Тест 69. Чтение. ЕГЭ по английскому языку

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

1. Too many neighbours
2. Various uses
3. Environment-friendly
4. Not according to the plan
5. Made of rock
6. Built to annoy
7. A house from a book
8. Uncomfortable to be in

A. The Heliotrope is Germany’s first eco and energy-friendly house. Designed by architect Rolf Disch, this is the first PlusEnergy house in the world. The architect created this house as his private residence in 1994. This house produces more energy than it uses and the energy it produces is emissions free. The house rotates to track the sunlight and harness maximum energy of the sun in the form of heat and light.

B. If you wish to trouble your neighbours, the Skinny House is a nice idea. It was originally built as a Spite House – to upset the neighbours. Located in the North End of Boston, Massachusetts, this house is the narrowest house in the city. There is no clear evidence to support the reason of its construction. However, according to a legend, one of the neighbors built it to block the sunlight and air of another neighbour.

C. Nikolai Smirnov began building this ‘wooden skyscraper’ in Arkhangelsk with the intention of making it only a two-story building. But a trip to see wooden houses in Japan and Norway convinced him that he hadn’t used roof space efficiently enough, so he kept building. “First I added three floors but then the house looked strange, like a mushroom,” he said. “So I added another and it still didn’t look right so I kept going. What you see today is a happy accident.”

D. Polish businessman and philanthropist Daniel Czapiewski built The Upside Down House as a statement about the end of the world. The house stands on its roof while visitors walk on the ceilings. It took 114 days to build because the workers were so disoriented by the angles of the walls. It certainly attracts its fair share of tourists to the tiny village of Szymbark, who often become dizzy after just a few moments inside.

E. It seems a crazy idea, but it is a house. The Stone House is situated in the Fafe mountains of Portugal. Sandwiched between two stones the house is said to have been inspired by the American “Flintstones” cartoon series. Although it may seem rustic, there are some amenities, which include a fireplace and a swimming pool – carved out of one of the large stones. The house draws many tourists every year.

F. The Hobbit House in Wales sure makes for some delightful photographs! It’s not surprising since a photographer is responsible for creating this house. With some help from his father-in-law, he was able to build this house using all natural materials and only $5,200. His goal was to create a living space that resembled houses from the fantasy novel “Lord of the Rings”, and within 4 months the dream was a reality.

G. Berlin-based architect Van Bo Le-Mentzel has created “One Square Metre House” – probably the smallest house in the world. It’s a wooden structure, which uses only one square meter of space and can be used as a dwelling place, mobile kiosk or even an extra room inside your apartment. Because of the flipping mechanism, it can be used both vertically or horizontally. It consists of a wooden frame, slide window and a lockable door.

A	B	C	D	E	F	G

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

Europe’s best hidden gems There are incredible destinations in Europe known worldwide, such as Amsterdam and its canals, London and its museums, its shopping and atmosphere, or Paris, the City of Light. Europe also has thousands of hidden treasures. There is a wide selection of the finest unknown destinations in Europe, from Lugano in Switzerland ___ (A).

Lugano is an international city, the crossroads and melting pot of European culture. It constitutes one of the most interesting regions to be discovered. Lugano is not only Switzerland’s third most important financial centre, ___ (B) old buildings.

The area of Cinque Terre in Italy represents one of the best preserved natural sights of the Mediterranean. Human activity has contributed to creating a unique landscape in which the development of typical stone walls is so extensive ___ (C). All this, ___ (D), makes the Cinque Terre an increasingly popular location among Italian and foreign tourists.

Sintra is a jewel set between the mountains and the sea, waiting to be discovered by tourists ___ (E), luxuriant nature and cosmopolitan cultural offer. Sintra has a wonderful charm that left a deep impression on the soul and work of the writers ___ (F). Sintra is truly the capital of Romanticism. It is a place to be experienced by everyone!

