Английский язык. Всероссийская олимпиада школьников в Москве (2025-2026 год)

Всероссийская олимпиада школьников по английскому языку

2026 г. Региональный этап

Карточка участника

Speaking

Set 3 Student 1

Preparation - 15 minutes

Presentation and questions - 10 minutes

Task 1

GREAT RUSSIAN WRITERS TREASURE TROVE

1. Monologue: Time 3 - 4 minutes

Your School is organizing an international conference dedicated to the great cultural

mission of famous Russian writers. You are to deliver a report about one of the most

outstanding Russian authors. Present the key points of Set 3: Fyodor Dostoevsky to

your fellow students, who are interested in organizing a special event to celebrate the

genius of the greatest representatives of Russian literature:

Biography

Screen adaptations and theatrical

productions based on the works

Main literary works

The significance and contribution

of this writer to Russian culture

Explain the impact of the writer’s works on you personally. Say what project you

could offer to carry out at your school to commemorate his genius and give some

advice on how to prepare for the proposed event.

2. Questions/ Answers: Time: 2 - 3 minutes.

Answer 2 QUESTIONS from your partner - ‘a fellow student’- who wants to

get ADDITIONAL INFORMATION that you have not mentioned in your

presentation about the writer. Make sure your answers are based on the information

from the fact file. If there is NO relevant information in the fact file, base your

answer on your best guess.

You can make notes during the preparation time, but YOU ARE NOT

ALLOWED TO READ them during the presentation.

Task 2

1. Listen to the presentation of your partner (Set 4: Anton Chekhov).

2. Questions/ Answers: Time: 2 - 3 minutes

Ask 2 QUESTIONS about the writer to get ADDITIONAL INFORMATION not

mentioned in the presentation. Yes/No questions and questions about the opinion of

your partner are NOT accepted.

YOUR ANSWERS WILL BE RECORDED

# 3. Fyodor Dostoevsky - The Explorer of the Human Soul

Biography

• Born: November 11, 1821, Moscow.

• Strict religious upbringing.

• Graduated from the Military Engineering Academy in St. Petersburg, pursued a literary career.

• “Poor Folk” - debut, then arrested for participating in a radical intellectual group.

• Sentenced to death, at the last moment his punishment was changed to a four-year Siberian labor camp.

• Exile experience shaped his worldview and writing.

• After his release, traveled through Europe, struggling with poverty, epilepsy, and gambling addiction.

• Despite hardships created some of the most profound psychological novels in world literature.

• Died: 1881, left a legacy to challenge and inspire.

Main

Most significant works:

Literary

Works

• “Poor Folk” - a powerful novel, a heartbreaking exploration of love, dignity and survival.

• “Crime and Punishment” - the psychological journey of a young man who seeks redemption after committing a murder.

• “The Karamazov Brothers” - a philosophical novel about faith, doubt, morality, and family conflict.

• “The Idiot” - a portrait of a pure man whose goodness is tested by a corrupt society.

• “Demons” (also translated as “The Devils” or “The Possessed”) - a critique of political extremism and nihilism in 19th-century Russia.

Screen

Numerous adaptations:

Adaptations

• “Crime and Punishment” - adapted over 20 times for the screen, including international versions in Japan, France, and Hollywood.

and

• “The Karamazov Brothers” - a Broadway play and an Oscar-nominated film.

Theatrical

• His stories regularly performed in Russian and international theaters for their deep psychological drama and philosophical weight.

Productions

• Directors like Akira Kurosawa and Andrei Tarkovsky were influenced by Dostoevsky’s themes in their work.

The

• One of the greatest figures in Russian and world literature.

Significance

• Wrote about the spiritual and ethical struggles of humanity.

and

• Elevated the Russian novel to global prominence.

Contribution

• Influenced psychology, theology, and philosophy.

to Russian

• Writers like Kafka, Camus, Sartre, and Freud acknowledged their debt to his insights into the human condition.

Culture

• Shaped Russian national identity by exploring its moral and existential dilemmas.

Всероссийская олимпиада школьников по английскому языку

2026 г. Региональный этап

Карточка участника

Speaking

Set 4 Student 2

Preparation - 15 minutes

Presentation and questions - 10 minutes

Task 1

GREAT RUSSIAN WRITERS TREASURE TROVE

1. Listen to the presentation of your partner (Set 3: Fyodor Dostoevsky).

2. Questions/ Answers: Time: 2 - 3 minutes

Ask 2 QUESTIONS about the writer to get ADDITIONAL INFORMATION

not mentioned in the presentation. Yes/No questions and questions about the opinion

of your partner are NOT accepted.

Task 2

1. Monologue: Time 3 - 4 minutes

Your School is organizing an international conference dedicated to the great cultural

mission of famous Russian writers. You are to deliver a report about one of the most

outstanding Russian authors. Present the key points of Set 4: Anton Chekhov to your

fellow students, who are interested in organizing a special event to celebrate the genius

of the greatest representatives of Russian literature:

Biography

Screen adaptations and theatrical

productions based on the works

Main literary works

The significance and contribution

of this writer to Russian culture

Explain the impact of the writer’s works on you personally. Say what project you

could offer to carry out at your school to commemorate his genius and give some

advice on how to prepare for the proposed event.

2. Questions/ Answers: Time: 2- 3 minutes.

Answer 2 QUESTIONS from your partner - ‘a fellow student’- who wants to

get ADDITIONAL INFORMATION that you have not mentioned in your presentation

about the writer. Make sure your answers are based on the information from the fact

file. If there is NO relevant information in the fact file, base your answer on your best

guess.

You can make notes during the preparation time, but YOU ARE NOT

ALLOWED TO READ them during the presentation.

YOUR ANSWERS WILL BE RECORDED

# 4. Anton Chekhov - The Master of Subtle Drama and Human Truth

Biography

• Born: January 29, 1860, Taganrog.

• From a modest background - supported his family from a young age.

• Studied medicine at Moscow University.

• Worked as a doctor throughout his life, writing some of the most important literary works.

• Medical profession provided deep insight into human suffering and psychology.

• Suffering from tuberculosis, remained committed to both healing and writing about people with compassion and clarity.

• Died: 1904, at the age of 44.

Main Literary

Plays: 1) “The Seagull”, 2) “Uncle Vanya”, 3) “Three Sisters”, 4) “The Cherry Orchard” - introduced a new kind of drama based on mood, character,

Works

and subtext rather than action.

Short Stories: 1) “The Lady with the Dog,” 2) “Ward No. 6,” 3) “The Bet,” 4) “The Darling” - revealed the complexities of ordinary people with

profound empathy and subtle irony.

Screen

• Directors - Konstantin Stanislavski, Lee Strasberg and Peter Brook used Chekhov’s works for new acting methods.

Adaptations and

• Film adaptations range from faithful versions like “The Cherry Orchard” (1999) to modern reinterpretations.

Theatrical

• Japanese director Ryusuke Hamaguchi’s Oscar-winning “Drive My Car” is based on Chekhovian storytelling techniques.

Productions

The Significance

• The father of the modern short story.

and Contribution

• Changed Russian and global literature focusing on the inner lives of characters rather than dramatic events.

to Russian

• His plays introduced a new type of realism in theatre: dialogue, silence, and what’s left unsaid reveal the deepest emotions.

Culture

• Portrayed rural life, social change, and the emotional struggles of individuals with compassion.

• His influence is seen in writers like Hemingway, Raymond Carver, and many modern screenwriters.

Всероссийская олимпиада школьников по английскому языку

2026 г. региональный этап

Карточка члена жюри

На подготовку ответа участнику дается 15 минут. Во время подготовки ответа

участник получает текст задания и факт файл с информацией об одном из

великих русских писателей.

Через 15 минут начинается ответ пары участников.

1. В конкурсе устной речи участвуют 2 члена жюри.

2. Все инструкции участникам конкурса устной речи даются на английском языке.

3. Члены жюри приглашают к своему столу пару участников.

Пары составляются методом случайной подборки.

(Подробнее о процедуре проведения конкурса см. Требования)

I Разминка

Каждому участнику задается 1 - 2 вопроса для того, чтобы снять напряжение, расположить их к

беседе и подготовить к выполнению устного задания олимпиады.

Время, отводимое на данный этап задания

1 - 2 минуты.

Разрешены вопросы типа:

• What books do you usually read?

• What outstanding Russian writers do you highly appreciate?

• What is your favourite book?

Внимание! Не допускаются вопросы, которые направлены на выяснение фамилии

участника, номера школы, в которой учится участник, региона проживания и т.д.

II ОСНОВНОЕ ЗАДАНИЕ

Основное задание для каждого участника состоит из двух частей:

Часть 1. Школа проводит международную конференцию, посвященную особой культурной

миссии знаменитых русских писателей. По заданию школы, участник 1 делает сообщение для

членов английского клуба школы об одном из выдающихся русских писателей, сообщая факты его

биографии, рассказывает об основных литературных произведениях, экранизациях и театральных

постановках, отмечает значимость и весомый вклад писателя в русскую культуру, по основным

пунктам таблицы задания в карточке, используя при подготовке факт файл. Выступающий сообщает

слушателям о том, какое влияние писатель оказал на него лично и предлагает свой проект, который

непосредственно может быть осуществлен школой в память о гении русской культуры.

