Пояснительная записка и методические рекомендации по выполнению заданий олимпиады Автор-составитель: Морозова Татьяна Степановна, методист высшей категории государственного
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Вариант 2 Participant’s card
Департамент образования Ярославской области Центр образования школьников «Олимп» Всероссийская олимпиада школьников 2008-2009 учебного года  Английский язык, 11 класс, муниципальный этап Конкурс устной речи Вариант 1 Participant’s card
Вариант 2 Participant’s card
Английский язык, 9 – 10 классы, муниципальный этап Тексты для аудирования Part 1. You will hear a radio interview about a mountain-climbing weekend. For questions 1-7, choose the best answer (A, B or C). You now have one minute in which to look at Par! 1. Interviewer: My guest today is Douglas Turner, who recently spent a weekend climbing a mountain in Africa. Douglas, how did this start? Douglas: Well, I suppose it started with seeing adverts for activity holidays in the national press week after week; it somehow got into my subconscious. Then there was one which said, 'Are you ready for the greatest physical challenge of your life? 5,000 metres. One weekend I found myself picking up the phone straight away. You see, I simply hadn't trained for it, the nearest I'd got was a bit of hill-walking five years ago. Interviewer: What did you think you would get out of the weekend? Douglas: Generally I enjoy meeting people, but in this case I was afraid the rest of the group would be a bunch of healthy types, and I wouldn't have much in common with them. And as for the physical effort of climbing the mountain, I thought I'd be lucky if I survived the weekend at all! It was more a kind of wanting to see what I was mentally capable of doing, would I get cold feet and not go at all, or go, but give up halfway up, that sort of thing. Interviewer: But you made it to the top. Douglas: Yes, I did. Much to my surprise, I can tell you. Interviewer: And were you right about the other people? Douglas: No, actually. There were a few serious walkers and climbers, but most of the participants were professional people who wanted to do something quite different once in a while, more or less like me, in fact. Though I have to admit that nearly all of them were fitter than me. Actually I hadn't realised so many people did this sort of thing. It was funny, when I told a friend that I was going, she said, 'Oh, not another one. Everyone I know's going climbing this year. There's a big thing about pushing yourself to your limit at the moment, isn't there? You're welcome to it,' she said. 'You won't catch me up there.' Interviewer: How did you all get on together? Douglas: I suppose we were a bit suspicious of each other at first, but that soon went, and we somehow developed a really close group feeling, and nobody complained about having to wait for the slow ones, which usually included me. Or at least, if they did complain, they did it out of earshot. In fact, on the flight home we were busy exchanging cards and decided to book another weekend trip as a party - but without a mountain in sight this time. Interviewer: So how did the weekend compare with your expectations? Douglas: It was much better than I'd expected. It made me change. As I'd hoped, I gained in self-knowledge, and I learnt to get on with people I couldn't escape from, but I also became much more observant, of the tiny little wild flowers, for instance, and that was quite a bonus. Interviewer I suppose you're going to be a regular mountain climber now. Douglas: The pair of boots I wore, I'm keeping with the mud still on them, on my desk at work. They're a kind of trophy, to prove to myself that I've done it. But I somehow don't think I'll be using them again. I'm going to have to put them somewhere less visible, though, because it's sometimes a bit embarrassing when other people are impressed. Interviewer: Douglas Turner, thank you very much. Douglas: Thank you. Now you'll hear Part 1 again. That's the end of Part 1.There'll now be a pause of 30 seconds for you to copy your answers on your answer sheet. Part 2. You will hear five young people talking about what makes a good teacher. For questions 8 – 12, choose from the list (A-F) which of the opinions each speaker expresses. Use the letters only once. There is one extra letter which you do not need to use. You now have thirty seconds in which to look at Part 2 Speaker 1. Girl Well, I've had lots of teachers who really knew their subject, I mean, you could ask any question, and you knew you'd get the answer... But most teachers, when their class was over, that was it, they were gone. You see, a teacher may know a lot, the thing is, it's usually after class that you need their help, often as an individual. They think if they just turn up and do the job, that's good enough. I remember one teacher, she was new, said drop in any time. I liked that, I really did ... Speaker 2. Boy I was always good at maths, and I think it was because I had this excellent teacher, I was lucky really. I didn't like doing my homework, and he'd say, these are the rules, take it or leave it, you do this for tomorrow or you're