Тимо-Абитуриент. Английский язык № 4(4)/2010 ноябрь
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абі турієнт
39
ʋ 4(4)/2010
Тест у форматі ЗНО-2011
33 Ⱥ
ɉɚɫɢɜɧɚ ɮɨɪɦɚ (Past Participle) suited ɜɿɞ to suit ɜɠɢɜɚɽɬɶɫɹ ɡɿ ɡɧɚɱɟɧɧɹɦ «ɜɿɞɩɨɜɿɞɚɬɢ ɿɧɬɟɪɟɫɚɦ
ɬɚ ɡɞɿɛɧɨɫɬɹɦ ɜɫɬɭɩɧɢɤɿɜ» (well suited to the applicant’s interests and aptitudes). Ɏɨɪɦɚ matched
ɧɟ ɩɿɞɯɨɞɢɬɶ ɡɚ ɫɦɢɫɥɨɦ, ɛɨ ɞɿɽɫɥɨɜɨ to match ɦɚɽ ɡɧɚɱɟɧɧɹ «ɝɚɪɦɨɧɿɸɜɚɬɢ» («ɩɿɞɯɨɞɢɬɢɡɚɤɨɥɶɨɪɨɦ,
ɫɬɢɥɟɦ ɬɨɳɨ»); ɮɨɪɦɚ fi tted ɬɟɠ ɧɟɩɪɚɜɢɥɶɧɚ, ɛɨ ɞɿɽɫɥɨɜɨ to fi t ɦɚɽ ɡɧɚɱɟɧɧɹ «ɩɿɞɯɨɞɢɬɢɡɚɪɨɡɦɿɪɨɦ,
ɹɤ ɤɥɸɱ ɞɨ ɡɚɦɤɚ»; ɮɨɪɦɚ done ɜɿɞ to do (ɪɨɛɢɬɢ) ɧɟ ɜɿɞɩɨɜɿɞɚɽ ɤɨɧɬɟɤɫɬɭ.
34 ɋ
Ʉɨɧɬɟɤɫɬ ɜɢɦɚɝɚɽ ɮɨɪɦɢ look for (ɜɿɞɲɭɤɚɬɢ), ɹɤɚ ɪɨɡɤɪɢɜɚɽ ɨɞɧɭ ɿɡ ɰɿɥɟɣ ɿɧɬɟɪɜ’ɸ ɡɿ ɜɫɬɭɩɧɢ-
ɤɚɦɢ — ɜɿɞɲɭɤɚɬɢ ɫɜɿɞɱɟɧɧɹ ɫɚɦɨɦɨɬɢɜɚɰɿʀ, ɧɟɡɚɥɟɠɧɨɫɬɿ ɦɢɫɥɟɧɧɹ …(look for evidence of self-motiva-
tion, independent thinking). ȱɧɲɿ ɮɨɪɦɢ (to look up — ɞɢɜɢɬɢɫɹ ɜɝɨɪɭ; to look after — ɞɨɝɥɹɞɚɬɢ; to look
about — ɞɢɜɢɬɢɫɹ ɧɚɜɤɪɭɝɢ) ɧɟ ɩɿɞɯɨɞɹɬɶ ɡɚ ɫɦɢɫɥɨɦ.
35 ɋ
Ɏɨɪɦɚ ɞɿɽɩɪɢɤɦɟɬɧɢɤɚ ɬɟɩɟɪɿɲɧɶɨɝɨ ɱɚɫɭ (Present Participle Active) populating ɽ ɽɞɢɧɨ ɦɨɠɥɢɜɨɸ,
ɨɫɤɿɥɶɤɢ ɜɨɧɚ ɡɚɩɨɜɧɸɽ ɭ ɪɟɱɟɧɧɿ ɩɨɡɢɰɿɸ ɨɡɧɚɱɟɧɧɹ, ɳɨ ɫɥɿɞɭɽ ɡɚ ɿɦɟɧɧɢɤɨɦ Indians. Ɂɚɫɬɨɫɭɜɚɧɧɹ
ɮɨɪɦɢ populated (Past Simple ɜɿ
ɞ ɞɿɽɫɥɨɜɚ to populate) ɩɨɬɪɟɛɭɽ ɫɨɸɡɭ who, ɹɤɢɣ ɛɢ ɜɜɨɞɢɜ ɩɿɞɪɹɞɧɟ
ɨɡɧɚɱɚɥɶɧɟ ɪɟɱɟɧɧɹ. Ɏɨɪɦɚ were populating ɬɟɠ ɜɢɦɚɝɚɽ ɫɨɸɡɭ who. Ɏɨɪɦɚ populate, ɨɤɪɿɦ ɬɨɝɨ,
ɩɨɬɪɟɛɭɽ ɭɡɝɨɞɠɟɧɧɹ ɜ ɱɚɫɿ ɡ ɩɪɢɫɭɞɤɨɦ ɝɨɥɨɜɧɨɝɨ ɪɟɱɟɧɧɹ.
36 D
Ɏɨɪɦɚ ɞɿɽɩɪɢɤɦɟɬɧɢɤɚ ɦɢɧɭɥɨɝɨ ɱɚɫɭ (Past Participle) documented ɡɚɩɨɜɧɸɽ ɩɨɡɢɰɿɸ ɨɡɧɚɱɟɧɧɹ, ɹɤɟ
ɩɟɪɟɞɭɽ ɿɦɟɧɧɢɤɭ culture ɜ ɪɹɞɭ ɿɧɲɢɯ ɨɡɧɚɱɟɧɶ, ɜɢɪɚɠɟɧɢɯ ɩɪɢɤɦɟɬɧɢɤɚɦɢ oldest ɬɚ Indian. ȱɦɟɧɧɢɤ
document, ɹɤ ɿ ɣɨɝɨ ɩɪɢɫɜɿɣɧɚ ɮɨɪɦɚ document’s, ɡɚ ɫɦɢɫɥɨɦ ɧɟ ɦɨɠɟ ɜɠɢɜɚɬɢɫɹ ɭ ɮɭɧɤɰɿʀ ɨɡɧɚɱɟɧɧɹ
ɜɰɶɨɦɭɤɨɧɬɟɤɫɬɿ (*document/ document’s culture — ɤɭɥɶɬɭɪɚ ɞɨɤɭɦɟɧɬɭ); ɡɚɫɬɨɫɭɜɚɧɧɹ ɮɨɪɦɢ -ing
(documenting culture — ɤɭɥɶɬɭɪɚ, ɳɨ ɞɨɤɭɦɟɧɬɭɽ) ɬɟɠ ɧɟɦɨɠɥɢɜɟ, ɨɫɤɿɥɶɤɢ ɩɨɜɧɿɫɬɸ ɫɩɨɬɜɨɪɸɽ ɡɦɿɫɬ
ɪɟɱɟɧɧɹ.
37 A
ɇɟɨɡɧɚɱɟɧɢɣ ɡɚɣɦɟɧɧɢɤ few ɭɠɢɜɚɽɬɶɫɹ ɞɥɹ ɚɤɰɟɧɬɭɚɰɿʀ ɦɚɥɨʀ ɤɿɥɶɤɨɫɬɿ ɿɧɞɿɣɰɿɜ, ɹɤɿ ɩɨɯɨɞɹɬɶ
ɡȱɧɞɿʀ. Ɂɚɣɦɟɧɧɢɤ little ɧɟ ɩɿɞɯɨɞɢɬɶ, ɛɨ ɜɠɢɜɚɽɬɶɫɹ ɥɢɲɟ ɿɡ ɧɟɨɛɱɢɫɥɸɜɚɧɢɦɢ ɿɦɟɧɧɢɤɚɦɢ; ɡɚɫɬɨɫɭ-
ɜɚɧɧɹ none ɬɚ anyone ɫɭɩɟɪɟɱɢɬɶ ɥɨɝɿɰɿ (* none if any of them — ɧɿɯɬɨ ɡ ɧɢɯ, ɹɤɳɨ ɜɡɚɝɚɥɿ ɬɚɤɿ ɽ; *anyone
if any of them — ɛɭɞɶ-ɯɬɨ ɡ ɧɢɯ, ɹɤɳɨ ɜɡɚɝɚɥɿ ɬɚɤɿ ɽ).
