Разбор заданий: решения, ответы к олимпиаде школьников “Ломоносов” по Английскому языку для учащихся 9-10 класса. Проходящая с 14 ноября по 21 ноября 2025 года. Материалы являются официальными взяты и опубликованы в ознакомительных целях
Отборочный этап олимпиады «Ломоносов» по Английскому языку 2025-2026
Вопросы для 9-10 класса
Задание 1. You are going to listen to an extract from an interview. For questions 1-15, choose the answer which fits best according to what you hear.
1. How does the author test whether scenes are suitable for children?
2. The sons’ reaction to new characters shows
3. The writer uses humour when describing his children’s comments mainly to
4. Why does he include scientific and medical detail about bullets?
5. Compared with film violence, the author believes book violence should
be more graphic.
ignore consequences.
include no injuries.
reflect pain and consequences.
6. What literary purpose does he assign to violence?
Parody of action films.
Political commentary.
Pure entertainment.
Teaching empathy and realism.
7. Why did he begin writing these books?
To encourage boys to start reading again.
To earn money for his children’s school.
To modernise classic Bond stories.
To replace the Alex Rider series.
8. What general problem does he mention about boys and reading?
Schools forbid adventure stories.
They are too young for long novels.
They prefer sports to books.
There were not enough engaging books written for them.
9. What feedback has he received?
Critics dislike his violent scenes.
Eton forbids his books.
Parents and teachers are grateful that boys read again.
Publishers want fewer action scenes.
10. Why are the books set in the 1930s?
It was a golden age of boys’ adventure fiction.
Because publishing rules required it.
The writer lived then.
To avoid modern technology.
11. The reference to Ian Fleming connects the series to
American spy fiction.
historical biography.
the origins of James Bond in British culture.
gothic horror tradition.
12. The author’s pride that “old Etonians” believe he studied there shows
he disapproves of private schools.
he dislikes being compared to Fleming.
he values realistic research and convincing detail.
he wants to hide his real education.
13. His attitude toward Eton is best described as
completely negative.
indifferent and uninformed.
jealous.
respectful but socially critical.
14. What does he see as the main limitation of elite education?
Lack of contact with wider society.
Outdated teaching methods.
Poor discipline among pupils.
Too much academic pressure.
15. What wider social message emerges from his comments about schooling?
Boys’ schools are better than mixed schools.
Only elite schools produce good citizens.
Private schools should be abolished.
True learning requires diversity of experience.
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Задание 2. Read the extract from a children’s story.
For questions 1-15, choose the answer which you think fits best according to the story.
James was gripped by a mixture of panic, fear and excitement. He had never driven this fast before. He could feel the body of the car shaking and rattling. Every tiny bump in the road felt like he was hitting a great boulder. His face was frozen, his lips forced back from his aching teeth. He fought to keep the car under control as it bounced over the road, but his hands were numb on the slippery wheel. He didn’t know if he could outrun the Daimler. It was larger and heavier than the Bamford and Martin, but it was more powerful and its driver more experienced. Plus, the skull-faced man had the advantage of being able to follow James’ rear lights. James had nothing. He was on the point of looking round to see how far behind the Daimler was when he felt a mighty jolt and heard a bang. They had rammed him.
He swerved across the road and narrowly avoided a car going the other way, shrouded in a cocoon of spray. He fought the Bamford and Martin back into control and coaxed a little more speed out of her. She was still handling all right, so the collision hadn’t caused any serious damage. But if they rammed him again, he might not be so lucky. There were lights up ahead, and they thundered into the village. James was aware of a brief blur of buildings and a howling racket, and then darkness again. This was Fenland, flat and featureless for miles around. There was nowhere to hide out here. It was totally exposed. The wind cut across it, flat and hard. James wasn’t sure how long he could keep this up. He was driving on instinct. The thinking part of his brain was shut down. His eyes were stinging, and no matter how often he blinked them, he could barely see anything. Then he remembered that his goggles were in the glove box. He leant over and fumbled for them, steering with one hand.
His fingers closed round the strap and he yanked them out. He tried to pull them over his face. For a moment he was completely blinded, but then they were on. Almost immediately they were plastered with sleet and he had to wipe them clean, but it was still an improvement. Once again the Daimler rammed him and his head jerked painfully back. If they kept up this crazy chase they would eventually either run out of road or crash. Either way, James was done for.
1. What emotion combination best describes James at the start?
Calm curiosity.
Confidence and joy.
Determination and anger.
Panic, fear, and excitement.
2. The description of the car “shaking and rattling” mainly emphasises
poor car maintenance.
the driver’s inexperience and danger of speed.
the modern technology of the vehicle.
the peaceful countryside atmosphere.