out of my class. You see, a teacher may be there for you whenever you need his advice, but if he doesn't force you to do your best, it'll all be wasted, won't it? This teacher had been in the school for many many years, and I know some of the younger teachers didn't like his methods. Speaker 3. Girl I think it takes some time for a teacher to become really good. Sometimes a teacher who's just starting, well, they can be so demanding, expect a lot, it's as if they want to teach you everything now. Some of my friends were always against the teachers who'd been there for a while, and I used to say, well, they're the ones who've gone through all this before, and when they tell me I've done something really well, it means a lot, doesn't it? Speaker 4. Boy In my opinion, a good teacher has to be able to cover a topic thoroughly. I once had a history teacher who was really kind and helpful, you know, her smile, her manner, like a big sister she was. I was very interested in history at the time, and I realised she didn't exactly ... master the subject... I think this kind of put me off, although she was always willing to look things up for me in her library, nothing was too much trouble for her. But I lost confidence in her. Speaker 5. Girl No matter how much a teacher knows about a subject, I think he or she needs to remember that the students are not there to become experts. A good teacher is one that gives encouragement all the time, who tells you when you're making progress, even if it's only very little progress. Of course, a person can know everything about a subject and still be no good as a teacher. We've all had teachers like that, the kind who'll only be satisfied with the highest standards and who will never give you credit for having tried. Now you'll hear Part 2 again. That's the end of Part 2. Now turn to Part 3. Part 3. You will hear a radio interview with Mike Reynolds, whose hobby is exploring underground places such as caves (пещеры). For questions 13-20, complete the sentences. Now you have forty seconds in which to look at Part Three. Interviewer: In the studio with me today, I have Mike Reynolds who’s what is known as a caver. In other words, he spends long periods of time exploring underground caves for pleasure. And Mike’s here to tell us all about this fascinating hobby and how to get started on it. So Mike, why caves? Mike: Well, cavers actually explore any space that’s underground whether it’s caves, old mines or tunnels. Interviewer: Oh right. So how big are these underground spaces? Mike: Oh – anything up to 80 kilometres long … which means that, in some cases, in order to reach the end you’ve got to sleep, to set up camp, inside the cave at some point – usually where both space and fresh air are available. Interviewer: No good if you’re afraid of the dark. Mike: No. Interviewer: So, where do you find the best caves? Mike: In terms of countries, the best places are, for example, Ireland, Australia and the Philippines. Here in the UK, various areas have the right sort of geology. My favourite is Wales, but you can find plenty of caves in northern England and in Scotland too. Interviewer: Caving involves a lot of physical exercise, doesn’t it? Mike: That’s right … in terms of physical activity, it’s very similar to climbing except they go up and we go down. The conditions can be very different though … we often find ourselves facing very small gaps in the rock which we have to crawl through on our hands and knees. Interviewer: So the right equipment is obviously very important. If I wanted to start out on a hobby like this, what would I need? Mike: Well, you’d need a hard hat, and it’s important to get one that fits properly, so that it doesn’t keep falling over your eyes or feel too tight, and these can cost anything from five to twenty pounds. Interviewer: Umm … that doesn’t sound too much for starters. Mike: Oh, but then there’s the lamp. You wear that on your head because it’s very important to keep your hands free at all times. But it doesn’t come with the hat and it can cost anything up to fifty pounds to get a suitable one. Interviewer: I guess warm clothes are a must too? Mike: You’ll need to spend thirty or forty pounds on a waterproof suit because the caves can be pretty wet and cold inside and you can get ill if you’re not protected. Then, of course, the thing that you really need to spend money on is something for your feet that keeps the water out. Strong boots are essential for this, also because without them you could be slipping on wet surfaces and doing yourself an injury. Cheap ones are just not as safe, I’m afraid. Interviewer: It sounds pretty tough. I mean is it really only a sport for the young and fit? Mike: That’s quite interesting because people tend to think that, but in fact cavers come from all ages and backgrounds – students and professionals alike. You even find eighty-year-olds who’ve been doing it for years. Английский язык, 11 класс, муниципальный этап Тексты для аудирования Part 1 You will hear part of a radio interview with Martin Middleton, who makes wildlife programmes for television. For questions 1 to 7, choose the best answer, A, B or C. You