38 ɋ
Ɏɨɪɦɚ Past Simple Passive was applied ɡɚɩɨɜɧɸɽ ɩɨɡɢɰɿɸ ɩɚɫɢɜɧɨɝɨ ɩɪɢɫɭɞɤɚ ɭ ɪɟɱɟɧɧɿ T
he name
“Indian” was applied fi rst to them by Christopher Columbus (ȱɦ’ɹ «ɿɧɞɿɚɧɟɰɶ» ɛɭɥɨ ɜɩɟɪɲɟ ɡɚɫɬɨɫɨɜɚɧɨ
ɏɪɢɫɬɨɮɨɪɨɦ Ʉɨɥɭɦɛɨɦ). Ɏɨɪɦɚ applied ɧɟɩɪɚɜɢɥɶɧɚ, ɛɨ ɜɢɦɚɝɚɽ ɚɤɬɢɜɧɨɝɨ ɩɿɞɦɟɬɚ—ɜɢɤɨɧɭɜɚɱɚ ɞɿʀ
(*The name “Indian” applied… — ȱɦ’ɹ «ɿɧɞɿɚɧɟɰɶ» ɡɚɫɬɨɫɭɜɚɥɨ…); has been applied ɬɚ is applied ɽ ɮɨɪɦɚɦɢ
ɬɟɩɟɪɿɲɧɶɨɝɨ ɱɚɫɭ, ɚ ɜ ɪɟɱɟɧɧɿ ɣɞɟɬɶɫɹ ɩɪɨ ɩɨɞɿʀ ɞɚɜɧɿɯ ɱɚɫɿɜ.
39 ȼ
Ɏɨɪɦɚ ɿɧɮɿɧɿɬɢɜɚ Present Simple Active (to be) ɡɚɩɨɜɧɸɽ ɜɿɞɩɨɜɿɞɧɭ ɩɨɡɢɰɿɸ ɤɨɧɫɬɪɭɤɰɿʀ «ɨɛ’ɽɤɬɧɢɣ
ɜɿɞɦɿɧɨɤ ɡ ɿɧɮɿɧɿɬɢɜɨɦ» (to regard something/somebody to be N/A — ɜɜɚɠɚɬɢ ɳɨɫɶ/ɤɨɝɨɫɶ; ɱɢɦɨɫɶ/
ɹɤɢɦɨɫɶ), ɬɨɦɭ ɜɫɿ ɿɧɲɿ ɮɨɪɦɢ ɽ ɧɟɩɪɚɜɢɥɶɧɢɦɢ.
40 D
ȯɞɢɧɨ ɦɨɠɥɢɜɨɸ ɮɨɪɦɨɸ ɽ sheep (ɦɧɨɠɢɧɚɜɿɞsheep — ɜɿɜɰɹ). Ɏɨɪɦɚ sheeps ɽ ɧɟɩɪɚɜɢɥɶɧɨɸ, ɛɨ sheep
ɭɬɜɨɪɸɽ ɦɧɨɠɢɧɭ ɧɟ ɡɚ ɩɪɚɜɢɥɨɦ, ɚ ɮɨɪɦɢ ships’ ɬɚ ship’s (ɜɿɞ ship — ɤɨɪɚɛɟɥɶ) ɧɟ ɩɿɞɯɨɞɹɬɶ ɡɚ ɫɦɢɫɥɨɦ.
41 ȼ
Ɏɨɪɦɚ to sail ɡɚɩɨɜɧɸɽ ɜɿɞɩɨɜɿɞɧɭ ɩɨɡɢɰɿɸ ɜ ɤɨɧɫɬɪɭɤɰɿʀ to be the fi rst N to do something (ɩɟɪɲɢɦ
ɳɨɫɶ ɡɪɨɛɢɬɢ), ɬɨɦɭ ɜɫɿ ɿɧɲɿ ɜɚɪɿɚɧɬɢ ɧɟɩɪɢɣɧɹɬɧɿ.
абі турієнт
40
ȺɇȽɅȱɃɋɖɄȺ ɆɈȼȺ
Тест у форматі ЗНО-2011
42 Ⱥ
Ɏɨɪɦɚ Past Simple swam ɽ ɩɪɚɜɢɥɶɧɨɸ, ɛɨ ɭɡɝɨɞɠɭɽɬɶɫɹ ɡ ɩɟɪɲɢɦ ɩɪɢɫɭɞɤɨɦ ɝɨɥɨɜɧɨɝɨ ɪɟɱɟɧɧɹ,
ɩɨɡɧɚɱɚɸɱɢ ɩɨɞɿɸ, ɳɨ ɫɥɿɞɭɜɚɥɚ ɡɚ ɩɨɞɿɽɸ, ɩɨɡɧɚɱɟɧɨɸ ɰɢɦ ɩɪɢɫɭɞɤɨɦ. Ɏɨɪɦɢ swim ɬɚ swims ɧɟ ɜɩɢ-
ɫɭɸɬɶɫɹ ɭ ɤɨɧɬɟɤɫɬ ɪɟɱɟɧɧɹ ɡɚ ɱɚɫɨɦ, ɚ ɮɨɪɦɚ swum — ɡɚ ɜɢɞɨɦ ɿ ɱɚɫɨɦ.
43 D
Ɂɚ ɤɨɧɬɟɤɫɬɨɦ ɩɪɨɩɭɫɤ 43 ɡɚɩɨɜɧɸɽɬɶɫɹ ɜɢɳɨɸ ɮɨɪɦɨɸ ɩɨɪɿɜɧɹɧɧɹ ɩɪɢɫɥɿɜɧɢɤɚ far (ɞɚɥɟɤɨ) —
farther. ȱɦɟɧɧɢɤ fur (ɯɭɬɪɨ) ɥɢɲɟ ɧɚɝɚɞɭɽ ɩɪɢɫɥɿɜɧɢɤ far ɡɚ ɮɨɪɦɨɸ; ɮɨɪɦɚ ɩɪɢɫɥɿɜɧɢɤɚ far (ɞɚɥɟɤɨ)
ɧɟ ɦɿɫɬɢɬɶ ɩɨɪɿɜɧɹɧɧɹ; ɮɨɪɦɚ ɩɨɪɿɜɧɹɧɧɹ ɩɪɢɫɥɿɜɧɢɤɚ further (ɞɚɥɟɤɨ) ɜɠɢɜɚɽɬɶɫɹ ɞɥɹ ɩɨɡɧɚɱɟɧɧɹ
ɱɚɫɭ, ɚɧɟɜɿɞɞɚɥɿ.
44 D
Ɏɨɪɦɚ Past Simple Passive was refused ɡɚɩɨɜɧɸɽ ɩɨɡɢɰɿɸ ɩɚɫɢɜɧɨɝɨ ɩɪɢɫɭɞɤɚ ɩɪɢ ɩɿɞɦɟɬɿ, ɜɢɪɚ-
ɠɟɧɨɦɭ ɡɚɣɦɟɧɧɢɤɨɦ he, ɡɿ ɡɧɚɱɟɧɧɹɦ «ɣɨɦɭ ɛɭɥɨ ɜɿɞɦɨɜɥɟɧɨ». ɉɚɫɢɜ ɬɟɩɟɪɿɲɧɶɨɝɨ ɱɚɫɭ Present Per-
fect Passive has been refused ɧɟ ɩɿɞɯɨɞɢɬɶ, ɛɨ ɤɨɧɬɟɤɫɬ ɜɢɦɚɝɚɽ ɮɨɪɦɢ ɦɢɧɭɥɨɝɨ ɱɚɫɭ; ɚɤɬɢɜɧɿ ɮɨɪɦɢ
ɦɢɧɭɥɨɝɨ ɱɚɫɭ had refused ɬɚ refused ɬɚɤɨɠ ɧɟ ɦɨɠɭɬɶ ɛɭɬɢ ɜɢɤɨɪɢɫɬɚɧɿ, ɛɨ ɤɨɧɬɟɤɫɬ ɜɢɦɚɝɚɽ ɩɚɫɢɜɧɨʀ
ɮɨɪɦɢ.
