Банк заданий
ЕГЭ по английскому языку

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. Прослушайте запись дважды.

Пример ответа: 123456

1. You can play tennis your entire life.

2. Tennis is a pleasure to watch.

3. Tennis is all about competition.

4. Tennis isn’t a violent sport.

5. Tennis is an inexpensive kind of sport.

6. Tennis is an aggressive male sport.

7. Many nations have good tennis players.

Вы услышите диалог. Определите, какие из приведённых утверждений А–G соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Прослушайте запись дважды.

Пример ответа: 1231231

A. Anna is looking forward to the family holiday.

B. Ben has watched all Disney cartoons.

C. Anna thinks that only parents with children go to the cinema to see cartoons.

D. Ben and his friends watch cartoons at Ben’s house.

E. Anna thinks that some cartoons are like feature films.

F. Anna thinks that Ben wouldn’t like going to Florida after all.

G. Ben would like to meet Mickey Mouse.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1

3. What does the presenter say about Jane Bliss?

1) She is in the movie industry.

2) She is not particularly rich.

3) She worked for the United Nations.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
4. During her first visit to Cambodia Jane realized she

1) knew little about the life of people there.

2) was risking her life all the time.

3) couldn’t walk on her own anywhere.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1

5. What does Jane say about people in Cambodia?

1) They have a rich culture and history.

2) Their life is very hard.

3) They are not very hospitable.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1

6. Why did Jane choose the United Nations to work with?

1) It was the only one working in Cambodia.

2) She trusted this organization very much.

3) They offered her a position.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Скопируйте ссылку и вставьте в новую вкладку для прослушивания:

Пример ответа: 1

7.What is Jane’s main purpose in her work in Cambodia?

1) To make people aware of how dangerous the situation is.

2) To attract money and investors to the area for helping the refugees.

3) To make Cambodian people free and less shy.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1

8. Which of the following is NOT true about life in Cambodia now?

1) There are no roads.

2) People earn very little.

3) Charities play important role there.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Скопируйте ссылку и вставьте в новую вкладку для прослушивания:

9. What does Jane say about her life in Cambodia?

1) It was difficult to find a bathroom.

2) She found a lot of landmines.

3) It was hard to be under permanent stress.

Прочитайте текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7. Одна из частей в списке 1–7 лишняя. 

Пример ответа: 1234567

Travelling routes 

Travelling through Europe has long been a popular destination for people of all ages, from students and couples, to families and retirees. The breadth of possible vacations in Europe is enormous, from countless destinations A __________________________. Among the most popular countries in Europe for travellers are France, Italy, Spain, Germany, Greece, and Portugal, B _____________________________ and cruise ships. 

There are many ways to see Europe. Trains are a very convenient way of seeing many of the countries, with an extensive rail system connecting countries, major cities and small towns. Ferries and cruise ships are popular along the Mediterranean Sea and also in some of the northern regions, such as the Baltics and Scandinavian countries. Those C ____________________ may choose to rent a car to travel around on their own.

Europe is a year-round destination. The months of July and August are by far the busiest, when Europeans take holidays and travellers from around the world come to enjoy the fine weather. The coastal areas are filled with people D ___________________. One only needs to take a drive along the coast during these months to fully appreciate this fact. The spring and fall are great times for those looking E __________________ without the full intensity of the summer heat. Winter is definitely the slower time of year for travellers but the mountains F ______________________, draw the winter sports enthusiasts. 

1. to sightsee and explore the ancient sites

2. who are trying to escape the summer heat

3. who want more freedom and independence

4. which offer world-class skiing facilities

5. to winter sports facilities and equipment

6. which are often on the itinerary of tour groups

7. to all kinds of different ways of exploring them 

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.

Пример ответа: 1

Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question –– is the futuristic dream of  high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

12. What question does the author pose in the first paragraph?
1) What will education be like in the future?
2) Is high-tech really very useful in education?
3) How will the parents from technology companies educate their children?
4) Should the hi-tech gadgets be allowed in the classroom?

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.

Пример ответа: 1

Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question –– is the futuristic dream of  high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

13. What does the OECD report suggest?

1) Students should not use computers in their studies.

2) The more the students use the computers the worse their results could be.

3) Superabundant use of computers doesn’t influence students’ achievements.

4) Results in Reading, Maths and Science benefit from use of computers.

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.

Пример ответа: 1

Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question –– is the futuristic dream of  high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

14. Both Beverly Amico and Sarah Thorne think that limiting technology in the classroom will ...

1) help students concentrate better.

2) boost students’ creativity.

3) develop students’ communication skills.

4) better prepare students for the job market.

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.

