Работа с одарёнными детьми
(задания повышенной сложности, в том числе олимпиадные)
СЕКЦИЯ 1. ЗАДАНИЯ ЧАСТИ А.
For questions A1-A7, read the text and choose the best answer (1, 2, 3 or 4)
The qualities we prize in our children
A recent international study has shown some surprising and apparently contradictory results on the question of the priorities parents around the world have when raising their children. While the survey showed that some virtues are universally prized, interesting regional and national trends emerge when parents are asked to rate the importance of various qualities they wish to instil in their children.
Parents around the world seem to agree that good manners, a sense of responsibility and respect for others are important qualities to teach their children. But while West Europeans give all three qualities more or less equal importance, East Europeans and North Americans rate a sense of responsibility as by far the most important, and relegate respect for others to fourth place.
Interestingly, a sense of imagination ranked the lowest priority worldwide, although West Europeans gave the quality of flexible thinking twice the importance any other group did. The Italians stress the virtue of cultivating their youngsters' imagination more than most others surveyed, with the exception of Switzerland. The supposedly staid Swiss prize imaginative youth.
Etiquette-minded Belgians, Spaniards and Greeks placed the highest premium on politeness, while the Danes and Swedes put good manners lowest on the list. The newly-capitalist Eastern bloc countries also rated good manners as relatively unimportant, perhaps because they are being confronted with commercial competition for the first time. Together with the Swiss and the Turks, on the other hand, they prized the ability to communicate with others.
The virtues of tolerance and respect for others were most highly regarded in Scandinavia, France, Britain, Switzerland, the Netherlands and Spain. This was not the case in Greece and the former Eastern bloc nations, which rated these as being of lesser importance.
Germans, Austrians and Swedes esteem personal independence, but the industrious French hold the quality of conscientiousness at work more dear than any other European nationals. The responses in the industrialized nations of Sweden and Britain showed, perhaps bewilderingly, that nationals of those countries gave little importance to conscientiousness at work.
Polite Belgians answered that for them, obedience is among their paramount values; this sentiment is shared to a lesser degree by the British, Greeks and Irish. The Italians, according to their questionnaires, ranked this very low.
When rearing their children, the Greeks, Turks and Irish are alone in their emphasis on instilling strong religious beliefs.
One of the primary difficulties the researchers faced was translating the questions as perfectly as possible in order not to distort the result. “Imagination”, for example, can be translated into Dutch as “conceitedness”; perhaps this explains why the Dutch appeared to give imagination a low priority.
Also, some qualities are so ingrained in certain cultures that they are taken for granted, while others are given great emphasis because they are felt to be lacking in a particular society.
A1. The survey shows that
1) some values are general and others vary.
2) no patterns emerged
3) different nations contradict each other.
4) there are no clear results.
A2. For the North Americans, a sense of responsibility is
1) more important than it is for East Europeans.
2) more important than respect for others
3) as important as it is for West Europeans.
4) as important as respect for others.
A3. A sense of imagination is
1) most important to the Italians.
2) most important to the Swiss.
3) important to all except the Swiss.
4) important to the Italians and the Swiss.
A4. Politeness is less important in the Eastern bloc because
1) they enjoy confrontation.
2) they are competitive people.
3) they are still getting used to capitalism.
4) they are relatively uncommunicative.
A5. They" in line 15 refers to
1) commercial competitors.
2) the Swiss and Turks
3) good manners.
4) Eastern bloc countries.
A6. Although their societies are industrialized, the British and Swedes
1) are not conscious of it.
2) are bewildered by industry.
3) do not think hard work important.
4) do not think their nationality important.
A7. The research was difficult because
1) the researchers made so many mistakes.
2) the results were distorted.
3) no one knew how to translate certain words.
4) it had to be conducted in so many languages.
For questions A8-A15, complete the sentences with the correct words.
A8. Sam was………for breaking the window.
1) blamed
2) charged
3) accused
4) denied
A9. David Beckham………a good example for children by teaching them to keep healthy.
1) puts
2) sets
3) makes
4) places
A10. Jenny decided to………her toe into the pool before going in for swim.
1) dive
2) dip
3) plunge
4) wash
A11. Students were handing out………about a new gymnasium.
1) leaflets
2) catalogues
3) directories
4) booklets
A12. Did he………accuse you of talking his files?
1) genuinely
2) positively
3) exactly
4) actually
A13. They couldn’t………to buy that expensive house.
1) spare
2) pay
3) provide
4) afford
A14. A……….of birds flew high above us in the sky.
1) flock
2) school
3) herd
4) swarm
A15. The police couldn’t prove that he had………the crime.
1) admitted
2) committed
3) submitted
4) permitted
For questions A16-A25 fill in the gaps the correct preposition.
A16. Robert is delighted………his new car.
1) about
2) on
3) at
4) with
A17. The flight to London departs………gate 3B at 9 pm.
1) of
2) on
3) from
4) at
A18-A19. Mark decided to apply………Scarborough Ltd……….the position advertised in the newspaper.
1) to 1) to
2) by 2) for
3) at 3) on
4) in 4) about
A20. Ruth’s grandchildren are very dear……….her.
1) about
2) on
3) at
4) to
A21. There has been an increase……….the number of people out of work.
1) to
2) with
3) in
4) about
A22. He took time off work to recover………the illness.
1) from
2) for
3) about
4) without
A23. The pop star was accompanied………her manager.
1) with
2) about
3) by
4) on
A24. The driver was disqualified………the race for not following the rules.