Время выступления: 2 - 3 минуты. Перед участником конкурса ставится задача обязательно

прокомментировать в своем выступлении все указанные 4 аспектa из сводной таблицы при

использовании информации, представленной в факт файле на английском языке.

Biography

Screen adaptations and theatrical

productions based on the works

Main literary works

The significance and contribution of

this writer to Russian culture

Внимание! Если участник читает свое выступление по своим записям, а не говорит свободно, за

весь ответ участника ставится «0» баллов. Участнику ставится «0» баллов за ответ, если он читает

свои записи более 50% времени своего монолога.

Часть 2. Вопросы - ответы. Участник 2 после прослушанной презентации, сделанной Участником

1, задает 2 вопроса своему партнеру. При этом запрашиваемая информация в вопросах к

выступавшему должна носить уточняющий характер и не повторяться с той, которая прозвучала в

презентации. Участник должен задавать специальные вопросы по теме презентации. Общие

вопросы и вопросы, связанные с мнением собеседника, не засчитываются. Формулировка типа

“Sorry, I don’t know, I’ll look it up on the Internet and come to you later.” - не может быть принята в

качестве правильного варианта ответа и оценивается в «0» баллов. От участника ожидается ответ с

использованием информации из факт файла. Если в факт файле нет запрашиваемой информации,

засчитывается как правильный фактически неточный, но вероятный (не абсурдный) ответ.

Время вопросов/ ответов: 2 - 3 минуты.

Затем участники меняются ролями. Общее время ответа пары: 12 - 15 минут.

До перерыва:

Set 1: Leo Tolstoy

Set 2: Alexander Pushkin

После перерыва:

Set 3: Fyodor Dostoevsky

Set 4: Anton Chekhov.

Члены жюри могут дополнительно задать любому участнику вопросы по ходу его ответа, если есть

необходимость простимулировать ответ или выступление.

В том случае, если один из партнеров не дает высказываться своему собеседнику и вместо вопроса

начинает высказывать свою точку зрения, т.е. вместо вопросов звучат утверждения, члены жюри

обязаны вмешаться и предложить выступающему быть внимательным относительно условия

задания,

напомнить,

что

за

это

снимаются

баллы.

Выступления участников записываются на электронный носитель. Запись включается в момент

начала ответа на задание 1. Перед началом и по окончании ответа члены жюри записывают

идентификационные номера участников прошедшей пары: «Это были номер ХХХХХХ и номер

ХХХХХХ.»

Если остается трое участников, следует предложить одному из 3-х оставшихся участников

дважды исполнить свою роль в образовывающихся таким образом разных парах: А + В и А + С.

Ответ этого участника оценивается только один раз в первой паре.

Всероссийская олимпиада школьников по английскому языку

2026 г. региональный этап

Методические рекомендации

Конкурс устной речи

В комплект материалов, необходимых для проведения конкурса устной речи, входят:

1. Методические рекомендации.

2. Описание процедуры проведения конкурса устной речи.

3. Два набора в комплекте (факт файл на английском языке, содержащий основную

необходимую информацию об одном из выдающихся писателей России). Важно:

Каждому участнику 1 или 2 - предназначен свой набор (Set 1/2 или 3/4).

4. Жюри получает комплекты с факт файлами с информацией на английском языке.

Карточки с заданиями для членов жюри не отличаются от карточек участников

конкурса. Но тем не менее, члены жюри также получают карточку члена жюри.

5. Протокол устного ответа (1 экземпляр на 2-х членов жюри в аудитории).

6. Дополнительная схема оценивания конкурса устной речи (2 экземпляра в

аудитории).

В конкурсе устной речи участвуют 2 члена жюри и 2 участника олимпиады.

1. Все инструкции участникам конкурса устной речи даются на английском языке.

Члены жюри приглашают к своему столу пару участников. Пары составляются

методом случайной подборки. (Подробнее см. Требования)

I этап - разминка (см. описание в карточке члена жюри).

Внимание! Не допускаются вопросы, которые направлены на выяснение фамилии

участника, номера школы, в которой учится участник, и т.д.

II этап - основное задание (см. описание в карточке члена жюри).

Время ответа пары участников:

1. Подготовка ответа - 15 минут.

2. Разминка - 1,5 - 2 минуты.

3. Мини-презентация от участника 1 - 3-4 минуты в виде сообщения для членов

английского клуба школы об одном из выдающихся русских писателей, презентация

участника должна освещать биографические факты, перечислить основные

литературные произведения, экранизации и театральные постановки, отметить значимость

и весомый вклад писателя в русскую культуру. Выступающий сообщает слушателям о том,

какое влияние писатель оказал на него лично и предлагает свой проект, который

непосредственно может быть осуществлен школой в память о гении русской культуры.

Выступающий дает свои предложения о том, как подготовить этот проект.

4. Вопросы по мини-презентации участника 1 - 1-2 минуты.

5. Мини-презентация от участника 2 - 3-4 минуты в качестве сообщения для членов

английского клуба школы об одном из выдающихся русских писателей. Формат

презентации идентичен формату презентации участника 1.

6. Вопросы по мини-презентации участника 2 - 1-2 минуты.

Максимально отводимое время на пару участников для выступления составляет 15

минут; время, отводимое на подготовку задания - 15 минут.

Примечания:

1. Внимание! Если участник читает свое выступление по своим записям, а не говорит

свободно, за весь ответ участника ставится «0» баллов. Участнику ставится «0» баллов за

ответ, если он читает свои записи более 50% времени своего монолога.

2. Участник должен задавать специальные вопросы по теме презентации. Общие

вопросы и вопросы, связанные с мнением собеседника, не засчитываются.

3. Участник конкурса, слушает выступление своего партнера и не имеет право читать

его факт файл. Он должен воспринимать информацию на слух. Это не конкурс

чтения, а говорения, где все должно восприниматься на слух. Если участник читает

факт файл своего партнера, вопрос участника не заcчитывается.

4. Формулировка типа “Sorry, I don’t know, I’ll look it up on the Internet and come to you

later.” - не может быть принята в качестве правильного варианта ответа и

оценивается в «0» баллов. От участника ожидается ответ с использованием

информации из факт файла. Если в факт файле нет запрашиваемой информации,

засчитывается как правильный фактически неточный, но вероятный (не абсурдный)

ответ.

Методическая комиссия подготовила два равноценных варианта заданий

(Set 1/2 и 3/4 ). Организаторы регионального этапа должны использовать

эти два комплекта (Set 1/2 и Set 3/4) для участников, до и после перерыва

соответственно.

Методическое обоснование

При подготовке материалов для конкурса устной речи методическая комиссия

исходила из следующих положений:

• По сложности задания соответствуют уровню В2 - С1 по шкале Совета Европы.

• Предполагается, что на этом уровне владения языком участник олимпиады

должен уметь продуцировать как монологическую, так и диалогическую речь.

Оценка за конкурс устной речи выставляется по Критериям оценивания (см.

Критерии оценивания конкурса устной речи и дополнительную схему оценивания)

Максимальное количество баллов - 20.

№ УЧАСТНИКА

Аспект 1. Участник сообщает биографические факты

о жизни писателя.

Аспект

2. Участник рассказывает об основных

литературных произведениях писателя.

Аспект 3. Участник упоминает основные экранизации

и театральные постановки по произведениям автора.

Аспект 4. Участник сообщает о значимом вкладе

писателя в русскую культуру.

Аспект 5. Участник отмечает влияние писателя на

развитие его личности.

Аспект 6. Участник предлагает свой проект, который

непосредственно может быть осуществлен школой в

память о гении русской культуры и дает совет, как

подготовиться к этому проекту.

Аспект

1. Участник задает вопрос

1² по теме

выступления для получения дополнительной

информации, которая не была озвучена выступающим

в своей презентации.

Аспект

2. Участник задает вопрос

2 по теме

выступления для получения дополнительной

информации, которая не была озвучена выступающим

в своей презентации.

Аспект 3. Участник дает логичный и фактически

правильный ответ на вопрос 1 собеседника.³

Аспект 4. Участник дает логичный и фактически

правильный ответ на вопрос 2 собеседника.

Аспект 5. Участник соблюдает нормы вежливости при

ведении диалога с собеседником.

Пункт

1. Презентация участника не содержит

логических ошибок.

Пункт

В презентации участника имеются

вступление и заключение.

Пункт 3. Средства логической связи присутствуют и

используются правильно.

