Заголовок: ЕГЭ по английскому языку 06.06.2013. Основная волна. Урал. Вариант 3
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РЕШУ ЕГЭ — английский язык
Вариант № 31256

ЕГЭ по английскому языку 06.06.2013. Основная волна. Урал. Вариант 3

1.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy is a regular cinema goer.

1) True
2) False
3) Not stated
2.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy and Mike promised their friends to see the film.

1) True
2) False
3) Not stated
3.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Mike offers his help with Math to Katy.

1) True
2) False
3) Not stated
4.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy has some chores to do in the evening.

1) True
2) False
3) Not stated
5.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy loves sports, especially yoga.

1) True
2) False
3) Not stated
6.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy and Mike will watch Men in Black on Thursday.

1) True
2) False
3) Not stated
7.  
i

Вы услы­ши­те диа­лог два­жды. Опре­де­ли­те, яв­ля­ет­ся ли сле­ду­ю­щее утвер­жде­ние вер­ным, или не­вер­ным, или о нем нет ин­фор­ма­ции.

 

Katy agrees to see a film on DVD with Mike.

1) True
2) False
3) Not stated
8.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

Speaking about his background, Nigel says that...

 

1)  his family was related to aviation.

2)  he decided to become a pilot at an early age.

3)  it took him quite long to understand that he wanted to fly.

9.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

At present, Nigel's main ambition is to work on ...

 

1)  trans-⁠Atlantic flights.

2)  popular international flights.

3)  local flights.

10.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

When Nigel decided to get a pilot's license, he had to ...

 

1)  change many jobs.

2)  combine work and studies.

3)  leave school to work.

11.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

Nigel explains that "to get instrument rating" means to demonstrate the ability to ...

 

1)  operate any type of aircraft.

2)  use different equipment on the ground.

3)  fly in any weather conditions.

12.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

Nigel can't get a job with a major airline because ...

 

1)  these airlines have stopped hiring new pilots.

2)  he doesn't have enough experience.

3)  his pilot's license is not valid.

13.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

In order to achieve his aim, Nigel still needs to ...

 

1)  gain more flying skills.

2)  choose a suitable airline.

3)  pass a medical test.

14.  
i

Вы услы­ши­те ре­пор­таж два­жды. Вы­бе­ри­те пра­виль­ный ответ 1, 2 или 3.

 

Before he gets enough experience, Nigel is ready to work ...

 

1)  in faraway places.

2)  for a low salary.

3)  with many different people.

15.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


Dr. Gijbert Stoet claims that women do worse than men at maths because they ...

 

1)  use improper methods in problem-⁠solving.

2)  are not encouraged to do the subject.

3)  do not believe in their own competence.

4)  employ wrong stereotypical techniques.

16.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


Last year's A-⁠levels maths results show that...

 

1)  boys are more likely to fail.

2)  more girls take the subject.

3)  girls do better than boys.

4)  boys get more A grades.

17.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


Which of the following statements is NOT true, according to paragraphs 5 and 6?

 

1)  Britain has fewer women engineers than other European countries.

2)  The author has worked in engineering for over 20 years.

3)  The prospects for women in science are best in Sweden.

4)  The author's expectations about women in science have not come true.

18.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


According to the author, social conditioning taking place in Britain implies that...

 

1)  science could be interesting.

2)  math is an optional skill.

3)  boys are smarter than girls.

4)  science is for boys.

19.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


"They" in "to talk to schoolchildren about what they do" (paragraph 7) may refer to ...

 

1)  schoolchildren.

2)  careers.

3)  experiments.

4)  scientists.

20.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


According to the final paragraphs, which of the factors discouraging girls from careers in science appears to be most important?

 

1.  Academic underachievement.

2.  Lack of opportunities in career growth.

3.  Social stereotypes.

4.  Lack of encouragement.

21.  
i

Women and the maths problem

Women's underachievement in maths may not be due to their poor self-⁠image in the subject, a new report suggests. Researcher Dr. Gijsbert Stoet at the University of Leeds says that the so-⁠called "stereotype threat" theory  — which holds that women perform worse than men because they expect to do badly  — "does not stand up to scrutiny".

