Perfection of the content of primary education

КОНТРОЛЬНАЯ РАБОТА № 1

 

1Прочитайте текст и письменно ответьте по-английски на во­просы, следующие за текстом.

2 Выпишите из текста существительные в единственном числе и поставьте их во множественном числе.

3 Выпишите из текста предложные конструкции с предлогом of и переведите их на русский язык. Замените существительные с предлогом of существительными в притяжательном падеже.

4 Выпишите из текста прилагательные и наречия, переведите их на русский язык и образуйте степени сравнения.

5 Найдите в тексте и переведите на русский язык предложения, в которых употреблены местоимения. Укажите, к какой группе они относятся (личные, притяжательные, указательные, вопро­сительные, относительные).

6 Выпишите из текста все неправильные глаголы, запишите их основные формы и переведите их на русский язык.

7 Выпишите из текста предложения в Present Indefinite (Simple) и пере­ведите их на русский язык. Напишите эти предложения в вопро­сительной и отрицательной формах.

8 Выпишите из текста предложения в Past или Future Indefinite (Simple) и переведите их на русский язык. Напишите эти предложения в вопросительной и отрицательной формах.

9 Поставьте глагол-сказуемое одного предложения из текста во все временные формы группы Indefinite в страдательном залоге, произведя все необходимые смысловые изменения.

Образец: The text is translated by the student.

The text was translated by the student yesterday.

The text will be translated by the student tomorrow.

10 Переведите письменно текст контрольной работы № 1 на русский язык. При переводе пользуйтесь англо-русским словарем.

ТЕХТ 1

LIFE IN LONDON

We were met at the station by a comrade living in London in emigra­tion, who had a fine knowledge of English. At first he acted as our guide, as we were in rather a hopeless position by ourselves. We thought we knew the English language, having even translated a whole book (the Webb's) from English into Russian, when we were in Siberia. I learnt English in prison from a self-instructor, but never heard a single word spoken. When we arrived in London, we found we could not understand a single word, and nobody understood us. We started going to all kinds of meetings. We stood in the front row and carefully studied the ora­tor 's mouth. We went fairly often to Hyde Park where speakers addressed the passing crowds of different themes.

We learnt a great deal by listening to spoken English. Afterwards, we found two Englishmen who wanted to exchange lessons and began studying with them. He got to know the language fairly well.

We also studied London. We did not, however, visit the London museums, except the British Museum, where we spent much time. But there we were attracted not by the museum, but by the richest library in the world.

We studied living London. We loved to climb to the top of an omni­bus and go on long rides about the town. We liked the movement of this big commercial city. The quiet squares, the rich homes with their shining windows and green lawns, and near them the dirty little streets, inhabited by the London working people. In such districts we went on foot, and seeing these striking contrasts in richness and poverty, we would mat­ter through clenched teeth and in English: "Two nations!"

(From Reminiscences of V. 1.L Lenin by

N. K. Krupskaya)

Questions

1) Did they know English well when they arrived in London?

2) In what way did they begin studying the English language?

3) Why did they like to visit the British Museum?

4) How did they study living London?

Note

1) self-instructor - самоучитель

 

TEXT 2

SPECIAL EDUCATION

The education of handicappedchildren in Russia is a part of the state educational system. A few months after the Great October So­cialist Revolution, the state took upon itself the care of handicapped children.

On December 10, 1919, in a decree signed by V. I. Lenin, the Council of People's Commissars determined the functions of the various People's Commissariats in regard to the education and medical care of physically and mentally handicapped children. In accordance with this decision, retarded children were to be cared for and educated in the so-called auxiliary schools, while blind, deaf and physically handicapped children were to attend corresponding special schools of the People's Commissariat of Education.

In time, a unified system for bringing up and educating handicapped children was created. This network of special establishments has been un­der constant improvement.

At present blind children and those with severely impaired eyesight receive a complete secondary education in the course of 12 years of study. Deaf and 2nd division hard of hearing pupils are given the same period to acquire the curriculum of the eight-year secondary education, while 1st division hard of hearing children accomplish the programme of the ordinary ten-year secondary school in 12 years.

There are special evening secondary schools for working adults who are blind, partially sighted, or deaf or hard of hearing. Auxiliary schools (for mentally retarded children) with an eight-year term of study provide an elementary education and the children vocational training.

There are also special secondary schools for children with disturbances of motor function and a special school for children who are multiply handicapped.

Preschool establishments for the deaf and hard of hearing, the blind, the mentally retarded and children with speech defects have been de­veloping successfully in the past decades.

Prior to entering school all children who have reached six years of age must have a thorough medical examination by a team of specialists at their district children's polyclinics. This examination is compulsory for every child entering school. Children who have serious defects of vision, hearing or speech and who will find studying in a normal school too difficult are referred to a special school.

(From A Guide to English Scfiools by

Turrell Burgess)

 

Questions

1) What steps in regard to the education of handicapped children did the state take after the Great October Revolution?

2) What kinds of schools were established for this purpose?

3) What system of special education is developed at present?

4) Is medical examination compulsory for every child entering school?

 

Notes

1) handicapped - зд. страдающие недостатками (физическими или

умственными)

2) in accordance with - в соответствии с

3) retarded (children) - умственно отсталые (дети)

4) auxiliary school - вспомогательная школа

5) 2nd division hard of hearing - 2-я степень глухоты

6) motor function - двигательная функция

 

TEXT 3

CHILDREN'S THEATRES

A new type of theatre was born in the country: the children's theatre. At present over twenty million school­children attend performances at children's theatres annually.