4. Лексика

1-2 ошибки -2 балла

(макс. 2 балла)

3-4 ошибки - 1 балл

5 и более ошибок - 0 баллов

5. Грамматика

1-2 ошибки - 2 балла

(макс. 2 балла)

3-4 ошибки - 1 балл

5 и более ошибок - 0 баллов

6. Фонетика

1-2 ошибки - 2 балла

(макс. 2 балла)

3-4 ошибки - 1 балл

5 и более ошибок - 0 баллов

ИТОГОВЫЙ БАЛЛ

¹ Если участник читает свое выступление по своим записям более 50% времени своего монолога, а не говорит свободно, за весь ответ участника ставится «0»

баллов.

² Участник должен задавать специальные вопросы по теме презентации. Общие вопросы и вопросы, связанные с мнением собеседника, не засчитываются. Участник не

должен читать факт файл своего партнера во время его выступления. В этом случае вопрос не засчитывается.

³ Формулировка типа “Sorry, I don’t know, I’ll look it up on the Internet and come to you later.” - не может быть принята в качестве правильного варианта ответа и оценивается

в «0» баллов. От участника ожидается ответ с использованием информации из факт файла. Если в факт файле нет запрашиваемой информации, засчитывается как

правильный фактически неточный, но вероятный (не абсурдный) ответ.

Всероссийская олимпиада школьников по английскому языку

2026 г. Региональный этап

AUDIO SCRIPT

Listening

Task 1

For items 1-10 listen to a business journalist talking about how businesses are

increasingly having to accept responsibility for the impacts that result from their

activities and decide whether the statements (1-10) are TRUE (A), or FALSE (B)

according to the text you hear. You will hear the text TWICE. You have 20 seconds

to look through the items.

(pause 20 seconds)

Now we begin.

Well, Corporate Social Responsibility or CSR is a concept that is changing the way that companies

conduct their business operations at home and abroad. It encourages companies to adopt practices

that are based on principles of good conduct in relation to issues such as sustainable development,

climate change, human rights and ethical business. I suppose you can really trace the beginnings

of the CSR story back to some quite specific events which sort of lifted the curtain on businesses,

if you like, and showed the darker side of some business operations rather than just the silver

lining. Of course, I’m not suggesting that companies were better in the past - clearly that wasn’t

the case. Just think of what was going on during the Industrial Revolution in Europe.

Anyway, one really big shock was Exxon Valdez in Alaska. On March 24, 1989, the oil tanker

Exxon Valdez ran into a reef, spilling crude oil into Alaskan waters. The oil tanker went aground

in a remote territory where there aren’t a lot of people. But that doesn't mean that it wasn't a major

disaster for the environment. In fact, it’s estimated that 10.8 million gallons of petroleum were

released into the sea and the effects of that were catastrophic for the marine environment in that

part of the world and also for the people who made their living from the sea. Tourism spending

decreased by 35% in southwest Alaska in the year following the spill and visitor spending resulted

in a loss of $19 million to the Alaskan economy. Two years after the Exxon Valdez spill, the

economic losses to recreational fishing were estimated to be $31 million. It’s true that damages

were awarded only in 2008, in other words 20 years after the events, the Supreme Court of the

United States had the final word and reduced the settlement to 500 million dollars which is not a

lot compared to the 5 billion that was awarded after the first court hearing.

Well, the lessons from this catastrophe haven't been lost on corporations and that is the positive

side of this and indeed of Corporate Social Responsibility in general. Companies have to look very

carefully at what they do in different parts of their business operations and they have to put

strategies in place which will minimize the risks that they are running. Does that mean that similar

tragedies couldn’t happen again today? Well, I don’t think you can say that but certainly companies

today are more aware of what could go wrong and that is one step towards making sure that the

worst doesn't actually ever happen.

You have 20 seconds to check your answers.

(pause 20 seconds)

Now listen to the text again.

(text repeated)

Всероссийская олимпиада школьников по английскому языку

2026 г. Региональный этап

You have 20 seconds to check your answers.

(pause 20 seconds)

Task 2

For items 11-15 listen to the conversation between two friends. Choose the correct

answer (A, B or C) to answer questions 11-15. You will hear the text only ONCE.

You now have 25 seconds to study the questions.

(pause 25 seconds)

Now we begin.

Amy: Ben, do you know anyone who’s gone to live abroad?

Ben: Yes, Amy. I've got these friends, a couple, who moved to a little village in France, down in

the south-west, about ten or twelve years ago now - yeah, they’ve been there a pretty long time!

A: It sounds as if they must be well settled in. What do they do?

B: Well, they bought quite a big house in the village and set up a kind of walking holiday

business. You know, people come in small groups and stay with them for a day or two, and then

walk from village to village, staying in small hotels and guesthouses, and getting all their

luggage transported for them.

A: Interesting, and how have they found it?

B: They seem to be doing very well. It took a while to get the business going - the first two or

three years were a bit of a struggle, I think - but now they’re established, and they’ve got good

relationships with the walking holiday companies. I mean they don’t make a fortune, and they

make most of their money in the spring and the summer, and winter can be quiet, but then they

do get to live in a beautiful French village!

A: And have they fitted in well? I mean, do they feel they belong now?

B: Yes, they’ve really had no problems. They both spoke French already, which was obviously

a huge help, and they tried right from the start to be part of the village, you know, getting to

know people and going to festivals and events and stuff like that. But the real difference was

when they had a baby - I think that’s when they were really accepted, and people realized that

they were there to stay, and the baby was a real star in the village!

A: So they’re planning to stay?

B: Well I think so, yes. I mean they’ve actually bought a couple more houses and they’re

renovating them, and last year they opened a restaurant which was the first one in the village,

and the first night it opened they gave everyone a free four-course dinner, which went down very

well! I think they’re going to stay. And it’s been good for the village too, I mean it was really a

tiny village, but now they get visitors and a little bar opened up in summer, and even a little

shop, and it seems to have come back to life a bit, which has to be a good thing.

This is the end of the listening comprehension part. You have 1 minute to

complete your answer.

Integrated listening and reading

Всероссийская олимпиада школьников по английскому языку

2026 г. Региональный этап

Read the text below, then listen to an interview with an international student doing

his Master’s degree in Russia. You will notice that some ideas coincide and some

differ in them. Answer questions 16-25 by choosing A if the idea is expressed in

both materials, B if it can be found only in the reading text, C if it can be found

only in the audio-recording, and D if neither of the materials expresses the idea.

Now you have 10 minutes to read the text below.

(pause 10 minutes)

Now listen to the interview and then do the tasks (questions 16-25), comparing the text

above and the talk. You will hear the talk TWICE.

Presenter: Michelangelo Cerracchio came to St Petersburg University from Italy to pursue a

master’s degree in Strategic and Arms Control Studies. Why did you choose international

relations as your field of academic interest?

Michelangelo Cerracchio: My area of academic interest is geopolitics and the interactions

between states. As I studied the international system, I came to recognise Russia as a great

power. This sparked my personal interest in gaining a deeper understanding of the Russian

psyche and mentality. In fact, it has become my passion.

P: How exactly did you come up with the idea of coming to Russia?

MC: My father, a little worried about the political situation, asked me why I wanted to study in

St Petersburg. I told him one main reason-I wanted to understand the Russian way of thinking.

All his fears vanished and he gave me his full support.

P: Why did you choose St Petersburg?

MC: St Petersburg is a very historic city. I knew it as a truly poetic place, and its architecture has

deep connections with Italy. For me, Moscow feels like Milan, while St Petersburg feels more

like Naples. Moscow is all about money and rushing everywhere - people there are very focused

on finances. St Petersburg seems to be a more relaxed city.

P: What are your impressions of learning Russian, since you have a lot of experience in learning

foreign languages?

MC: Languages are crucial to me because they represent the soul and mentality of a country. I

always knew that Russian is a hard one and I never imagined that I would make so much

progress in just a few months. The Cyrillic alphabet is like a mirror: some words in Italian and

Russian are almost identical because of Latin and Greek influences, just encoded in a different

alphabet. That is why Russian looks to me like a puzzle to be solved.

P: What do you think of the Russian lifestyle? Have you come across any stereotypes?

MC: After coming here, I discovered that Russians really like Italians. I can’t recall a single

moment when a Russian didn’t smile upon hearing that I was Italian-and particularly from

Rome. Russians truly love and appreciate Italy. I feel at home here, even more than in Canada. I

love Canada, but I felt like an outsider there. Russian people are so warm and always ready to

help that they have become "a piece of my heart"-they remind me of home. Some say that

Russians tend to be bossy, unsmiling, or cold-hearted. But in fact, after getting to know them,

I’ve realised that they are genuinely open-hearted and sincere. And this feeling grows stronger

with each day I spend here.

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

Listening and Reading

Time: 1 hour 30 minutes

LISTENING

Task 1

For items 1-10 listen to a talk about Russia’s national anthem. Decide whether the

statements (1-10) are TRUE (A), or FALSE (B) according to the text you hear. You

will hear the text TWICE.

Only those who know the Russian language can feel the power of the Russian

anthem.

A. True

B. False

Russia’s first national song was officially adopted at the beginning of the 18th

century.

A. True

B. False

“God, Save The Tsar!” was written to the melody of Britain’s “God, Save The

King.”

