and his mother Mary

Arden was the daughter of an affluent farmer. As the third of eight children, young

William grew up in this small town 100 miles northwest of London, far from the

cultural and courtly center of England.

Shakespeare attended the local grammar school, where the curriculum would

have stressed a classical education of Greek mythology, Roman comedy, ancient

history, rhetoric, grammar, the (22)… and Greek languages. Throughout his childhood,

Shakespeare's father struggled with serious financial debt. Therefore, unlike his fellow

playwright Christopher Marlowe, Shakespeare did not attend (23) …. and did not get

any degree. Rather, in 1582 at the age of 18, he married Anne Hathaway, a woman

eight years his senior. His three children were born between 1583 and 1585.

Sometime between 1585 and 1592, he moved to (24) … and began a successful

career there as an actor, writer, and part-owner of a playing company later known as

the King’s Men. The exact order in which Shakespeare’s plays were written or first

produced is not known with certainty. His earliest plays date from the 1590s and

include such comedies as THE COMEDY OF (25)

(1592-93), THE (26) ... OF

THE SHREW (1593), LOVE’S LABOUR’S LOST (1594-95), and A MIDSUMMER

NIGHT’S (27) ...

(1595-96); history plays based on the lives of the English (28)…,

including HENRY VI, Part 1 (1589-92), RICHARD III (1592-93), and RICHARD II

(1595-96); and the early tragedy (29) ... AND JULIET (1594-95). These early works

are influenced by prevailing contemporary dramatic conventions but are also marked

by vivid characterizations and an unprecedentedly rich and inventive use of the English

(30)….

Shakespeare’s works written just before the turn of the century comprise mostly

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comedies, including THE MERCHANT OF (31) ...

(1596-97), MUCH (32)...

ABOUT NOTHING (1598-99) and (33) ... NIGHT (1600-1601), and histories such as

HENRY IV, Part 1 (1597-98), and JULIUS CAESAR (1599-1600), which was the first

of the several plays, based on the events which took place in ancient (34) …. The

comedies take the mishaps of romantic courtship as their characteristic theme. The

history plays center on struggles between individuals for supreme power in the state

and interweave the presentation of real historical events with Shakespeare’s own

increasingly subtle and complex dramatic characters.

In the early 17^th century, Shakespeare produced his great tragedies, which mark

both the summit of his art and one of the high points in the history of Western literature.

The four principal tragedies are HAMLET (1600-01), OTHELLO (1604-05), (35) ...

LEAR (1605-06), and MACBETH (1605-06). These plays examine with great

psychological subtlety how personality flaws in the main (36) … lead almost inevitably

to the tragic destruction of themselves and others around them. However, these faults

serve also as vehicles for profound explorations of human character, morality, and

spirit.

Shakespeare’s last plays combine elements of romance, comedy and (37) ….

THE WINTER’S (38) ...

(1610-11) and THE TEMPEST

(1611) are clearly

experimental in their lighthearted and fanciful but tragic form. The plays differ from

Shakespeare’s earlier works in their resolution of the dramatic conflict through

penitence and forgiveness and in their emphasis on hope through mutual reconciliation.

Shakespeare’s poetry was published in 1609. The 154 (39) ... refer cryptically

to the author’s relations with various persons. They are characterized by the expression

of strong feeling within an exquisitely controlled artistic form.

Shakespeare died on April 23, 1616. When William Shakespeare died in his

birthplace of Stratford-upon-Avon, he was recognized as one of the greatest English

playwrights of his era. In the four (40) … since, he has come to be seen as not only a

great English playwright, but also the greatest playwright in the English language.

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Reflecting upon the achievement of his peer and sometimes rival, Ben Jonson wrote of

Shakespeare, “He was not of an age, but for all time.”

Task 4

For items 41-50 match the parts of the sentences in the first column (41-50) with the

right ending in the second column (a-k) so that they make famous quotations of

William Shakespeare. There are some extra endings in the second column, which you

do not have to use. The first example (0) is done for you.

Example: 0. f

0. To be, or not to be: that

a) of our discontent.

41. Nothing will come

b) but once.

42. So wise so young, they say,

c) that have not patience.

43. You pay a great deal too dear for what

d) is not gold.

44. There is nothing either good or bad,

e) by virtue fall.

45. Some rise by sin, and some

f) is the question.

46. All that glisters

g) of nothing.

47. When sorrows come, they come not

h) do never live long.

single spies,

48. Some are born great, some achieve

i) do it by themselves.

greatness, and some have greatness

49. Cowards die many times before their

j) that wears the crown.

deaths; the valiant never taste of death

50 Wisely and slow; they stumble

k) is given freely.

l) that run fast.

m) but thinking makes it so.

n) thrust upon them.

o) but in battalions.

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

Speaking

Set 1 Student 1

Preparation - 15 minutes

Presentation and questions - 10 minutes

Task 1

“Beyond the Trailer”

1. Monologue: Time depends on the length of the video

Imagine you are at the meeting of your school ENGLISH CLUB. The members

of your club have come up with an idea of regular film viewings for English

learners. They need to choose the best films. You want to propose your favourite

English film ‘Alice in Wonderland’. Make a presentation to persuade your

ENGLISH CLUB members to include the film in the programme.