Earlier research had serious flaws, he says, with improper use of statistical techniques and methodology. Clearly, those who carried out this research need to review their own competence in maths. Stoet believes the gender gap may simply be that men and women have different interests from an early age, and says the answer to getting more women into maths and engineering is probably a matter of motivation.

According to last year's results, even though girls perform as well as boys in their maths GCSEs, 60% of A-⁠levels in the subject are taken by boys, who achieve 60% of grade As.

I am an engineer, who has worked in the chemical industry for most of my working career. When I graduated in the 80, I assumed we were at the start of a new era for women in science: I studied alongside intelligent and motivated women, opportunities seemed aplenty, in-⁠roads had been made.

But 20 years down the line, only 8.7% of British engineers are women, the lowest proportion in Europe, compared with 25% in Sweden. So what has happened?

One of the main problems is that careers in science, technology, engineering and maths (known as Stem) are not sufficiently promoted in schools, with fewer children taking up these subjects at GCSE and A-⁠level. Year in, year out, we are told that Britain has a skills shortage. The general lack of interest among schoolchildren in maths and science subjects, together with the underlying social conditioning that still remains  — that science subjects "aren't really for girls"  — has led to a double-⁠whammy effect, reducing female entrants even further.

Over the past few years, I have been involved in Stemnet, an organization dedicated to promoting these careers by getting people who work in jobs from biologists to builders to talk to schoolchildren about what they do. It's an attempt to debunk the myth that maths and sciences are too difficult or too boring. I was amazed to see hundreds of schoolboys and girls at a recent event at the Science Museum, presenting a range of experiments and projects they had prepared. And the ones prepares by girls were equally challenging and sophisticated.

I agree with the new study that rather than focusing on the problems of stereotyping, we should devote more time to encouraging girls into science and technology: they clearly respond.

But encouraging schoolgirls into university and careers is not all. As is typical in most sectors, I see a number of female engineers at the entry and midlevels of companies, but precious few at the top. This is a huge waste of talent. It also raises the issue of certain professional inequality and a biased attitude towards women. The report has done well to challenge the myths behind women's underachievement in schools, but more work still needs to be done to address the problem of women's lack of achievement in the workplace. At least in the spheres closely related to science and engineering.


The author's attitude to the problem may be called ...

 

1)  interested.

2)  impartial.

3)  negative.

4)  biased.

22.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  However.

2.  Although.

3.  Moreover.

4.  Therefore.

23.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Managed.

2.  Achieved.

3.  Succeeded.

4.  Fulfilled.

24.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Few.

2.  Much.

3.  Little.

4.  Many.

25.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Look.

2.  Glimpse.

3.  View.

4.  Sight.

26.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Nearly.

2.  Hardly.

3.  Simply.

4.  Merely.

27.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Lacked.

2.  Lost.

3.  Failed.

4.  Missed.

28.  
i

Philip and Michael

Philip Masters was a millionaire now. 30 ______, everyone in the club was aware that he had built up his own business from scratch after he had left his first job as a kitchen salesman. "Ready-⁠Fit Kitchens" had started in a shed at the end of Philip's garden. Later, he 31 ______ in building a factory on the other side of town that employed more than three hundred people.

Ten years later, the financial press speculated that Philip's business was worth a couple of million. When five more years later the company was taken over by the John Lewis Partnership, Philip got seventeen million pounds. 32 ______ businessmen were as lucky as he was.

Philip was married for more than twenty years. He had fallen in love with Sally at first 33 ______. Now Sally was chairman of the regional branch of the Save the Children Fund. Their son had just won a place at St Anne's College, Oxford. Michael was the boy's godfather.

Michael Gilmour could 34 ______ be a greater contrast. On leaving school, where Philip had been his closest friend, he 35 ______ to find a permanent job. He started out as a trainee with Watneys, but lasted only a few months. Then he started to work as a reporter with a publishing company. He drifted from job to job. 36 ______ Philip, he married his childhood sweetheart, Carol West, the daughter of a local doctor. They had a daughter. Michael seemed to have settled down at last.


Вставь­те про­пу­щен­ное слово.