A. True

B. False

The beginning of 1917 brought a revolutionary change into the national songs.

A. True

B. False

“La Marseillaise” served as a Russian anthem from 1917 to 1922.

A. True

B. False

“The Internationale” had no reference to Russia or the Soviet Union.

A. True

B. False

Stalin changed the Soviet anthem to calm down his Western partners.

A. True

B. False

After the collapse of the Soviet Union, Russia used the lyrics for the anthem

written by Mikhail Glinka.

A. True

B. False

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

9. The new version of the anthem proposed in 2000 was not fully supported by the

nation.

A. True

B. False

10. Nowadays, the Russian anthem has no references to the Soviet symbolism.

A. True

B. False

Task 2

For items 11-15 listen to a conversation between two friends standing in the line to

buy concert tickets and answer the questions. Choose the correct answer (A, B or C)

to answer questions 11-15. You will hear the text only ONCE.

11. At the beginning of the conversation, Alice DOESN’T

A. sound pessimistic.

B. blame Gerard.

C. feel satisfied.

12. Gerard offers Alice to

A. have a rest.

B. go home.

C. queue-jump.

13. Gerard’s offer makes Alice

A. defeatist.

B. optimistic

C. annoyed.

14. Gerard wishes they

A. had eaten out at the restaurant.

B. were not quarrelling.

C. had gone to the cinema.

15. At the end of the conversation, Gerard

A. sounds optimistic.

B. drives back home.

C. wants a short rest.

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

INTEGRATED LISTENING AND READING

Task 3

Read an excerpt from the essay by James Marriott, a writer at The Times, then listen

to an interview with him. You will notice that some ideas coincide and some differ in

the text and the interview. Answer questions 16-25 by choosing A if the idea is

expressed in both materials, B if it can be found only in the reading text, C if it can

be found only in the audio-recording, and D if neither of the materials expresses

the idea.

Now you have 10 minutes to read the text.

The dawn of the post-literate society

And the end of civilisation

Now, more than three hundred years after the reading revolution ushered in a

new era of human knowledge, books are dying. Numerous studies show that reading is

in free-fall. Even the most pessimistic twentieth-century critics of the screen-age would

have struggled to predict the scale of the present crisis. In the UK, a third of adults say

they have given up reading at all and prefer listening to podcasts. The National Literacy

Trust reports “shocking and dispiriting” falls in children’s reading for pleasure, which

is now at its lowest level on record. The publishing industry is in crisis: as the author

Alexander Larman writes, “books that once would have sold in the tens, even hundreds,

of thousands are now lucky to sell in the mid-four figures.” Most remarkably, in late

2024 the Organisation for Economic Co-operation and Development published a report

which found that literacy levels were declining in most developed countries. Once upon

a time a social scientist confronted with statistics like these might have guessed the

cause was a societal crisis like a war or the collapse of the education system.

What happened was the smartphone, which was widely adopted in developed

countries in the mid-2010s. Those years will be remembered as a watershed in human

history. Never before has there been a technology like the smartphone. Where previous

entertainment technologies like cinema or television were intended to capture their

audience’s attention for a period, the smartphone demands your entire life. Phones are

designed to be hyper-addictive, hooking users on a diet of pointless notifications, inane

short-form videos and social media rage bait.

If the reading revolution represented the greatest transfer of knowledge to

ordinary men and women in history, the screen revolution represents the greatest theft

of knowledge from ordinary people in history.

Our universities are at the front line of this crisis. They are now teaching their

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

first truly “post-literate” cohorts of students, who have grown up almost entirely in the

world of short-form video, computer games, addictive algorithms (and, increasingly,

AI).

Because ubiquitous mobile internet has destroyed these students’ attention spans

and restricted the growth of their vocabularies, the rich and detailed knowledge stored

in books is becoming inaccessible to many of them. A study of English literature

students at American universities found that they were unable to understand the first

paragraph of Charles Dickens’s novel Bleak House - a book that was once regularly

read by children.

The transmission of knowledge - the most ancient function of the university -

is breaking down in front of our eyes. Writers like Shakespeare, Milton and Jane

Austen whose works have been handed on for centuries can no longer reach the next

generation of readers. They are losing the ability to understand them.

The collapse of reading is driving declines in various measures of cognitive

ability. Reading is associated with a number of cognitive benefits including improved

memory and attention span, better analytical thinking, improved verbal fluency, and

lower rates of cognitive decline in later life.

Now listen to an interview with James Marriott and then do the tasks (questions

16-25), comparing the text above and the interview. You will hear the interview

TWICE.

16. Extensive research indicates that reading is rapidly losing its value.

17. A third of adults in Great Britain do not read for pleasure anymore.

18. Children’s unassigned reading is at an all time low.

19. People in rich countries are losing ability to read and write.

20. The main reason for the literacy crisis is the collapse of the education system.

21. Smartphone has caused a revolutionary societal change.

22. James ardently considers his essay to be his most important piece.

23. James’s mobile phone doesn’t have a habit-forming effect on him.

24. The omnipresent world wide web has disastrous consequences for students.

25. Reading has multiple benefits for human feelings.

READING

Task 4

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

Read the text and answer questions 26-40 below.

Lies, Gossip, and People You Thought You Knew

When were you last lied to? To your knowledge, obviously. Was the lie

something that mattered? Was the liar convincing? And how did you react? Perhaps

with anger, (26) … or contempt - like my grandmother, who had a stock retort for

anyone who tried to pull the wool over her eyes: “I hate liars. They’re worse than

thieves.”

Did you feel afterwards that you’d been easy to fool? If so, you’d be in good

company. We tend to assume communication is honest except when verified as

incorrect. And that is something to be thankful for; otherwise we’d live in a suspicious

world. Less helpfully, many of us believe that dishonesty reveals itself through body

language. In popular imagination, liars look (27) … , they fidget, cough or avoid eye

contact. Unfortunately, these cues are unreliable.

People who convince themselves of their own truthfulness while lying may

behave no differently from anyone else. Empirical research shows it is difficult to

identify even deliberate liars from their behaviour. A meta-analysis examining more

than 200 studies found that people’s ability to distinguish truth from lies is barely better

than chance. A more recent review reinforced this conclusion: we are generally poor

judges of deception. However, who we believe - and why - becomes more complex

within certain relationships.

I once knew a woman called Julia, who was attractive, charming and seemingly

kind. She was generous with cake, hugs and praise, and appeared to be a sympathetic

listener. I loved her for these qualities, yet I often felt guarded in her company for

reasons I could not articulate. Her compliments were so warm one could feel dizzied.

In this context, when she made improbable claims, people tended to take them at face

value. I know I did. Her credibility was reinforced by a troubling pattern of behaviour.

At times she persuaded me that I had said things I did not remember saying, or that I

had imagined things she had said. She would advise me on a practical issue, only later

to express dismay at my choices and question my reasoning. Over time, my trust in my

own judgment eroded. If I was so forgetful, how could I rely on my perceptions? I

could barely sense them through a mental fog. She had a similar effect on others.

Within this fog, Julia made extreme claims about people I knew: Cathy was

mistreating a pet, Daniel was ripping off his mother, Pamela was taking Julia’s

belongings. I privileged Julia’s perception over my own, gradually developing

distorted views of these people.

Всероссийская олимпиада школьников по английскому языку

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Eventually, I learned that Julia had been discussing my health with others. Under

the guise of concern, she claimed I suffered from a range of physical and mental

illnesses that I had never had and did not meet criteria for. These included stigmatised

conditions likely to provoke strong reactions. What she said was untrue. When I

compared notes with some of her other contacts, we discovered she had set us against

each other through an elaborate web of (28) … . Several relationships had broken

down, extracting a painful toll from those involved. When Julia realised we were on to

her, she cut ties. She never explained her behaviour, and I still do not know whether

she believed her own contradictory accounts. What interests me more is how long she

was believed, despite growing (29) … of her actions.

Many people are now familiar with the idea of gaslighting: denying a shared

reality to make someone question their senses. The most effective gaslighters I’ve met

seemed more likely to be believed when they told everyday lies, with one strategy

supporting the other. Who the liar is, rather than what they say, influences their success.

Perceived credibility is shaped by cognitive bias, and can be gendered or racialised. It

is also affected by halo errors: we expect people we like to be honest. Good looks,

generosity and flattering behaviour can buy undeserved leeway.

The normal desire for connection can also cloud judgment. Consider gossip,

often defined in psychology as unverified personal information rather than malicious

intent. Research suggests gossip can benefit social groups if the information is true,

and anthropologists argue it helps forge bonds. Sharing an inside story can signal trust

or belonging. The downside of increased intimacy is lowered defences, and a

compelling story from a friend can be hard to resist.

Overall, being lied to can damage trust in lasting ways. First, it can foster

suspicion that others do not mean what they say. Although studies suggest most people

tell one or two white lies a day, prolific liars are relatively rare. Second, there is the

(30) … and disconcerting knowledge that even good people struggle to detect lies.