The theatres play an important role in the ideological and aesthetic education of children. Their productions touch upon the most burning problems of today; they present a truthful and realistic picture of life in modern times, they stage plays about the heroic past, shaping the child's aesthetic tastes.

The theatres are most influential in helping the schools to instil in the pupils an interest in and appreciation of literature's classical her­itage. The theatres have a definite tradition in staging classical plays. There are special means of helping the school in the study of these plays after the children have attended a performance. Each theatre has its own thematic plan. Thus the Saratov Children's Theatre builds its classical repertoire according to a main theme: young people of times now past. Its classical repertoire includes The Insulted and Humiliated by Dostoevsky, A Profitable Position by Ostrovsky, Three Sisters by Chekhov and Shakespeare's Hamlet. The Moscow Central Children's Theatre's repertoire includes Dead Souls by Gogol, Boris Godunov by Pushkin and a stage version of Dickens' Oliver Twist.

Younger children prefer puppet shows. Here they are introduced to the treasures of folk and fairy tales of the peoples of Russia and the world. The State Puppet Theatre is actually an artistic and meth­odological centre for all of the country's puppet theatres.

The work of the children's theatres is closely linked to the schools. Every theatre has an educational section staffed by pedagogues. They take part in organizing school theatricals, drama clubs and special theat­rical concerts; in a word, they help to bring the theatres directly to the schools.

Questions

1) What role does the children's theatre play in the ideological education of children?

2) How do theatres help the schools to instil in children an interest in literature's classical heritage?

3) Why is the State Puppet Theatre an artistic and methodological centre for all other puppet theatres?

4) In what way is the work of the children's theatres linked to the schools?

Notes

1) instil - внушать

2) The Insulted and Humiliated — «Униженные и оскорбленные»

3) A Profitable Position — «Доходное место»

TEXT 4

GREAT BRITAIN

The British Isles lying off the north-western coast of the continent of Europe are composed of two large islands, Great Britain and Ireland, and a number of small islands. The official title of the country is the United Kingdom of Great Britain and Northern Ireland.

The United Kingdom includes England, Wales, Scotland and North­ern Ireland. England, the southern and central part of the island, forms the main part of the entire country. Wales lies on the mountainous pen­insula in the west. Politically Wales is a part of England and has no independent government. Scotland is in the northern part of the island. Its original inhabitants are of Celtic origin. In the past Scotland was an independent kingdom and up to the present time maintains certain auton­omy. Northern Ireland is a part of the United Kingdom as an autono­mous region with its own Parliament.

Great Britain is surrounded by water. It has an insular climate. The summers are cooler and the winters are warmer than in central Eu­rope. The warm Gulf Stream washes the coasts of the British Isles and gives the country a mild climate. The climate on the continent is not so mild as that of England. The best season is spring. In the lovely month of May the weather is the finest.

The insular climate is also moister than the continental climate. It rains very often in England. In London, for instance, it rains more than a hundred and eighty days in the year, and in winter the brown London fog comes very often. The London fog "as thick as peasoup" ³ is an ex­traordinary thing.

Questions

1) What parts does Great Britain consist of?

2) What are the main islands of Great Britain?

3) Which season is the best in England?

4) Does it often rain in England?

Notes

1) insular - островной

2) the Gulf Stream - Гольфстрим

3) "as thick as peasoup" - «густой, как гороховый суп»

TEXT 5

NATURE'S BUILDING BLOCKS

What are atoms?

Over two thousand years ago, about 400 B.C., the Greek philosopher Democritus tried to figure out what the world is made up of and how it came to be the way it is. He came to the conclusion that all things are made up of tiny particles, too small to be seen. There are many kinds, he thought, and they are always moving about, sometimes combining, and sometimes separating again.

Democritus deserves tremendous credit for giving us this theory. In the past people believed in many ideas which new knowledge and ex­perience later proved false.¹ But all the discoveries of science in over two thousand years of work and study show that Democritus was right.

Investigations by chemists have shown that every chemical compound, such as salt or water, is made up of many tiny particles called molecules. In solids and liquids they are packed closely together. In gases they are spread out thin, with big spaces separating the molecules from each other. Each molecule in a compound is the same as all the other molecules in the same compound, but it is different from the molecules in other com­pounds. Since there are thousands of different compounds, there are thou­sands of different kinds of molecules, ranging from simple ones, like the molecules of salt or water, to very complicated ones found only in living things.

Further study has shown that the molecules themselves are made up of still smaller particles known as atoms. Although there are thousands of different molecules, there are only 103 different kinds of atoms. These 103 different kinds of atoms, known as the chemical elements, are the building blocks out of which all material things are made.

(From The Outline of Man's Knowledge

by Clement Wood)

Questions

1) What is the world made up of according to Democritus?

2)Did his theory prove right?

3) When and where did Democritus live?

4) What is every chemical compound made up of according to modern science?

Note

1) proved false — оказались ошибочными

 

TEXT 6

TAJ MAHAL

One of the sights of India is the tomb of the emperor Shah Jehan and his favourite queen. The tomb is the Taj Mahal. Its name means "gem of buildings".

The Taj Mahal is in Agra, India. It was built between three and four centuries ago.

A legend tells that the queen, who was called Mumtaz-i-Mahal, first saw this building in a dream. She saw it so clearly that she remembered it after she wakened. She told the emperor about it and he set to work at once to have it built. No one knows whether the story of the dream is true. We do know that an army^: of workmen spent 22 years in building the Taj Mahal.

