Муниципальный этап всероссийской олимпиады школьников по английскому языку, 2014 г.

7-8 классы

Part 1. Listening Comprehension

Task 1. You will hear a conversation. For items 1-5, decide whether the statements marked 1-5 True (A) or False (B) according to the text you hear. You will hear the recording only once.

1. The movie starts at 2:35.

2. The girl’s mother won’t go with them because she’s at a meeting.

3. After the movie they’ll go for a stroll.

4. The girl wants to go to the beach.

5. They are not going to have dinner at home.

Task 2. Listen to the text and choose the best answer A, B or C to questions 6-13 according to what you hear. You will hear the recording twice.

6. Where was Randall Davis Born?

A In the state of Indiana.

B In Venezuela.

C in Utah.

7. What did Randall major in when he was at Brigham Young University?

A Spanish.

B Japanese.

C Spanish education and TESOL.

8. Where does he work now?

A Japan.

B Utah.

C Spain.

9. What is the most important thing for Randall?

A His family.

B His work.

C Achieving his goals.

10. How many children does Randall have?

A Two.

B Three.

C Four.

11. Why does Randall like talking to his children on their hikes?

A There’s no TV and the Internet.

B He seldom sees them because of his work.

C They spend most of their time at school.

12. What does Randall say about telling stories?

A It can be a challenging activity.

B It’s boring.

C It’s easy.

13. What is Randall’s opinion about life problems?

A They seldom have problems.

B They talk to each other openly and solve problems together.

C They don’t like to face challenges.

Reading Comprehension

Task 1. Read the following newspaper article. Six sentences have been removed from the article. Choose from the sentences (A-G) the one which fits each gap (1-6) best of all. There is one extra sentence, which you do not need to use.

The Window

 There were once two men, both seriously ill, in the same small room of a great hospital.

1. _______________

One of the men, as part of his treatment, was allowed to sit up in bed for an hour in the afternoon (something to do with draining the fluid from his lungs). His bed was next to the window. But the other man had to spend all his time flat on his back.        2) _____________ .

 The window apparently overlooked a park where there was a lake. There were ducks and swans in the lake, and children came to throw them bread and sail model boats. Young lovers walked hand in hand beneath the trees, and there were flowers and stretches of grass, games of softball. 3) ____________ The man on his back would listen to the other man describe all of this, enjoying every minute. He heard how a child nearly fell into the lake, and how beautiful the girls were in their summer dresses.

 His friend’s descriptions eventually made him feel he could almost see what was happening outside.

 Then one fine afternoon, the thought struck him: Why should the man next to the window have all the pleasure of seeing what was going on? Why shouldn’t he get the chance? 4) __________.  He’d do anything!

 One night as he stared at the ceiling, the other man suddenly woke up, coughing and choking, and his hands groping for the button that would bring the nurse running. 5) ___________ In the morning, the nurse found the other man dead, and quietly took his body away.

 As soon as it seemed decent, the man asked if he could be switched to the bed next to the window. 6) ____________ The minute they left, he propped himself up on one elbow, painfully and laboriously, and looked out the window.

 It faced a blank wall.

A  He felt ashamed, but the more he tried not to think like that, the worse he wanted a change.

B Every afternoon when the man next to the window was propped up for his hour, he would pass the time by describing what he could see outside.

C So they moved him, tucked him in, and made him quite comfortable.

D And at the back, behind the fringe of trees, was a fine view of the city skyline.

E Quite a small room, it had one window looking out on the world.

F But the man watched without moving – even when the sound of breathing stopped.

G However, he could not see anything.

Task 2. Read the following text and answer questions 7-15 by choosing А, В, C, or D. Give only one answer to each question.

How I Became an Athlete

                                            By Jesse Owens

One of the most wonderful moments in my life was standing waiting to be awarded my forth gold medal at the 1936 Olympic Games.

And as I stood there, my thoughts raced back to a time when it seemed impossible that I would ever run like other boys and girls, let alone run in the Olympics. It began one night when I was six.

“What’s that strange bump on your leg, Jess?” my mother asked me as I was getting into bed.