Пример ответа: 1

Tablets out, imagination in

In the heart of Silicon Valley is a nine-classroom school where employees of tech giants Google, Apple and Yahoo send their children. But despite its location in America’s digital centre, there is not an iPad, smartphone or screen in sight. The fact that parents working for the biggest technology companies are questioning the value of computers in education begs the question –– is the futuristic dream of  high-tech classrooms really in the best interests of the next generation?

A global report by the OECD organisation suggests that there is no link between excessive use of computers and high results for reading, maths and science. What is more, those students who use tablets and computers often tend to do worse than students who use them less frequently.

Beverly Amico from the Association of Waldorf Schools of North America explains that their teachers encourage students to learn subjects by expressing themselves through artistic activities such as painting and drawing, rather than consuming information downloaded onto a tablet. The idea is to get rid of the distraction of electronic media and to encourage stronger communication between teacher and pupil during lessons.

Amico claims one of the reasons parents who work in the digital industry are choosing a low-tech, no-tech education for their children is that it teaches students innovative thinking skills. And these are what many employers desire. She adds that students weaned on technology often lack the ability to think outside the box and solve problems.

Sarah Thorne, head of the London Acorn school, also questions the belief that limiting or removing the use of technology in class will make the students less competitive on the job market.

Students under the age of 12 at the school in Morden, London, are banned from using smartphones and computers, and watching TV or films at all times, including during holidays. The school’s students are allowed to watch TV once they reach 12 years old and then only documentaries that have been previously vetted by parents. They cannot watch films until they are 14. The Internet is banned completely for everyone under 16, both at home and at school. And computers are only to be used as part of the school curriculum for students who are at least 14.

It may sound draconian, but Thorne believes taking a more considered approach to the use of technology in class allows teachers to help students develop core skills such as leadership, decision making and creativity. Besides, much of the technology which is cutting edge today is likely to appear primitive in tomorrow’s world.

Thorne claims feedback from students about the restrictions has been positive. Younger pupils relish the chance to play and even teenagers who have come from a typical school admit they are happier.

Restricting the use of technology is also a challenge for the 21st century teachers, who are used to the easy accessibility of resources and information, thanks to interactive whiteboards and computers. “It is hard work,” admits Ian Young, a class teacher. “You definitely have to be a lot more creative in how you deliver a lesson,” he says. “You have to work with your voice more, whether it is loud or quiet, to give them incentive. You need to make sure you keep them interested in what’s coming next.” He adds: “I don’t think we are doing children any favours by teaching them through machines at that young age.”

15. At the age of fourteen the students of Morden are allowed to …

1) watch films.

2) use the Internet.

3) watch TV.

4) use smartphones.

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. Прослушайте запись дважды.

Пример ответа: 123456

1. Good books can transport you to other worlds.

2. It's nice practice to give away books that you have already read.

3. In some cases it is not bad to watch a screen version of the book.

4. The difficult language of some writers can hide a good story.

5. A good mixture of mental stimulation is good.

6. Old novels are not worth reading.

7. Traditional reading will never stop.

Вы услышите диалог. Определите, какие из приведённых утверждений А–G соответствуют содержанию текста (1 – True), какие не соответствуют (2 – False) и о чём в тексте не сказано, то есть на основании текста нельзя дать ни положительного, ни отрицательного ответа (3 – Not stated). Прослушайте запись дважды.

Пример ответа: 1231231

A. Sean has been studying Greek since he was 4.

B. Sean keeps his favourite book near his bed.

C. Jinny has chosen a story for the competition.

D. Jinny is skeptical about the idea of the competition.

E. Jinny is good at drawing posters.

F. The play should be uploaded to the Internet.

G. Jinny thinks they have enough time to prepare.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1

3. David has some work experience as ...

1) a military pilot.

2) a pilot of regional airlines.

3) a British Airlines representative.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
4. David’s present duties include ...

1) helping his senior colleagues with their luggage and uniform.

2) paging important information to his senior colleagues.

3) replacing his senior colleagues when they are ill.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
5. What is annoying to David in his current job?

1) The airline's plans can go wrong.

2) It takes him too long to get to the airport.

3) Being paged interrupts his personal life.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
6. Describing some difficulties in his current job, David says that ...

1) it is a normal part of a reserve pilot's career.

2) other pilots have more serious problems.

3) he expects his job to become more difficult in the future.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
7. What is the biggest disadvantage of David's current job?

1) Lack of free time.

2) Irregular working hours.

3) Low salary.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
8. Speaking about his flat-mates. David says that ...

1) they are not very friendly to him.

2) they always argue about who will cook the meals.

3) he doesn't have the opportunity to see them very often.