The tomb is tall. The tip of the dome reaches as high as an 18-storeyed building. The whole building is of white marble. In places the marble has been carved so that it looks like lace. Inside there is much carving. There is more of the marble lace. In addition, parts of the Koran, the sacred book of the Moslems, have been carved on the walls. In other places the walls are covered with flower designs. Coloured stones such as jasper¹ and cornelian² are set in the white stone.

The building would not be so beautiful if it were not in such a beautiful setting. Much of the ground around is paved with red sand­stone. There are pools of quiet water that reflect the dome and the slender towers. Round about there is a beautiful garden.

Many people think that the Taj Mahal is the most beautiful build ing in-the whole world.

Questions

1) Where and when was the Taj Mahal built?

2) What does a legend tell?

3) How many years did an army of workmen spend in building the Taj Mahal?

4) What does the building of the Taj Mahal look like?

5) What can you say about a setting of the Taj Mahal?

Notes

1) jasper - яшма

2) cornelian – сердолик

TEXT 7

SWIMMING

Many animals can swim without being taught how. People are not so fortunate. They have to learn to swim. But it is very much worth­while to learn to swim for three reasons: swimming is fun. It is a good exercise for building strong bodies. And being able to swim takes away most of the danger from boating, water skiing, and other water sports. There are four styles of sports swimming: freestyle (crawl), backstroke,¹ breaststroke" and butterfly.

Swimming is so popular that many public swimming pools have been built. Many public beaches have been set up.

Swimming is one of the sports that make up the Olympic games. Swimmers from all over the world compete in these games.

Itmayseem strange that swimming was not included in ancientOlympic games, though people had known it long ago: Both in ancient Greece and Rome swimming was as important as reading. Soldiers often sailed to other lands and fought on seas too. They were taught swimming for life-saving.

As a sport swimming was practised in Japan. There swimming contests were held before the new era. Since-the 17th century it has been taught in schools. But the Japanese did not let foreigners into their country. That is why it were Europeans who developed swimming and made it a sport.

One of the earliest swimming competitions in Europe was held in 1515 in Venice. In 1538, the first swimming handbook was published. First swimming schools began to appear in the end of the 18th cen­tury. Swimmers trained and contested mostly in rivers, ponds and lakes, which was only possible in summer. In the 19th century covered pools appeared and swimming became very popular.

Many countries organized national swimming championships, and the first European championship was held in 1890. Six years later, swimming became the Olympic sport and in 1908 the International Swimming Federation was formed. Oddly enough, the first world championship was only held in 1973, or 65 years later!

Swimming as a sport was not popular in Russia. Training and competitions were only possible in summer and sportsmen could not achieve good results. The first swimming competitions in Russia were held in 1913 in Kiev.

Things changed after the Revolution. Swimming schools opened in Moscow in the 20s. And in the 30s first covered pools were built. Swimmers could train all the year round and they did well.

Regular swimming championships of Russia have been held since 1928. And since 1947 our swimmers have been taking part in international competitions. Many of them have achieved good results and set new records. Among them are G. Prozumenshchikova (Stepanova), S. Babanina, V. Bure, V. Salnikov and others.

 

Questions

1) Why is it worthwhile to learn to swim?

2) How many styles are there in swimming?

3) Where was swimming practised as a sport?

4) When did swimming become very popular?

5) Was swimming as a sport popular in Russia?

6) What famous swimmers do you know?

Notes

1) backstroke - плавание на спине

2) breaststroke - брасс, плавание брассом

КОНТРОЛЬНАЯ РАБОТА № 2

 

1 Прочитайте текст и письменно ответьте по-английски на вопросы, следующие за текстом.

2 Найдите в тексте и переведите на русский язык предложения, в которых употреблены модальные глаголы и их эквиваленты.

3 Найдите в тексте и переведите на русский язык предложения, в которых употреблены неопределенные местоимения some, any no, every и их производные.

4 Выпишите из текста все глаголы и образуйте от них причастия настоящего и прошедшего времени; переведите их на русский язык.

5 Найдите в тексте и переведите на русский язык предложения, в которых употреблено причастие настоящего времени.

6 Найдите в тексте и переведите на русский язык предложения, в которых употреблены причастия прошедшего времени.

7 Поставьте глагол-сказуемое одного предложения из текста во все временные формы группы Perfect, произведя все необхо­димые смысловые изменения.

Образец: Не has just translated the text.

He had translated the text before the bell rang.

He will have translated the text by tomorrow.

8 Найдите в тексте и переведите на русский язык предложения, сказуемые которых употреблены в страдательном залоге.

9 Переведите письменно текст¹ контрольной работы № 2. При переводе пользуйтесь англо-русским словарем.

TEXT 1

Questions

1) The more significant changes have taken place in the primary school, haven't they?

2) What are the tasks of the primary school?

3) Does instruction in every subject aim at the development of ele­ments of scientific-theoretical thinking in junior schoolchildren?

4) What is much emphasis in the primary school laid on?

5) What are the new syllabuses based on?

 

TEXT 2

Questions

1) When was the first exhibition of the Museum opened?

2) What are the main items of it?

3) How does the Museum reflect heroism of the Soviet people during the Great Patriotic War?

4) What is the display of the Museum dealing with the Soviet Armed Forces of today?