45 ɋ
Ɏɨɪɦɚ ɩɪɢɫɜɿɣɧɨɝɨ ɜɿɞɦɿɧɤɚ Ferdinand and Isabella’s ɽ ɽɞɢɧɨ ɩɪɚɜɢɥɶɧɨɸ ɡɚ ɤɨɧɬɟɤɫɬɨɦ, ɛ
ɨ ɨɡɧɚɱɚɽ,
ɳɨ Ʉɨɥɭɦɛ ɨɬɪɢɦɚɜ ɩɿɞɬɪɢɦɤɭ Ɏɟɪɞɿɧɚɧɞɚ ɣ ȱɡɚɛɟɥɢ, (ɩɪɢɱɨɦɭ ɜɨɧɢ ɜɢɫɥɨɜɢɥɢ ɰɸ ɩɿɞɬɪɢɦɤɭ
ɧɟ ɤɨɠɟɧ ɨɤɪɟɦɨ (ɭ ɰɶɨɦɭ ɪɚɡɿ ɩɨɬɪɿɛɧɨ ɛɭɥɨ ɛ ɜɠɢɬɢ Ferdinand’s and Isabella’s), ɚɪɚɡɨɦɹɤɽɞɢɧɟɰɿɥɟ).
Ɏɨɪɦɢ Ferdinand and Isabella ɬɚ Ferdinand’s and Isabella ɽ ɧɟɩɪɚɜɢɥɶɧɢɦɢ — ɩɟɪɲɚ ɬɨɦɭ, ɳɨ ɧɟ ɦɿɫɬɢɬɶ
ɩɪɢɫɜɿɣɧɨɝɨ ɜɿɞɦɿɧɤɚ, ɚɞɪɭɝɚ — ɬɨɦɭ, ɳɨ ɧɟ ɭɬɜɨɪɸɽ ɩɪɢɫɜɿɣɧɢɣ ɜɿɞɦɿɧɨɤ ɜɿɞ Isabella.
46 ɋ
Ɏɨɪɦɚ were laid ɡɚɩɨɜɧɸɽ ɩɨɡɢɰɿɸ ɩɚɫɢɜɧɨɝɨ ɩɪɢɫɭɞɤɚ ɩɪɢ ɩɿɞɦɟɬɿ, ɜɢɪɚɠɟɧɨɦɭ ɡɚɣɦɟɧɧɢɤɨɦ they
(his remains). Ɏɨɪɦɚ lay (Past Simple Active ɜɿɞ to lie (ɥɟɠɚɬɢ) ɚɛɨ Present Simple Active ɜɿɞ to lay (ɤɥɚɫɬɢ)
ɧɟ ɩɿɞɯɨɞɢɬɶ, ɛɨɤɨɧɬɟɤɫɬɜɢɦɚɝɚɽɩɚɫɢɜɧɨʀɮɨɪɦɢ; ɮɨɪɦɚ laid (Past Participle ɜɿɞ to lay) ɬɟɠ ɧɟɩɪɚ-
ɜɢɥɶɧɚ, ɛɨ ɜɢɦɚɝɚɽ ɞɿɽɫɥɨɜɚ-ɡɜ’ɹɡɤɢ. ɇɚɪɟɲɬɿ, lied (Past Simple Active ɜɿɞ to lie (ɛɪɟɯɚɬɢ) ɧɟ ɩɿɞɯɨɞɢɬɶ
ɡɚ ɫɦɢɫɥɨɦ.
47
ɍ ɪɟɱɟɧɧɿ ɩɪɨɩɭɳɟɧɨ ɞɿɽɫɥɿɜɧɢɣ ɤɨɦɩɨɧɟɧɬ ɩɚɫɢɜɧɨɝɨ ɩɪɢɫɭɞɤɚ (Past Participle). ȼɢɯɨɞɹɱɢɡɬɨɝɨ,
ɳɨ ɩɿɞɦɟɬɨɦ ɽ ɡɚɣɦɟɧɧɢɤ it, ɹɤɢɣ ɡɚɦɿɧɹɽ ɿɦɟɧɧɢɤ song (ɩɿ
ɫɧɹ), ɧɚɣɛɿɥɶɲ ɜɿɪɨɝɿɞɧɢɦ ɜɚɪɿɚɧɬɨɦ
ɡɚɩɨɜɧɟɧɧɹ ɩɪɨɩɭɫɤɭ ɽ ɞɿɽɫɥɨɜɚ (ɭ ɮɨɪɦɿ Past Participle), ɳɨ ɩɨɡɧɚɱɚɸɬɶ ɧɚɩɢɫɚɧɧɹ ɦɭɡɢɱɧɨɝɨ ɬɜɨɪɭ,
ɹɤ ɨɬ: composed, written, created.
48
ȱɡ ɤɨɧɬɟɤɫɬɭ ɡɪɨɡɭɦɿɥɨ, ɳɨɭɫɥɨɜɨɫɩɨɥɭɱɟɧɧɿin the late nineteenth __________ ɩɪɨɩɭɳɟɧɨ
ɩɨɡɧɚɱɟɧɧɹ ɱɚɫɭ ɧɚɩɢɫɚɧɧɹ ɩɿɫɧɿ. ɇɚɣɛɿɥɶɲ ɜɿɪɨɝɿɞɧɢɦ ɜɚɪɿɚɧɬɨɦ ɡɚɩɨɜɧɟɧɧɹ ɩɪɨɩɭɫɤɭ ɽ ɫɥɨɜɨ cen-
tury (ɫɬɨɥɿɬɬɹ).
49
ɍɪɟɱɟɧɧɿThey composed a __________ (ȼɨɧɢ ɧɚɩɢɫɚɥɢ) ɩɪɨɩɭɳɟɧɨ ɞɨɞɚɬɨɤ — ɧɟɜɿɞɨɦɨ, ɳɨ
ɫɚɦɟ ɜɨɧɢ ɧɚɩɢɫɚɥɢ. ɉɪɨɬɟ ɡ ɩɨɩɟɪɟɞɧɶɨɝɨ ɤɨɧɬɟɤɫɬɭ ɡɪɨɡɭɦɿɥɨ, ɳɨ ɦɨɜɚ ɣɞɟ ɩɪɨ ɩɿɫɧɸ. ȼɿɞɬɚɤ ɽɞɢɧɨ
ɦɨɠɥɢɜɢɦ ɜɚɪɿɚɧɬɨɦ ɜɿɞɩɨɜɿɞɿ ɽ ɫɥɨɜɨ song.
50
ɍɪɟɱɟɧɧɿA simple melody and lyrics that even a child of three __________ sing without hesitation
ɩɪɨɩɭɳɟɧɨ ɤɨɦɩɨɧɟɧɬ ɫɤɥɚɞɧɨɝɨ ɞɿɽɫɥɿɜɧɨɝɨ ɩɪɢɫɭɞɤɚ — ɦɨɞɚɥɶɧɟ ɞɿɽɫɥɨɜɨ + ɿɧɮɿɧɿɬɢɜ ɛɟɡ ɱɚɫɬɤɢ
to (ɚɞɠɟ ɿɧɮɿɧɿɬɢɜ ɛɟɡ ɱɚɫɬɤɢ to ɦɨɠɟ ɫɥɿɞɭɜɚɬɢ ɥɢɲɟ ɡɚ ɦɨɞɚɥɶɧɢɦ ɞɿɽɫɥɨɜɨɦ). Ɂɚ ɫɦɢɫɥɨɦ ɧɚɣɛɿɥɶɲ
ɩɿɞɯɨɞɢɬɶ ɦɨɞɚɥɶɧɟ ɞɿɽɫɥɨɜɨ can ɚɛɨ could (ɩɪɨɫɬɚ ɦɟɥɨɞɿɹ ɿ ɫɥɨɜɚ, ɹɤɿ ɧɚɜɿɬɶ ɞɢɬɢɧɚ ɬɪɶɨɯ ɪɨɤɿɜ ɦɨɠɟ
(ɦɨɝɥɚ ɛ) ɡɚɫɩɿɜɚɬɢ ɛɟɡ ɜɚɝɚɧɶ).
абі турієнт
41
ʋ 4(4)/2010
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
Варіант № 1
І. ЧИТАННЯ
ɉɪɨɱɢɬɚɣɬɟ ɬɟɤɫɬ ɿ ɫɤɥɚɞɿɬɶ ɩɢɫɶɦɨɜɢɣ ɩɟɪɟɤɚɡ ɨɛɫɹɝɨɦ 5—6 ɪɟɱɟɧɶ.
CHRISTMAS
For most British families Christmas usually follows a familiar pattern: children waking up excitedly before
dawn; wrapping paper strewn around the fl oor as presents are ripped open; crackers and their awful jokes, paper
hats and terrible toys; turkey – or maybe goose – with roasties, stuffi ng, pigs in blankets; lots of booze; piles
of washing up; the Queen; board games; charades; probably the odd family argument or two.