 

1.  Familiar.

2.  Like.

3.  Similar.

4.  Alike.

29.  
i

Вы услы­ши­те 6 вы­ска­зы­ва­ний. Уста­но­ви­те со­от­вет­ствие между вы­ска­зы­ва­ни­я­ми каж­до­го го­во­ря­ще­го A–F и утвер­жде­ни­я­ми, дан­ны­ми в спис­ке 1–7. Ис­поль­зуй­те каж­дое утвер­жде­ние, обо­зна­чен­ное со­от­вет­ству­ю­щей циф­рой, толь­ко один раз. В за­да­нии есть одно лиш­нее утвер­жде­ние. Вы услы­ши­те за­пись два­жды.

 

 

1.  This ingredient of a sweet treat has a long history.

2.  Candy from our childhood has a very special taste.

3.  This shop has an unusual mix of goods.

4.  Every candy cane has its own sweet secret.

5.  Special sweets can be decorations for special occasions.

6.  It was impossible to eat alone all the sweets needed.

7.  I didn't regret spending money for those sweets.

 

 

Го­во­ря­щийABCDEF
Утвер­жде­ние
30.  
i

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

 

1.  Plan beforehand

2.  Carnival roots

3.  The best viewpoints

4.  Styles of dancing

5.  A music group for a street

6.  Carnival's music

7.  The time for pleasure

8.  The time to attend the Carnival

 

A. Carnival is the most famous holiday in Brazil and has become a world-⁠famous annual celebration. It is celebrated in towns and villages throughout Brazil for almost a week 40 days before Easter, which is usually in February, the hottest month in the Southern Hemisphere. Officially, it starts on Saturday and finishes on Fat Tuesday with the beginning of Lent on Ash Wednesday, during which some Christians give up something that they enjoy.

 

B. The most colourful events take place in the Carnival World Capital, Rio de Janeiro. It was the original place where, in 1723, Portuguese immigrants went out onto the streets soaking each other with buckets of water and throwing mud and food, often ending up in street brawls and riots. The concept kept changing throughout the 1800s with more organized parades, where the Emperor with a group of aristocrats joined in masks with luxurious costumes and music.

 

C. Now the parade varies from state to state. It is a mixture of arts. The music played during Rio Carnival is samba  — a unique Brazilian music originating from Rio. It's also a dance form that was invented by the poor Afro-⁠Brazilians as a type of ritual music. The word "samba" meant to pray to the spirits of the ancestors and the gods of the African Pantheon. As a noun, it could mean a complaint or a cry.

 

D. Even today, the most involved groups in Rio Carnival are the poorest, the so-⁠called "favelas", where houses are made of cardboard or other metal remains, and there is often no water, electricity or sewage system. However, the favelas' residents always join in the festivities and actually make the Carnival, which really means a lot to them. Because, for once during the year, they get to go out and have as much fun as they can.

 

E. Residents of the favelas are often members of local samba schools and are deeply involved with the performance and costumes of their groups. Each neighborhood in Rio has its favorite Carnival street band. There are more than 300 of them in Rio nowadays, and each year this number increases. Each band has its place or street for its parade and the big ones usually close the streets to the traffic.

 

F. Rio de Janeiro is usually divided into three zones. The so-⁠called Zona Sul is by far the most pleasant place to stay in Rio, as it is by the sea and is the most civilized part of the city. Districts Copacabana and Ipanema together form a big stage offering a carnival happening at every corner. Leblon, being a bit more upscale, is also an excellent location.

 

G. Except the industries, malls and the carnival-⁠related workers, the country stops completely for almost a week and festivities are intense, day and night. If you plan to go to watch the Carnival, you should organize your trip well in advance. The best hotels, especially in the Zona Sul, are booked up early, so it's a good idea to make a reservation at least 3 or 4 months in advance.

 

 

ТекстABCDEFG
За­го­ло­вок
31.  
i

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

 

Orient Express

In the early 1860s, trains were the preferred way to travel. They weren't particularly comfortable, however, until American engineer George Mortimer Pullman decided to make trains more luxurious.

By the late 1860s, trains furnished not only sleeping cars, but kitchen and dining facilities, where A ___________________. This was innovative for the time, and was aimed to encourage people В ___________________. The first of these Pullman trains in England ran from London to Brighton and used electricity for illumination.