Third, confidence in one’s own judgment may be lost and must be rebuilt. The best

response, it seems to me, is to attend to any sense of inner division. Wordless unease

should be examined rather than ignored.

A balance must be struck between the dignity my grandmother showed when

confronting a liar and faith in humanity. Viewing everyone skeptically offers false

comfort: no liar gets through, but neither does anyone else. What helps me is knowing

how much better my life has been without Julia in it. Outside her influence, optimism

Всероссийская олимпиада школьников по английскому языку

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is easier - including the understanding that most people are honest, and deserve to be

met as such.

Questions 26-30

In some of the paragraphs a word is missing. These words in a DIFFERENT

WORD FORM are listed below:

false

muse

settle

shift

plausible

DERIVE NEW WORDS from the given words to fill in the gaps 26-30. Use the

words in the appropriate grammar form.

Questions 31-35

Are the statements 31-35 true, false or not given? If a statement is true, circle A

on your answer sheet. If it is false, circle B on your answer sheet. If it is not given,

circle C on your answer sheet.

31. The author believes most people are inherently untrustworthy.

32. Being misled can weaken trust in one’s own decision-making abilities.

33. The author thinks that treating everyone with suspicion is an effective long-term

strategy.

34. The author turned for professional help to expose Julia’s lies.

35. Suspicions about a person’s honesty should be openly communicated.

Questions 36-40

For questions 36-40 choose one answer A, B, C or D which best fits according to

the text.

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

36. What expectation about everyday interaction does the author suggest most people

naturally hold?

A) Speakers usually manipulate information for personal gain.

B) Exchanges are generally sincere unless proven otherwise.

C) We tend to overreact to the lies we’ve been told.

D) People carefully verify what they hear from others.

37. What does the research indicate about humans’ capacity to recognize deception?

A) People can reliably identify lies if they are deliberate.

B) Judging truthfulness is highly dependent on prior experience.

C) Accuracy in detecting untruths slightly exceeds random guessing.

D) Ability to detect deception is straightforward but context-dependent.

38. What strategy did Julia use that undermined the narrator’s confidence?

A) She frequently contradicted herself in conversations.

B) She gradually isolated the narrator from all social contacts.

C) She used overt threats to control decision-making.

D) She manipulated the narrator’s memory and perception of events.

39. Which factors can create undeserved trust in a manipulator or liar?

A) The audience’s unconscious expectations and preconceptions.

B) The logical consistency of their false statements.

C) The level of evidence they present to support their claims.

D) The rarity or unusualness of their statements.

40. Why are personal accounts from close contacts rarely questioned?

A) Gossip from friends is motivated by good will.

B) Familiar sources are more accurate.

C) Questioning peers is socially unacceptable.

D) A sense of inclusion weakens suspicion.

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

Всероссийская олимпиада школьников по английскому языку

2026 г.

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Use of English

Time: 1 hour 30 minutes

Task 1

For items 1-7 guess each pair of words from their definitions. The pairs of words

are spelt identically except for the addition of the name of an ANIMAL/INSECT

inserted somewhere inside or at either end of the second word. Write 2 words on

your answer sheet.

The first example (0) is done for you. You shouldn’t underline or translate anything.

0. Fell and a part of a plant used to symbolise desolation or an awkward silence -

tumbled and tumbleweed (ewe - овца)

1. Agreed and elaborate or difficult

2. Suffer distress and make an enemy of

3. A soft cheese and for a short stretch of time

4. A filled pastry and a marauder

5. Dishonest statements and events at which winners are selected at random from

among ticketholders

6. A male cat (name) and either a place name or any name derived from a place name

7. A component and a defensive wall in a fortification

Task 2

For items 8 to 14, guess what each puzzle is saying. You have to use your

imagination and think critically to solve the puzzles to make up a saying or an

idiom.

The first TWO examples (0, 00) are done for you.

Examples:

HE ADA CHE

- SPLITTING HEADACHE

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

14. (an idiom)

Task 3

For items 15-22, read the idioms A- P below and choose the one that fits each gap

best in the sentences. There are extra idioms which you do not need to use.

The first example (0) is done for you.

playing to the gallery

breaks a leg

hammed it up

singing a different tune

class clown

in the limelight

curtain

rolling in the aisles

bringing the house down

mastered the show

getting into the groove

waiting in the wings

stole the show

on the edge of your seat

to upstage him

a dog and pony show

She will still be

______, clinging to his arm at premieres and so on.

15.

Your jokes are perfect for your speech tonight. You will have them

___!

16.

Juliet Stevenson is used to

___ when she appears on stage.

17.

The speech was populistic and was more about

____ than solving the

problems.

18.

It was Jack Lemmon who finally

___, turning in his finest performance

in years.

19.

The comedian really

_____, with big, silly movements and exaggerated

voices, making the audience roar with laughter.

Всероссийская олимпиада школьников по английскому языку

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20.

Jane was

___, hoping that a member of the hockey team would drop out

and she would get a place on the team.

21.

The protest was just

___ designed to bring in the media.

22.

I used to be very cynical about the world, but ever since surviving that

car wreck, I have been

___!

Task 4

For items 23 to 30 complete each sentence by filling the gaps with TWO

DIFFERENT WORDS formed from the SAME PROVIDED LETTERS,

rearranged.

Both words must fit grammatically and semantically. The first example (0) is

done for you.

Letters: SREIA

Let no panic

____ from a rumor; instead

____ the question into the light until it can

stand on its own legs.

0. ARISE/RAISE

23.

Letters: TAERH

He spoke not from vanity but from the

____, while the

____beneath him bore his

weight, unadorned, indifferent to his claims.

24.

Letters: TSILEN

For the space to remain

____, one must first learn to

____ attentively to what is

implied rather than stated.

25.

Letters: RMOEFR

The

____ structure endured longer than expected, until they finally resolved to

____

what custom alone had preserved.

26.

Letters: TDRICE

History would likely

_____ her with the discovery, yet she deliberately worked to

____ public recognition away from herself and toward the entire research team.

27.

Letters: GNEADR

Every

_____ contains the possibility of growth, like a seed of a

____, but only careful

attention determines whether growth or destruction takes shape.

28.

Letters: OBWLE

Всероссийская олимпиада школьников по английскому языку

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He spoke of what lay

____ the surface, then offered his arm like an

____ through a

crowd-steady leverage to pull her out of the current.

29.

Letters: RAESP

She tried to

_____ him unnecessary pain by choosing her words carefully, yet the

truth would

_____ through his defenses the moment it was spoken.

30.

Letters: TLNRAE

_____ life teaches you to travel light; what he

_____ was that commitment is not a

place you own, but one you build.

Task 5

For items 31-40, match the numbered groups of people (column 1) with their lettered

descriptions or representatives (column 2). Some descriptions are not needed.

A. Despite their brief existence, their impact was enduring.

31. The Radical

Unlike traditional art’s grand narratives, they focused on

Republicans

everyday life’s rhythm. They depicted ordinary people,

domestic interiors, and bustling streets, highlighting the often

32. The Pre-

overlooked beauty in the commonplace.

Raphaelites

B. John Osborne, Kingsley Amis, Harold Pinter

33. The Loyalists

C. Southerners used the term to accuse the Northerners, who

34. The Lake Poets

moved to the South during the Reconstruction era, of

exploiting the newly enfranchised Black population for

35. The Angry Young

personal or political gain.

Men

D. a strong group fighting for harsh penalties on the South

36. The Virginia

after the Civil War. They opposed President Lincoln's mild

dynasty

plans with their own stricter Wade-Davis Bill for the South.

They battled President Johnson, often beating his vetoes and

37. The Royalists

seeking his impeachment.

E. The supporters of the House of Stuart during the Civil War

of 1642-1652. They supported the "divine right of kings,"

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

King Charles I of England's prerogatives and absolutist

38. The log cabin

tendencies.

presidents

F. John Adams, Thomas Jefferson, James Madison, James

Monroe

39. Carpetbaggers

G. William Wordsworth, Samuel Taylor Coleridge, Robert

40. Minutemen

Southey

H. The rigid rules of classical art and the social unrest

emerging due to widespread industrialization created the

conditions for this rebellious group to express their

discontentment. They believed in recreating the techniques

and ideas of Renaissance and Medieval art and questioned the

principles of classical Victorian art.

I. From their own perspective in 1775, they were the

honorable ones who stood by the Crown and the British

Empire. However, once independence was declared in 1776,

those who continued to support the Crown were treated by the

Patriots as traitors who turned against their fellow citizens and

collaborated with a foreign army.

J. The first units were organized in Massachusetts, in

September 1774. One-third of the members of each regiment

were to be ready to assemble under arms at instant call. Their

first great test was at the Battles of Lexington and Concord,

1775. Later the Continental Congress recommended that other

colonies organize such units.

K. Andrew Jackson, Abraham Lincoln, Ulysses S. Grant,

James Garfield

L. It was founded in 1866 and quickly became a violent group

against Black people. It was notorious for its violent attacks

on Black communities and civil rights activists. It will be

remembered as an instrument of cowardly Southern

politicians who hid their faces behind hoods, and their

ideology behind an unconvincing facade of patriotism.

