Раздел 2 задания по чтению 9. «что ярче светит?»

ОГЭ (ГИА-9), английский язык, практикум, Маркова Е.С., Соловова Е.Н., Toni Hull.

Данное пособие ориентировано на подготовку учащихся для успешной сдачи экзамена по английскому языку за курс основной школы (ГИА-9), 2015.

Предлагаемое пособие содержит информацию о структуре и содержании ОГЭ по английскому языку.
В пособии предлагаются пять полных вариантов экзаменационной работы в формате ОГЭ.
Материалы пособия можно использовать на занятиях под руководством учителя, а также в ходе самостоятельной подготовки к экзамену. Предложенные задания позволяют проверить и оценить уровень готовности к ОГ"Э, определить сильные и слабые стороны своей подготовки.
Пособие предназначено учителям английского языка и методистам, учащимся 8-9 классов школ и всем тем, кто готовит и готовится к ОГЭ по английскому языку.

Раздел 2 (задания по чтению).
Прочитайте тексты и установите соответствие между текстами и их заголовками: к каждому тексту, обозначенному буквами A-G, подберите соответствующий заголовок, обозначенный цифрами. Используйте каждую цифру только один раз. В задании есть один лишний заголовок.
1. Light and holes animate pictures
2. The way of giving life to objects
3. The first European device for animation
4. American and Japanese styles in animation
5. Book animation
6. The least expensive way of animation
7. Ancient experiences in animation
8. Animation used in movies
A. It"s hard to imagine animated stories before the invention of film, but in fact the origin of moving pictures is thousands of years old. In Paleolithic cave paintings, animals were sometimes drawn with extra legs, perhaps a way to suggest movement. Another early example is a 5,000 year old vase found in Iran. In five frames, it shows a goat jumping up to eat a leaf on a tree. Ancient Egyptian murals used a similar technique of telling action stories in multiple panels.
B. Modern moving images date back to 1650 with the introduction of the magic lantern invented in Venice. Of course, it wasn"t really magic. It used everyday material like candles, oil and a simple glass lens to create a lantern that projected slides on a wall in a darkened room. Sometimes the slides represented moving action. The Venetian engineer Giovanni Fontana is credited with being the inventor of the magic lantern.

СОДЕРЖАНИЕ
ПИСЬМЕННАЯ ЧАСТЬ

Варианты экзамена в формате ГИА (ОГЭ). Письменная часть.
Вариант 1.

Раздел 2 (задания по чтению).

Раздел 4 (задание по письму).
Вариант 2.
Раздел 1 (задания по аудированию).
Раздел 2 (задания по чтению).
Раздел 3 (задания по грамматике и лексике).
Раздел 4 (задание по письму).
Вариант 3.
Раздел 1 (задания по аудированию).
Раздел 2 (задания по чтению).
Раздел 3 (задания по грамматике и лексике).
Раздел 4 (задание по письму).
Вариант 4.
Раздел 1 (задания по аудированию).
Раздел 2 (задания по чтению).
Раздел 3 (задания по грамматике и лексике).
Раздел 4 (задание по письму).
Вариант 5.
Раздел 1 (задания по аудированию).
Раздел 2 (задания по чтению).
Раздел 3 (задания по грамматике и лексике).
Раздел 4 (задание по письму).
Приложение 1.
Тексты для аудирования.
Вариант 1.
Задание 1.
Задание 2.
Задания 3-8.
Вариант 2.
Задание 1.
Задание 2.
Задания 3-8.
Вариант 3.
Задание 1.
Задание 2.
Задания 3-8.
Вариант 4.
Задание 1.
Задание 2.
Задания 3-8.
Вариант 5.
Задание 1.
Задание 2.
Задания 3-8.
Приложение 2.
Ответы.
Вариант 1.
Вариант 2.
Вариант 3.
Вариант 4.
Вариант 5.
УСТНАЯ ЧАСТЬ
Инструкция по выполнению работы.

Варианты экзамена в формате ГИА (ОГЭ). Устная часть.
КАРТОЧКИ УЧАЩЕГОСЯ.
Вариант 1.
Вариант 2.
Вариант 3.
Вариант 4.
Вариант 5.
Приложение 3.
КАРТОЧКИ ЭКЗАМЕНТОРА-СОБЕСЕДНИКА.
Вариант 1.
Вариант 2.
Вариант 3.
Вариант 4.
Вариант 5.
Приложение 4.
Критерии оценивания выполнения задания С2** «Говорение. Монологическая речь» (Максимум 6 баллов).
Критерии оценивания выполнения задания СЗ*** «Говорение. Диалогическая речь» (Максимум 9 баллов).