But spare a thought for the almost one in ten Britons who had a different sort of day — one that involved
waking up, getting ready and heading out to work. After all, not j everything in the country came to a standstill
on Christmas Day. There were hospitals that needed running, cabs that needed driving, hotels that needed
staffi ng and, of course, churches that needed leading.
In fact, according to a study from the communications company Skype, 5.8 million people were at work
on Christmas Day – and that is just a fraction of those working over the Christmas period. The research also
revealed that 23.2 million worked on Christmas Eve and another 11 million yesterday, on Boxing Day. This
week 18.9 million are preparing to be back at work on the New Year’s Eve.
Among them are doctors, nurses, waiters, bar staff, shop assistants, ambulance drivers, vicars, charity
workers, pilots, cleaners, journalists and radio DJs, police offi cers, call-centre workers and so on. Not to mention
the workforce entertaining families on Christmas breaks.
The Observer spoke to a few of those working on Friday. An ambulance technician in Blackpool who ate
turkey in a hospital canteen; a priest in Oxford who led her service and entertained dozens of locals; a cabbie
in London who helped to ensure her regulars got to spend the day with their relatives.
The Vicar
It is, perhaps, no surprise that Rev Margreet Armitstead was working on Friday: Christmas Day is one of the
busiest of the year for the Oxford priest. She woke up at 6.45 a.m. in her vicarage close to Littlemore Church,
and spent some time with her husband, and two teenage children.
By 9.15 a.m. Armitstead had made her way to the local school, where she opened up to allow a chef to start
roasting the turkey for the annual community lunch. Later on, they would serve a ’big family meal’ to more
than 60 people. From there she quickly headed back to her church to start the Christmas service at 10 a.m. Each
member of the congregation was given a tiny cloth bag and asked to use their imagination to place their hopes
for the next year, thanks for the last, or prayers for others into the bags. They then attached the white bags
to a Christmas tree in the middle of the church.
«It looked beautiful», said Armitstead. «The tree was transformed into one of hope, thanksgiving and
prayers».
The priest set up the community lunch in 2004 when she saw a message scrawled on a Chinese takeaway
board. It read: «I had a horrible Christmas. We had a piece of toast and that is all we had». She wanted to make
sure that no one in Littlemore felt alone at Christmas again. «It is simple: we had a big family meal prepared
by a professional cook. There was a turkey and all the trimmings and there was bingo, a raffl e, Father Christmas
and presents». There was also a piano, a bass guitar and a clarinet. As the group waited for deserts, they began
belting out Christmas carols.
From www.quardian.co.uk
абі турієнт
42
ȺɇȽɅȱɃɋɖɄȺ ɆɈȼȺ
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
II. ПИСЬМО
ȼɢɤɨɧɚɣɬɟ ɡɚɜɞɚɧɧɹ ɭ ɮɨɪɦɿ ɩɢɫɶɦɨɜɨɝɨ ɩɨɜɿɞɨɦɥɟɧɧɹ ɨɛɫɹɝɨɦ ɧɟ ɛɿɥɶɲɟ 15 ɪɟɱɟɧɶ.
Ɉɩɢɲɿɬɶ ɫɢɫɬɟɦɭ ɨɫɜɿɬɢ ɜ ɍɤɪɚʀɧɿ.
ƒ ɓɨ ɽ ɧɚɣɜɚɠɥɢɜɿɲɢɦ ɞɥɹ ɫɭɱɚɫɧɢɯ ɭɱɧɿɜ?
ƒ ɑɢ ɡɚɞɨɜɨɥɶɧɹɽ ȼɚɫ ɪɿɜɟɧɶ ɫɭɱɚɫɧɨʀ ɲɤɿɥɶɧɨʀ ɨɫɜɿɬɢ?
ƒɓɨ, ɧɚ ȼɚɲɭ ɞɭɦɤɭ, ɧɟɨɛɯɿɞɧɨ ɡɦɿɧɢɬɢ?
абі турієнт
43
ʋ 4(4)/2010
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
Варіант № 2
І. ЧИТАННЯ
ɉɪɨɱɢɬɚɣɬɟ ɬɟɤɫɬ ɿ ɫɤɥɚɞɿɬɶ ɩɢɫɶɦɨɜɢɣ ɩɟɪɟɤɚɡ ɨɛɫɹɝɨɦ 5—6 ɪɟɱɟɧɶ.
YELLOWSTONE NATIONAL PARK
Yellowstone is a geological smoking gun that illustrates how violent the Earth can be. One event oversha-
dows all others Some 640,000 years ago, an area many miles square at what is now the centre of the park sud-
denly exploded. In minutes the landscape was devas tated. Fast-moving ash fl ows covered thousands of square
miles. At the centre only a smouldering caldera remained a collapsed crater 45 by 30 miles. At least two other
cata clysmic events preceded this one. Boiling hot springs, fumaroles, mud spots, and geysers serve as remin-
ders that another could occur.
Yellowstone, however, is much more than hot ground and gushing steam. Located astride the Continental
Divide, most of the park occupies a high plateau surrounded by mountains and drained by several rivers. Park
boundaries enclose craggy peaks, alpine lakes, deep canyons, and vast forests. In 1872, Yellowstone became
the world’s fi rst national park, the result of great foresight on the part of many people about our eventual need
for the solace and beauty of wild places.
In early years, what made Yellowstone stand out was the extravaganza of geysers and hot springs. The wild
landscape and the bison, elk, and bears were nice but, after all, America was still a pioneer country fi lled with
scenic beauty and animals.
As the West was settled, however, Yellowstone’s importance as a wildlife sanctuary grew. The list of park
animals is a compendium of Rocky Mountain fauna: elk, bison, mule deer, bighorn sheep, grizzly bears, black
bears, wolves, moose, pronghorn, coyotes, moun tain lions, beaver, trumpeter swans, eagles, ospreys, white
pelicans, and more.
During the summer of 1988, fi re touched many sections of the park, in some areas dra matically chang-
ing the appearance of the landscape. Yet not one major feature was destroyed. The geysers, waterfalls, and
herds of wildlife are still here. Many places show no impact at all, while those that are regenerating benefi t
both vegetation and animal life. Side by side, burned areas and nonburned areas provide an intriguing study
in the causes and effects of fi re in wild places. Yellowstone has witnessed bigger natural events than this and
may well again.
Of far greater concern to environmentalists than the fi res are the impact of the increasing numbers of visi-
tors, the threatened grizzly bear population, and, on nearby lands, the planned development of natural resource
projects. Cooperative management between the park and the six forests that make up the greater Yellowstone
ecosystem is essential if wildlife and thermal features are to survive.
More than half of the 3 million annual visitors come in July and August. In September and early October,
the weather is good, the visitors are few, and the wildlife is abundant. In May and June, you can see newborn
animals, but the weather may be cold, wet, and even snowy. Between about November through April most park
roads are closed to vehicles.
During the winter season, from mid-December to mid-March, Yellowstone becomes a fantasy of steam and
ice; facilities are limited but suffi cient. Only the road between the North and Northeast Entrances stays open to
cars, but snowmobiling is permitted on some groomed roads. Heated snow coaches offer tours and give cross-
country skiers access to about 50 miles of groomed trails.
From nationalgeographic.com
абі турієнт
44
ȺɇȽɅȱɃɋɖɄȺ ɆɈȼȺ
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
II. ПИСЬМО
ȼɢɤɨɧɚɣɬɟ ɡɚɜɞɚɧɧɹ ɭ ɮɨɪɦɿ ɩɢɫɶɦɨɜɨɝɨ ɩɨɜɿɞɨɦɥɟɧɧɹ ɨɛɫɹɝɨɦ ɧɟ ɛɿɥɶɲɟ 15 ɪɟɱɟɧɶ.
ȼɢ ɡɚɤɿɧɱɭɽɬɟ ɲɤɨɥɭ ɣ ɩɥɚɧɭɽɬɟ ɩɪɨɞɨɜɠɢɬɢ ɫɜɨɽ ɧɚɜɱɚɧɧɹ ɚɛɨ ɩɪɚɰɸɜɚɬɢ.