1. but showed evidence of an early human housing
2. to Cinque Terre in Italy and Sintra in Portugal
3. as to equal that of the famous Great Wall of China
4. but also a town of parks and flowers, villas and
5. who want to be lost in its majestic historical heritage
6. combined with the beauty of a crystal clear sea
7. who pioneered the Romantic spirit in the eighteenth century

A	B	C	D	E	F

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3) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

Quest to Learn school is unusual because the students there
1) learn to play videogames professionally.
2) learn who videogames were designed by.
3) play videogames instead of learning.
4) learn through videogame-based tasks.

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4) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

According to the text, videogames outperform teachers at
1) giving students challenging tasks.
2) keeping students’ attention.
3) preparing students for standardized tests.
4) entertaining students.

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5) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

The word they in “They drop kids into complex problems ” (paragraph 3) refers to
1) teachers.
2) tests.
3) students.
4) games.

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6) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

Which of the following statements about studying at Quest to Learn is NOT true, according to paragraph 5?
1) Its curriculum is based on the New York State curriculum.
2) At Quest to Learn students study four main subjects.
3) Students learn by putting new knowledge into practice.
4) Group work is one of the main forms of learning.

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7) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

In paragraph 5, the task to gather information on Athens (“Kids learn more ”) is probably an example of how students study
1) maths.
2) English.
3) game design.
4) history.

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8) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

According to Katie Salen, learning to design videogames
1) prepares students for their future careers.
2) teaches students to use their imagination.
3) motivates students to study bioinformatics.
4) helps students to make video instructions.

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9) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Game theory An 11-year-old boy taps furiously on a laptop, blasting enemies as he goes through a maze. They wipe him out before he can reach the end – game over. Frustrated, he opens the game’s programming window, changes the gravity setting, and this time beats the baddies. Victory!

This could be the future of American education, and that’s not necessarily a bad thing. The Quest to Learn school opened last September in Manhattan, welcoming the first class of sixth-graders who will learn almost entirely through videogame-inspired activities, an educational strategy designed to keep kids engaged and prepare them for high-tech careers.

Ever since Pong, videogames have outperformed teachers in one key way: They command attention for hours. “Games are exceptionally good at engaging kids,” says Quest’s main designer Katie Salen, a game designer and technology professor at the New School University. “They drop kids into complex problems where they fail and fail, but they try again and again.” She knew, though, that when kids face tough problems in school, they sometimes just give up, which is partly why only a third of eighth-graders earn ‘proficient’ math scores on national assessment tests.

With this in mind, three years ago Salen started the Institute of Play, a nonprofit collaboration of game designers and learning experts who create games to teach school material. After successful tests in city classrooms, the group worked with the New York City Department of Education to open Quest to Learn.

This year’s 72-student class is split into four groups that rotate through five courses during the day: Codeworlds (math/English), Being, Space and Place (social studies/English), The Way Things Work (math/science), Sports for the Mind (game design), and wellness (health/PE). Instead of slogging through problem sets, students learn collaboratively in group projects that require an understanding of subjects in the New York State curriculum. The school’s model draws on 30 years of research showing that people learn best when they’re in a social context that puts new knowledge to use. Kids learn more by, say, pretending to be Spartan spies gathering intel on Athens than by memorizing facts about ancient Greece.

Most sixth-graders don’t expect to ever need to identify integers, but at Quest, it’s the key to a code-breaking game. In another class, when creatures called Troggles needed help moving heavy objects the class made a video instructing how long a ramp they should build to minimize the force they needed to apply. “They’re picking concepts up as well as, if not better than, at other schools,” says Quest’s math and science teacher Ameer Mourad. Beyond make-believe, Quest is the first middle school to teach videogame design. Salen says building games teaches students about complex systems, which will prepare them for growing fields such as bioinformatics.

The plan is for this class to attend Quest through high school, adding more sixth-graders every year. Although students must pass the annual standardized tests that all public students do to keep a school open, educators so far are impressed.

Salen has pilot studies to back up that risk; however, she won’t know if the school prepares kids for real-world success until the first class graduates. But Quest has already proved itself in one area: The kids love it. “It’s fun,” says student Nadine Clements. Her least favourite part of school? “Dismissal.”

According to the writer, how well Quest to Learn prepares students for the real life will be known
1) when new students start the school.
2) after students pass their end-of-the-year tests.
3) after the graduation of the first class of students.
4) when educators and government have approved it.

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