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• ОГЭ (ГИА-9), Английский язык, Практикум, Маркова Е.С., Соловова Е.Н., Toni Hull, 2015

Требуется определить является ли утверждение:

верным ( TRUE)

неверным (FALSE)

информация в тексте не указана ( NOT STATED )

Стратегии выполнения задания 2 по чтению

Бегло прочитайте текст, чтобы понять общее содержание , тему;

Прочитайте первый вопрос и варианты ответа, далее переходи к внимательному чтению первого абзаца , выбери ответ на поставленный вопрос, найдите подтверждение выбранному ответу в тексте. Обратите внимание, что оно представлено в перефразированном виде , поэтому не старайтесь найти дословного ответа;

Подобная стратегия сохраняется и при поиске ответа на каждый вопрос;

Важно провести различие между фактами, приведенными в тексте, и вашими собственными выводами, сделанными на основе содержания текста;

Очень важно уметь отличать отсутствие в тексте информации от её несоответствия тексту:

Выбирайте True , если об этом говорится в тексте, но возможно другими словами;

Выбирайте False , если об этом говорится в тексте, но утверждение противоположно содержанию текста;

Выбирайте Not stated , если об этом четко не говорится в тексте, но утверждение не противоречит его содержанию

Рассмотрим на примере:

The Best Job in the World
Have you ever heard of the Great Barrier Reef? It is the world"s largest coral reef system along the eastern coast of Australia. In February 2009 an extraordinary position was advertised by the Australian Tourism Office. The advertisement ran that the Great Barrier Reef needed a caretaker for half a year . It was for a special person who would look after the Reef.

10. The Australian Tourism Office employs a new caretaker twice a year .
1) True 2) False 3) Not stated
Ответ: 3

The job"s duties were pretty simple. You could only dream of such
requirements. First, the person had to speak English and swim well. Second, on the island his responsibility included writing a weekly Internet blog. That"s right, weekly, not even daily! The job description also required the successful applicant to explore the islands of the Great Barrier Reef, swim, make friends with the locals and generally enjoy the tropical climate and lifestyle. A real dream!

There was no Internet on the islands of the Great Barrier Reef.

1)True 2) False 3) Not stated

Ответ: 2

Within the first 2 days of the contest, the tourism office received more than seven thousand online applications. All told, 34,000 people of all different nationalities applied . Each made and presented a 60-second video resume. They had to be creative and they were. In the end 16 people were chosen, who flew to Australia for the final selection. The candidates were interviewed and the winner was Ben Southall from the UK.

12. People from different countries applied for the job.
1) True 2) False 3) Not stated
Ответ: 1

Прочитайте тексты и 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. Dancing helps to overcome difficulties 5. Hip-Hop movement

2. Boy"s talents 6. Senseless Life

3. Youth"s life in Bronx 7. Youth"s hobbies in Belafonte"s film

4. Popularity of breakdance 8. Personal view of the film
A. These three young men belong to "Hip-Hop". This movement developed during the seventies in the USA , especially in the New York Bronx. It includes rap-songs, graffiti paintings as well as breakdance. For young boys and girls this movement is becoming more and more a kind of expression. They see it as a way to achieve something. Here they can express their longing for admiration, their desires and their disappointments.

B. For too many young people in the USA - especially those living in slums such as the New York Bronx-life seems to be without sense. "Only living people are able to cry. People murder people. A world without sense." This is their reaction sung in a rap-song.

C. The film isn"t a copy of usual breakdance films. Belafonte shows more. He shows the life of youth in the Bronx and their thrilling joy of life. And he demonstrates breakdance in nearly acrobatic pictures. Little Lee, whose feet seem to be of gum when the rhythm of breakdancing not only as a means of earning some cents. For him it is more than just dancing. In it he expresses his disappointments and his longing for something better.

D. Those young people-Black and White-create a world of their own-a wild, crazy, colourful world, and the rhythm of their music is their pulsation. For a short time they forget the cruelty of daily life in a world without illusions and without pity. The film tries to seize light and darkness of that life.