ƒ əɤɭ ɩɪɨɮɟɫɿɸ ȼɢ ɦɪɿɽɬɟ ɨɩɚɧɭɜɚɬɢ?
ƒ ɓɨ ɞɥɹ ɰɶɨɝɨ ɩɨɬɪɿɛɧɨ ɡɪɨɛɢɬɢ?
ƒ ɇɚɩɢɲɿɬɶ ɩɪɨ ɫɜɨʀ ɩɥɚɧɢ ɧɚ ɦɚɣɛɭɬɧɽ.
абі турієнт
45
ʋ 4(4)/2010
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
Варіант № 3
І. ЧИТАННЯ
ɉɪɨɱɢɬɚɣɬɟ ɬɟɤɫɬ ɿ ɫɤɥɚɞɿɬɶ ɩɢɫɶɦɨɜɢɣ ɩɟɪɟɤɚɡ ɨɛɫɹɝɨɦ 5—6 ɪɟɱɟɧɶ.
THE HISTORY OF CINEMA
In 1932, Technicolor arrived. Coming only fi ve years after the sound revolution, it made cinema more
popular than ever. So popular, in fact, that the next 20 years are often called the Hollywood's «golden age».
In the 30s and 40s, millions queued every week to see fi lms produced by the top studios. These included
Paramount, Warner Brothers and — most successful of all — Metro Goldwyn Mayer.
MGM’s motto was «more stars than there are in heaven». This referred to the «family» of fi lm stars who
had contracts with the studio. (In those days actors only worked for one company.) During the 30s and 40s,
MGM’s family included the Marx Brothers, Greta Garbo, Jean Harlow, Clark Gable, Joan Crawford, Spencer
Tracy, Judy Garland, Gene Kelly and others.
It was an impressive list, but only one of several. All the other «dream factories» had stables of top box-offi ce
names, too. In fact, competition was an important part of Hollywood’s success. The reason was simple. Each
studio wanted to make bigger, better fi lms than its rivals. After 1948, though, movie tycoons like Louis B Mayer
began to face another kind of competition. And this time it wasn’t from inside the cinema industry — it was
from outside. American TV revolution began in the years following the Second World War. At fi rst Hollywood
didn’t worry. After all — what was there to worry about? John Logie Baird’s invention only produced small,
black and white pictures. It was a gimmick. It wouldn’t last. But as more and more people bought sets, cinema
queues began to get shorter. And not just 5 or 10 per cent shorter. By the early 50s, weekly audiences had been
cut in half to 50 millions. Clearly the movie industry had a serious problem on its hands.
Studio bosses tried to solve the problem in several different ways.
Basically, then, the Hollywood studios competed with television by making movies bigger, better and
more realistic. Some of their ideas succeeded, others failed. But what really saved the cinema industry wasn’t
a technical development at all — it was another 50s’invention — teenagers.
Movies and youth culture discovered each other in the mid-50s with two key fi lms — Rebel Without
A Cause (1955), starring James Dean, and Rock Around The Clock (1956), starring early pop idol Bill Haley.
For Hollywood it was a turning point.
These days, cinema and television live side by side. The movie industry didn’t collapse in the 50s and 60s.
But cinema audience — fi gures are still low compared to 50 years ago. In Britain, for example, most people
only see one or two fi lms per year. In Europe it’s three or four and in America six or seven. Because of this,
modern movie-making has become very different from how it was in Louis B Mayor’s time.
For example:
— Hollywood has more competition from international fi lm-makers now than ever before.
— Enormous 'picture palaces' with one screen are being replaced by «multi-screen» cinemas.
— There are still large studios, but the old 'studio system' (with groups of stars working for one company)
has disappeared.
— Modern fi lms have three lives instead of one. First, they appear in the cinema, then on video, and fi nally
they're shown on TV.
From Art & Media
абі турієнт
46
ȺɇȽɅȱɃɋɖɄȺ ɆɈȼȺ
Курс підготовки до ДПА і ЗНО-2011
Контрольна робота у форматі ДПА
II. ПИСЬМО
ȼɢɤɨɧɚɣɬɟ ɡɚɜɞɚɧɧɹ ɭ ɮɨɪɦɿ ɩɢɫɶɦɨɜɨɝɨ ɩɨɜɿɞɨɦɥɟɧɧɹ ɨɛɫɹɝɨɦ ɧɟ ɛɿɥɶɲɟ 15 ɪɟɱɟɧɶ.
ȼɜɚɠɚɽɬɶɫɹ, ɳɨ ɞɿɬɢ ɩɨɜɢɧɧɿ ɩɪɢɫɥɭɯɚɬɢɫɹ ɞɨ ɞɭɦɤɢ ɛɚɬɶɤɿɜ.
ƒ ɑɢ ɩɨɝɨɞɠɭɽɬɟɫɹ ȼɢ ɡ ɰɢɦ ɬɜɟɪɞɠɟɧɧɹɦ?
ƒ ɑɢ ɩɪɢɫɥɭɯɚɽɬɟɫɹ ȼɢ ɨɫɨɛɢɫɬɨ ɞɨ ɩɨɪɚɞ ɫɬɚɪɲɢɯ ɥɸɞɟɣ?
ƒ ɑɢ ɡɚɜɠɞɢ, ɧɚ ȼɚɲ ɩɨɝɥɹɞ, ɛɚɬɶɤɿɜɫɶɤɿ ɩɨɪɚɞɢ ɞɨɩɨɦɚɝɚɸɬɶ ɞɿɬɹɦ? ɑɢ ɜɜɚɠɚɽɬɟ ȼɢ ɭɹɜɥɟɧɧɹ
ɛɚɬɶɤɿɜ ɩɪɨ ɫɭɱɚɫɧɢɣ ɫɜɿɬ ɡɚɫɬɚɪɿɥɢɦɢ?
абі турієнт
47
ʋ 4(4)/2010
Курс підготовки до ДПА і ЗНО-2011
ɓɨ ɬɚɤɟ TOEFL?
TOEFL — ɰɟ ɚɛɪɟɜɿɚɬɭɪɚ, ɳɨ ɪɨɡɲɢɮɪɨɜɭɽɬɶ-
ɫɹ ɹɤ Test of Englɿsh as a Foreɿgn Language. ɐɟɣ
ɦɿɠɧɚɪɨɞɧɢɣ ɿɫɩɢɬ ɨɰɿɧɸɽ ɨɫɧɨɜɧɿ ɧɚɜɢɱɤɢ ɜɨɥɨ-
ɞɿɧɧɹ ɚɧɝɥɿɣɫɶɤɨɸ ɦɨɜɨɸ ɹɤ ɿɧɨɡɟɦɧɨɸ. ɇɚɹɜɧɿɫɬɶ
ɫɟɪɬɢɮɿɤɚɬɚ TOEFL — ɭɦɨɜɚ ɞɥɹ ɜɫɬɭɩɭ ɞɨ ɛɿɥɶɲ
ɧɿɠ 2400 ɤɨɥɟɞɠɿɜ ɿ ɭɧɿɜɟɪɫɢɬɟɬɿɜ ɋɒȺ, Ʉɚɧɚɞɢ
ɬɚ ɿɧɲɢɯ ɤɪɚʀɧ (ɡɚ ɜɢɧɹɬɤɨɦ, ɹɤɳɨ ɭ ȼɚɫ ɽ ȺȺ ɜɿɞ
ɚɦɟɪɢɤɚɧɫɶɤɨɝɨ ɤɨɥɟɞɠɭ). Ȼɟɡ TOEFL ȼɚɦ ɥɟɞɶ
ɭɞɚɫɬɶɫɹ ɜɡɹɬɢ ɭɱɚɫɬɶ ɭ ɩɪɨɝɪɚɦɚɯ ɡɚɤɨɪɞɨɧɧɨɝɨ
ɫɬɚɠɭɜɚɧɧɹ ɬɚ ɜ ɧɚɜɱɚɧɧɿ ɡɚ ɩɪɨɝɪɚɦɚɦɢ ɆȼȺ.