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

Writing

Time: 1 hour 15 minutes

An English language magazine invites young people to participate in a writing

competition. The participant must write a short story based on the following premise:

A young person finds a mysterious book in a library. This book contains not just

words, but three encrypted messages in the form of riddles. Each solved riddle helps

the person to understand an important truth and changes their life's course.

You decide to take part and write the short story.

The story should contain

• the information about why the person came to the library;

• three riddles - questions that are difficult to understand, and that have

surprising answers, that you may ask somebody as a game;

• answers to the riddles discovering truths of vital importance;

• description of how this book changed the person’s life.

Write 220-250 words. Your story must have a title.

Всероссийская олимпиада школьников по английскому языку

2026 г.

заключительный этап

Use of English

complied/complicated

agonis(z)e/ antagonis(z)e

brie/ briefly

pie / pirate

lies/ lotteries

Tom/ toponym

part/parapet or rampart

DOWN(-)TO(-)EARTH

KEEP IN TOUCH / KEEP IN LINE

AN EYE FOR AN EYE

MAKING UP FOR LOST TIME / MAKING UP FOR THE LOST TIME

(THE) ODDS ARE OVERWHELMING/ OVERWHELMING ODDS

NO BIGGIE

STEP UP TO THE PLATE

HEART / EARTH

SILENT / LISTEN

FORMER / REFORM

CREDIT / DIRECT

DANGER / GARDEN

BELOW/ELBOW

SPARE / SPEAR

RENTAL / LEARNT

КРИТЕРИИ ОЦЕНИВАНИЯ РАЗДЕЛА «ПИСЬМО»

Максимальное количество баллов: 20

Внимание! При оценке 0 по критерию «Решение коммуникативной задачи» выставляется общая оценка 0.

РЕШЕНИЕ КОММУНИКАТИВНОЙ ЗАДАЧИ

ОРГАНИЗАЦИЯ ТЕКСТА

ЯЗЫКОВОЕ ОФОРМЛЕНИЕ (максимум 8 баллов)

(максимум 9 баллов)

(максимум 3 балла)

Лексика

Грамматика

Орфография и

(максимум 3

пунктуация

балла)

(максимум 2

балла)¹

Коммуникативная задача полностью

3 балла (3 пункта)

3 балла

2 балла

выполнена: содержание отражает все аспекты,

Работа не имеет ошибок с точки

Участник

указанные в задании.

зрения организации.

демонстрирует

богатый лексический

грамотное и

уверенное

запас, необходимый

уместное

Объем работы либо соответствует заданному,

владение

для раскрытия темы,

употребление

либо отклоняется от заданного не более чем на

навыками

точный выбор слов и

грамматических

10% в сторону увеличения или уменьшения (198-

орфографии и

адекватное владение

структур.

275 слов).²

пунктуации.

лексической

Работа не имеет

сочетаемостью.

грамматических

ошибок с точки

Работа не имеет

ошибок.

зрения

ошибок с точки

зрения лексической

орфографии и

сочетаемости.

пунктуации.

Коммуникативная задача выполнена не

2 балла

1 балл

полностью: содержание отражает не все аспекты,

Требования по одному пункту

Участник

В тексте

указанные в задании.

данного критерия в работе не

демонстрирует

присутствуют

орфографические

выполнены.

богатый лексический

грамотное и

запас, необходимый

уместное

И/ ИЛИ

для раскрытия темы,

употребление

пунктуационные

точный выбор слов и

грамматических

ошибки (1-3 в

адекватное владение

структур.

сумме).

лексической

В работе имеются

сочетаемостью.

1-2

незначительные

В работе имеются 1-

2 незначительные

(негрубые)

¹ При подсчете ошибок по данному критерию орфографические и пунктуационные ошибки складываются.

² Если объем работы отклоняется от заданного более чем на 10% в сторону увеличения (более 275 слов), проверке подлежат только первые 250 слов.

(негрубые)

грамматические

лексические

ошибки, не

затрудняющие

понимание текста.

1 балл

В работе не выполнены

Участник

В работе имеются

демонстрирует

3-4

требования по двум пунктам

лексический запас,

грамматические

данного критерия (есть ошибки).

необходимый для

ошибки.

раскрытия темы.

В работе имеются 3-4

лексические ошибки.

Не выполнена коммуникативная задача

0 баллов

(отсутствуют 5 аспектов, формат написанного не

В работе не выполнены

Участник

В тексте

соответствует заданию, то есть текст написан в

требования по трем пунктам

демонстрирует

присутствуют

другом жанре)

данного критерия.

крайне

многочисленные

ограниченный

грамматические

орфографически

И/ИЛИ

словарный запас.

ошибки (5 и

е и

Или: имеются

более).

пунктуационные

многочисленные

ошибки (4 и

Объем письменного текста менее 198 слов.

ошибки (5 и более)

более в сумме).

И/ИЛИ

в употреблении

лексики.

Более 30% ответа имеет непродуктивный

характер.

Примечания:

1. При оценивании выполнения задания особое внимание уделяется способности участника продуцировать развернутое письменное высказывание. Если

более 30% ответа имеет непродуктивный характер (т. е. текстуально совпадает с опубликованным источником или источником в сети Интернет), то

выставляется «0» баллов по критерию «Решение коммуникативной задачи» и, соответственно, все задание оценивается в «0» баллов.

2. Текст задания должен быть написан понятным почерком. Неясные элементы текста, вызванные непонятным почерком, оцениваются как лексические

ошибки.

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

Карточка участника

Speaking

Set 1 Student 1

Preparation - 15 minutes

Presentation and questions - 10 minutes

Task 1

Vibrant Cultural Flavour of Carnivals

1. Monologue: Time 3 - 3,5 minutes, depending on the duration of a video clip.

As ‘a guide’, you take your fellow students from your school to a famous carnival in New

Orleans, giving them an opportunity to immerse themselves into the unique culture of modern

entertainment and comparing it with the old-age traditions. Using the video and information

from the fact file, speak about the Carnival celebrations (Set 1 STUDENT 1: Mardi Gras):

Origins and History

Street culture: Costumes, Music, Food

Festive Events

Cultural Significance

Express your own opinion on why Carnivals are worth being attended by people from all over

the world. Synchronize your presentation with the video.

2. Questions/ Answers: Time: 2 - 3 minutes.

Answer 2 QUESTIONS from your partner - ‘a fellow student’ about the Mardi Gras Carnival.

Make sure your answer is based on the information from the fact file. If there is NO relevant

information in the fact file, base your answer on your best guess.

You can make notes during the preparation time, but YOU ARE NOT ALLOWED TO READ

them during the presentation.

Task 2

1. Listen to the presentation of your partner (Set 2 STUDENT 2: Maslenitsa).

2. Questions/ Answers: Time: 2- 3 minutes

Ask 2 QUESTIONS about the Carnival to get ADDITIONAL INFORMATION not mentioned

in the presentation. You should only use WH-questions (special questions). Questions about the

opinion of your partner are NOT accepted.

YOUR ANSWERS WILL BE RECORDED

Новый Орлеан

• Марди Гра (Mardi Gras /gra:/)(«Жирный вторник») имеет древнеевропейские корни, появился в

Америке благодаря привнесенным из Франции традициям, установленным перед церковным постом.

• Проходит в феврале - марте, даты меняются каждый год.

Происхождение и

• Французские колонисты принесли праздник в Луизиану в начале XVIII в., в 1730-е гг. в Новом

история праздника

Орлеане проходили праздничные мероприятия.

• Современный вид карнавал приобрёл в XIX в. с появлением «крев» (crewes /krooz/- закрытых

клубов, организующих балы и парады, и стал центральной частью праздника.

• Главные события- парады, организованные крупнейшими кревами (Rex, Zulu, Endymion).

• Традиционное одаривание «разбрасыванием» - бус, значков, игрушек и лимитированных

Праздничные

сувениров вроде расписанных кокосов с огромных украшенных платформ на тематические сюжеты

мероприятия

• Уличные танцы, музыкальные выступления, костюмированные шествия, вечеринки.

• Семейные традиционные встречи.

Костюмы: оригинальные костюмы, яркие, сатирические, с масками, перьями, блёстками можно встретить

в районах Мариньи и Байуотер (Marigny and Bywater area).

Уличная культура:

Музыка: джаз, брас-бэнды, уличные ансамбли, культовые мелодии «When the Saints Go Marching In», «Do

Костюмы, Музыка, Еда

Whatcha Wanna».

Еда: традиционные блюда креольской и каджунской кухни: гумбо, джамбалайя, бенье, королевский пирог

(king cake) в фиолетово-золотисто-зеленых цветах карнавала.

Символ культурного наследия:

• Марди Гра - символ культурного разнообразия Нового Орлеана, сочетающий французские,

Культурная

испанские, африканские, карибские и местные традиции.

значимость

• Праздник отражает творческий дух, чувство общности и устойчивость города.