E. So it is understandable why little Black Lee is breakdancing in the streets of New York, why Ramon-an unemployed white boy who is painting the white trains of the New York subway-considers himself to be an artist. And Kenny, who is unemployed, too, as a disc jockey produces his own music , mixing it with the help of things like dropping watertaps or brushes, thus producing a truly fascinated music. The reaction of his audience speaks for itself.

F. My first impression was that the problem dealt with is not presented as cliches, everybody gets a lot background information. In an interview Harry Belafonte said: "I"ve followed break-development attentively. It is an outcry of a youth we all have forgotten. A shriek of a youth without future in reality, with true "no future"..."

G. Breakdance, graffiti-painting, rap-songs, Hip-Hops... - fascinating words, but what about their background? What make Black youth in the USA engage in such admittedly impressive hobbies? "Beat Street", a film produced by Harry Belafonte, provides some information. There a lot of pros and cons about this film , a lot of different opinions about it.

Прочитайте текст. Определите, какие из приведенных утверждений А7-А14 соответствуют содержанию текста (1 - TRUE ), какие не соответствуют (2 - FALSE ) и о чем в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 - NOT STATED ).
If money was not an issue and you could choose any job you wanted, what would it be? Actor? Model? Or a footballer like David Beckham? A new survey by adult education specialists, Learndirect, asked people across the UK what their dream job would be.

The results suggest that not only do people aspire to modest professions such as working for a charity or gardening, but often at the top of their list of dream jobs are the very professions others are leaving in droves - such as nursing or teaching.

The survey also reveals that there are striking parallels between men and women"s dream jobs , and that they have an equally similar list of nightmare occupations. While day-dreaming about the perfect vocation is common among people of all ages and professions, very few people fantasize about having glamorous jobs.

The Guardian newspaper teamed up with Learndirect to send a few volunteers into their dream job for a day.

One of the volunteers, Michael Mutton, used to work in sales, but found this was not making him happy. He felt the high demands and targets made for an unattractive atmosphere to work in. He had always dreamed of running his own pub, so he went to work at a pub in Hertfordshire for a day.

"I didn"t realize how much behind the scenes work there was. I knew the obvious things like pouring a pint, and I had an idea what it would be like meeting people you didn"t know. But there was more to it than I"d imagined," he says.

Changing beer barrels wasn"t as easy as he"d anticipated and within minutes he found himself covered in beer.

Now we are ready to start.
Maria: Hi, Steve. How are you?

Steve: Good, thanks Maria. I"m fine. I was going to ring you tonight so it"s a good thing I"ve run into you. I wanted to remind you about the field trip next week.

Maria: What field trip?

Steve: The Geography field trip to the Warragamba Dam and the Water Treatment Plant. It"s a

compulsory part of the first year Environmental Science course. Didn"t you know about it?

Maria: No! I must"ve missed that piece of information ; this is news to me! But give me the

details, please.

Steve: Sure! Well, we have to meet outside the Library next Monday at 7 in the morning or

you can meet us at 7.45 at the bus station in time to catch the coach which departs at 8 o"clock.

Maria: Oh,.alright. And how long does it take to get to this place?

Steve: Well, once we"re on the coach, it will take about two hours... Er, no! Actually more like

two and a half at that time of day. And it could take as long as three hours to come back the next day because of the evening traffic.

Maria: And what"s the purpose of the trip?

Steve: Didn"t you get the course outline? You don"t seem to know anything about this course!

Maria: Well, remember, I only started at the university a month ago, so I joined the course two weeks late and I"ve been trying to catch up ever since!

Steve: Oh, of course! Well, we spend the first day visiting the dam. I believe we actually go inside the wall of the dam, which is really quite interesting - to see the dam functioning , you know, how much they regulate the water supply each day, depending on how much water is needed downstream in Sydney.

Maria: Oh. OK. And um, so, if this is a two day trip, where are we staying? Not camping by the dam, I hope!

Steve: No, no. Not camping. They do actually some overnight cabins near the dam for visiting groups, but we"re spending the night in a youth hostel, in a town nearby. That"s all been arranged by the university.

Maria: And what about meals? Should we take our own food along?