Remember to speak about:

 Plot

 Sources

 Genre

 Target audience

 Film Director(s) and actors

 Box office

 Awards

You can make notes during the preparation time, but YOU ARE NOT

ALLOWED TO READ them during the presentation.

Your presentation is limited by the length of the trailer.

Questions/ Answers: Time: 2- 3 minutes

Answer 2 QUESTIONS from your partner, who wants to get ADDITIONAL

INFORMATION not mentioned in your presentation about the film.

Task 2

1. Listen to the presentation of your partner (Set 2: ‘The King’s Speech’).

2. Questions/ Answers: Time: 2- 3 minutes

Ask 2 QUESTIONS about the film to get ADDITIONAL INFORMATION

not mentioned in the presentation.

YOUR ANSWERS WILL BE RECORDED

Part 2 (15 minutes)

Reading

Task 1

Read the article about a film called Dinosaur Island and then answer the questions.

For questions

1 - 7, mark A, B, or C.

FILM REVIEW : DINOSOUR ISLAND

George

I went with my younger brother to see this film. I had a great time, but he didn’t. He

had to close his eyes in some parts because the dinosaurs looked so real and he didn’t

laugh once. I thought the story was really exciting and the clothes

were amazing. I’d like to buy the DVD and watch it at home too. The beginning and

the ending were excellent!

Cathy

I saw the advertisement for the film on TV and it looked great but it wasn’t as good

as I hoped. I loved the beginning but the second half was boring. I think, I wouldn’t

go and see it again. I like films about teenagers and their lives much more. I think

those are funnier. I’ve bought a brilliant book about film-making. I’d love to be a

famous actress one day and wear lots of wonderful clothes.

Andrew

I didn’t want this film to end because I liked it so much! I read this story before I

saw the film. I usually enjoy the books more, but this time it was the opposite! I

enjoyed feeling afraid but I laughed a lot in parts of the film too. I read all about how

they made the dinosaurs on the internet after I went to see it. I think most young

people will love seeing this film!

Example

Who would like to see the film again?

A George

B Cathy

C Andrew

Всероссийская олимпиада школьников 2014-2015 гг.

Task 2

Read the passage about people who wear uniforms, and then decide whether the

sentences 8 - 12 are TRUE or FALSE. Circle your answer.

People who are in the same group, team or occupation often wear the same

clothes so that they can be easily identified. These types of special clothes are called

uniforms. Many people are proud to wear their uniform as it shows they are part of a

team.

Football players all wear shorts, tops, socks and football boots that are very

much the same - however, the colours are different and each team has its own design

and special logo. These are so popular that millions of children all around the world

like to wear the same clothes as their favourite footballers.

Workers such as fire fighters and police officers need clothes that protect them,

as their work can be dangerous. It is important to wear a helmet to protect the head

from injury. Other occupations such as doctors and nurses wear uniforms so that

people know who they are. Uniforms also protect their own clothes and are more

hygienic.

Many schoolchildren all around the world also wear uniforms. Not all pupils

like this - however, school uniforms do have a lot of advantages. They make children

feel a part of their school and they make everyone look the same, with no difference

between rich and poor.

Finally, if you have a uniform there is one big advantage. You don’t need to

spend hours every morning deciding what to wear!

Football teams wear the same clothes but in different colours.

True/ False

All schoolchildren have a uniform.

True/ False

10.

Doctors usually wear helmets.

True/ False

11.

People never like wearing a uniform.

True/ False

12.

It’s easy to identify people’s jobs if they wear a uniform.

True/ False

Transfer your answers to the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

Part 3 (15 minutes)

Use of English

Task 1

Complete the story with the verb in brackets (1 - 11) in the correct tense.

Sometimes people get into funny situations. And each person

(0) __behaves__(behave) in a different way. Yesterday something very strange

(1) __________(happen)

me too. I

(2) __________(pick

up)

the phone to make a call and found out that I

(3) __________(listen)

to a conversation between two strangers. They

(4) __________(talk)

about attacking the president. I immediately

(5) __________(phone)

the police who (6) __________(trace) the two men and (7) __________(question)

them. It

(8) __________(turn out) that they were actors and they

(9) __________(practise) their lines on the phone! I (10) __________(feel) very silly,

but the actors (11) __________(give) me tickets to their play as they were so pleased

I had really believed them.

Task 2

Read the article about gold. Choose the best word (A, B or C) for each space. For

questions 12-18, mark A, B or C.

Gold

People (0) _____________always loved gold because it is beautiful and useful.

Gold is a soft, heavy, brilliant yellow metal (12) ______________ it doesn’t change

colour in the air or water.

People have used gold money for hundreds (13) ______________ years, but people

all

(14) _______________ the world wear gold wedding rings too. You can even

(15) ____________ gold in racing-car engines because gold is able to carry

electricity.

(16) _______________1880 and 2002 most gold came from South Africa, but

now more gold comes from China. People in India buy more gold

(17) ________________ any other nationality.

Всероссийская олимпиада школьников 2014-2015 гг.

Part 4 (20 minutes)

Writing

Imagine you are in a holiday camp and your mobile phone doesn't work. Leave a

note to your roommate Ann/ Nick:

Say:

- you can’t go to the cinema with him/ her;

- where you are going instead;

- when you can see each other;

- where you will meet;

- what you will do together when you meet.