ɋɟɪɬɢɮɿɤɚɬ TOEFL ɜɢɡɧɚɽɬɶɫɹ ɧɟ ɥɢɲɟ ɭ ɜɢɳɢɯ
ɧɚɜɱɚɥɶɧɢɯ ɡɚɤɥɚɞɚɯ, ɚɥɟ ɣ ɭ ɛɿɡɧɟɫ-ɫɬɪɭɤɬɭɪɚɯ
ɿ ɧɚɭɤɨɜɢɯ ɰɟɧɬɪɚɯ ɪɿɡɧɢɯ ɤɪɚʀɧ ɫɜɿɬɭ, ɭ ɬɨɦɭ ɱɢɫɥɿ
ɿ ɭ ȼɟɥɢɤɿɣ Ȼɪɢɬɚɧɿʀ.
ɍɩɟɪɲɟ ɜ ɩɪɚɤɬɢɤɭ ɰɟɣ ɿɫɩɢɬ ɭɜɿɣɲɨɜ ɭ 1964 ɪ.
ȱɡ 24 ɜɟɪɟɫɧɹ 2005 ɪ. ɭ ɋɒȺ ɧɚ ɡɦɿɧɭ TOEFL cBT
(Computer-based Test) ɛɭɜ ɡɚɩɭɳɟɧɢɣ ɧɨɜɢɣ ɮɨɪ-
ɦɚɬ ɬɟɫɬɭ — TOEFL ɿBT (ȱnternet-based Test). ɉɪɨ-
ɬɹɝɨɦ 2006 ɪ. ɭɫɿ ɤɪɚʀɧɢ ɩɟɪɟɣɲɥɢ ɧɚ ɰɟɣ ɮɨɪɦɚɬ.
Ⱥɛɪɟɜɿɚɬɭɪɚ iBT ɪɨɡɲɢɮɪɨɜɭɽɬɶɫɹ ɹɤ Internet-ba-
sed Test. TOEFL iBT ɩɟɪɟɞɛɚɱɚɽ ɬɟɫɬɭɜɚɧɧɹ ɿɧɬɟɝ-
ɪɨɜɚɧɢɯ ɧɚɜɢɱɨɤ. ɐɟ ɨɡɧɚɱɚɽ, ɳɨ ɝɪɚɦɚɬɢɤɚ ɛɭɞɟ
ɬɟɫɬɭɜɚɬɢɫɹ ɧɟ ɱɟɪɟɡ ɨɤɪɟɦɭ ɫɟɤɰɿɸ, ɚ ɱɟɪɟɡ ɭɫɿ
ɿɧɲɿ. Ʉɪɿɦ ɬɨɝɨ, ɛɭɞɟ ɩɪɨɬɟɫɬɨɜɚɧɨ ȼɚɲɭ ɡɞɚɬɧɿɫɬɶ
ɝɨɜɨɪɢɬɢ ɚɧɝɥɿɣɫɶɤɨɸ. ȱɫɩɢɬ
ɫɤɥɚɞɚɽɬɶɫɹ ɿɡ ɱɨɬɢ-
ɪɶɨɯ ɨɛɨɜ’ɹɡɤɨɜɢɯ ɪɨɡɞɿɥɿɜ — Speaking, Listening,
Reading ɿ Writing. ɉɪɚɜɨ ɨɰɿɧɸɜɚɬɢ ɪɟɡɭɥɶɬɚɬɢ ɨɮɿ-
ɰɿɣɧɨɝɨ ɬɟɫɬɭ ɦɚɽ ɬɿɥɶɤɢ ɚɦɟɪɢɤɚɧɫɶɤɚ ɨɪɝɚɧɿɡɚɰɿɹ
Educational Testing Service (ETS). ɉɟɪɟɜɿɪɹɸɬɶɫɹ
ɜɨɧɢ ɚɧɨɧɿɦɧɨ, ɬɨɦɭ ɛɭɞɶ-ɹɤɚ ɮɨɪɦɚ ɩɿɞɤɭɩɭ ɬɚ
ɿɧɲɿ ɜɚɪɿɚɧɬɢ ɬɢɫɤɭ ɧɚ ɫɭɞɞɿɜ ɜɢɤɥɸɱɟɧɿ. Ɋɨɡɫɢɥɤɭ
ɩɿɞɫɭɦɤɨɜɢɯ ɩɪɨɬɨɤɨɥɿɜ ɩɨ ɭɧɿɜɟɪɫɢɬɟɬɚɯ ɬɚɤɨɠ
ɡɞɿɣɫɧɸɽ ETS.
TOEFL — ɿɫɩɢɬ ɫɩɟɰɢɮɿɱɧɢɣ. ɉɨ-ɩɟɪɲɟ, ɰɟ
ɟɤɡɚɦɟɧ ɡ ɚɦɟɪɢɤɚɧɫɶɤɨʀ ɚɧɝɥɿɣɫɶɤɨʀ ɦɨɜɢ ɡ ɭɫɿɦɚ
ɝɪɚɦɚɬɢɱɧɢɦɢ ɣ ɥɟɤɫɢɱɧɢɦɢ ɧɸɚɧɫɚɦɢ, ɳɨ ɜɢ-
ɩɥɢɜɚɸɬɶ ɿɡ ɧɟʀ. ɉɨ-ɞɪɭɝɟ, TOEFL ɦɚɽ ɥɢɲɟ ɞɜɨ-
ɪɿɱɧɢɣ ɬɟɪɦɿɧ ɞɿɣɫɧɨɫɬɿ. Ȼɿɥɶɲɿɫɬɶ ɤɨɥɟɞɠɿɜ ɜɨ-
ɥɿɸɬɶ ɦɚɬɢ ɨɫɬɚɧɧɸ ɿɧɮɨɪɦɚɰɿɸ ɩɪɨ ȼɚɲ ɪɿɜɟɧɶ
ɚɧɝɥɿɣɫɶɤɨʀ, ɿ ɬɨɦɭ ɚɞɦɿɧɿɫɬɪɚɰɿɹ ɦɨɠɟ ɩɨɩɪɨɫɢɬɢ
ȼɚɫ ɩɪɟɞ’ɹɜɢɬɢ TOEFL, ɡɞɚɧɢɣ ɧɟ ɛɿɥɶɲɟ 4-6 ɦɿɫɹ-
ɰɿɜ ɬɨɦɭ. ɉɨ-ɬɪɟɬɽ, TOEFL ɧɟ ɦɨɠɧɚ «ɡɚɜɚɥɢɬɢ»,
ɬɨɦɭ ɳɨ ɰɟ ɫɤɨɪɿɲɟ ɧɟ ɿɫɩɢɬ, ɚ ɚɬɟɫɬɚɰɿɹ, ɹɤɚ ɩɪɨ-
ɫɬɚɜɥɹɽɬɶɫɹ ɜ ɛɚɥɚɯ, ɿ ȼɚɦ ɛɭɞɟ ɩɨɬɪɿɛɧɨ ɧɟ ɩɪɨ-
Освіта без меж
ɫɬɨ ɫɤɥɚɫɬɢ TOEFL, ɚɥɟ ɣ ɧɚɛɪɚɬɢ ɩɟɜɧɭ ɤɿɥɶɤɿɫɬɶ
ɨɱɨɤ ɞɥɹ ɬɨɝɨ ɳɨɛ ȼɚɫ ɩɪɢɣɧɹɥɢ ɜ ɬɨɣ ɱɢ ɿɧɲɢɣ
ɤɨɥɟɞɠ. Ʉɨɠɟɧ ɤɨɥɟɞɠ ɱɢ ɭɧɿɜɟɪɫɢɬɟɬ ɜɢɦɚɝɚɽ ɜɿɞ
ɫɬɭɞɟɧɬɿɜ ɫɜɿɣ ɪɟɡɭɥɶɬɚɬ (ɡɚɡɜɢɱɚɣ ɰɟ 190—220 ɛɚ-
ɥɿɜ ɞɥɹ ɤɨɦɩ’ɸɬɟɪɧɨɝɨ ɜɚɪɿɚɧɬɚ ɚɛɨ 520—560 ɛɚ-
ɥɿɜ ɞɥɹ ɩɢɫɶɦɨɜɨɝɨ ɜɚɪɿɚɧɬɚ ɬɟɫɬɭ).