Steve: No, you won"t need to do that. The hostel provides two meals, breakfast and an evening meal and we can find a cheap place to buy lunch.

Maria: Great! So, is this the only dam that supplies water for Sydney?

Steve: There are a couple of others too, but this is the main one.

Maria: Well, with a population of over four and a half million people , I suppose we do use

thousands of litres each day.

Steve: Absolutely! In fact, according to my notes here, they pump the water through something like 20,000 kilometres of pipes and canals and store the water in 262 service reservoirs. And each day we use enough water to fill 600 Olympic swimming pools...

Maria: OK, then. See you on Monday, and thanks very much for letting me know.

This is the end of the task. Now you have 20 seconds to check your answers. (Pause 20 seconds)

This is the end of the Listening Test.
ОТВЕТЫ ВАРИАНТА № 1

Изучив советы по выполнению заданий ЕГЭ из Раздела 2 по чтению (см. Демонстрационный вариант ЕГЭ 2016 Английский язык, Раздел 2 Чтение), выполните следующие тренировочные варианты.

Вариант 1

Задание 10

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

1. Mixing styles
2. Internet sensation
3. Short lifetime
4. Money worries
5. Celebrity style
6. Cheaper to buy
7. Rebels no more
8. Shopping frenzy

Youth sub-culture isn’t what it used to be. In the 1960s, youths who were protesting against their parents or society dressed a certain way to show their anger, or to feel like they belonged to something. Nowadays, parents are more accepting of their children, and society is more accepting of different people. There is less of a need to act out, so there are fewer sub-cultures as a result.

There are still a few youth sub-cultures these days. One phenomenon is haul girls – teenage girls who shop till they drop, then come home with a big ‘haul’, usually several bags of clothes. Then they make a video of what they bought, and not just any old video, either. They put great effort into it, with editing and a storyline. It’s their way of showing off what they love to do.

In the old days, it took quite a lot of cash to get the look you desired. If you wanted to be Goth, going out and buying black boots, black clothes and black jewellery would cost a considerable amount. It’s all become more affordable now, so you can belong to one youth sub-culture one week and another the next, more or less.

There are fewer differences between youth sub-cultures than there used to be. In the old days, a hippie looked like a hippie. A punk looked like a punk, and nothing else. But it seems that the youth of today sometimes combines looks. One example is seapunk, which is punk but much more colourful and with a bit of hip-hop added. At least it’s still very creative!

A youth sub-culture is defined by many things. It’s the need to stand out, or the need to protest, or the need to belong. These days, kids are quite worried about their future. University has become very expensive, and the job market isn’t as strong as it used to be. How can anyone focus on creating a unique style when they’re facing such deep financial concerns?

Sometimes a youth sub-culture can come out of nowhere. Take Molly Soda, for example. Molly Soda is a teenage girl who posted some short films on YouTube that quickly became highly popular. Her style of dress, with her blue hair and nose piercing, is now copied by thousands of girls who find it cool. They’re called Molly Soda girls, from a youth sub-culture born overnight!

It is true that youth sub-cultures are like trends. They are born, they gain popularity, and then soon enough, everyone’s joined in. At that point, they are finished. This timeline used to be much longer than it is today. Now, with social media, trends spread much faster, which means they die a death much faster, too. A sub-culture is lucky if it lasts a whole year these days!

Задание 11

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.

Evolution

The theory of evolution says that all living things on Earth, A ____________, come from a common ancestor by slowly changing down the generations. Darwin suggested that the way living things changed over time is through natural selection. This is the better survival and reproduction of those B ____________ . Fitting into the place where you live is called adapting. Those who fit best into the place where they live, the best adapted, have the best chance to survive and breed. Those who are less well-adapted C ____________ . If they do not survive well enough to raise young, that means they do not pass on their genes. In this way, the species gradually changes.

The first chapter of the Origin deals with domesticated animals, D ____________ . Darwin reminded readers of the huge changes mankind had made in its domestic animals, which were once wild species. The changes were brought about by selective breeding – choosing animals with desirable characters to breed from. This had been done generation after generation, E __________ . Perhaps what man had done deliberately, might happen in nature, where some would live more offspring than others.

Darwin noticed that although young plants or animals are very similar to their parents, F ___________ and there is always a range of shape, size, colour and so on. Some of these differences the plant or animal may have got from their own ancestors, but some are new and caused by mutations.