• Туристическая достопримечательность.

• Важная часть городской идентичности, наследия и семейных традиций.

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

Карточка участника

Speaking

Set 2 Student 2

Preparation - 15 minutes

Presentation and questions - 10 minutes

Task 1

Vibrant Cultural Flavour of Carnivals

1. Listen to the presentation of your partner (Set 1 STUDENT 1: Mardi Gras).

2. Questions/ Answers: Time: 2- 3 minutes

Ask 2 QUESTIONS about the Carnival to get ADDITIONAL INFORMATION not mentioned

in the presentation. You should only use WH-questions (special questions). Questions about the

opinion of your partner are NOT accepted.

Task 2

1.Monologue: Time 3 - 3,5 minutes, depending on the duration of a video clip.

As ‘a guide’, you take your fellow students from your school to a famous Russian celebration of

the end of winter - Maslenitsa, giving them an opportunity to immerse themselves into the

unique culture of modern entertainment and comparing it with the old-age traditions. Using the

video and information from the fact file, speak about the Carnival celebrations (Set 2

STUDENT 2: Maslenitsa):

Origins and History

Street culture: Costumes, Music, Food

Festive Events

Cultural Significance

Express your own opinion on why Carnivals are worth being attended by people from all over

the world. Synchronize your presentation with the video.

2. Questions/ Answers: Time: 2- 3 minutes.

Answer 2 QUESTIONS from your partner - ‘a fellow student’ about the Carnival. Make sure

your answer is based on the information from the fact file. If there is NO relevant information in

the fact file, base your answer on your best guess.

You can make notes during the preparation time, but YOU ARE NOT ALLOWED TO READ

them during the presentation.

YOUR ANSWERS WILL BE RECORDED

МАСЛЕНИЦА

• Древнейший славянский праздник, возникший из языческих обрядов проводов зимы и встречи весны.

• Проходит в феврале - марте, даты меняются каждый год.

Происхождение и

• Праздник вошел в церковный календарь после принятия христианства как последняя неделя перед Великим постом

история праздника

- Сырная (или Масляная) седмица.

• Традиции празднования сохранили дохристианские элементы (соломенное чучело, обряды плодородия) и

христианские - подготовку к посту и отказ от мяса.

• ярмарки,

• катания на санях,

• гулянья, хороводы,

Праздничные

• народные игры, забавы и соревнования (кулачные бои, лазание на масленичный столб, перетягивание каната,

мероприятия

шуточные состязания),

• сжигание чучела Масленицы и других арт-объектов - кульминация праздника, символизирующее прощание с

зимой и обновление природы,

• «Прощённое воскресенье»: люди просят прощения друг у друга.

Костюмы: народные сарафаны, кокошники, яркие платки, вышитые рубахи; участники могут носить маски и ряженые

костюмы.

Уличная культура:

Музыка: русские народные песни, хороводы под гармошку, балалайку, свирель, бубен; выступления фольклорных

ансамблей.

Костюмы, Музыка, Еда

Еда (оставление мяса - Мясопуст): главное блюдо - блины, символ солнца (подают с мёдом, сметаной, икрой,

вареньем), разнообразные пироги, сырники, оладьи, выпечку, чай из самовара.

Символ культурного наследия:

• Масленица отражает цикличность природы и древние сельскохозяйственные традиции Восточных славян.

Культурная

• Праздник - прощание с зимой, обновление и предстоящий духовный переход к посту.

значимость

• Играет важную роль в укреплении семейных и общинных связей, объединяя людей в совместных гуляньях.

• Масленица - особый культурный бренд России, привлекающий туристов, поддерживающий народные ремёсла,

фольклор и традиции.

Критерии оценивания заданий в разделе «Устная речь» (максимальное количество баллов: 20)

Внимание! Если участник читает свое выступление по своим записям, а не говорит свободно, за весь ответ участника ставится «0» баллов.

При оценке «0» по критерию «РКЗ Монолог» выставляется общая оценка «0».

РЕШЕНИЕ КОММУНИКАТИВНОЙ ЗАДАЧИ

ОРГАНИЗАЦИЯ

ЯЗЫКОВОЕ ОФОРМЛЕНИЕ РЕЧИ

РЕЧИ

(максимум 3

балла)

МОНОЛОГ

ДИАЛОГ

Лексическое

Грамматическое

Фонетическое

(6 баллов)

(5 баллов)

оформление речи

(2 балла)

Коммуникативная

задача

полностью выполнена: цель

общения успешно достигнута,

тема раскрыта в заданном

объеме (6 аспектов задания

раскрыты полностью):

Выполнение задания

1-4. В выступлении участника

прокомментированы

все

пункты задания (4 пункта).

В своем выступлении

участник

приводит

требуемую аргументацию.

Выступление участника

синхронизировано с видео

роликом (начало и конец

выступления совпадают по

времени с видео отрывком) и

стиль

презентации

соответствует

критериям

виртуальной экскурсии.

Коммуникативная задача

5 аспектов задания по

выполнена не полностью: не

диалогу:

раскрыт 1 аспект задания.

1-2. Участник задает два

специальных вопроса по теме

выступления для получения

дополнительной информации,

которая не была озвучена

выступающим

своих

комментариях. ¹

3-4.

Участник дает два

логичных

фактически

правильных

ответа

на

поставленные вопросы.²

5. Участник соблюдает нормы

вежливости при ведении

диалога с собеседником.

Коммуникативная задача

Коммуникативная задача по

выполнена не полностью: не

диалогу выполнена не

раскрыты 2 аспекта

полностью: не раскрыт 1

задания.

аспект задания. Участник не

может задать один вопрос или

дать один ответ. ИЛИ задан

вопрос, ответ на который

прозвучал в речи

собеседника. ИЛИ участник

допускает отдельные

фактические ошибки в ответе.

ИЛИ не соблюдаются нормы

вежливости при

взаимодействии с

собеседником.

Коммуникативная задача

Коммуникативная задача по

3 пункта:

выполнена частично: не

диалогу выполнена не

¹ Участник должен задавать специальные вопросы по теме презентации. Общие вопросы и вопросы, связанные с мнением собеседника, не засчитываются. Участник не

должен читать факт файл своего партнера во время его выступления. В этом случае вопрос не засчитывается.

² Формулировка типа “Sorry, I don’t know, I’ll look it up on the Internet and come to you later.” - не может быть принята в качестве правильного варианта ответа и

оценивается в «0» баллов. От участника ожидается ответ с использованием информации из факт-файла. Если в факт-файле нет запрашиваемой информации,

засчитывается как правильный фактически неточный, но вероятный (не абсурдный) ответ.

раскрыты 3 аспекта

полностью: не раскрыты 2

1. Презентация

задания.

аспекта задания.

участника логична.

2. В презентации

участника имеются

вступление и

заключение,

соответствующие

теме.

3. Средства

логической связи

используются

правильно.

Коммуникативная задача

Коммуникативная задача по

Не выполнены

Словарный запас

В речи участника

В речи участника нет

выполнена частично не

диалогу выполнена частично:

требования (есть

участника богат,

возможны 1 - 2

фонематических

раскрыты 4 аспекта

не раскрыты 3 аспекта

ошибка/ ошибки) по

разнообразен и адекватен

грамматические

ошибок. В речи

задания.

одному пункту

поставленной задаче. В

ошибки.

участника возможны

организации речи.

речи участника

1 - 2 фонетические

возможны 1 - 2

ошибки. Беглый темп

лексические ошибки.

речи.

Коммуникативная задача

Коммуникативная задача по

Не выполнены

Словарный запас

В речи участника

Речь участника в

выполнена в ограниченном

диалогу выполнена частично:

требования по двум

участника в основном

присутствуют 3 - 4

целом понятна,

объеме: не раскрыты 5

не раскрыты 4 аспекта

пунктам

соответствует

грамматические

участник допускает

аспектов задания.

задания.

организации речи.

поставленной задаче,

ошибки.

отдельные (3 - 4)

однако имеются 3 - 4

фонетические

лексические ошибки.

ошибки. Медленный

темп речи.

Коммуникативная задача не

Коммуникативная задача по

Не выполнены

В речи участника

Понимание речи

выполнена: Отказ от ответа

диалогу не выполнена: Отказ

требования по трем

присутствуют

участника затруднено

или не раскрыты 6

от выполнения задания по

пунктам

многочисленные (5 и

из-за большого

аспектов задания или

диалогу или не раскрыты 5

организации речи.

более) лексические

более)

количества

участник читает свое

аспектов задания.

ошибки. Словарного

грамматические

фонетических и

выступление по своим

запаса не хватает для

ошибки.

фонематических

записям.³

общения в соответствии

ошибок (5 и более).

с заданием.

³ При оценке «0» по данному критерию выставляется общая оценка «0» за конкурс устной речи. Участнику ставится «0» баллов за ответ, если он читает свои записи

более 50% времени своего монолога.