Ɉɫɨɛɥɢɜɨɫɬɿ TOEFL ɿBT
Ƚɪɚɦɚɬɢɱɧɿ ɫɬɪɭɤɬɭɪɢ ɨɰɿɧɸɸɬɶɫɹ ɜɢɯɨɞɹɱɢ
ɡ ɭɦɿɧɧɹ ɫɬɭɞɟɧɬɿɜ ɜɢɤɨɪɢɫɬɨɜɭɜɚɬɢ ʀɯ ɭ ɪɨɡɞɿ-
ɥɚɯ Speaking, Writing ɿ ɜɦɿɧɧɹ ɪɨɡɩɿɡɧɚɜɚɬɢ ʀɯ ɩɪɢ
ɱɢɬɚɧɧɿ ɫɤɥɚɞɧɢɯ ɚɤɚɞɟɦɿɱɧɢɯ ɬɟɤɫɬɿɜ ɭ ɪɨɡɞɿɥɿ
Reading.
ɍ ɪɨɡɞɿɥɿ Writing ɩɟɪɟɞɛɚɱɟɧɨ ɧɚɩɢɫɚɧɧɹ ɞɜɨɯ
ɟɫɟ. Ɉɞɧɟ ɡ ɧɢɯ ɽ ɧɨɜɢɣ «ɿɧɬɟɝɪɨɜɚɧɢɣ» ɬɢɩ ɡɚɜɞɚɧ-
ɧɹ: ɩɪɨɱɢɬɚɬɢ ɧɟɜɟɥɢɤɢɣ ɬɟɤɫɬ ɿ ɩɪɨɫɥɭɯɚɬɢ ɥɟɤ-
ɰɿɸ ɧɚ ɨɞɧɭ ɿ ɬɭ ɠ ɬɟɦɭ. ȱɧɮɨɪɦɚɰɿɹ, ɩɪɟɞɫɬɚɜɥɟɧɚ
ɜ ɥɟɤɰɿʀ, ɚɛɨ ɩɟɪɟɛɭɜɚɽ ɜ ɩɪɨɬɢɪɿɱɱɿ, ɚɛɨ ɞɨɩɨɜɧɸɽ/
ɪɨɡ’ɹɫɧɸɽ ɿɧɮɨɪɦɚɰɿɸ, ɨɬɪɢɦɚɧɭ ɡ ɬɟɤɫɬɭ ɞɥɹ ɩɪɨ-
ɱɢɬɚɧɧɹ. ɉɿɞ ɱɚɫ ɱɢɬɚɧɧɹ ɿ ɩɪɨɫɥɭɯɨɜɭɜɚɧɧɹ ɞɨ-
ɡɜɨɥɹɽɬɶɫɹ ɪɨɛɢɬɢ ɩɨɡɧɚɱɤɢ. ɍ ȼɚɫ ɛɭɞɟ 3 ɯɜɢɥɢ-
ɧɢ, ɳɨɛ ɩɪɨɱɢɬɚɬɢ ɬɟɤɫɬ, ɳɨ ɦɿɫɬɢɬɶ ɩɪɢɛɥɢɡɧɨ
200—220 ɫɥɿɜ, ɿ 20 ɯɜɢɥɢɧ, ɳɨɛ ɧɚɩɢɫɚɬɢ ɧɟɜɟɥɢ-
ɤɟ ɟɫɟ ɜɿɞ 150 ɞɨ 225 ɫɥɿɜ.
ɍ ɪɨɡɞɿɥɿ Listening ɩɨɞɚɧɨ ɞɜɿ ɱɚɫɬɢɧɢ: ɞɨɜɝɿ
ɞɿɚ
ɥɨɝɢ, ɳɨ ɽ ɠɢɜɨɸ ɪɨɡɦɨɜɧɨɸ ɦɨɜɨɸ, ɿ ɱɨɬɢɪɢ
ɥɟɤɰɿʀ, ɞɜɿ ɡ ɹɤɢɯ ɫɭɩɪɨɜɨɞɠɭɸɬɶɫɹ ɤɨɦɟɧɬɚɪɹɦɢ
ɫɬɭɞɟɧɬɿɜ.
Ɋɨɡɞɿɥ Speaking ɜɤɥɸɱɚɽ 6 ɩɢɬɚɧɶ, ɜɿɞɩɨɜɿ-
ɞɚɸɱɢ ɧɚ ɹɤɿ, ȼɢ ɛɭɞɟɬɟ ɝɨɜɨɪɢɬɢ ɜ ɦɿɤɪɨɮɨɧ. ɇɚ-
ɞɚɽɬɶɫɹ 50 ɫɟɤɭɧɞ ɞɥɹ ɱɢɬɚɧɧɹ ɬɟɤɫɬɭ ɩɚɪɚɝɪɚɮɚ,
ɩɿɫɥɹ ɩɪɨɫɥɭɯɨɜɭɜɚɧɧɹ ɥɟɤɰɿʀ — 20 ɫɟɤɭɧɞ ɧɚ ɫɤɥɚ-
ɞɚɧɧɹ 60-ɫɟɤɭɧɞɧɨʀ ɩɪɨɦɨɜɢ. ɑɚɫ ɧɟ ɧɚɤɨɩɢɱɭɽɬɶ-
ɫɹ, ɬɨɛɬɨ ɧɟ ɦɨɠɧɚ ɜɢɤɨɪɢɫɬɚɬɢ ɱɚɫ, ɡɟɤɨɧɨɦɥɟɧɢɣ
ɧɚ ɨɞɧɨɦɭ ɩɢɬɚɧɧɿ, ɞɥɹ ɜɿɞɩɨɜɿɞɿ ɧɚ ɿɧɲɟ.
ɑɚɫ ɫɤɥɚɞɚɧɧɹ ɿɫɩɢɬɭ — 4 ɝɨɞɢɧɢ.
ɉɨɪɚɞɢ ɡ ɩɿɞɝɨɬɨɜɤɢ ɞɨ ɫɤɥɚɞɚɧɧɹ ɿɫɩɢɬɭ
əɤ ɩɪɚɜɢɥɨ, ɡɚɧɹɬɬɹ ɡ ɩɿɞɝɨɬɨɜɤɢ ɞɨ ɦɿɠɧɚɪɨɞ-
ɧɨɝɨ ɿɫɩɢɬɭ TOEFL ɩɪɨɜɨɞɹɬɶɫɹ ɿɧɞɢɜɿɞɭɚɥɶɧɨ ɚɛɨ
ɜ ɦɿɧɿɝɪɭɩɚɯ. ȱɧɬɟɧɫɢɜɧɿɫɬɶ ɜɢɡɧɚɱɚɽɬɶɫɹ ɫɚɦɢɦ
ɫɥɭɯɚɱɟɦ ɡɚɥɟɠɧɨ ɜɿɞ ɧɟɨɛɯɿɞɧɢɯ ɬɟɪɦɿɧɿɜ ɨɞɟɪ-
ɠɚɧɧɹ ɫɟɪɬɢɮɿɤɚɬɚ. Ɍɪɢɜɚɥɿɫɬɶ ɩɿɞɝɨɬɨɜɤɢ ɡɚɥɟ-
ɠɢɬɶ ɜɿɞ ɩɨɬɨɱɧɨɝɨ ɦɨɜɧɨɝɨ ɪɿɜɧɹ ɣ ɦɨɠɟ ɫɤɥɚɫɬɢ
ɰɿɥɢɣ ɪɿɤ, ɚɦɨɠɟ — ɥɢɲɟ ɩɚɪɭ ɦɿɫɹɰɿɜ. ɍ ɤɨɠɧɨ-
ɦɭ ɜɢɩɚɞɤɭ ɩɪɚɰɹ ɦɚɽ ɛɭɬɢ ɫɟɪɣɨɡɧɨɸ. ɋɚɦɨɫɬɿɣ-
ɧɚ ɩɿɞɝɨɬɨɜɤɚ ɽ ɩɪɚɤɬɢɱɧɨ ɧɟɩɪɢɣɧɹɬɧɨɸ ɮɨɪɦɨɸ
ГОТУЄМОСЯ ДО СКЛАДАННЯ TOEFL
абі турієнт
48
ȺɇȽɅȱɃɋɖɄȺ ɆɈȼȺ
Курс підготовки до ДПА і ЗНО-2011
Тест у форматі ЗНО-2010
ɧɚɜɱɚɧɧɹ. ɉɟɪɟɜɚɠɧɚ ɛɿɥɶɲɿɫɬɶ ɬɢɯ, ɯɬɨ ɭɫɩɿɲɧɨ
ɫɤɥɚɜ ɿɫɩɢɬ, ɜɿɞɡɧɚɱɚɸɬɶ, ɳɨ ɛɿɥɶɲ ɟɮɟɤɬɢɜɧɢɦɢ
ɽ ɡɚɧɹɬɬɹ ɡ ɧɨɫɿɽɦ ɚɦɟɪɢɤɚɧɫɶɤɨʀ ɚɧɝɥɿɣɫɶɤɨʀ.