Write about 50-60 words.

_____________________________________________________

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ. 2014-2015 ГОД

ШКОЛЬНЫЙ ЭТАП. 7-8 КЛАССЫ

Part 1 (15 minutes)

Listening

Task 1

Listen to Kelly and Jason’s conversation. Decide if each question 1 - 10 is TRUE,

FALSE or the information is NOT STATED in the text. Put a tick in the proper

box.

TRUE

FALSE

NOT

STATED

Example

Both Kelly and Jason think that obesity is

common today.

Kelly thinks that people’s diets now are less

healthy than in the past.

Jason thinks there are a lot of people now who

do not know how to relax.

Jason and Kelly share the same opinion about

people not sleeping enough.

In Jason’s opinion some people go to bed late

as they enjoy dancing at night.

Kelly believes that cycling to school is

becoming more popular.

According to Jason there are more cyclists in

the cities today as they care about pollution.

Kelly says that air pollution in the cities is

getting worse.

Jason says that Kelly is often ill.

Kelly thinks that teens suffer colds for a couple

of days only.

In the end, Jason and Kelly agree about young

people’s health.

Transfer your answers to the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

Part 2 (15 minutes)

Reading

Task 1

Have you ever wondered how birds find their way when flying? Read and find out.

Choose the best answer a, b, c or d for the questions 1 - 5.

The pigeon is famous for always being able to find its way home. In fact

racing pigeons is a popular sport in some countries. Owners take their birds

hundreds of miles away and then release them. The bird that gets back home in the

fastest time is the winner. Until now it has been thought that the birds have their

own built-in system of navigation and use the position of the sun and stars to guide

them.

However a ten-year study has proved to scientists that pigeons travel rather

like drivers do and follow the major roads. The birds that were monitored in the

study were constantly flying along motorways and even turning left and right at

main junctions, while ignoring small winding roads.

A professor of zoology at Oxford University and a racing pigeon expert

agree. The professor says that birds use their traditional forms of navigation first

but when they fly the same route again they remember the roads and follow them.

A group of birds was released as a test and all flew along the same major road and

turned right at the first junction. The pigeon racer describes this research as

absolutely accurate. Every Saturday, he says, you can see flocks of pigeons flying

along the motorways.

Pigeon racing consists of:

a. owners seeing how far each pigeon can fly.

b. scientific research into the way pigeons fly.

c. pigeons being released on the motorways.

d. owners seeing which pigeon gets home first.

Всероссийская олимпиада школьников 2014-2015 гг.

Task 2

Look at the sentences below about the ancient Chinese art of Feng Shui.

Read the text and decide if each sentence

6 - 15 is TRUE, FALSE or the

information is NOT STATED in the text. Put a tick in the proper box.

Feng Shui

Feng Shui is the art of arranging your home and the things in it in the best

possible way. It began in China about 5000 years ago, but recently architects and

designers all over the world have started to include the idea in their work. The

most important thing to understand about Feng Shui is the idea of chi, which

means vital energy or life force. The art of Feng Shui is to make sure the right

objects are in the right places so that the chi can flow freely around the home. This

is said to create good health and financial well-being as well as improved

relationships between parents and children and husband and wife. You can

improve your own Feng Shui by trying some of the techniques listed below.

Firstly, keep the hall of your home clear of shoes, umbrellas and other

objects. This is to allow the chi to enter your home freely. If possible, put a small

indoor fountain in this part of your home.

In the living room, choose furniture which is the right size for the room and

arrange it so that people can move around the room comfortably. If the room is

small, hang a mirror to create a feeling of space. Make sure you have blinds or

curtains to prevent the chi from escaping.

The bedroom is considered a very important area in Feng Shui. It is best not

to have a television or any other electrical item in here, but if you find it

impossible to live without them, you can cover them with a plastic table-cloth

when you have finished using them. The table-cloth must be plastic - other

materials will not work. It is also important to unplug everything before you sleep.

The head of the bed should be against a wall rather than under a window, as this

would allow your chi to escape. You should be able to see the door easily while

Всероссийская олимпиада школьников 2014-2015 гг.

Part 3 (15 minutes)

Use of English

Task 1

Read the text below and choose the correct word for each space. For each question

1 - 10, mark the correct letter A, B, C or D.

Chocolate

When the Spanish explorer Cortez 0 A Mexico in the sixteenth century, he

found the people there using a drink they ___1____ chocolate. It tasted quite

strong ___2___ it had pepper in it. To ___3___ it taste better, the Spanish added

sugar to it. When chocolate first came to Europe in the seventeenth century, people

started to drink it with milk, ___4___ of water. Nowadays, tonnes of chocolate and

cacao are ___5___ to factories, where they are turned ___6___ many popular

sweets and cakes.

___7___ chocolate and cacao come from the fruit of cacao tree. Cacao trees

___8___ only be grown in hot countries, as they need a warm climate. Cacao is an

American plant, ___9___ still grows wild in the northern part of South America.