Вы услышите интервью. В заданиях 3–9 запишите в поле ответа цифру 1, 2 или 3, соответствующую выбранному Вами варианту ответа. Прослушайте запись дважды.

Пример ответа: 1
9. What kind of training will David need in the future?

1) Training in flying A320.

2) Training for keeping up with changes.

3) Training in the company’s operations.

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

Пример ответа: 1234567

1. First in everything
2. A historic moment
3. Completely different from Earth
4. How to become an astronaut
5. Influenced by an accident
6. Astronauts’ pastimes
7. Various names
8. Astronauts’ meals

A. Astronauts spend most of their time doing science experiments that can only be done in outer space. Even though they work long hours, astronauts do get breaks. They may use their breaks to play games with their crewmates, read, watch movies, or talk to their families on Earth. One of the favourite ways for astronauts to spend their breaks is by just sitting and looking out the window. Seeing the Earth from a distance is a very rare treat that most people don’t get to see.

B. The very first astronauts who went up into space ate some interesting things. A lot of their food was ground up and put in tubes that looked like toothpaste. Today though, astronauts have food choices that are pretty much the same ones we have. Eating in space is a bit tricky because there is no gravity. Food packages have to be attached to trays. Salt and pepper actually come in a liquid form because if you shook salt and pepper in space, it would all just float away in the air.

C. Sleeping on the space station is a lot different than sleeping down on Earth. Astronauts have only tiny rooms to sleep in and often sleep in small compartments or in sleeping bags. The biggest difference between sleeping on Earth and sleeping in space is gravity. Without gravity, there isn’t really any up or down so sometimes astronauts sleep standing up. Also, astronauts often strap their sleeping bags to the walls so that they don’t float away.

D. People who want to work in space have to go through lots of training. Most astronauts study things like engineering, math, science, or computer technology. Many astronauts have also had military training. Besides, astronauts need to be in good physical shape and must be good at working with others. Men and women who meet the requirements enter a competitive application process and, if selected, then train for several years before taking off into space.

E. The term “astronaut” derives from the Greek words astron, meaning “star”, and nautes, meaning “sailor”. Although the word “astronaut” is often widely used to talk about someone who works on a spacecraft, it is sometimes used to describe someone who works for the United States’ space program. Astronauts from other countries are sometimes called differently; for example, in Russia they are cosmonauts and in China they are taikonauts.

F. After Mr. Armstrong took his famous first steps on the moon, he was joined several minutes later by his fellow astronaut, Edwin “Buzz” Aldrin, while the third man on their mission, Michael Collins, orbited their spacecraft around the moon and prepared the team for their victorious return to Earth. Upon taking his first steps onto the moon, Armstrong said the famous words “That’s one small step for man, one giant leap for mankind.”

G. The third of four children, Yuri Gagarin was born on March 9, 1934, in a small village a hundred miles from Moscow. As a teenager, Gagarin saw a Russian Yak fighter plane make an emergency landing near his home. Years later, when offered a chance to join a flying club, he eagerly accepted, making his first solo flight in 1955. Only a few years later, he submitted his request to be considered a cosmonaut.

Прочитайте текст и заполните пропуски A–F частями предложений, обозначенными цифрами 1–7. Одна из частей в списке 1–7 лишняя. 

Пример ответа: 1234567

Ray Wallace's Bigfoot Hoax

For decades, people have heard about sightings of a gigantic creature called Bigfoot in the forests of the Pacific Northwest. A_______________________, the creature always left huge footprints. A logger B_______________________ helped popularize these stories about Bigfoot.

In 1958, one of Wallace’s workers reported to a newspaper that he had spotted the creature’s tracks. Wallace explained that his workers were scared of the beast. The story spread, and some people connected the creature to other legendary monsters, especially the Abominable Snowman, or Yeti, C_______________________ . Wallace had pictures and film footage of a huge, furry primate D_______________________ . He also tried to sell castings of giant footprints and recordings of the creature’s cries.

But in 2002, after Ray Wallace died, his family members had their own

story to tell. They said that Wallace was a prankster and made the giant footprints himself. Wallace’s wife admitted dressing up in a Bigfoot costume E_______________________ . Apparently, Ray Wallace enjoyed fooling people.

He told his Bigfoot stories for decades. However, Wallace certainly was not responsible for all the other reported sightings of Bigfoot. In fact, some people continue to report seeing the monster. Nonetheless, F_______________________ , his own son said, “Bigfoot is dead.”

1. to back up his story

2. named Ray Wallace

3. when Ray Wallace passed away

4. being one of them

5. according to the stories

6. as part of the hoax

7. said to live in the mountains of Nepal