 

Note

1) the comradeship-in-arms - братство по оружию

TEXT 3

COLLEGE LIFE IN ENGLAND

The University of Oxford is a collection of colleges. Some of these colleges were founded hundreds of years ago. The University is only an administrative centre which arranges lectures for all the students of the colleges, holds examinations and gives degrees.

Every college has students of all kinds; it has its medical students, its engineers, its art students, etc.

The Tutorial system is one of the ways in which Oxford and Cambridge differ from all other English universities. Every student has a tutor who plans his work. Each week some students come to see him and he discusses with them the work which they have done. This system has some advantages, but has often operated against progressive thinking in British universities because many tutors are reactionary and they try to have a great social and political influence on their students.

Other English universities called "modern" or "provincial"¹ are located in large centres of industry. There are no tutorial systems there. These universities rely on lectures.

Very few children of the working people can be found among the students of all the British universities because the cost of studies is too high. According to official reports only 3 per cent of the whole number of students at the universities are sons and daughters of the working people.

The academic year in England is divided into three terms. Terminal examinations are held at the end of the autumn, spring and the summer terms. Final examinations are taken at the end of the course of studies. If a student fails in an examination he may be allowed to take the exam again. Only two re-examinations are usually allowed. For a break of discipline a student can be fined² a sum of money, for a serious offence he may be expelled from the university.

British universities usually keep to the customs of the past. At Ox­ford University all the students wear long black gowns and students' caps. Undergraduates try to get old gowns so that people would think that they have been at Oxford for years. Without his or her gown no student is allowed to call on a tutor, to have dinner in the college dining-room or attend a lecture - where the gowns are rolled up and used as cushions.

 

Questions

1) In what way do Oxford and Cambridge differ from all other English universities?

2) What are advantages and disadvantages of the Tutorial system?

3) What kinds of English universities are called "modern"?

4) Can many children of the working people be found among the students at English universities?

5) How many terms is the academic year in England divided into?

6) How are the students of Oxford usually dressed?

 

Notes

1) provincial universities - университеты, находящиеся в крупных городах Великобритании (кроме Оксфорда и Кембриджа)

2) be fined- подвергаться штрафу

 

TEXT 4

Questions

1) What is architecture?

2) Where does architecture as an art first appear?

3) What was the greatest pyramid in Egypt?

4) What did Egyptian temples look like?

5) Why weren't Babylonian marvels of antiquity preserved?

6) What were three forms of classic Greek architecture?

7) What was a typical Greek temple?

 

Notes

1) masonry - каменная или кирпичная кладка

2) keynote - основной принцип, идея

3) tower of Bel - Вавилонская башня

4) the Doric - дорический

5) the Ionic - ионический

6) the Corinthian - коринфский

7) Volute - спираль, завиток

8) conventionalized - изображенный условно

9) lily-petals - лепестки лилии

TEXT 5

ТНЕ TYPICAL SEED PLANT

The common garden bean is a typical seed plant. The vegetable railed "bean" is the seed of the bean plant and is contained in a pod. This pod, with its seeds, is the fruit of the plant. The bean seed has two seedleaves, or cotyledons.¹ that s ground a baby bean plant, or embryo. The cotyledons supply the embryo with food and act as a protective covering. If the seed is planted properly in soil and is watered, it will germinate, meaning a young bean plant will emerge from the seed planted This plant has roots, stems, and green leaves that have chlorophyll, enabling it to manufacture its own food.

The young plant grows rapidly, producing additional roots, stems, leaves, and finally blossoms. When the flowers appear the plant is ready to reproduce (produce offspring). Each bean flower has tiny yellowish pollen grains, which are transferred to its own female structure or that of another bean plant's flower. The pollen contains sperms or male cells, that bring about fertilization of the eggs, or female cells, which are in the ovary of the female structure. The fertilized egg develops into an embryo, while the rest of the egg becomes its seed. The ovary wall enlarges to become a pod, which is the fruit of the bean plant, and the whole life process begins again. A similar process takes place in the pine, spruce, apple, peach, oak, grass, and all other seed plants.

The major parts of a seed plant are roots, stems, leaves, flowers, seeds, and fruit. Each of these structures plays an important part in the life of the plant. Some seed plants are annual,² that is they complete their life cycle from seed to seed in one year; such plants include the bean, pea, and the grasses. Others are biennial,³ needing two years for the cycle to be completed, these include the beet, parsnip, and carrot. Many are perennial, living for many years; among these are the oak, pine, rose, and lilac. Although there are many variations in different species of seed plant, their principle structures are basically alike and perform the same functions. The roots anchor the plant in the soil and support it. They absorb water and mineral salts from the soil and pass them along to the conducting tubes in the stem to be carried to the leaves. Many roots also store food.

The leaves carry on the process of photosynthesis and are equipped to give off excess water in the form of water vapour. The roots, stems and leaves all are equipped to take in oxygen, which the plant uses to carry on all activities except photosynthesis.

The seed is the structure whereby seed plants can survive over long periods of time under unfavourable conditions. Many kinds of seeds can retain their ability to germinate for many years after they are formed, and need only moisture, warmth and soil to develop into a new plant.

 

Questions

1) What is a typical seed plant?

2) What does the bean plant consist of?

3) What part do the cotyledons play in the life of the bean plant?

4) What plants are called annual?

5) What plants are called biennial?

6) What are perennial plants?

7) What are the main functions of the roots?

8) What are the functions of the leaves?