Countries in Central and South America were the first to grow it, but today Africa

___10___ the world with the most of chocolate.

Example

reached

arrived

got

went

announced

told

called

declared

while

because

whether

let

cause

allow

make

apart

except

rather

instead

delivered

directed

prepared

produced

down

into

off

over

Both

Every

Either

Each

ought

can

have

might

what

which

who

whose

brings

fetches

supplies

gives

Transfer your answers to the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

Complete the text, using the verbs in brackets (11 - 20) in the correct tense.

The first answer is given as an example.

Rahul wins National Spelling Bee

For the past five years the Hathwar family have travelled to Washington DC

to watch their children in the top US spelling competition, the National Spelling

Bee. Their elder daughter, Gayathri, (take) 0 has taken part since she was nine

years old, and her younger brother Rahul

11 (just win) _____________ the first

prize of $40,000 at his first attempt.

Rahul and Gayathri 12 (study) _____________ hard to reach the final, which

was shown on television all over the US. Mr.Hathwar helped his children

beforehand by making lists of words and checking their meaning. He was

confident they 13 (do) ____________ well. Rahul even 14 (stop) ____________

playing computer games and doing his other hobbies to concentrate on learning

spellings.

“I

(not regret)

_____________ it,” he says.

“The Spelling Bee

16 (teach) ____________ me to work hard. I 17 (not expect) ____________ to

come first so I was amazed at the result. I was so anxious when I arrived at the

Television Centre I 18 (not can) _____________ stop shaking.”

Gayathri admitted she was a little disappointed that she 19 (never become)

____________ a winner. But now she 20 (be)

_____________ very proud of her

brother’s success.

Transfer your answers to the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

Part 4 (30 minutes)

Writing

Imagine that you read the following question on a forum:

“Hi, guys! I need your advice. I’ve been chosen to arrange our class party.

What should I do to make it a real success?”

Now give your advice how to arrange the party to make it exciting and

educational at the same time.

Write about 90-100 words.

Do not forget to:

•

greet the members of the forum;

•

give two reasons for your choice;

•

sign your advice.

__________________________________________________________________

Всероссийская олимпиада школьников 2014-2015 гг.

READING

Time: 30 minutes

Read the text and do the tasks after it.

The Development of Museums

(1) The conviction that historical relics reflect real life of the past is rooted in the

nineteenth and early twentieth centuries, when science was regarded as objective

and free of human attitudes. As one writer observes: ‘Although it is now evident

that material objects are as easily changed as chronicles, public belief in their

authenticity is still very strong: a tangible relic seems real.’ Such conviction was,

until recently, reflected in museum displays. Museums used to look - and some

still do - much like storage rooms of objects packed together in showcases: good

for scholars who wanted to study the subtle differences in design, but not for the

ordinary visitor, to whom it all looked alike. Similarly, the information

accompanying the objects often made little sense to the general public. The content

and format of explanations dated back to a time when the museum was the

exclusive domain of the scientific researcher.

(2) Recently, however, attitudes towards history and the way it should be presented

have changed. The key word in heritage display is now ‘experience’, the more

exciting the better and, if possible, involving all the senses. Good examples of this

approach in the UK are the Jorvik Centre in York; the National Museum of

Photography, Film and Television in Bradford; and the Imperial War Museum in

London. In the US the trend emerged much earlier: Williamsburg has been a

prototype for many heritage developments in other parts of the world. No one can

predict where the process will end. On so-called heritage sites the re-enactment of

historical events is increasingly popular, and computers will soon provide virtual

reality experiences, which will present visitors with a vivid image of the period of

their choice, in which they themselves can act as if part of the historical

environment. Such developments have been criticized as vulgar, but the success of

many historical theme parks and similar locations suggests that the majority of the

public does not share this opinion.

(3) In a related development, the sharp distinction between museum and heritage

sites on the one hand, and theme parks on the other, is gradually evaporating. They

already borrow ideas and concepts from one another. For example, museums have

adopted story lines for exhibitions, sites have accepted ‘theming’ as a relevant tool,

and theme parks are moving towards more authenticity and research-based

presentations. Similarly, animals in zoos are no longer kept in cages, but in great

spaces, either in the open air or in enormous greenhouses, such as the jungle and

desert environments in Burgers’ Zoo in Holland. This particular trend is regarded

Всероссийская олимпиада школьников 2014-2015 гг.

as one of the major developments in the presentation of natural history in the

twentieth century.

(4) Theme parks are undergoing other changes, too, as they try to present more

serious social and cultural issues, and move away from fantasy. This development

is a response to market forces and, although museums and heritage sites have a

special, rather distinct, role to fulfil, they are also operating in a very competitive

environment, where visitors make choice on how and where to spend their free

time. Heritage and museum experts do not have to invent stories and recreate

historical environments to attract their visitors: their assets are already in place.

However, exhibits must be both based on objects and facts as we know them, and

attractively presented. Those who are professionally engaged in the art of

interpreting history are thus in a difficult position, as they must steer a narrow

course between the demands of ‘evidence’ and ‘attractiveness’ , especially given

the increasing need in the heritage industry for money-generating activities.