“Gee, I don’t know, Ma,” I answered. “It doesn’t hurt much”.

So we didn’t pay any more attention to it then. But as the days passed, the bump began to get bigger and to hurt. Finally I was limping. Then the day came when I could no longer walk.

Where we lived in the Deep South at that time, there were few doctors, and my family couldn’t even afford secondhand crutches. So my mother took it upon herself to get me well. She tried every home remedy she knew. She massaged my leg and made me walk on it, even if it hurt to do so. And she somehow fed me like a king on the day laborer’s salary of my father.

Until one day, the bump started getting smaller! And then finally, when I was nine years old, it went away completely.

Maybe it was because I was so thankful to have two legs again like all my classmates that I took up running. Of course, the schoolhouse I went back to was just one room, and we had no gym or equipment. So I simply ran across the fields and down the roads. That was harder than the way athletes train today. But, in the long run, it turned out better for me because, when we moved to Cleveland, it was so easy to run on the smooth streets and flat floors of the gym where we exercised. I found that I was faster than the other boys, and I was looking forward to junior high when I would really have a chance to join a team.

But fate seemed to have other plans again. My father became ill. My mother had to go to work. And when I wasn’t in school, I had to shine shoes instead of run in them. Then my father got better but had trouble finding work. Just when I thought I would have time to run again, I had to go on shining shoes and delivering groceries on Saturday and on Sunday after church.

It was a hard time for me but it passed, and finally I was entering junior high. I’ll never forget that first day – the day I met the Fairmont School coach, Charles Riley. My mother had given me a healthy pair of legs by never giving up when everyone else said that I was doomed to be a cripple. Now Mr. Riley showed me how to use those legs – and the spirit that makes them move even more than blood and muscles do.

7. When did Jess Owens start to remember his childhood trouble?

1. When he was watching an award ceremony.
2. When he was given a medal for victory in Olympics.
3. When he was waiting to be awarded  his forth gold medal.
4. When he was six.

8. What happened to Jess when he was six?

1. He broke his leg.
2. His leg started to hurt very much.
3. He became unable to walk long distances.
4. He got a bump on his leg.

9. Why did Jess’ mother treat him herself?

1. She knew a lot of remedies.
2. The doctors refused to help him.
3. The family didn’t have enough money for doctors.
4. She didn’t trust the doctors from Deep South.

10. What did Jess’ mother do to get him well?

1. She gave him good crutches.
2. She fed him well and treated the bump every day she could.
3. She spent his father’s salary for remedies.
4. She didn’t allow him to walk very much.

11. What did Jess start to do when he got well?

1. He began to practice in athletics.
2. He began to make equipment for sports.
3. He started to make all his classmates run.
4. He paid more attention to his work at school.

12. Why did Jess have to exercise in the fields and on roads?

1. He didn’t like flat floors.
2. It was easier to run there.
3. There were no facilities at school.
4. He liked to train on the streets.

13. Why did Jess start shining shoes?

1. He wanted to run in shining shoes.
2. He had to help his family.
3. He liked it better than delivering groceries.
4. He had to do this instead of his ill father.

14. What happened on Jess’ first day in junior high school?

1. He started to train with a real coach.
2. He met new classmates.
3. He had to leave his mother.
4. He realized that he was no longer a cripple.

15. What was the most important thing that Charles Riley taught Jess?

1. to keep legs healthy.
2. to run very fast.
3. to be a real sportsman.
4. to strengthen muscles.

USE OF ENGLISH

Task 1. For questions, 1-7 read the text The Guests. Solve the crossword puzzle by replacing the underlined words or word combinations with their synonyms.

The Guests

A young man and his wife were on a trip to visit his mother. Usually they        (1 across) came  in time for supper, but they had had a late start, and now it was getting dark, so they decided to look for a place to stay overnight and (3 down) go in a car on in the morning.