 

Notes

1) cotyledon - семядоля

2) annual - однолетние

3) biennial – двухлетние

 

TEXT 6

Questions

1) What is the purpose of this article?

2) What are two main procedures for a theoretical physicist?

3) What is meant by working from the experimental basis?

4) What is meant by working from the mathematical basis?

5) What does the choice of the procedure depend on?

 

Note

1) extremes – крайности

 

 

TEXT 7

RADIUM

The early alchemists¹ spent most of their time trying to change common metals such as lead into gold. Many people laughed at the idea. The alchemists had no clear notion of what they were doing. They simply tried all sorts of strange "recipes" and hoped to make the change take place by magic.

Now the scientists know that the alchemists were not entirely wrong. For it is possible for certain metals to change into others. The discovery and study of radium showed that this is true. The al­chemists would be unhappy, however, because radium, which is thou­sands of times more expensive than gold, goes through a series of changes and becomes common lead.

Radium is one of the simple substances, or elements, that scien­tists call radioactive. Radioactive elements change all by themselves into other elements. As they do so, they send out powerful rays.-These rays can go through many substances that light cannot go through. The rays from radium, for instance, can go through flesh and be used to treat such diseases as cancer.

A common use of radium is in paint. Paint containing very tiny amounts of this element is used on the hands of clocks and watches to make them glow in the dark. Chemicals in the paint give out flashes of light when hit by rays from the radium.

Carelessly used radium can cause terrible burns. Supplies of it must be kept in special containers with thick lead walls.

Pure radium is a white metal. It is very heavy. But there is so little of it that no one has ever been bothered by its weight. Only a few pounds have been produced in the whole world.

Radium was discovered by the French scientists Pierre and Marie Curie. The story of their work is one of the really exciting chapters in the story of science.

 

Questions

1) What did the early alchemists spend most of their time on?

2) Is radium one of the radioactive elements?

3) What is a common use of radium?

4) What can carelessly used radium cause?

5) Whom was radium discovered by?

 

Note

1)alchemists - алхимики

^{TEXT 8}

^SALT

“He is the salt of the earth.”¹ “He is not worth his salt.”² Both of these are common sayings. They show that salt is an important substance. It is even more important today than in the past.

At times salt has been used as money. The word salary comes from sal, the Latin word for "salt". The Roman soldiers used to be paid partly in salt.

The Arabs used to believe that eating another person's salt meant that you would do him no harm. It was a bad sign if anyone refused to eat salt when he was a guest. In some parts of Africa it is still good manners, when you meet a friend, to let him lick your cake of salt.

There are superstitions about salt, too. Spilling salt is supposed to bring bad luck. But the person who spills the salt can keep the bad luck away if he throws a little over his left shoulder. Another supersti­tion is that you can catch a bird if you sprinkle a little salt on its tail.

Salt is something which everyone has to have. We cannot live without it. Of course, most of us like the taste of salt, too.

Sea water has salt in it. But most of the salt we buy comes from deep in the ground. It comes from layers of rock salt there. The layers were formedwhen salty seas of long ago evaporated. Later, the salt was covered with other rocks.

It is not hard to get salt from the layers of rock salt underground. Mines can be dug down, and the salt taken out in blocks. Or water can be forced down through pipes to the salt and then pumped up again. The salt that has been dissolved in the water can easily be taken out of it.

Most of the salt we buy is in tiny crystals. Under a microscope they look like tiny cubes of glass.

Chemicals made from salt are used in the manufacture of rubber, and steel, and dyes, and dyes. Chemicals from salt are used to soften water and to bleach cloth. They help in scouring wool and making leather. The list could go on andon. A great many of our factories of today would be forced to shut down if there were no more salt.

Questions

1) How has salt been used at tunes?

2) What does the word "salary" come from?

3) Are there any superstitions about salt?

4) When were the layers of rock salt formed?

5) How are chemicals made from salt used?

 

Notes

1) "He is the salt of the earth" -Таких хороших людей, как он, мало.

2) "Не is not worth his sail." - Oн никчемный человек.

 

КОНТРОЛЬНАЯ РАБОТА № 3

 

1 Прочитайте текст и письменно ответьте по-английски на вопро­сы, следующие за текстом.

2 Выпишите из текста 10 неправильных глаголов и образуйте причастия настоящего и прошедшего времени; переведите их на русский язык.

3 Найдите в тексте и переведите на русский язык предложения, в которых употреблено причастие настоящего времени.

4 Найдите в тексте и переведите на русский язык предложения, в которых употреблено причастие прошедшего времени.

5 Поставьте глагол-сказуемое одного предложения из текста во все временные формы группы Perfect Continuous (Progressive), произведя все необходимые смысловые изменения.

Образец: Не has been translating the text since 5 o'clock.

He had been translating the text for two hours when we returned home.

When we return home at 5 o'clock, he will have been translating the text for two hours.

6 Поставьте глагол - сказуемое одного предложения из текста во все временные формы групп Continuous (Progressive) и Perfect, произведя все необходимые смысловые изменения.

Образец: The text is being translated by the student now.

The text was being translated by the student when the bell rang.

The text has already been translated by the student.

The text had been translated by last Friday.

The text will already have been translated by the student by next Friday.

7Найдите в тексте и переведите на русский язык предложения, сказуемые которых употреблены в страдательном залоге.

8 Найдите в тексте и переведите на русский язык предложения, в которых употреблены глаголы should и would.

9 Выполните письменно упражнения 1,5, 12, 23, 25 из контрольно-тренировочных упражнений третьего семестра.