(5) It can be said that in order to make everything in heritage more ‘real’, historical

accuracy must be more and more adapted to today’s reality. For example,

Pithecanthropus erectus is depicted in an Indonesian museum with Malay facial

features, because this corresponds to public perceptions. Similarly, in the Museum

of Natural History in Washington, Neanderthal man is shown making a dominant

gesture to his wife. Such presentations tell us more about contemporary

perceptions of the world than about our ancestors. There is one compensation,

however, for the professionals who make these interpretations: if they did not

provide the interpretation, visitors would do it for themselves, based on their own

ideas, misconceptions and prejudices. And no matter how exciting the result, it

would contain a lot more bias, or lack of objectivity, than the presentations

provided by experts.

(6) Human bias is inevitable, but another source of bias in the representation of

history has to do with the transitory nature of the materials themselves. The simple

fact is that not everything from history survives the historical process. Castles,

palaces and cathedrals have a longer lifespan than the dwellings of ordinary

people. The same applies to the furnishings and other contents of the premises. In a

town like Leyden in Holland, which in the seventeenth century was occupied by

approximately the same number of inhabitants as today, people lived within the

walled town, an area more than five times smaller than modern Leyden. In most of

the houses several families lived together in circumstances beyond our

imagination. Yet in museums, fine period rooms give only an image of the lifestyle

of the upper class of that era. No wonder that people who stroll around exhibitions

are filled with nostalgia; the evidence in museums indicates that life was so much

better in the past. This notion is caused by the bias in its representation in museums

and heritage centres.

Всероссийская олимпиада школьников 2014-2015 гг.

Task 1. Questions 1-7.

Do the following statements agree with the information given in the text?

In boxes 1-7 on your answer sheet, circle:

A (TRUE) if the statement agrees with the information;

B (FALSE) if the statement contradicts the information;

C (NOT GIVEN) if there is no information on this.

Many people believe that material objects kept in museums are true relics of the

past.

More people visit museums in the UK than in the US.

In zoos, animals are kept in the environments similar to their natural habitats.

Today theme parks tend to avoid serious issues.

Stories about historical events are specially written by experts in order to attract

tourists.

The boundaries of Leyden have changed little since the seventeenth century.

Museums can give a wrong impression of what life was like in the past.

Task 2. Questions 8-15.

Choose option A, B, C or D which best fits according to the text. Circle the correct

letter in boxes 8-15 on your answer sheet.

The author begins by comparing today’s museums with those of the past and says

that the latter

A did not present history in a detailed way.

B were not primarily intended for the public.

C were more clearly organized.

D preserved items with greater care.

Всероссийская олимпиада школьников 2014-2015 гг.

According to the second paragraph, current trends in the heritage industry

A emphasise personal involvement.

B have their origins in York and London.

C rely on computer images.

D reflect minority tastes.

What process is meant in the sentence 'No one can predict where the process will

end' in the second paragraph?

A Vulgarisation of historical events.

B Turning traditional museums into theme parks and heritage sites.

C Computerisation of museums.

D Further involvement of scientists into creating new museums.

In the third paragraph, the writer says that museums, heritage sites and theme parks

A often work in close partnership.

B try to preserve separate identities.

C have similar exhibits.

D are less easy to distinguish than before.

The writer concludes the forth paragraph by saying that in preparing exhibits for

museums, experts

A should pursue a single objective.

B have to do a certain amount of language translation.

C should be free from commercial constraints.

D have to balance conflicting priorities.

Всероссийская олимпиада школьников 2014-2015 гг.

USE OF ENGLISH

Time: 15 minutes

For items 1-15 fill in the gaps in the text choosing an appropriate word from the

column on the right. Choose one word once only. There are two extra words in

the right column which you don’t have to choose.

Researchers at the University of Toronto have discovered that

people who live in areas jostling with fast food outlets are

appreciate

constitutionally less able to slow down and enjoy the simple

things in life. Apparently, it's not just a question of additives and

sugar ruining their powers of 1)__: the Toronto research showed

before

that just looking at a photograph of the McDonald's golden arch

or KFC chicken is 2)__ to give you the fidgets. As a result,

you're less likely to 3)__ images of natural beauty or an operatic

both

aria than if you had dined at home with a proper knife and fork.

The panic around the moral and psychological damage of fast

food - 4)__ the obesity debate - is a familiar one. Behind Jamie

concentration

Oliver’s abhorrence of the Turkey Twizzler’s empty calories

was always a much deeper suspicion of what it represented:

ignorance, indifference, a wilful 5)__ to imagine a better way of

feeding the future. It's for that reason that, back in the early

cooking

19th-century, moralists including William Cobbett churned out a

whole array of 'cottage economies' and 'penny cookbooks'

aimed at stopping the working classes from squandering money

enough

in the pie shop. These prim moral primers were full of bright

suggestions for turning the scraggy end of lamb and on-the-turn

turnips into 6)__ that not only nourished body and soul but also

exhausted

saved pennies for a rainy day.

Fifty years later, Mrs Beeton had the moral dangers of fast food

fine

in mind when she announced to her readers her reasons for

writing her venerable cookbook: she wanted to 7)__ husbands

away from the clubs and taverns into 8)__ they were apt to dive

at the end of a long working day, desperate for a quick supper.

forget

Beeton's solution was to set 9)__ the weary homecomer a series

of delicious labour-intensive dishes - the sort of thing no short-

order cook would contemplate. Her soups often took 15 10)__

inability

and required a 10-hour simmer.