 Just off the road, they saw a small house in the woods. "Maybe they rent rooms," the wife said. So they stopped to ask. An elderly man and woman came to the door. They didn't rent rooms, they said, but they would be glad to have them stay overnight as their guests. They had plenty of room, and they would enjoy the company. The old woman made coffee and brought out some cake, and the four of them talked for a while. Then the young couple were taken to their room. They tried to (2 across) beg urgently on paying for this, but the old man said he would not       (6 across) take any money.

 The young couple got up early the next morning, before their hosts had awakened. They left an envelope with some money in it on a table near the front door, to pay for the room. Then they went on to the next town. They stopped at a     (4 down) an eating house and had breakfast. When they told the owner where they had stayed, he was (5 down) struck with fear. "That can't be," he said. "That house burned to the ground, and the man and the woman who lived there (7 across) passed away in the fire."

The young couple could not believe it. So they went back to the house. Only now there was no house. All they found was a burnt-out shell. They stood staring at the ruins trying to understand what had happened. Then the woman screamed: In the rubble was a badly burned table, like the one they had seen by the front door and on the table was the envelope they had left that very morning.

Task 2. Use the words given in brackets to form words that lexically and grammatically fit the blanks.

Robert Louis Stevenson was a poet and a 8. __________________ (write). He is the author of the 9. _________________(fame) book “Treasure Island”. He was an only child and was very often ill in bed. He loved his nurse very much, she was the best friend of his 10. ____________________ (child). He began to dictate his poems even before he could write, at the age of six. When the weather was bad, little Robert stayed in bed, but he did not 11. __________________ (complaint). He made up adventures and was quite happy. Sometimes he pretended that he was in the Land of Story-books or made up games with his soldiers and other toys. As a school boy, when he went for walks, he always took a copy-book in which he tried to express his 12. ___________________(impress) of people and places. When he grew up, he did the same when he travelled and wrote many 13.  ___________________ (interest) books about his adventures.

Task 3. Open the brackets using tenses correctly.

14. Jack usually wears sandals but when I last saw him he __________________ (wear) boots.

15. I _____________________ (not see) Mary for two years. I wonder where she is.

16. Marcus ______________________ (break) his leg in a skiing accident last year.

17. We _________________________ (fish) for three hours but we haven’t caught enough fish yet.

18. ‘How often ___________ you _____________ (use) a computer?’

    ‘Every day’.

19. Someone _______________________ (knock) on the door. Shall I answer it?

20. This time next month I ______________________________ (sit) on a beach.

21. If he __________________________ (read) in bad light, he’ll ruin his eyes.

22. ‘I can’t sleep very well. __________ this dog __________________ (bark)

 every night?’

‘Yes, I have the same problem. Do you think you should complain about it?’

Writing

This is part of a letter from your English pen friend.

… I often have arguments with my mum about what clothes to buy and wear. She doesn’t like the things I choose and says that they are flashy and don’t suit me at all. But most of my friends wear such clothes and we really like them. Have you ever argued with your parents about what clothes to wear? What clothes do you prefer? Is being fashionable important to you? What do you think I should do to make my mum respect my choice?

By the way, we have a new teacher at school ….

 Write back to Lucy. In your letter

 ● answer her questions;

● ask her three questions about her new teacher.

Write 120-160 words.

Remember the rules of letter writing.

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YOU CAN USE THE REVERSE SIDE

Методические рекомендации по проведению муниципального этапа всероссийской олимпиады школьников по английскому языку

7-8 классы 2014

ВНИМАНИЕ! В аудиторию запрещено вносить любые средства мобильной связи (мобильные телефоны, пейджеры и т.п. техника), плееры и др.

ЗАПРЕЩАЕТСЯ использование словарей и справочной литературы!

Рассаживать участников следует таким образом, чтобы они не видели работы других участников.

Все инструкции для участников перед проведением письменных конкурсов даются на русском языке.

Перед началом письменных конкурсов старший член жюри в аудитории проводит общий инструктаж. В инструктаже обязательно должны быть отмечены следующие моменты:

1. Перед началом письменного конкурса объявить:

• О продолжительности конкурса.

Рекомендуемое время: 1 час 30 минут.

Listening and reading comprehension: 30 минут.