10 Переведите письменно текст контрольной работы № 3. При пере­воде пользуйтесь англо-русским словарем.

 

TEXT 1

Extramural institutions

Upbringing in Russian schools is organically linked with the educational process. It is carried on at the lessons but naturally is not confined to them. Various clubs, study and sports groups are a common feature. They help more fully meet the pupils' interests and contribute to their all-round development.

The Ministry of Education maintains a network of extra­mural institutions which help the schools in their educational work, in the all-round development of pupils and in organizing their leisure. It includes Schoolchildren's Houses and Palaces, young technicians' and young naturalists centres, children's excursion and tourist clubs, sports schools and other institutions.

Extensive work among schoolchildren is also carried out by var­ious institutions functioning under other ministries and departments. For instance, there is a great number of children's libraries. Many cities have children's theatres. There are numerous parks for children and special children's railways and steamship lines. The children's sections of trade union clubs and Palaces of Culture, museums, sports societies and other institutions are also doing a great deal for schoolchildren.

The updating of the content of education and the need for the further perfection of teaching methods in general schools confronted the extramural institutions with the task of bringing the diverse out-of-class and out-of-school activities into conformity with the new syllabuses.

New forms of work aimed at stimulating the pupils' interest in learning have been devised. Clubs and study groups introducing pupils to the achievements of modern science and technology are be­coming increasingly widespread. Another recent development is science centres for pupils which familiarize them with research methods and scientific literature and teach them the techniques of using archive sources, catalogues, bibliographical publications and other reference material. These centres are raising the theoretical standard of their work by strengthening their ties with higher educational and research institutions.

Extramural institutions also play an important part in the aesthetic education and physical training of pupils, thus contributing to their, all-round development.

While carrying on their educational work throughout the year, the extramural institutions provide a particularly wide range of activities during the vacation periods when they hold sports contests and festivals, organize youth rallies and ethnographic, archaeological, geographical and other expeditions, run camps and children's playgrounds in towns and so on.

The extramural institutions exert a significant influence on the organization of educational work in schools. Using their own facilities or those of the best schools they organize seminars for teachers who direct the work of school museums and clubs, pupils' production teams, study and art groups, excursion and tourist activities. The regional and district children's libraries help school teachers and librarians in organizing their work.

The educational and professional standards of the workers of extramural institutions have improved considerably in the last few years. Advanced-training courses are regularly organized for them.

 

Questions

1) What is upbringing in Russian schools organically linked with?

2) What organizations have a vital role to play in bringing up schoolchildren?

3) What does a network of extramural institutions include?

4) What new forms of work aimed at stimulating the pupils' interest in learning have been devised?

5) Do extramural institutions play an important part in the aesthetic education and physical training of pupils?

6) How do the extramural institutions exert a significant influence on the organization of educational work in schools?

Note

1) Extramural institutions - внешкольные детские учреждения

 

TEXT 2

GERMANIC LANGUAGES

Germanic, or Teutonic, languages are a sub-family of the Indo-European family of languages. They include Dutch, English, German, the Scandinavian languages, and several extinct languages¹.

The Germanic languages are commonly grouped according to lin­guistic similarities into three branches - the East, North and West Germanic branches. The East Germanic group consists of the language of the Goths. The North Germanic, or Scandinavian, languages include Swedish, Danish, Norwegian, and Icelandic.

The West Germanic languages are divided into two groups - High German and Low German. The principal High German language is Modern German, also known as Standard German. The surviving Low German languages are Dutch, Flemish, Frisian² and English.

Dutch is the language of the Netherlands, Flemish, or Belgian Dutch, is spoken in Northern Belgium. More than half of the Belgian population speaks Flemish, although French is current throughout the country. Frisian is spoken by people on the coast and coastal islands of the North Sea, particularly in the north Netherlands province of Frisland.³ Frisian differs considerably from Dutch and is nearest of the Germanic languages to English.

English, the most widespread of the world's languages, is consid­ered to be an offshoot⁴ of an Anglo-Frisian dialect that must have been fairly widespread before the Germanic tribes invaded England. No common parent⁵ of the Germanic languages survives, but lin­guists refer to the hypothetical ancestor as primitive Germanic or proto-Germanic.⁵

 

Questions

1) What languages do Germanic languages include?

2) What are the main three Germanic branches?

3) What languages does the North Germanic group include?

4) What languages does the West Germanic group include?

5) What language is spoken in Northern Belgium?

6) In what country is Frisian spoken?

 

Notes

1) extinct languages- вымершие языки

2) Frisian - фризский язык

3) Frisland - Фрисландия

4) offshoot - ответвление

5) common parent - общий прародитель

6) proto-Germanic - протогерманский язык

 

TEXT 3

RAPHAEL

 

Many great artists have not been called great until after they were dead. Raphael's story is very different. The people of his time recognized him as one of their greatest artists. They called him divino pittore, which means "divine painter". The sweetness and charm of his pictures of the mother of Jesus - his Madonnas won immediate praise. Just as his Madonnas were loved by all kinds of people, the artist was loved by rich and poor, young and old. When he died, such crowds came to his funeral that it seemed all Rome was there.