The point of all these initiatives, from Cobbett to Oliver, has

ingredients

always been 11)__ about getting nutritious food inside people

Всероссийская олимпиада школьников 2014-2015 гг.

than to teach them a lesson. Learning how to make and eat slow

food is to develop a capacity for delayed gratification that, in

just

turn, fits 12)__ maker and consumer for life under capitalism.

What all those Victorian moralists missed -13)__ as the Toronto

less

report ignores - is that fast food is the emblematic product of

maturing and late capitalism. Urban workers, forced to work

longer and longer hours, do not have the time to invest in 14)__

from scratch. Those who are obliged to live in shared

lure

accommodation and rented digs may not have the right

equipment for making real food slowly (Agas don't fit into

bedsits; microwaves do). When you are 15)__ after a 10-hour

publicity

shift, then soup is fiddly to consume on the way home. Burgers

and kebabs, by contrast, are easy to eat with one hand and

require neither plates nor knives. Far from being the refuseniks

something

of capitalism, unable to master its first principle of delayed

gratification, the people who rely on fast food outlets are its

honourable foot soldiers. We should salute them.

which

Transfer your answers to the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

WRITING

Time: 30 minutes

Comment on the following piece of news in your blog:

Eric Larsen is preparing for his new expedition.

Cycle South will be a world-first bicycle journey across the Antarctic continent to

the South Pole. Eric says: “The goal of the Cycle South expedition is to combine

adventure and advocacy to demonstrate the many ways in which people can use a

bicycle to protect our environment as well as improve the quality of our lives. In

my opinion, modern expeditions are less about geographic firsts and more about

story telling. The Cycle South expedition will use a bicycle to achieve the following

objectives:

•

Complete the first-ever bicycle expedition to the Geographic South Pole

(and return should conditions prove favorable);

•

Engage a global audience through daily updates, podcasts, videos, real-time

tracking, and more;

•

Produce a documentary film and a book;

•

Raise money for several bicycle-themed advocacy groups

(Parkinson's

Disease, Climate Change, Bicycle Accessibility and Developing Nation Bicycle

Donations);

•

Develop a post expedition multi-media lecture series.”

Write 100 -120 words.

Remember to

- make an introduction,

- express your personal opinion on modern expeditions and give reasons

for your opinion,

- make a conclusion.

Write in your own words. DO NOT quote from the given text.

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Task 2

You will hear a radio announcement about a fun run. For each question

7 - 12 fill in the missing information in the numbered space. You will hear the

text twice.

Now you will have 30 seconds to look through the task.

Abington Park Fun Run

Time of the run: 11 am

Date: Sunday, (7) ____________________________________

Venue: Abington Park

Distance: 3 kilometres

Race starts and finishes at the (8) ____________________________ in the park.

Facilities for changing in the (9) ____________________________ Club.

Every runner gets a (10) ___________________________________

Cost of entry:

Adults - £8 (in advance)

£10 (on the day)

Children less than (11) ______________years old: no charge

Get an entry pack from any (12) _______________________________

(or the website: www.funrun.org )

Transfer your answers into the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Part 2 (15 minutes)

READING

Task 1

Read the text. For each question 1 - 5 mark the correct letter A, B, C or D

on your answer sheet.

Lake Vinney

My favourite place for water sports is Lake Vinney, but it has only

existed since 1975 when the valley was filled with water to provide electricity.

Under the water is the village, Vinnthorpe.

Last week I talked to Pat Smithers, who runs a shop on the edge of the huge

car park. She gets up early to travel to her shop to sell newspapers and food and

doesn’t finish work till late because of the car park. She said drowning the village

was the best thing that ever happened, as it brought a lot of business to the area,

and the number of visitors from all over the country continues to increase,

especially as there is a new road which means it is easier to get to.

When I asked people enjoying the water sports, they said they never thought

about the drowned houses and streets. When I spoke to some people sitting in the

cafѐ overlooking the lake, I was surprised to find they still get angry about what

happened. They used to live in Vinnthorpe and were moved to other places in the

area, among them thirty children who are now middle-aged, but they still miss the

village. They say that nobody asked them what they wanted - they were told one

day that everything was decided. They were separated from their friends and had to

get buses to new schools instead of walking there together. It is a shame that these

people lost their homes, and I hope something similar never happens again in the

future. I would miss the water sports if they weren’t there, however, and I must say

that I hadn’t ever thought about what was under the water until last week.

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

1. What is the writer trying to do?

A. describe what people think about the drowned village.

B. persuade people to take up water sports on Lake Vinney.

C. discuss what might happen to Lake Vinney in the future.

D. explain why people like living by Lake Vinney.

2. What do we learn about Pat Smithers?

A. She lives beside the lake.

B. She used to live in Vinnthorpe.

C. She often visits the area on holiday.

D. She earns her living near Lake Vinney.

3. What do we find out about Lake Vinney?

A. It attracts tourists from abroad.

B. There are lots of houses on the banks.

C. More people are visiting it every year.

D. Mainly local people do water sports there.

4. What does the writer think about Vinnthrope?

A. He agrees with Pat Smithers.

B. He feels sorry for the people who lived there.

C. He thinks it should now be forgotten.

D. He has always felt guilty about water-skiing there.

5. Which of these is an advert for Lake Vinney?

A. Come to Lake Vinney and water-ski or sail. No ugly car parks, shops or

cafѐs around the lake to spoil the views.