Use of English: 30 минут.

Writing: 30 минут.

• Выходить во время конкурса из аудитории не рекомендуется. Выход в туалет разрешен только по одному. На это время участник сдает свою работу дежурным членам жюри. На листе ответов делается запись о времени отсутствия. Если во время конкурса у участника возникнут вопросы, можно поднять руку и ждать, когда подойдет член жюри и ответит на вопрос участника. Члены жюри не могут отвечать на вопросы, связанные с текстом задания. Во время конкурса Listening нельзя выходить из аудитории и задавать любые вопросы.

2.        После общей вводной части члены жюри раздают листы ответов (в конкурсе Writing задание написано на листе ответов). Старший член жюри в аудитории проводит инструктаж по порядку оформления листов ответов:

• На листе ответов указываются: № участника.
• На листе ответов категорически запрещается указывать фамилии, делать рисунки или какие-либо отметки.
• Бумага для черновиков раздается только в конкурсе Writing, в остальных конкурсах в качестве черновика может быть использован лист с заданием.
• Письменная работа пишется только черными или синими чернилами. Запрещены красные, зеленые и т.п. Нельзя писать карандашом и делать карандашные отметки в тексте.
• Сокращать в письменной работе ничего нельзя. Все сокращения будут расценены как орфографические ошибки.
• Писать следует разборчиво, спорные случаи (о/а) трактуются не в пользу участника.
• Никаких замазываний корректирующей жидкостью, стираний делать не следует. Если необходимо исправить, то можно аккуратно зачеркнуть неправильный ответ.

3.        После инструкций по заполнению листа ответов раздается текст с заданием и на доске пишется время начала конкурса.

4. За 15  и за 5 минут до окончания работы:

• Напомнить об оставшемся времени и предупредить о необходимости тщательной проверки работы.
• Напомнить, что членам жюри должны быть сданы листы ответов, тексты заданий/ черновики.
• Напомнить, что все ответы должны быть перенесены в листы ответов, так как тексты заданий/ черновики не проверяются.
• Строго следить, чтобы не были вынесены из аудитории тексты заданий, листы ответов и черновики.

При сдаче работ тщательно проверить:

• наличие всех выданных листов ответов.
• наличие всех выданных текстов заданий.
• отсутствие посторонних пометок в листе ответов.

Олимпиада по английскому языку состоит из 4 частей:

1. конкурс понимания прослушанного текста (Listening Comprehension);
2. конкурс понимания письменного текста (Reading Comprehension);
3. лексико-грамматический тест (Use of English);
4. конкурс письменной речи (Writing).

За каждый правильный ответ участник получает один балл. Таким образом, олимпиада оценивается следующим образом:

Listening Comprehension – 13 баллов;

Reading Comprehension – 15 баллов;

Use of English – 22 балла;

Writing – 15 баллов.

Максимальное количество баллов – 65.

Учащиеся заносят свои ответы в бланки ответов (Answer sheet), которые выдаются каждому участнику олимпиады. Задание из раздела Writing выполняется на бланке самого задания. Ни на бланке ответов (Answer sheet), ни на бланке задания из раздела Writing фамилия и имя учащегося НЕ пишутся. Каждый участник вписывает свой идентификационный номер, который ему присваивается до написания олимпиады.

Орфографические ошибки в заданиях учитываются, при наличии орфографической ошибки в листе ответов балл за правильный ответ не начисляется.

Часть 1. Конкурс понимание прослушанного текста (Listening Comprehension)

При проверке понимания прослушанного текста (раздел Listening) необходимо:

1. дать участникам 1 минуту для ознакомления с первым заданием;
2. включить  запись (дорожка № 1);
3. дать участникам 20 секунд просмотреть свои ответы;
4. дать участникам 1 минуту для ознакомления со вторым заданием;
5. включить  запись (дорожка № 2);
6. дать участникам 20 секунд просмотреть свои ответы;
7. включить запись (дорожка № 2) второй раз;
8. дать участникам 2 минуты, чтобы перенести ответы в бланк ответов.