Raphael (1483-1520) his full name was Raphael Sanzio - was born in Urbino, Italy. His father was a painter and poet. The boy was left an orphan when he was 11. It was clear that Raphael had remarkable talent, and his father had given him lessons in painting. At 16 he entered the workshop of the artist Perugino at Perugia. In time he was painting as well as his master. He began to paint pictures of his own in addition to helping Perugino. When he was 21, Raphael visited Florence for the first time. At this time two of the greatest artists the world has ever known were living there - Leonardo da Vinci and Michelangelo. When Raphael saw their work he knew that he still had much to learn. And he set about learning it. Raphael, like almost all artists, borrowed from other artists any ideas that would help his own work. From Leonardo he learned about drawing and about making rich patterns. From Michelangelo he learned how important it is for an artist to know the human body thoroughly.

Raphael's visit to Florence was a short one, but he soon returned there to live. He remained there almost two years. During these two years he painted many of his most famous Madonnas. The beauty of these paintings has made them popular all over the world. Today they may be seen in museums in Italy and Vienna, Madrid, London, Paris, Munich, Berlin, New York, and a few other cities. The most famous Madonna of all, the Sistine Madonna, was the last one Raphael painted. It belongs to the Dresden Picture Gallery. A Raphael Madonna is almost the most popular painting in any museum that has one.

From 1508 until his death Raphael worked in Rome. There he did more than paint pictures. He was doing at least half a dozen different kinds of work. He had become the architect of St. Peter's Church. He made plans for private palaces. He had charge of digging up and saving relics of ancient Rome. He designed mosaics and tapestries. And he kept on painting frescoes and portraits He could not carry out all this work without help. He had about 50 younger artists working with him.

Raphael's work brought him a high social position. But he did not livelong to enjoy it. He was always rather frail, and he was tired fromoverwork. Late in March of 1520, he caught a fever. He died on April 6, 1520, his 37th birthday.

Questions

1) How did the people of Raphael's time call him?

2) Where was Raphael born?

3) What did Raphael borrow from Leonardo da Vinci and Michelangelo?

4) What is the most famous Raphael's Madonna?

5) What kind of work did Raphael do in Rome?

TЕХТ 4

TELESCOPE

In 1609 Galileo (1564-1642), the famous Italian scientist, heard that a Dutch spectacles-maker had invented a new kind of instrument. With it he could make things faraway appear to be close.

The Dutch spectacles-maker, most accounts say, was Hans Lippershey. One story tells that a boy who was learning the trade from Lippershey was playing with some of the lenses Lippershey used for spectacles. He happened to hold one in front of another and look through them. To his surprise the lenses seemed to bring what he was looking at much closer. He showed Lippershey his discovery.

Lippershey put the two lenses in a tube. He put the new toy in his shop window. It was, of course, a simple telescope. The word telescope means "seeing far away".

As soon as he heard of a telescope, Galileo decided to make one for himself. With the first telescope he made Galileo found that he could sight vessels too far out at sea to be seen with the naked eye.

Galileo soon made better telescopes than the first one. When he finished his fourth telescope, it occurred to him to look up at the sky with it. He turned it toward the moon, and had a great surprise. The moon was not a smooth, shining ball as people had said. Instead, it had mountains and valleys and plains on it.

Ever since that time, telescopes have been used to explore the sky. There are still small telescopes for seeing distant things on the earth. But the famous telescopes have all been built to study the sky.

Galileo's telescopes were made with two small lenses. Some of the best telescopes in the world are still made with lenses. Telescopes made with lenses are called refracting telescopes.

Not long after Galileo's time the famous English scientist New­ton invented another kind of telescope. In it he used mirrors instead of lenses. Telescopes made with mirrors are called reflecting tele­scopes.

It is possible for an astronomer to study the sky by looking through the world's biggest telescopes. But scientists have found a better way of making discoveries with them. A photographic plate is a better "eye" than a real eye. Astronomers therefore use the telescopes as giant cameras. They take pictures of the part of the sky they wish to study and then study the pictures.

Questions

1) What does the word "telescope" mean?

2) Who was Hans Lippershey?

3) Why was Galileo greatly surprised when he turned his telescope toward the moon?

4) Galileo's telescopes were made with two small lenses, weren't they?

5) How are telescopes made with mirrors called?

6) How can astronomers use the telescopes?

 

TEXT 5

BOARDING-SCHOOLS IN ENGLAND

Most schools in Britain are day schools: the children go to school in the morning, at about nine o'clock, and go back home in the after­noon at about four o'clock, usually having their dinner at school. At boarding-schools the children go home only for the holidays.

The boarding-schools' academic reputation is based on the facts of smaller classes and traditions of sixth-form work. Other things being equal, academic standards¹ are likely to be higher in boarding-schools. The child's whole environment is an academic one. He can concentrate without distraction. The pattern of daily life allows for sports and recreation, but it also makes time for private work. Day-school "homework" is no substitute for "prep"².

What is more, the boarding-school child has teachers and libraries at hand. Local public libraries are no substitute: they are enormous in accessibility and quality, and in any case are not designed specifically for school children. The time that many day pupils spend in dreary and wasteful daily travel is better spent.

It is not only academic facilities that are better in boarding-schools. The child has without effort a vast range of choice. Normally, there is more room for sports, more time for hobbies. Playing fields are adequate and on the spot, school societies have a recognized place. In short a boarding-school child's time is organized so that he can get the most out of work and play.

The upper and middle classes have been sending their sons and daughters to boarding-school for generations. Nearly all of the public schools³ are boarding-schools.

