Тест 74. 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. The beginning of animation
2. Language differences
3. Fewer than in real life
4. Important rules
5. Keep it simple
6. Different parts in one
7. Drawn secretly
8. The best drawn character

A. While all of the characters and places in Disney’s animation film “Hercules” have Greek names, there’s one character that doesn’t: Hercules! Like “Mars” is for “Ares” and “Neptune” is for “Poseidon”, “Hercules” is actually the Roman name for the Greek figure “Heracles”. If the movie was consistent, the movie’s main character and title would be “Heracles”. However, Disney executives chose the Roman “Hercules” because they said it was more familiar to the general public.

B. In 1888, French scientist Charles-Emile Reynaud invented a device called the Theatre Optique. It could project a strip of pictures onto a screen. Reynaud painted individual images onto flexible strips of gel to run through the projection system. He made three animated short films to demonstrate his invention. The first was a 12-15 minute film called “Poor Pierrot”, which was shown in 1892. Some consider this to be the first animated movie.

C. The most common mistake which beginner animators make when they think of a story idea is that their plot is too detailed and long. It’s great to have an imagination and visualization of an epic storyline that involves lots of characters and several plot lines. But it’s important to keep in mind that the time frame and the available resources are usually limited. For a beginner, it’s more sensible to work on a story that is not too complicated and easy to follow.

D. One of the most difficult tasks in making “Beauty and the Beast” film was the animation of the beast. In the end, the character’s face and body represented a combination of several animals. Glen Keane, an experienced Disney animator, included the mane of a lion, the beard and head shape of a buffalo, the tusks and nose bridge of a wild boar, the strongly-muscled brows of a gorilla, the legs and tail of a wolf, and the big and bulky body of a bear.

E. A lot of cartoon characters have four fingers on their hands instead of five. The reason is simple – hands with four fingers are easier to draw and animate. Cartoon characters are always simplified versions of their real life equivalents. Four-fingered hand saves a lot of time in animating and it really does not make any difference to us while watching. It all started with the very first Mickey Mouse cartoon. Walt Disney said that this was both an artistic and financial decision.

F. Animators have hidden representations of Mickey Mouse in most of the Disney films and all of the parks. It started as a joke between Walt Disney and other animators and became a tradition carried out for decades. “Hidden Mickeys” usually consist of three circles drawn to represent Mickey’s head and ears, but sometimes they draw Mickey in a crowd scene. Nowadays people have made a game out of searching for Hidden Mickeys in Disney movies.

G. Disney’s Twelve Basic Principles of Animation is a set of principles of animation introduced by the Disney animators Ollie Johnston and Frank Thomas in their 1981 book “The Illusion of Life: Disney Animation”. Johnston and Thomas based their book on the work of the leading Disney animators, and their effort to produce more realistic animations. The book and some of its principles have been adopted by some traditional studios. Many people call it the “Bible of animation”.

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.

Saint Petersburg A city of palaces and museums, broad avenues and narrow canals, St. Petersburg’s short history is rich in architectural and artistic treasures. Alongside world-famous attractions such as the Hermitage and St. Isaac’s Cathedral, the city has a lot of equally interesting buildings ___ (A). St. Petersburg is considered to be Russia’s cultural capital. It reflects the country’s extraordinary fate like no other city.

St. Petersburg is a relatively young city, by both Russian and European standards, as ___ (B). Despite its short life, the city has a rich history. From the early days of Peter the Great to modern times, the city has always bustled with life and intrigue.

Lying across the delta of the Neva River, St. Petersburg, the Venice of the North, is a city ___ (C), some of which are well-known for their unique history. Bridges are an essential part of the city’s architectural make-up. Among the city’s over 500 bridges, there are numerous technological masterpieces. The centre of the city offers vast areas of green space, ___ (D).

St. Petersburg is a beautiful and fascinating holiday destination and one ___ (E). Whether to visit the city in a romantic and snowy Russian winter ___ (F), visitors will be spellbound by St. Petersburg’s culture and beauty.

1. that is built on hundreds of islands
2. or during the dazzling white nights in summer
3. it was only founded in 1703 by Tsar Peter the Great
4. or considering a variety of the trip accommodation offers
5. that reveal the mysterious and tragic genius of St. Petersburg
6. of the most intriguing and historically significant cities in Europe
7. including beautiful historic gardens and extensive leisure parks

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. ⇓

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.”

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?

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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. ⇓

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.”

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.

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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. ⇓

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.”

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.

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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. ⇓

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.”

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.

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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. ⇓

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.”

The word “relish” in paragraph 8 “ younger pupils relish the opportunity ” means ...
1) enjoy.
2) ignore.
3) envy.
4) inspire.

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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. ⇓

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.”

The word “they” in paragraph 8 “ admit they are happier” refers to ...
1) younger pupils.
2) restrictions.
3) teenagers.
4) teachers.

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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. ⇓

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.”

Ian Young believes that the 21st century demands that a teacher becomes more
1) creative.
2) hardworking.
3) entertaining.
4) informative.

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