now have one minute in which to look at Part One. Interviewer: Today's guest needs no introduction. He is a man who has given us hours of interest and entertainment over the years, with his weekly series of wildlife programmes. He is, of course, Martin Middleton. Martin, you've been to the four corners of the Earth in search of material. Where did this love of adventures come from? Martin: I don't really know ... I didn't travel much as a child, but I remember reading about the East and being fascinated by it. Then, when I was about 12, I met someone who'd been to Singapore - and to me that seemed incredible ... and, of course, when I started in television, back in the early 1960s, you didn't travel to make a wildlife programme ... you went along and filmed at the local zoo. So, when I said I'd like to go and film in Africa, the Head of Programmes just laughed at me. Interviewer: ... and, did you go to Africa? Martin: On that occasion, no! But I eventually got them to allow me to go to Borneo in 1962. There was just me and a cameraman. We went off for four months, filming wherever we found something interesting. We bought a canoe, sailed up-river for ten days and ended up in a traditional longhouse. Nowadays, of course, it's all quite different. Interviewer: Different? In what way...? Martin: We do months of preparation before we set off, so when we start filming, we know exactly what scenes we want to get. I mean, you don't get up in the morning and say to your team, 'What shall we do this morning?' You have to know exactly what each scene is going to show ... to work to a strict plan. Interviewer: Some of your programmes have taken place in some pretty remote areas. It's hard to imagine other programme-makers wanting to risk the dangers or discomfort that you've experienced. Martin: Well, if you want original material - you've got to go off the beaten track ... but you can find yourself doing some pretty strange things ... urn ... like, for example, on one occasion, jumping out of a helicopter onto an iceberg. There I was ... freezing cold ... then it started to snow ... and the helicopter had gone back to the ship and couldn't take off again. So I was stuck there, on this iceberg, thinking, ‘This is crazy ... I didn't even want to come here!' Interviewer: What I wonder is ... where does somebody like yourself, who travels to all these exotic places as part of their work, go on holiday? Martin: (laughs) I'm not very good at lying on a beach - that's for sure. I wouldn't go to a place just to sit around. It's nice to have an objective when you're travelling ... to have something you want to film ... mm ... I've just come back from the Dominican Republic, and we were put up for the first night in a big hotel... The place was absolutely full of people, just lying there sunbathing. They seemed quite happy to spend the whole day stretched out around the pool ... they never seemed to want to go and explore the amazing things there were to see outside the hotel. For me, that would be a very boring way to spend a holiday. Interviewer: Your programmes, though, must have inspired a lot of people to take their holidays in remote and little-known places. Martin: You are probably right, but ...well ... I have mixed feelings about all this. I go back to the places where, years ago, I was the only European, and now there are cruise ships coming three times a day. So, you worry that in ten years or so, every remote place on the planet will be swallowed up, because everyone will be visiting it. But, on the other hand, I am in favour of tourism that is done in a way that protects the environment. You can see a good example of this in the Galapagos Islands, where the tourism is carefully managed. That's very successful, and could be a model for the future ... Now you'll hear Part One again. The text is repeated. That's the end of Part One. There will be now a pause of thirty seconds for you to copy your answers on your answer sheet. Part 2 You'll hear five different people talking about short courses they have attended. For questions 8 to 12 choose from the list, A to F, what each speaker says about their course. Use the letters only once. There is one extra letter which' you do not need to use. You now have thirty seconds in which to look at Part Two. Speaker 1 Man: I went on a canoeing course last weekend, rather against my better judgement, because although I enjoy swimming, I thought canoeing might be too difficult. And I was right. I really couldn't get the hang of it. I bet the tutors will remember me: not because I was one of their star students, far from it, but I fell out of the canoe more often than everyone else put together! But even so, I enjoyed it so much that when some of the group signed up to do another course together, in six months' time, I found myself signing up too. I bet the tutors refuse to teach me next time! Speaker 2 Woman: It was really good fun: 15 people from all sorts of backgrounds, all desperately trying to speak Italian to each other, and most of us were absolute beginners. We kept falling about laughing, but actually it did get a lot easier by the last day, and the tutors were