əɤɳɨ ɭ ȼɚɫ ɧɟɩɨɝɚɧɿ ɡɧɚɧɧɹ ɚɧɝɥɿɣɫɶɤɨʀ, ɩɿɞ
ɱɚɫ ɫɚɦɨɫɬɿɣɧɢɯ ɡɚɧɹɬɶ ɨɫɧɨɜɧɭ ɭɜɚɝɭ ɩɪɢɞɿɥɿɬɶ
«ɜɿɞɱɭɬɬɸ» ɱɚɫɭ. ɋɩɨɫɬɟɪɿɝɚɣɬɟ ɡɚ ɬɢɦ, ɫɤɿɥɶɤɢ
ɱɚɫɭ ȼɚɦ ɧɟɨɛɯɿɞɧɨ ɳɨɛ ɡɪɨɛɢɬɢ 60-ɫɟɤɭɧɞɧɭ
ɩɪɨɦɨɜɭ ɚɛɨ ɧɚɩɢɫɚɬɢ 30-ɯɜɢɥɢɧɧɭ ɜɿɞɩɨɜɿɞɶ ɧɚ
ɩɨɫɬɚɜɥɟɧɟ ɡɚɩɢɬɚɧɧɹ.
ɋɥɭɯɚɣɬɟ ɚɧɝɥɨɦɨɜɧɿ ɚɭɞɿɨɤɧɢɝɢ. ɉɪɨɫɥɭɯɨ-
ɜɭɜɚɧɧɹ ɡɚɩɢɫɿɜ ɧɚ ɰɿɤɚɜɭ ɞɥɹ ȼɚɫ ɬɟɦɚɬɢɤɭ — ɰɟ
ɯɨɪɨɲɢɣ ɫɩɨɫɿɛ ɜɿɞɬɨɱɢɬɢ ȼɚɲɿ ɧɚɜɢɱɤɢ ɚɭɞɿɸ-
ɜɚɧɧɹ.
ɋɥɭɯɚɣɬɟ ɚɧɝɥɨɦɨɜɧɿ ɡɚɩɢɫɢ, ɹɤɿ ɦɿɫɬɹɬɶ ɬɪɚɧ-
ɫɤɪɢɩɬɢ (ɪɨɡɲɢɮɪɨɜɤɢ). Ɋɟɤɨɦɟɧɞɭɽɬɶɫɹ ɩɪɨɫɥɭ-
ɯɨɜɭɜɚɬɢ ɡɚɩɢɫ ɬɪɢɱɿ. ɉɪɢ ɩɟɪɲɨɦɭ ɩɪɨɫɥɭɯɨɜɭ-
ɜɚɧɧɿ ɪɨɛɿɬɶ ɡɚɩɢɫɢ ɳɨɞɨ ɝɨɥɨɜɧɨʀ ɞɭɦɤɢ ɪɨɡɦɨɜɢ.
ɍ ɞɪɭɝɿɣ ɪɚɡ ɩɪɨɱɢɬɚɣɬɟ ɬɪɚɧɫɤɪɢɩɬ ɿ ɩɪɨɫɥɭɯɚɣɬɟ
Освіта без меж
ГОЛОВНИЙ РЕДАКТОР
А. П. Марти нюк, доктор філологічних наук, професор кафедри теорії
та практики перекладу англійської мови Харківського
національного університету імені В. Н. Каразіна
РЕДАКЦІЙНА КОЛЕГІЯ:
Т. П. Мартиняк, випусковий редактор
І. О. Свердл ова, кандидат педагогічних наук, доцент кафедри
методики та практики англійської мови Харківського
національного університету імені В. Н. Каразіна
І. Ю. Набоко ва, старший викладач кафедри англійської філології Хар-
ківського національного університету імені В. Н. Каразіна
РЕДАКЦІЙНА РАДА:
В. Є. Гудзинський, керівник проекту «ТІМО»
С. А. Раков, доктор педагогічних наук, професор, начальник відділу
наукової підтримки Українського центру оцінювання
якості освіти, головний редактор журналу «Вісник ТІМО»
С. М. Карпо ва, методист відділу змісту суспільно-гуманітарних на-
вчальних предметів Українського центру оцінювання
якості освіти (англійська мова)
МАЛЮНКИ
Катерина Берещак-Бесньє
ЗАСНОВНИК
ТОВ «Факт»
«ТІМО-абітурієнт. Англійська мова»
Виходить двічі на місяць.
Передплатний індекс 49748
Адреса для листування:
Видавництво «ФАКТ»
61072, м. Харків, вул. 23 Серпня, 27, оф. 28
Тел./факс: (057) 340-52-26, 756-43-75
Е-mail: vestnik_TIMO@ukr.net
www.timo.com.ua
ɤɨɧɬɟɤɫɬ, ɹɤɢɣ ȼɢ, ɦɨɠɥɢɜɨ, ɡɚɩɢɫɚɥɢ. ȱ ɧɚ ɡɚɜɟɪ-
ɲɟɧɧɹ, ɫɤɨɧɰɟɧɬɪɭɣɬɟɫɹ ɧɚ ɿɞɟɧɬɢɮɿɤɚɰɿʀ ɛɭɞɶ-
ɹɤɢɯ ɧɟɡɧɚɣɨɦɢɯ ɫɥɿɜ ɚɛɨ ɮɪɚɡ ɿ ɩɨɞɢɜɿɬɶɫɹ ʀɯ
ɭ ɫɥɨɜɧɢɤɭ. Ɍɪɚɧɫɤɪɢɩɬɢ ɧɚɣɱɚɫɬɿɲɟ ɦɨɠɧɚ ɡɧɚɣ-
ɬɢ ɜ ȱɧɬɟɪɧɟɬɿ.
ȼɢɤɨɪɢɫɬɨɜɭɣɬɟ ɛɭɞɶ-ɹɤɿ ɦɨɠɥɢɜɨɫɬɿ ɞɥɹ ɜɿɞ-
ɜɿɞɭɜɚɧɧɹ ɚɧɝɥɨɦɨɜɧɢɯ ɥɟɤɰɿɣ. ɐɟ ɧɟ ɬɚɤ ɜɠɟ
ɣ ɥɟɝɤɨ, ɚɥɟ ɛɚɝɚɬɨ ɧɚɜɱɚɥɶɧɢɯ ɡɚɤɥɚɞɿɜ ɦɨɠɭɬɶ
ɞɨɡɜɨɥɢɬɢ ɛɭɬɢ ɩɪɢɫɭɬɧɿɦ ɧɚ ɡɚɧɹɬɬɹɯ, ɹɤɳɨ ȼɢ
ɡɚɡɞɚɥɟɝɿɞɶ ɜɫɟ ʉɪɭɧɬɨɜɧɨ ɨɛɝɨɜɨɪɢɬɟ. əɤɳɨ ɭ ȼɚɫ
ɽɞɪɭɝ, ɹɤɢɣ ɜɿɞɜɿɞɭɽ ɚɧɝɥɨɦɨɜɧɿ ɡɚɧɹɬɬɹ, ȼɢ ɦɨ-
ɠɟɬɟ ɩɪɢɽɞɧɚɬɢɫɹ ɞɨ ɧɶɨɝɨ ɿ ɩɨɫɥɭɯɚɬɢ ʀʀ. Ȼɭɥɨ ɛ
ɪɨɡɭɦɧɨ ɡɚɯɨɩɢɬɢ ɞɢɤɬɨɮɨɧ, ɳɨɛ ɧɚɞɚɥɿ ɩɪɨɫɥɭ-
ɯɨɜɭɜɚɬɢ ɡɚɩɢɫ.
ɉɚɦ’ɹɬɚɣɬɟ, ɳɨ ɭɫɩɿɲɧɨ ɫɤɥɚɫɬɢ ɬɟɫɬ TOEFL,
ɧɟ ɜɨɥɨɞɿɸɱɢ ɚɧɝɥɿɣɫɶɤɨɸ ɧɚ ɜɿɞɩɨɜɿɞɧɨɦɭ ɪɿɜ-
ɧɿ, — ɧɟɦɨɠɥɢɜɨ.
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