3. The writer’s use of physical sensations (numb hands, aching teeth) serves to
describe the car’s mechanical problems.
exaggerate the beauty of the moment.
make the reader share James’s tension and physical stress.
show James’s lack of interest in driving.
4. The Daimler’s “skull-faced driver” most likely symbolises
a police officer.
death and danger following James.
James’s best friend.
a mysterious stranger helping him.
5. What advantage does the Daimler driver have over James?
A faster and newer car.
Knowledge of the local roads.
More fuel.
The ability to follow James’s rear lights.
6. The sentence “He was driving on instinct” implies that James
had lost control of the car.
trusted his passenger to guide him.
was following a map.
was relying only on physical reflexes, not conscious thought.
7. Why does James put on the goggles?
To hide his fear from the pursuer.
To look more professional.
To protect his eyes and improve vision.
To signal surrender.
8. The author personifies the car (“coaxed a little more speed out of her”) to
compare the car to a wild animal.
describe a competition between machines.
mock the car’s weakness.
show James’s affection and dependence on the vehicle.
9. “Fenland, flat and featureless for miles around” helps create a mood of
exposure and hopelessness.
freedom and possibility.
historical nostalgia.
security and calm.
10. The phrase “the thinking part of his brain was shut down” indicates
he is planning rationally.
he is acting purely on adrenaline.
he has become unconscious.
James has fallen asleep.
11. The collision scene mainly builds
physical comedy.
romantic tension.
political conflict.
suspense and action intensity.
12. The goggles being “plastered with sleet” illustrates
a moment of relief.
advanced technology.
the passage of time.
the hostility of nature.
13. Which statement best describes the narrative perspective?
First-person from the pursuer’s view.
Limited third-person from James’s viewpoint.
Objective third-person.
Omniscient narrator explaining everyone’s thoughts.
14. What cultural or historical detail is indirectly suggested by the car names (Bamford & Martin, Daimler)?
American racing culture of the 1950s.
Contemporary urban crime.
Early 20th-century British setting and upper-class technology.
Post-war reconstruction in Europe.
15. The phrase “Either way, James was done for” conveys
fatalistic acceptance of danger.
hope for survival.
ironic humour.
relief after the chase.
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Задание 3. Task 1
For questions 1-13, read the following extract from the article and complete the task.
Use these verbs in their new forms – finite (tense, mood, number, person) and non-finite (infinitive, gerund, participle) – and complete the gaps.
carry
copy
have
impose
lead
spread
understand
Use these stems in new lexemes – with the help of prefixes, suffixes, compounding, conversion – and complete the gaps.
benefit
evolution
large
new
similar
stable
Task 2. Analyse the following meme.
A meme is a unit of cultural information 1.by imitation. The term meme (from the Greek mimema, meaning “imitated”) was first used in 1976 by the British 2.biologist Richard Dawkins in his famous book The Selfish Gene. Dawkins thought of memes as the cultural version of biological genes. He described them, like “selfish” genes, as being in control of their own reproduction and serving their own purpose. 3.in those terms, memes carry information, can be copied, and are passed from one person to another. They can also evolve, changing by chance and through natural selection, with or without any real effect on human survival or success. The idea of the meme is still 4.theoretical and sometimes controversial. The reason is that it suggests that cultures, like living things, can evolve by themselves. This idea later became the basis for a new field called memetics. Within a culture, memes can appear as ideas, skills, behaviours, phrases, or fashions. A meme is transmitted when one person copies it from another. The process of transmission 5.out primarily by means of verbal, visual, or electronic communication, such as books, conversations, television, e-mail, or the Internet. The memes that are most successful in 6.and transmitted become the most common ones in a culture. Research into how culture and imitation work together has 7.to intriguing theories about memes. Some researchers ask whether memes are 8., neutral, or harmful. Certain scholars describe memes as parasites or viruses of the mind because, once they enter human thought, they aim only to copy themselves, with humans 9.little or no control over them. Some memes are harmless or helpful but may become dangerous if they are misused. For example, memes linked to religion or politics can help people who share them, but when they are 10.on people with different beliefs, they may cause damage, such as the loss of traditions or social 11.. In extreme cases, such memes are used by cults or extremist groups, which can even lead to violence. Positive memes, however, include those that improve health and survival — for instance, ideas about hygiene. In the early 21st century, Internet memes became very popular and brought 12.interest to the meme concept. Internet memes spread quickly from person to person by imitation, often through e-mail, social media, or websites. They usually take the form of pictures, videos, or other media that people intentionally change. These deliberate changes do not fit perfectly with Dawkins’s original idea. Therefore, even though they show a strong 13.to other types of memes, Dawkins and other experts often see Internet memes as a newer, adapted version of the meme idea. 14. What stylistic device is used in this meme? 15. What stylistic device is used in the actual name of this piece of furniture?
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