(Копія) (Копія) Reading Test (2nd term) Form 11 (2026)

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 1. Complete the text with the missing sentences. There are two sentences you do not need. (fill in the gap marked in blue ____)
Доповнити текст реченнями за змістом. Заповнити виділений блакитним пропуск. Два речення є зайвими.

What’s for lunch?

The message from my editor was short and to the point. ‘Travel to different countries around the world and find out what school children are having for lunch.’ The task was clear, and the travel budget adequate enough not to have to worry (1) ________________________.

First stop, France. How to surprise a school so that the chef doesn’t have time to change the menu to something special? I decided to knock on a few doors and take pot luck. A school on the right bank of the River Seine (2) ________________________ for their thirty-minute lunch, and no wonder. The food was spectacular. Freshly-made baguettes, still warm from the oven, salade de blé (a fresh salad with cucumbers, tomatoes, red onion, parsley, bulgur wheat and lime juice), beef with a mushroom sauce and carrots, Camembert cheese and apple tart. I had expected the food to be good. However, I was surprised to learn about an unusual part of the national curriculum: taste training.

Pupils (3) _____________ in year 4 and learn about food in a more or less scientific way. A new food has to be tried a few times before they decide whether to include it on the lunchtime menu. This explained a lot to me (4) ________________________. But now it was time to visit another country.

School lunch in Japan was equally interesting, though totally different. I remembered reading a book as a child about an unusual Tokyo school on a train, where pupils were requested to bring a packed lunch (5) ________________________ as well as rice. This meant the meal had to include either fish or seaweed plus meat, egg or vegetables. What I liked, however, was the poetic way the request was made by the headmaster. I was curious to see what I would discover.

The school lunch I attended in a rural school in Japan was forty-five minutes long. Perhaps surprisingly long, but teachers treat it (6) ______________________. Pupils bring their own lunch mat, chopsticks and toothbrush to school. The meal was well-balanced and tasty, with rice, fish, vegetables, soup and milk. At the end of the meal, a pupil announced where the food had come from, and all the pupils said ‘thank you for the delicious meal’ in unison. The pupils cleaned up after the meal, with one person taking the role of (7) ______________________. After a few days, it was time to pack my bags again for my next destination, Papua New Guinea.

Task 2. Read the text below. Answer the questions.

Einstein: Myths and Misconceptions

The popular myth that geniuses are never fully appreciated in their own lifetime is not applicable in the case of super scientist Albert Einstein. His death at Princeton on 18 April, 1955 shook the world to a degree similar to that caused by Princess Diana's untimely end or the assassination of President John F. Kennedy. There are, however, many myths and misconceptions attributed to the great man, only a few of which, actually, have a basis in fact.

In 1921, Albert Einstein was awarded the Nobel Prize in Physics. Most people attribute this award to his formulation of the Theory of Relativity; however, in actual fact, they chose to honour Einstein in 1921 for his work on clarifying theories fundamental to theoretical physics.

Another common belief is that Einstein wasn't interested in mathematics as a child. On the contrary, from the age of twelve he was already teaching himself Euclidean geometry and had the ability to understand difficult mathematical concepts. The common misconception can be put down to the fact that he found his early years of schooling in Munich to be dull and boring.

It is also thought that he failed his college exams. Though he did refuse to attend many of his classes at the Swiss National Polytechnic in Zurich, when he took his finals in 1900, he actually managed to pass them, even though by only a narrow margin. A student that did fail was no other than Mileva Maric, Albert's first wife-to-be.

Another popular misconception is that Einstein never made any mistakes. In fact, he made some very serious ones. In 1929, the American astronomer Edwin Hubble announced that he had proved that the universe was expanding. Two years later, Einstein, who originally supported the view of a static universe, finally adopted the new model for the universe. He is even reported to have called his initial view his 'biggest blunder'. He is also known to have stated publicly in 1934 that obtaining power by splitting the atom was not possible. He was to be proved wrong just four years later by the German scientist Otto Hahn.

Since Einstein is regarded as the most brilliant scientist of the 20th century, people are inclined to believe that his personal life was very orderly and controlled, while the truth is very different. Einstein married twice, but neither marriage was very successful.

Although Einstein was known to be an anti-war activist, in 1944 he had a handwritten copy of his Theory of Relativity auctioned off, the proceeds of which were donated to the war effort. It was bought for the amazing amount of six million dollars, which just goes to show the high esteem he was held in.

What does the writer say about Einstein's death?

Why do people commonly believe that Einstein wasn't interested in maths as a child?

What is TRUE about Einstein at college?

What is TRUE about Einstein concerning the expansion of the universe?

Why does the writer mention how much a handwritten copy of Einstein's Theory of Relativity was sold for?