B. Come to Vinnthorpe and stay in a hotel in the village. Enjoy the walks

around the lake in complete peace and quiet.

C. Lake Vinney is perfect for all kinds of water sports. Wonderful cafѐ by the

side of the lake and plenty of car-parking space.

D. Enjoy water-skiing on Lake Vinney, but leave time to visit the old village

beside the lake - nothing has changed there for 30 years.

Transfer your answers into the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Task 2

Read the text and fill in the missing sentences A - F into the marked spaces 6- 10.

There is one sentence which you do not need to use.

A. this doesn’t show animals as they really are in the wild

B. as if it was jumping like a gymnast

C. that was the message behind them

D. that the animals in the pictures were still wild animals

E. that animals live very differently in different countries

F. and another had added music

Wildlife Art

Go Wild! is a touring exhibition of wildlife photos and paintings by young

artists. Its last stop has been in my city and I went last week.

The pictures were produced by teenagers living in countries as far apart as

Asia and Canada. There were often humans and animals working together in the

pictures, and to me (6) _________. In one painting, for example, a girl was resting

her head on an elephant. Some wildlife experts say (7) __________, and I agree.

But that didn’t stop the pictures being beautiful. One artist, for example, had

filmed videos of animals through coloured glass (8) __________ - they worked

really well.

There were also action photos. One was of a bear that had climbed up a tree

in a garden in Canada and refused to come down. Wildlife experts sent the bear to

sleep with a special vet’s gun

- and a brilliant photographer saw a great

opportunity. He took a photo showing the bear falling out of the tree, fast asleep,

onto a rubber mat on the ground, (9) _________! The bear was later returned to the

wild. And there were lots more amazing pictures like that!

Another young photographer took a photo while swimming with an elephant

- although she almost got kicked as a result. I was glad I didn’t know that when I

first saw the picture! It reminded me (10) _________, and shouldn’t be trusted. But

this photographer clearly felt the photo was worth the danger.

Transfer your answers into the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Part 3 (15 minutes)

USE OF ENGLISH

Task 1

Complete the text using the verbs in brackets (1 - 10) in the correct tense.

On 26 December 2004 a very large earthquake took place off the west coast

of Sumatra in Indonesia. The earthquake 1 (cause) _______ one of the worst

tsunami in history. More than 200,000 people 2 (die) _______ in 11 countries on

the Indian Ocean. Today if you ask the survivors, they 3 (tell) _______ you similar

stories of that morning’s events. Many were tourists who 4 (arrive) _______ in

Sumatra for their Christmas holiday. Many of them 5 (swim) ___________ or

6 (run) __________ on the beach when the wave suddenly broke against the shore.

No warnings 7 (give) _______ to them. Some 8 (see) _______ the sea disappear

from the beach before it returned a few minutes later as a wall of water. Many local

fishermen also lost their lives in the tsunami. They 9 (fish) ___________ at the sea

but they 10 (not come) _______ home again.

Transfer your answers into the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Task 2

Read the text and choose the correct word for each space. For each question,

11 - 20, mark the correct letter A, B, C or D on your answer sheet.

Example:

(0)

the

one

any

Tigers

The tiger is (0) __A___ largest member of the big cat family, and lives in

parts of Asia. Most people would (11) _______ that tigers are extremely beautiful

animals, with their black and orange coats.

(12) _______ tigers can’t run fast for long (13) _______, they are good at

hunting. Tigers are able to (14) _______ high speeds, and the animals that they

catch for food can often be much bigger than they (15) ______. However, tigers

behave differently from animals like lions. They will (16) _______ their food with

other tigers, even though they have gone miles to look (17) _______ it.

The population of tigers in the world has decreased (18) _______ the start of

the 20^th century, but by using radio collars, scientists have now (19) _______ up

projects that are much more (20) _______ at finding out about how tigers live.

tell

agree

decide

suppose

Although

Because

times

moments

periods

ages

reach

get

make

will

have

are

divide

choose

use

after

around

for

throughout

from

since

during

set

given

turned

put

useful

successful

important

suitable

Transfer your answers into the answer sheet!

Всероссийская олимпиада школьников 2014-2015 гг.

ВСЕРОССИЙСКАЯ ОЛИМПИАДА ШКОЛЬНИКОВ

ПО АНГЛИЙСКОМУ ЯЗЫКУ 2014-2015 г.

МУНИЦИПАЛЬНЫЙ ЭТАП 7-8 КЛАССЫ

Answers

Part 1

Listening

Task 1

Task 2

TRUE

FALSE

24^th May/ May, 24^th

football ground

hockey/Hockey

water bottle

15/ fifteen

newsagent

Part 2

Part 3

Reading

Use of English

Task 1

A (the text reports what people think

caused

all the way through)

died

D (she runs a shop on the edge of the

will tell /‘ll tell

lake)

had arrived

C (the number of visitors…continues

were swimming

to increase)

(were) running

B (it is a shame…I hope something

had been given

similar never happens again)

saw

C (it mentions water sports, the café

had been fishing

and car-parking space)

did not/ didn’t come

Task 2

Всероссийская олимпиада школьников 2014-2015 гг.