awfully patient. It was held in a big house in the country which now belongs to a university, and the whole thing was brilliant. In fact I don't know how they can do it for what they charged, because it was almost like staying in a luxury hotel. Maybe it was subsidised by the university. Speaker 3 Man: It was quite an odd sort of course because I expected everyone to be working together, and helping each other to learn, but most of the time we were all just working on our own computers, with the tutor going round and helping each person individually. No teamwork at all. It made me realise that I work much better with other people than on my own: maybe it's poor motivation, or something. Anyway, I learned much more about using a computer, which is what I wanted, so I suppose it was worth it, even though I can't say I enjoyed it much. Speaker 4 Woman: I can hardly move, I'm so exhausted. We were out on the courts playing tennis from morning to night, practically. I'm certainly not as fit as I ought to be. I suppose they thought we'd want to play all day to get our money's worth. Well, I could have done with a bit more theory and demonstrations, and a lot more taking it easy! They told me I should go on to the advanced course, next month, but I don't know: I think they have to say that to get the bookings, because they seemed to be saying the same thing to everyone. Speaker 5 Man: There were several people I've met on other courses: I haven't been on that many, but some of them seemed to take at least a dozen a year. Actually we ended up spending a lot of time chatting and going for walks in the garden, and that kind of made up for the fact that I didn't really learn much about local history, which is why I'd gone. The tutor certainly knew a lot about the subject, but she seemed to have very little idea how to teach, so I just couldn't get into it. And it cost enough. I probably need to find a better way of studying. Now you'll hear Part Two again. The text is repeated. That's the end of Part Two. Now turn to Part Three. Part 3 You'll bear part of a radio interview with a woman who sailed round the world on her own. For questions 13 to 20, complete the sentences. Now have forty seconds in which to look at Part Three. Interviewer: In the studio this week we have Anna Stephens who returned last July after a non-stop voyage round the world alone. Anna, welcome to the programme. Tell me, how did you get interested in sailing? Anna: Well, although I was a teacher of sports in a school for a while, it wasn't until I started working for a travel agency that I first went sailing. After that I went on several sailing holidays with friends in the Mediterranean Interviewer: So, where did you get the idea to sail round the world alone? Anna: Well, I read a book, 'High Adventure' was the title, which was about a woman sailing alone, and it really impressed me. I suddenly knew what I wanted to do with my life. So I gave up my job and talked a friend into lending me his boat. It was a bit old and rusty, but basically fine. I then spent the next few months mending the boat. Interviewer: Once you finally set out and you were out there alone, did you never feel lonely? Anna: Well, yes I did, but that wasn't my main problem. The trip was ruined for me by the boat making such slow progress that I got bored. I wanted to be doing something all the time. The only time I really felt busy was in the Southern Ocean, where there were enormous storms and I had plenty to think about all the time. Interviewer: Were the storms really frightening? Anna: No, they were the really exciting part. My main difficulty was when I got back home and people didn't believe I'd really done it. Interviewer: Why did that happen? Anna: Well, as soon as I returned, I got on the phone to the World Sailing Club to say that I had successfully completed the trip and what did I have to do to get my certificate. They told me to fill in all the forms, etc. Then, on television, people began to say that it was strange although I claimed to have sailed around the world, I had not been in touch with any ships along the way. That's what started it. After that the newspapers were saying I hadn't made the trip at all! Interviewer: So how did you manage to convince people? Anna: Well, I showed the sailing club my diaries, which I'd been very careful to keep up-to- date throughout the trip, and they checked them and gave me a certificate. I even got an apology from the newspapers in the end. Now you'll hear Part Three again. (The text is repeated.) That's the end of Part Three. Английский язык, 9 – 10 класс, муниципальный этап Инструкция по проверке и оценке теста Listening Parts 1 and 2
Part 3
Всего: 20 баллов Reading
Всего: 20 баллов Use of English Task 1
Всего: 8 баллов Task 2
1 балл выставляется, когда образованное слово написано абсолютно верно; 0,5 балла выставляется, когда образованное слово представляет нужную часть речи, но при написании допущена 1 орфографическая ошибка; 0 баллов, когда допущены 2 орфографические ошибки или неправильно выбрана часть речи. Всего: 6 баллов Task 3
Всего: 5 баллов Task 4
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