In 1881, another railway entrepreneur, George Nagelmacker, introduced the use of a restaurant car onboard, and the first Orient Express train service was begun. Running from Paris to Romania the route included Strasbourg, Vienna, Budapest and Bucharest.

Thanks to the 12 mile Simplon Tunnel, С ___________________, the Orient Express expanded, including a route to Istanbul, and the legendary romance of the Orient Express was in full swing.

Everyone in the social register, including royalty, chose to travel on the wheels of that luxury hotel D ___________________ in wealthy surroundings. Legends, stories, and intrigue surrounded those trips to exotic places, and those famous people E ___________________.

Unfortunately, during World War II this luxury travel was closed for the most part, and later, after the war, F ___________________ to start it again. Within the next few years airplane travel became popular, and train passenger service declined.

 

1.  elegant meals were served to passengers

2.  to use trains for long distance travel and vacations

3.  who rode the train

4.  who wrote about it

5.  which connected Switzerland and Italy

6.  that served dishes and wines

7.  there was no money

 

Про­пускABCDEF
Часть пред­ло­же­ния
32.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово MOVE так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

Can fish hear?

То divers, the underwater world is silent, and we call the ocean the "silent deep." But to a fish, the underwater world isn't silent at all. Fish can "hear" other fish ___________ through the water.

33.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово NOT HAVE так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

Fish _________ ears, but they do have a structure inside their head that is very much like our own inner ear.

34.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово MAKE так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

This structure is sensitive to vibrations in the water, ___________ by other fish.

35.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово SHOW так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

Research ___________ that some fish are sensitive to ordinary sounds, too. Catfish can probably hear everything we hear!

36.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово BUILD так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

The White House

The White House, in Washington, DC, is one of the world's most recognized buildings. It is the home of the president of the United States. The original house ___________ in the 1790s.

37.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово LATE так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

It was burnt down in 1814, and rebuilt ___________.

38.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово MAKE так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

Since then, various presidents ____________ changes to it over the years. The White House has 132 rooms, including the President's Oval Office.

39.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово SUCCESS так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

Great Britain at the 2012 London Olympics

 

This is certainly the greatest Games for Britain in more than a century, and realistically the greatest ever. The British were more ______________ only once in 1908, in London, when a third of all the competitors were from the UK.

40.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово IMPRESS так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

Gold medals came from 13 different sports as several made ___________ breakthroughs, including in canoe slalom, road cycling, triathlon and taekwondo.

41.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово SWIM так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

_____________, however, brought no gold medals in the Aquatics Centre.

42.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово TRAIN так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

They won just one silver and two bronze medals and a review was launched into their ____________.

43.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово SERIOUS так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

Optimists may also conclude from London 2012 that the British team came within a whisker of at least five or six more Olympic titles. However, nobody can ________________ suggest second place for the UK at the next Olympics.

44.  
i

Пре­об­ра­зуй­те, если это не­об­хо­ди­мо, слово EXPECT так, чтобы оно грам­ма­ти­че­ски со­от­вет­ство­ва­ло со­дер­жа­нию тек­ста.

 

If funding levels are maintained and progress continues for the next four years, the defense of third place could be a realistic _____________.

45.  
i

You have received a letter from your English-⁠speaking pen-⁠friend Robert who writes:

 

... We've moved to a new town. It's small and green. My neighbours say that it hasn 7 changed a bit for the last two centuries. Have you noticed any recent changes in your city? What are they? Do you like or dislike them? Why? Yesterday my mum won a cooking competition...

 

Write a letter to Robert.

In your letter

  — answer his questions

  — ask 3 questions about his mum

Write 100–140 words.

Remember the rules of letter writing.

46.  
i

Comment on the following statement: Public libraries are becoming less popular and they will soon disappear. What is your opinion? Do you agree with this statement? Write 200–250 words. Use the following plan:

− make an introduction (state the problem)

− express your personal opinion and give 2–3 reasons for your opinion

− express an opposing opinion and give 1–2 reasons for this opposing opinion

− explain why you don’t agree with the opposing opinion

− make a conclusion restating your position