Шкала критериев оценивания заданий в разделе «Письменная речь»

Максимальное количество баллов: 20

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

ОФОРМЛЕНИЕ максимум 10 баллов

БАЛЛЫ

СОДЕРЖАНИЕ

Общая итоговая оценка выводится на основании критериев, приведенных в

за

таблице: композиция, лексика, грамматика, орфография и пунктуация

содержание

Итого: максимум 10 баллов

Композиция

Лексика

Грамматика

Орфография и

письменного

(максимум 2

(максимум 3 балла)

пунктуация

высказыван

балла)

(максимум 2

ия)

балла)

Коммуникативная задача полностью

9-10 баллов

3 балла

выполнена - содержание раскрыто полно

Участник демонстрирует

и точно. Участник демонстрирует

богатый лексический

грамотное и уместное

умение описывать имевшие место или

запас, необходимый для

употребление

вымышленные события, проявляя при

раскрытия темы, точный

грамматических структур в

этом творческий подход и

выбор слов и адекватное

соответствии с

оригинальность мышления. Сюжет

владение лексической

коммуникативной задачей.

понятен, динамичен и интересен,

Работа не имеет ошибок с

сочетаемостью.

полностью соответствует пунктам плана.

Работа не имеет ошибок с

точки зрения

Участник указал, с кем он был, какой

грамматического

точки зрения лексического

фильм собирался смотреть, кто прислал

оформления.

оформления или имеет 1-2

сообщение, что произошло и как он

ошибки, не затрудняющие

поступил. Начало и конец рассказа

понимание.

полностью вписываются в сюжет и

соответствуют заданному жанру и

стилю. Рассказ включает элементы

диалогической речи. Конец рассказа

имеет элементы обобщения.

Объем работы либо соответствует

заданному, либо отклоняется от

заданного не более чем на 10% (в

сторону увеличения - не более 165 слов

либо уменьшения -не менее 108 слов).

8-7 баллов

Коммуникативная задача выполнена -

2 балла

текст рассказа соответствует заданным

Работа не имеет

Участник демонстрирует

Участник

параметрам плана. Участник

ошибок с точки

богатый лексический

грамотное и уместное

демонстрирует

демонстрирует умение описывать

зрения композиции.

запас, необходимый для

употребление

уверенное владение

имевшие место или вымышленные

Соблюдена логика

раскрытия темы, точный

грамматических структур.

навыками орфографии

события. Сюжет понятен. Начало и

высказывания.

выбор слов и адекватное

В работе имеются 3-4

и пунктуации.

конец рассказа полностью вписываются

Средства

владение лексической

незначительные (негрубые)

Работа не имеет

в сюжет и соответствуют заданному

логической связи

сочетаемостью.

грамматические ошибки, не

ошибок с точки зрения

жанру. Конец рассказа имеет элементы

присутствуют.

затрудняющие понимание.

орфографии. В работе

В работе имеются 1-2

обобщения.

Текст правильно

незначительные

могут быть 1-2

Однако рассказу не хватает

разделен на абзацы.

пунктуационные

(негрубые) лексические

оригинальности. Рассказ включает

ошибки, не

ошибки, не затрудняющие

элементы диалогической речи.

затрудняющие

понимание текста.

Объем работы либо соответствует

понимание.

заданному, либо отклоняется от

заданного не более чем на 20% (в

сторону увеличения -не более 180 слов

либо уменьшения -не менее 96 слов).

6-5 баллов

Коммуникативная задача в целом

выполнена, однако имеются отдельные

нарушения целостности содержания

рассказа. Сюжет понятен, но начало и

конец написанного не полностью

сочетаются с основной частью рассказа.

Рассказ не передает чувства и эмоции

автора и/или героев. Конец рассказа не

имеет элементов обобщения. Рассказ

соответствует заданному жанру.

Объем либо соответствует заданному,

либо менее 70% от заданного - не менее

84 слов.

4-3 балла

Коммуникативная задача выполнена

1 балл

частично. Содержание письменного

В целом текст имеет

В целом лексические

В тексте присутствуют

текста не полностью соответствует

четкую структуру.

средства соответствуют

несколько (5-7)

орфографические (1-4)

заданным параметрам. Сюжет не всегда

Текст разделен на

заданной теме, однако

грамматических ошибок, не

и/или пунктуационные

понятен, тривиален, не имеет динамики

абзацы. В тексте

имеются неточности

затрудняющих общего

ошибки (3-4), которые

развития. Участник не владеет

присутствуют

(ошибки) в выборе слов и

понимания текста.

не затрудняют общего

стратегиями описания событий и героев.

связующие

лексической сочетаемости

понимания текста.

Конец рассказа не имеет элементов

элементы.

(3-7), которые не

обобщения. Рассказ не включает

Допустимы

затрудняют понимания

элементы диалогической речи. Рассказ

незначительные

текста и /или используется

не полностью соответствует заданному

нарушения в

стандартная, однообразная

жанру и стилю.

структуре и/или

лексика.

Или: объем работы менее 60% от

логики или

заданного - не менее 72 слов.

Английский язык (с ответами). Всероссийская олимпиада школьников в Москве (2014-2018 год) - часть 5