Questions

1. Is the boarding-schools' academic reputation based on the facts of smaller classes and traditions of sixth-form work?

2. Is the child's whole environment an academic one?

3. What does the pattern of daily life allow for?

4. Whom and what does the boarding-school child have constantly at hand?

5. Has the child a vast range of choice of non-academic facilities?

Notes

1)academic standards - соответствие университетским нормам

2) "prep" - школьн. разг. приготовление уроков

3) public school - закрытое частное привилегированное учебное заведение для мальчиков

 

КОНТРОЛЬНАЯ РАБОТА №4

 

1 Прочитайте текст и письменно ответьте по-английски на вопросы, следующие за текстом.

2 Выпишите из текста все глаголы и образуйте причастия настоящего и прошедшего времени; переведите их на русский язык.

3 Найдите в тексте и переведите на русский язык предложения, в ко­торых употреблено причастие настоящего времени.

4 Найдите в тексте и переведите на русский язык предложения, в ко­торых употреблено причастие прошедшего времени.

5 Выпишите из текста слова с окончанием -ing. Определите, какой частью речи (причастием, герундием, отглагольным существитель­ным) они являются в каждом случае и какова их синтаксическая функция в предложении.

6 Найдите в тексте и переведите на русский язык предложения, в ко­торых употреблен герундий (простой или сложный, герундиальный оборот), и определите синтаксическую функцию данных слов или оборотов в этих предложениях.

7 Найдите в тексте и переведите на русский язык предложения, в которых употреблен инфинитив. Определите формы и синтаксиче­ские функции инфинитива в этих предложениях.

8 Если в тексте есть предложения, глаголы-сказуемые которых упот­реблены в одной из сложных временных форм страдательного за­лога (Continuous (Progressive) Tense in the Passive Voice; Perfect Tense in the Passive Voice), выпишите их и переведите на русский язык.

9 Выполните письменно упражнения 3, 5_, 9, 12, 13 из контрольно-тренировочных упражнений четвертого семестра.

10 Переведите письменно текст контрольной работы № 4. При пере­воде пользуйтесь англо-русским словарем.

 

 

TEXT 1

Questions

1. Where and when was William Shakespeare born?

2. When did he began to write poems?

3.What historical plays written by Shakespeare do you know?

4. What did Shakespeare write besides historical plays?

5.Where is Shakespeare buried?

Note

1) bubonic plague – бубонная чума

 

TEXT 2

Music

No one knows when, but at some time very long ago, people got the idea of making music themselves. They found that with music they could express their feelings as well as make sounds that were pleasant to hear.

Rhythm, melody, and harmony are important of music today. Rhythm and melody are much older than harmony. Rhythm is the accent , or beat, in the flow of sound. Melody is the tunefulness. Harmony has to do with^l the sounding of different notes at the same time.

The first music was vocal. People began singing simple melodies as they worked and played. The best songs were not written down but were remembered and handed down from one generation to another.

Music came to be so important in the lives of people of long ago that formal music was bound to appear. Formal music is music that has been specially composed for some purpose. The composer writes the music down in some way. No one can tell when and where music was first composed and written down. But we do know that the Greeks wrote music with the letters of their alphabet. Writing in notes like those of today came much later.

All early composed music was for voices. Early songs were sung in unison; everyone, that is,² sang the same melody. When composers began composing songs, they began adding other melodies to the main melody. Such writing for different parts, or voices, became known as "polyphonic" music - music of many sounds.

Much of the work of early European composers was sacred music³ for the church. But there were also gay songs. Some of them were called "madrigals". Songs people made up as they worked or played came to be called folk songs.⁴

Writing music for instruments began about 400 years ago. Violins and keyboard instruments ⁵ became popular. From that time on people developed many kinds of compositions. Many different groups were formed to perform them. There came to be choirs, opera companies, string quarters, symphony orchestras, and many others besides. But of course not all the music composed was for groups. Great soloists appeared - singers, violinists, pianists, cellists, and so on.

Music is sometimes called a universal language. In music there are not the barriers there are with spoken languages. A composer who cannot speak a single word of our language can still make us feel joy and pride, ехaltation and despair, peace and mystery through his music.

Questions

1) What are important parts of music?

2) What is formal music ?

3) When did writing music for instruments begin?

4) Why is music called a universal language?

 

Notes

1) has to do with — имеет отношение к

2) that is - то есть

3) sacred music — духовная музыка

4) folk songs — народные песни

5) keyboard instruments - клавиатурные инструменты

 

TEXT 3

NEW ZEALAND

The beautiful island country of New Zealand is a distant nation in the huge Pacific Ocean. The nearest continent to it, more than 1,200 miles away, is Australia. Like Australia, New Zealand is south of the equator.

Surprising as it may seem, far-off New Zealand is a land of English-speaking people with modern ways of work and play. North Island, South Island, and many other parts in it have English names. Farms and pastures ^l near Christchurch are in a lowland called Canterbury Plains. Mountain Cook is New Zealand's highest mountain, and the capital is named Wellington.

Some of the early settlers went to New Zealand because gold was found there. But in Auckland, its largest port, we see signs that today grass, which feeds millions of sheep and cattle, is New Zealand's "gold". Millions of pounds of wool, mutton, and lamb are shipped away. And re­frigerated ships carry to other lands so many tons of butter, condensed milk,² and cheese that New Zealand is now one of the world's great dairy countries. Britain is its best customer, and supplies most of New Zealand's imports which include automobiles and oils.

Most English settlements in New Zealand are less than a century old. Early settlers found brown-skinned Maori ³ natives there. Today the Maoris, who make up only about a twentieth part of the New Zealanders, are highly respected citizens.