1) with
2) on
3) from
4) about
A25. The two bikers crashed……….each other on the track.
1) onto
2) to
3) into
4) with
СЕКЦИЯ 2. ЗАДАНИЯ ЧАСТИ В.
For questions B1-B10, read the sentences below. Use the word given in capitals at the end of some lines to form a word that fits in the gap in the same line. Write your answers IN CAPITAL LETTERS on an answer sheet.
B1. She is more…………………about the subjects that anyone in the country. (know)
B2. It was a long journey but we stopped at a service station for…………………. . (refresh)
B3. British Airways has………………………flights to New York from London. (day)
B4. John loves to visit……………….cities. (history)
B5. Most of the people in my language class are…………… . (begin)
B6. The………………..in Scotland was truly breathtaking. (scene)
B7. The fans thought the referee’s decision was…………when their team lost a point. (fair)
B8. He has recovered well from his………………and is fitter than ever. (injure)
B9. My coach’s……………………has helped me improve my performance. (critic)
B10. She watched the train until it was completely out of…………………… . (see)
B11. You are going to read a text. 6 phrases have been removed from it. Choose from the phrases A-H the one which fits each gap (…).There is an example (0). There is one extra phrase which you do not need to use.
Полученную последовательность букв запишите в бланк ответов (например: ABCDEF).
Audrey Hepburn
Dream of your ideal wardrobe. Think ballet pumps, little dresses and narrow black trousers. Dream further of black polo necks, simple raincoats, full skirts gathered at the waist and suddenly you’re thinking of Audrey Hepburn. From the moment she burst onto the screen, her elf-like face and ballerina-thin figure became the envy of a new generation of women, fed up with the curvaceous blondes who went before her. Audrey not only looked like a girl’s girl, she dressed like one. Her natural fashion sense and passion for clothes turned her into the last word in chic.
0. C Designers nowadays, are plundering Hepburn's movies for inspiration, reviving everything from black trousers worn with shiny loafers, to superbly tailored suits with boxy jackets and calf-length skirts. In the original 1954 film, Sabrina, Hepburn was dressed for the role (and for the rest of her life) by the French designer Hubert de Givenchy, who made the most of her tiny size 8 figure with clinging black evening dresses. Audrey looked so breathtakingly beautiful that, she became an A-list star.
1._____In the film she played a princess who, fed up with the royal protocol, runs away with a commoner (Gregory Peck) to dance on canal boats and skip through the back streets of Rome in frilly skirts. The film was a godsend to Hollywood costume designer Edith Head, who won an Oscar for her efforts.
2._____ Head used flat shoes, gathered cotton skirts and plain blouses with the sleeve rolled up to try and make Audrey look dowdy. However, if Head was trying to make Audrey plain, she tailed. Alter Roman Holiday women rushed out to buy full skirts, tailored blouses and wide belts.
By the time Head and Hepburn were ready to begin work on Sabrina, Hepburn realised she was a star and wanted a bigger say about what she wore. She decided that she wanted the 26 year-old Givenchy to work with her in the film.
3._____The bare-shouldered evening dress he designed for Hepburn became one of the most famous dresses ever worn by Audrey, and was copied around the world.
Despite the success of Sabrina and the fact that Audrey became a life-long friend and follower, Givenchy did not work on an Audrey Hepburn film again until she started in what is probably the best fashion film ever the, 1957 musical Funny Face. 4.___For this film Givenchy Audrey's fashionable wardrobe while Head dressed her in the bookshop clothes. The wardrobe took months to design and make. Audrey loved to try things on. 5.____
After the success of Funny Face the names Hepburn and Givenchy were cast
in stone. 6.____
Hepburn’s fashion sense was effortless and elegant. It will remain forever timeless.
Although she died in 1993 at the age of 63, her style lives on.
A) In 1954 the young Audrey Hepburn starred in her first big film, Roman Holiday.
B) In Funny Face Audrey was cast again in a Cinderella role.
C) Today her style is as much in tune with the times as it was then.
D) Other notable outfits designed by Givenchy for the film included a perfectly fitted black suit with a tiny hat and a magnificently embroidered evening dress.
E) While Head found it easy to make Audrey look like a princess, she found it much more difficult to make her look ordinary.
F) At fittings, she would put on the whole outfit, from underwater to hat and gloves, and dance, walk and sit until she was sure the clothes worked perfectly.
G) Givenchy’s clothes were revolutionary for the era, simple yet feminine and beautifully tailored.
H) The pair worked together again on Breakfast at Tiffany’s in 1961, turning Audrey’s character Holly Golightly into a decadent creature in figure-hugging silk dresses dripping with jewels.
For questions B12-B20, think of the word which best fits in each space. Write only one word in each space. Write your answers IN CAPITAL LETTERS on an answer sheet.
B12. I’ve got such a busy day today; I don’t know how I’m going to get……….it.
B13. They called……….to see her aunt on the way to Bristol.
B14. The picnic went…………despite the terrible weather.
B15. I get………really well with my older sister; we never argue.
B16. Alex had put………...a lot of weight since he started working in an office.
B17. We set……..for the train station at six o’clock this morning.
B18. Can you help me put……….this painting in the living room?
B19. MP stands…………… ‘Member of Parliament’.
B20. I usually clear the table, while my sister sees…………washing the dishes.
СЕКЦИЯ 3. WRITING.
“Some people think that young people today are not interested in old traditions and customs. They prefer to live in the present, not the past”.
What is your opinion?
Write 250-300 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 our opinion