1. including plants, animals and microbes
2. tend not to survive
3. such as cattle and dogs
4. it would have a better chance to survive
5. that best fit their environment
6. no two are exactly the same
7. until our modern breeds were produced

Задания 12 – 18

Прочитайте текст и выполните задания 12–18 . В каждом задании запишите в поле ответа цифру 1 , 2 , 3 или 4 , соответствующую выбранному Вами варианту ответа.

Crash Landing

At that time the people of Britain would have been shocked to know that women were flying their most famous war plane. But the fact is that the ATA (Air Transport Auxiliary) had over 100 women pilots who delivered more than 300,000 air craft during the war. We had to fly the Spitfires from the factories and deliver them to airfields dotted around the south of England. Normally we would be flying in daylight with good visibility conditions. That is why we were never given instrument training as our instructors told us that with all the restrictions of war time, there was no time or money to spare for this luxury.

Occasionally we had to fly other aircraft – without any kind of additional training at all. Probably some high ranking, non-flying military official somewhere said that all aircraft were exactly the same to fly. Well – I can assure you that this is not true. With unfamiliar aircraft we had ten minutes to read an instruction booklet called the “Ferry Pilot Notes”. And that was it. We had to climb in, fire up, taxi and then take off in completely unknown flying machines.

That particular day, the day I came so close to death, was my twenty-first birthday. I had no cake or candles that day and my two friends and myself shared some chocolate – the only luxury available in those days. We drank apple juice, and ate the apples and cheese. We entertained ourselves with silly stories. But at one solemn moment we also made a toast to absent friends and remembered the girls who had died delivering aircraft.

In the morning we were driven to the factory and my worst fears were realised. Instead of a lovely new and familiar Spitfire I had a bulky Torpedo bomber. We all hated these as several had crashed without any clear reason why. I was able to take the Ferry Pilot Notes into the canteen and studied them over breakfast. I had a very uneasy feeling in my stomach which had nothing to do with the breakfast I was consuming. I had birthday kisses from the other girls but it only made me feel worse.

At about 11 I was given my flight plan and it was time to go. I looked at the sky. There was a strange quality to the light that I didn’t like and I was worried. With no instrument training, fog or mist made flying incredibly dangerous and absolutely terrifying. With a heavy heart I fired up the engine.

Within 20 minutes I was approaching the river Forth. But I couldn’t see the river as clouds thickened up around me. I took the aircraft lower looking for a glimpse of the ground. At one point I was sure that I was virtually at ground level but I couldn’t see a thing. It was too dangerous to continue. I could hear my heart beating even over the roar of the engine.

When it happened – it happened really quickly. The plane hit water. I didn’t see anything. I was thrown against my straps – and then a flood of cold seawater in my eyes and mouth. I was a mile out to sea!

I was certain I was going to die. Funnily enough – I was perfectly calm. I even thought that my ATA insurance payment would really be a big help to my Mother. But then survival instinct kicked in. I was still alive – and close to shore. I had no life jacket or any survival gear but I was a good swimmer. I was certain there were no bones broken and I didn’t have to swim far. I was picked up by a fishing boat that I had narrowly missed in the fog. And in the end I got a real birthday drink after all – a cup of spiced, dark rum.

12. Women pilots from ATA had no instrument training because

1) it was an auxiliary air force.

2) they were not supposed to fly in low visibility.

3) their main job was to deliver Spitfires to airdromes.

4) there was no money for this during the war.

13. The Ferry Pilot Notes were instruction booklets written to

1) help women pilots.

2) explain how to fly the plane.

3) ensure further training.

4) explain how to behave in dangerous situations.

14. The narrator and her friends had no cake because

1) it was still the day before her birthday.

2) they preferred apples and cheese.

3) it was hard to obtain one in wartime.

4) it was a tradition to eat it in the pilot canteen.

15. The narrator was unhappy to take a Torpedo bomber because

1) it was a bulky aircraft.

2) she preferred to fly Spitfires.

3) she didn’t know how to fly it.

4) the plane was notorious.

16. The narrator flew with a heavy heart because she

1) didn’t feel healthy.

2) found her flying plan incredibly dangerous.

3) was worried there might be poor visibility.

4) was in a blue mood.

17. The narrator’s words “It was too dangerous to continue” refer to her decision to