Часть 2. Конкурс понимания письменного текста (Reading Comprehension)

Участникам олимпиады предлагаются задания на соотнесение и определения верных и ложных утверждений.

В текстах может содержаться до 2-3 % незнакомых слов, незнание которых не должно препятствовать пониманию текста и выполнению заданий.

Часть 3. Лексико-грамматический тест (Use of English)

Данная часть включает задания на решение кроссворда, словообразование, формообразование.

Часть 4. Конкурс письменной речи (Writing)

В задании письменного тура учащимся предлагается написать письмо другу объемом в 120 - 160 слов. На выполнение задания отводится 30 минут.    

Предлагаемый жанр задания письменной работы проверяет навыки написания  продуктивного письма, умение грамотно, логически и последовательно описывать события, проявляя при этом оригинальность в изложении своих мыслей.

При оценке письменной работы учитываются следующие критерии: содержание, композиция, лексика, грамматика и орфография (см. шкалу с критериями оценивания части 'Writing').

ВНИМАНИЕ! Проверка письменных работ включает следующие этапы:

1) фронтальная проверка одной (случайно выбранной и отксерокопированной для всех членов жюри) работы;

2) обсуждение выставленных оценок с целью выработки сбалансированной модели проверки;

3) индивидуальная проверка работ: каждая работа проверяется в обязательном порядке двумя членами жюри независимо друг от друга (каждый член жюри получает чистую копию работы без каких-либо пометок). В случае значительного расхождения выставленных оценок (5 баллов и более), назначается еще одна проверка, «спорные» работы проверяются и обсуждаются коллективно.

За превышение  объема письма не более чем на 10 % баллы не снижаются. В том случае, если письменная работа участника имеет менее 40% от указанного в задании объема, работа не оценивается, т.к. коммуникативная задача считается невыполненной (подробнее см. критерии оценивания).

Подведение итогов:

Для каждого участника полученные баллы за каждый конкурс суммируются (13+15+22+15=65).

Победителем является тот участник, который набрал наибольшую сумму баллов.

Критерии оценки выполнения заданий Раздела 4 «Письмо»

Task 1.

Girl: Dad, I'm bored today. I want to go to a movie?

Dad: A movie today? Well, I don't know. Here. Let me look at the newspaper. Okay. Ah, here's a movie that starts in the afternoon at 2:45. Well, should we take mommy with us?

Girl: Yeah.

Dad: Okay, we have to wait for mommy because she's at a meeting right now.

Girl: Okay.

Dad: Alright. And what should we do after we see the movie?

Girl: Go on a walk.

Dad: Well, where would you like to go on a walk? Would you like to go down to the beach or through the park?

Girl: To the beach.

Dad: To the beach. Well, that sounds great. And then maybe we can go out to eat tonight. Does that sound okay?

Girl: Yeah.

Task 2.

My name's Randall Davis, and I'm originally from the state of Indiana in the United States. When I was 19 years old, I moved to Venezuela in South America, and later returned to the United States, where I attended Brigham Young University in the 1980s. I majored in Spanish education and TESOL, or teaching English as a second language. After graduating from college, my wife and I moved to Japan where we lived for eight years. Now, I work back in the States in Utah.

However, my greatest interests are my family. Years ago, I wanted to make something of myself in my profession . . . you know . . . get ahead in life. However, I realized that the most important things in life lived within the walls of my own home, and today, I try to put them first. My kids wouldn't remember me for the work I did outside of the home; they would only recall the moments we spent together.

Therefore, I enjoy spending time with my family. I have four children, and we go hiking and camping together, usually in Utah. On our hikes, we often talk about life, and I tell stories or share personal experiences. When I do this, I can focus on the kids without the distractions of video games or the Internet. Telling stories sounds easy, but when you have to think of a new story on a hot, 12-kilometer hike through the desert, you have come up with ideas off the top of your head.

Now, this doesn't mean we don't have problems; all families face challenges in their lives, and our family is no exception. However, we try to talk openly about our problems, and we try to solve our problems together. Building a strong family takes time, but it is worth the effort.