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

AUDIO SCRIPT

Listening

Task 1

For items 1-10, listen to a talk about Russia’s national anthem. Decide which of the statements (1-

10) are True according to the text you hear (A) and which are False (B). You will hear the text

TWICE. You have 20 seconds to look through the items.

(pause 20 seconds)

Now we begin.

What is a national anthem? It is a song that officially symbolizes a country or nation and reflects

its past, people and national pride. Most national anthems are marches accompanied by fanfares.

The Russian anthem can be easily recognized by its powerful, memorable music and Russian

lyrics. Many people, even not knowing the Russian language, think it sounds very majestic.

Russia has undergone many political changes throughout its history and changed national anthems

numerous times. Let’s take a look at a brief history of its national song. The first official anthem,

entitled “The Prayer of the Russians,” was chosen in 1816 by Emperor Alexander I. It featured

Russian lyrics glorifying the tsar and was set to the melody of Britain’s “God, Save The King.”

Nicholas I, who succeeded Alexander and was famous for his Russian patriotism and harsh temper,

is reported to have said, “The British music that we’ve been listening to for so long bores me.” A

new anthem to a new tune was written immediately in 1833. It was called “God, Save The Tsar!”

and had lyrics such as “strong, sovereign, reign for glory, for our glory!”

After the February Revolution of 1917, Russia’s new leaders wanted new songs for the people.

These songs were closely tied to revolutionary symbolism - the Russian version of the French

anthem “La Marseillaise” served as the anthem from 1917 to 1918. The lyrics were written by

Russian philosopher Petr Lavrov. In 1922 the Soviet Union adopted “The Internationale” as its

national song. “The Internationale” as a national song is a unique phenomenon. There is nothing

national or Russian in the lyrics nor in music, there is not a single word associated with a specific

country, let alone Russia. The song calls for “all the world's starving and enslaved” to rise up and

overthrow capitalism.

In 1943, Joseph Stalin changed the Soviet Union’s main song to something entirely new. Sergey

Mikhalkov and Gabriel El-Registan wrote the lyrics, and the music was written by Alexander

Alexandrov. El-Registan recalled in his memoirs that Stalin told the authors to add one more verse,

a bellicose one about the Red Army, about how the Soviets are beating the fascists and will

continue to do so. This was reflected in the verse “We grew our army in battles, we will sweep the

vile invaders out of the way!” Stalin’s motivations for the change of the song were also political.

During World War II, Stalin wanted to signal to the Western allies that the Soviet Union was not

going to overthrow capitalist governments anymore and was ready to cooperate. Switching to a

new anthem and away from “The Internationale” was an important symbolic part of this message.

In 1991, the USSR ceased to exist, and the modern Russian Federation started to look for a new

anthem. From 1991 until 2000, the unofficial anthem of Russia was “The Patriotic Song,” a little-

known composition without text that was written by Mikhail Glinka.

Soon after Vladimir Putin was elected for his first presidential term in 2000, he proposed a

compromise: return the old anthem but change the lyrics so that they praise Russia rather than the

Soviet Union and Communism. Some people strongly opposed the idea, but a majority in the

parliament approved the bill and since 2000 Alexandrov’s well-known melody has been played at

all official events. Responding to criticism for bringing back Soviet symbolism, Putin said back in

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

2000 “If we agree that we shouldn’t use…the symbols of the Soviet era, we should also agree that

an entire generation of our citizens - our mothers and fathers who lived in the USSR - lived their

lives senselessly. And I cannot agree with that.”

You have 20 seconds to check your answers.

(pause 20 seconds)

Now listen to the text again.

(text repeated)

You have 20 seconds to check your answers.

(pause 20 seconds)

For items 11-15 listen to a conversation between two friends standing in the line to buy concert

tickets and answer the questions. Choose the correct answer (A, B or C) to answer questions 11-

15. You will hear the text only ONCE.

You now have 25 seconds to study the questions.

(pause 25 seconds)

Now we begin.

Alice: Gerard, this queue goes on for miles. We’re never going to get in at this rate. I can’t believe

we’ve driven all this way only to spend three hours standing in line. Thanks a lot, Gerard.

Gerard: Me! What did I do? This whole thing was your idea, Alice! I’d have been quite happy

staying at home. Anyway, don’t be so defeatist. There’s still a chance we could make it.

Alice: Yeah, a fat chance! My legs’ll give out before we get within a hundred metres of the

stadium. I’m exhausted!

Gerard: Well, why don’t you take a seat on that bench over there? I don’t mind standing in line

while you have a rest. Then, when you feel better, you can come back and rejoin the queue.

Alice: So I’m supposed to sit around all on my own with nobody to talk to? And then hold your

place while you go and take a break? Not likely! You know, we wouldn’t be in this mess if it

weren’t for the fact…

Gerard: If it weren’t for the fact that I’d driven us down here, we wouldn’t even be standing in

this queue! When you asked if I wanted to come to this concert, I rather assumed that you’d have

done something in the way of buying tickets!

Alice: So it’s all my fault now is it? As usual, it seems like it’s up to me to do everything. Well,

I’m terribly sorry if I’m not perfect. Perhaps it’d be better if we just forgot the whole thing? You

obviously don’t really want to see the band.

Gerard: Look, I don’t mind what we do. I’m just as happy to stay or go, have dinner or catch a

movie. Whatever you prefer. But what I really, really don’t want to do is stand in a queue and have

a row. So can we please...

Alice: Who’s having a row? You’re the one who keeps arguing. If I’d known you were going to

behave like this, then I’d never have invited you tonight. Honestly! You try to do a nice, sociable

thing and you get your head bitten off! All I said was...

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

Gerard: You can stay here if you want to, Alice. But I’ve had about as much “fun” as I can take

for one night. I’m jumping in the car and heading home. And I want to say that next time you

invite me to... Oh, hang on a minute. The queue’s moving! Well, not such a waste of time after all!

This is the end of the listening comprehension part. You have 1 minute to complete your

answer.

(pause 1 minute)

Integrated listening and reading

Task 3

Read an excerpt from the essay by James Marriott, a writer at The Times, then listen to an

interview with him. You will notice that some ideas coincide and some differ in the text and

the interview. Answer questions 16-25 by choosing A if the idea is expressed in both materials,

B if it can be found in the reading text only, C - if it can be found in the audio recording

only, D - if neither of the materials expresses the idea.

Now you have 10 minutes to read the text below.

(pause 10 minutes)

Now listen to an interview with James Marriott and then do the tasks (16-25), comparing the

text above and the interview. You will hear the interview TWICE.

Jane: James Marriott, thank you for joining me.

James: Thanks very much for having me.

Jane: You and I are both really concerned about whatever this thing is that we call the ‘literacy

crisis.’ I have a lot of complicated thoughts about this. So, what is it?

James: I guess the best way to explain what I think I’m getting at is in statistics, which show pretty

consistently-in the UK, in America, and virtually everywhere-that reading is in quite severe

decline. There was a survey recently in the UK that found that a third of UK adults have given up

reading for pleasure. The National Literacy Trust here in the UK reports shocking and dispiriting

falls in children reading for pleasure. Researchers from University College London and the

University of Florida found a 40% drop in reading for pleasure in the last 20 years in America.

Another remarkable thing is that there’s an Organisation for Economic Co-operation and

Development report at the end of last year that found that rates of literacy were falling in the

developed world.

Jane: It seems like the literacy crisis is not just one thing. We call it the literacy crisis, but there’s

at least a couple of different things going on. We have problems with childhood education. We

have another problem with screens and attention spans, too. Then we have the decline of reading

for pleasure, which might be a distinct thing. I find that the current discussion throws them all

together. And you wrote this essay on Substack platform. I think you called it your magnum opus.

James: Ironically, I should add! I don’t know if that came across.

Jane: You didn’t say that these were all the same thing, but you treated them all as aspects of one

singular problem.

James: I guess I do bundle them together in that essay into one factor. And I think that is because

I basically do think there is one problem. And I think it is the transformative effect of smartphones

Всероссийская олимпиада школьников по английскому языку

2026 г. Заключительный этап

on our culture and society. I think we’re living through the crisis of addictive screens and the dawn

of the screen age.

Jane: Tell everybody about your relationship with your phone.

James: I have a dumb phone. It’s halfway between a Nokia brick and a smartphone, so it does

things like Spotify and Google Maps. It’s also intolerably tricky to use. And therefore, I find it

basically un-addictive. I think smartphones are designed to be addictive because technology

companies want us on our screens as much as possible. But I think we now live in a world of

ubiquitous screens that goes beyond just phones.

Jane: James, I think this is going to be a conversation that you and I will have many times in the

future. I’m sure we’re going to be writing about this. Thank you for joining us.

James: Thanks a lot.

You’ll hear the talk again in 30 seconds.

(pause 30 seconds)

Now listen to the talk again.

(Text repeated)

Now you have five minutes to finish the task and transfer your answers to the answer sheet.

(pause 5 minutes)

This is the end of the integrated task. Now you can start working on your reading task.

Английский язык. Всероссийская олимпиада школьников в Москве (2025-2026 год) - часть 5